Written Answers Nos. 585-599
585. Deputy Ruairí Ó Murchú asked the Minister for Education if she has engaged in discussions or commissioned reports in relation to subsidising household broadband services to tackle educational disadvantage and narrow the digital divide; and if she will make a statement on the matter. [16693/21]
Amharc ar fhreagraMy Department does not have a role in the provision of residential broadband infrastructure. Provision for such services falls to the Department of the Environment, Climate and Communications and this is being addressed through the implementation of the National Broadband Plan Intervention Area. My officials have an ongoing engagement with that Department on issues relating to broadband services for schools.
Since the start of the Covid-19 pandemic my Department has issued extensive guidance material to assist schools with the continuity of learning. This guidance to schools was developed in consultation with all relevant stakeholders including teachers, parents and learners. The guidance included provision to support the continuity of teaching and learning in response to the Covid-19 restrictions for those learners unable to engage with online learning. This guidance is all available at gov.ie .
As part of the €210m investment programme underpinning the implementation of the Digital Strategy for Schools, my Department provided €100m in grant funding to schools to address their ICT needs during 2020. Schools were advised that they can use this funding to support the continuity of teaching and learning should a period of partial or full school closure occur arising from Public Health advice owing to Covid-19 restrictions as is the current situation. This can include the purchase of ICT devices including laptops, etc. that can be shared with students and teachers who do not have access to devices, essential learning platforms and other ICT infrastructure to support the provision of remote learning.
ICT grant funding issues directly to schools, as schools are best placed to identify the needs of their learners and to meet those requirements. Many schools have used this funding to put in place a device loan scheme to support families.
In an effort to support students and families a process to zero rate educational websites was put in place during the first lockdown, as announced by the then Minister for Environment, Climate and Communications. I am advised that the zero rating has been maintained by a number of telecoms providers and also that there is a range of unlimited mobile data packages on offer by the market. Decisions regarding home broadband and access for children are, of course, determined by parents/guardians.
Separate to the ICT funding, my Department invests an average of €13m annually for the delivery of the Schools Broadband Programme (SBP) and some 98% of schools are included in this programme.
586. Deputy Jackie Cahill asked the Minister for Education further to Parliamentary Question No. 533 of 10 March 2021, if a full and comprehensive reply will be provided (details supplied); and if she will make a statement on the matter. [16709/21]
Amharc ar fhreagraUnder section 7 of the Education Act 1998, it is the responsibility of the Minister to determine national education policy. Section 23 of the Education Act 1998 states that the functions of a Principal of a recognised school include having responsibility for the day to day management of the school, including guidance and direction of the teachers and other staff of the school.
The Department of Education has no role in the scheduling of classes in schools beyond mandating the amount of instruction time which must be allocated to each subject. There are currently no plans for my Department to further regulate this aspect of school administration.
Only Irish, English, Mathematics and History (some exceptions for History apply in the case of students with special educational needs) are mandatory for study at Junior Cycle. Provision of all other subjects are a matter for the individual schools depending on resources available. The programme that each school plans and delivers should be based on my Department's approved specifications, and the teaching hours should be registered on the school timetable.
The Department of Education does not have the authority to dictate to schools regarding what subjects are offered. Any issue with the subject choice being offered would have to be addressed to the Principal of the school in question, and/or the Board of Management.
588. Deputy Catherine Murphy asked the Minister for Education if she will provide a timeline in respect of an upgrade regarding broadband services at a school (details supplied) in County Kildare; and if she will expedite the required works to enhance the schools access to a reliable high speed service with increased capacity in view of the fact that the school has invested in class sets of laptops, online literacy programmes and interactive whiteboards that cannot be fully utilised. [16759/21]
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.
Under the current primary schools programme my Department continually reviews the availability of services and upgrades schools where the opportunity arises, in line with contractual and budgetary requirements and leveraging off existing infrastructure. The focus of my Department is to continue to upgrade all schools to high speed broadband as and when the service becomes available
The school referred to by the Deputy is currently on the best available service broadband connection, which is a dedicated service to the school.
The school is advised to engage with the Broadband Service Desk, tel: 1800 334466. to ensure that the school is receiving the maximum level of service available on the connection The Broadband Service Desk is the central point of contact providing schools with information, advice and technical support in relation to the Schools Broadband Programme.
589. Deputy Catherine Murphy asked the Minister for Education her plans to upgrade and-or reform the high-speed broadband programme for schools; if she and-or her officials have engaged with National Broadband Ireland In respect of same; and if she will provide a schedule of all schools in County Kildare that will have broadband service upgraded in 2021 and 2022. [16760/21]
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, through the Schools Broadband Programme. Currently investment of some €13m is allocated annually for the provision of internet connectivity to schools. As you will be aware, broadband capacity can vary across geographical locations and is dependent on local infrastructure which can impact on the service that can be provided in individual schools.
The primary broadband scheme operates off existing infrastructure on the whole and the providers on the Primary Broadband Framework access this infrastructure to deliver the service to the schools. The Department does not put in place such infrastructure. All post-primary schools are provided with high speed connectivity through the Department's High Speed Programme for Post-Primary Schools.
My Department is working closely with the Department of Environment, Climate and Communications on the implementation of the National Broadband Plan Intervention area, which will see almost 700 primary schools provided with high speed connectivity by the end of 2022. This includes the School Connection Points under the Broadband Connection Points programme implementation currently underway.
In operating the Schools Broadband Programme, my Department adheres to procurement regulations, and must engage with the selected retail serviced providers on the DE Framework of Providers of Broadband Services through a tender process to award services. As and when improvements in infrastructure providing high speed connectivity is put in place, either through industry provision or the NBP implementation, the retail service providers on the Primary Schools Broadband Framework will be in a position to utilise this in providing connectivity through my Department's Broadband Programme.
As the Deputy will be aware, industry provision can be commercially sensitive, and is subject to change, which may also impact on the premises included in the National Broadband Plan Implementation Area. On that basis, it is not possible to provide a list of schools in Kildare scheduled for upgrade in 2021 and 2022 as requested.
590. Deputy Bríd Smith asked the Minister for Education if the students in the five special schools for children at risk in Ireland will be afforded the opportunity to sit their junior certificate examinations in June 2021 given there are no leaving certificate examinations held in these schools and no public health concerns thereby arising; if she will engage directly with the schools in relation to the issue; and if she will make a statement on the matter. [16781/21]
Amharc ar fhreagraAs part of the Government Decision on 17 February last, the normal Junior Cycle Examination processes were cancelled.
Given the priority that needed to be accorded to the Leaving Certificate examinations and the challenge associated with running them, it was not considered feasible to run a set of Junior Cycle Examinations also.
Last year, early school leavers and adult learners were offered an opportunity to sit Junior Cycle examinations at a later point. Similar measures will be implemented for this year, with Junior Cycle Examinations for early school leavers and adult learners set to begin in October 2021.
Guidance and further information relating to the Junior Cycle of 2021 has now been published by my Department and is available at http://www.gov.ie/JuniorCycle .
These guidelines include details on the alternative form of certification designed to meet the current exceptional circumstances. A state certificate of completion of the Junior Cycle from my Department will be issued stating students have completed their Junior Cycle programme of study. In addition to this certificate, a school report detailing the learning achievements through the Junior Cycle programme should be issued to students by their schools. Further details are available in the guidelines.
To avoid any unfair disadvantage for young people wishing to access National Craft Apprenticeships, it has been determined that the 2020 or 2021 State Certificate and School Report provided to students who were due to complete their examinations in 2020 or 2021 will be deemed to be an ‘approved equivalent’ as per the eligibility requirements for said apprenticeships.
Schools will shortly be provided with further guidance on continuing to engage this year group in online learning and assessment during the period of school closure and through in-person learning when schools re-open.
591. Deputy Bríd Smith asked the Minister for Education if the students in the five special schools for children at risk in Ireland will be afforded the opportunity to sit their junior certificate examinations in June 2021; the reason special schools are not represented (details supplied); and if she will make a statement on the matter. [16782/21]
Amharc ar fhreagraAs part of the Government Decision on 17 February last, the normal Junior Cycle Examination processes were cancelled.
Given the priority that needed to be accorded to the Leaving Certificate examinations and the challenge associated with running them, it was not considered feasible to run a set of Junior Cycle Examinations also.
Last year, early school leavers and adult learners were offered an opportunity to sit Junior Cycle examinations at a later point. Similar measures will be implemented for this year, with Junior Cycle Examinations for early school leavers and adult learners set to begin in October 2021.
Guidance and further information relating to the Junior Cycle of 2021 has now been published by my Department and is available at http://www.gov.ie/JuniorCycle .
These guidelines include details on the alternative form of certification designed to meet the current exceptional circumstances. A state certificate of completion of the Junior Cycle from my Department will be issued stating students have completed their Junior Cycle programme of study. In addition to this certificate, a school report detailing the learning achievements through the Junior Cycle programme should be issued to students by their schools. Further details are available in the guidelines.
To avoid any unfair disadvantage for young people wishing to access National Craft Apprenticeships, it has been determined that the 2020 or 2021 State Certificate and School Report provided to students who were due to complete their examinations in 2020 or 2021 will be deemed to be an ‘approved equivalent’ as per the eligibility requirements for said apprenticeships.
Schools will shortly be provided with further guidance on continuing to engage this year group in online learning and assessment during the period of school closure and through in-person learning when schools re-open.
The planning work underway in respect of the State Examinations in 2021 is being assisted by an Advisory Group of key stakeholders. 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, which was initially constituted in April 2020, was reconvened in November 2020 and 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.
Membership of the group is extensive and provides significant experience and expertise of the education sector, in respect of all recognised school types and students in all settings.
592. Deputy Neasa Hourigan asked the Minister for Education her plans to supply each school with access to an on-call counsellor or psychologist to ensure children and young persons have regular access to mental health services outside of the intervention services provided by the National Educational Psychological Service; and if she will make a statement on the matter. [16783/21]
Amharc ar fhreagraWhile the provision of child and adolescent mental health services lies within the remit of the Department of Health, and the HSE specifically, the Department of Education has an important role to play in supporting the wellbeing and mental health of our young people. The Department’s Wellbeing Policy and Framework for practice has given recognition to the importance of promoting wellbeing in education. It outlines a comprehensive, whole-school approach to the promotion of wellbeing and positive mental health. It focuses on the whole school community, as well as groups and individual young people with identified needs.
The National Educational Psychological Service (NEPS) of my Department provides a comprehensive, school-based psychological service to all primary and post primary schools through the application of psychological theory and practice to support the wellbeing, academic, social and emotional development of all learners. NEPS provides its service to schools through casework and through support and development work for schools. Individual casework service involves a high level of psychologist collaboration with teachers and parents, often also working directly with the child/young person. NEPS may become involved with supporting individual students where the school’s Special Education Teaching team or Student Support Team feels that the involvement of the psychologist is needed. Psychologists may provide consultation in relation to appropriate therapeutic interventions to be delivered in the school setting and engage in direct work with an individual student as appropriate.
At post primary level, counselling is a key part of the role of the Guidance Counsellor, offered on an individual or group basis as part of a developmental learning process, at moments of personal crisis but also at key transition points. Each post primary school currently receives an allocation in respect of guidance provision, calculated by reference to the approved enrolment. Guidance allocations for all schools were increased in the 2020/21 school year in response to Covid 19. The Guidance Counsellor also identifies and supports the referral of students to external counselling agencies and professionals, as required. The Guidance Counsellor is key in developing and implementing innovative approaches to wellbeing promotion on a whole schools basis though the school’s Guidance Plan.
In addition to casework NEPS psychologists work with teachers to build their capacity/capability to promote the wellbeing and mental health of children and young people in schools. NEPS teams offer training and guidance for teachers in the provision of universal and targeted evidence-informed approaches and early intervention to promote children’s wellbeing, social, emotional and academic development. Initiatives such as the Incredible Years Social Emotional learning Programmes and the FRIENDS Resilience Programmes. These programmes have been welcomed by schools and their impact positively evaluated.
NEPS is currently developing a range of workshops for school staff on the promotion of wellbeing and resilience in schools which includes trauma informed approaches. The approaches outlined in the workshops are based on research findings, on the experience of experts in their fields and on the experience of practicing psychologists working in schools. The workshops will be available to build the capability of school staff in both primary and post-primary settings, including for school leaders, teachers and SNAs. Work is underway to identify schools for inclusion in a pilot of the workshops. In selecting schools, a mix of DEIS, non DEIS and urban and rural schools will be included. Following the pilot a national roll-out is planned during the next academic year.
In the event that the need for a more specialised intervention or counselling is identified by the NEPS psychologist, a referral is made to an outside agency for evaluation and ongoing support. The NEPS psychologist can in consultation with the Guidance Counsellor identify the most appropriate referral pathway and support schools with the onward referral to Child and Adolescent Mental Health Team (CAMHS), HSE Primary Care/Community Psychology teams, or an identified local community based specialist mental health service.
593. Deputy Neasa Hourigan asked the Minister for Education the number of psychologists employed by the psychological service of the City of Dublin Education and Training Board in each of the years 2018, 2019 and 2020. [16784/21]
Amharc ar fhreagraThe number of psychologists employed by the City of Dublin Education and Training Board, that work in their Psychological Services, on the 31st December in each of the years 2018, 2019 and 2020 is as follows:
2018 – 6.46 Whole Time Equivalent
2019 – 6.6 Whole Time Equivalent
2020 – 6.6 Whole Time Equivalent
594. Deputy Neasa Hourigan asked the Minister for Education the number of children and young persons on the waiting list to access the psychological service of the City of Dublin Education and Training Board in each of the years 2018, 2019 and 2020, respectively. [16785/21]
Amharc ar fhreagraThe number of children and young persons on the waiting list to access the psychological service of the City of Dublin Education and Training Board on the 31st December in each of the years 2018, 2019 and 2020 is as follows:
2018 – 5 Persons
2019 – 15 Persons
2020 – 15 Persons
595. Deputy Cormac Devlin asked the Minister for Education if her attention has been drawn to the case of a child (details supplied); if consideration will be given to the matter; and if she will make a statement on the matter. [16818/21]
Amharc ar fhreagraI wish to advise the Deputy that Special Education Teachers support the mainstream class teacher by providing additional teaching support for pupils with special educational needs, or additional learning needs, in schools.
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.
Children who have additional learning needs in school, including children with ADHD, may receive additional teaching support in schools.
596. Deputy Niamh Smyth asked the Minister for Education the reason a school (details supplied) is waiting 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. [16835/21]
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.
A high speed school router was recently provided to the school referred to by the Deputy. If the school continues to have issues, they should engage with the Broadband Service Desk, tel: 1800 334466. The Broadband Service Desk is the central point of contact providing schools with information, advice and technical support in relation to the Schools Broadband Programme.
597. Deputy Robert Troy asked the Minister for Education if clarity will be provided on a forthcoming Departmental circular outlining the steps to be taken in applying for additional SNA allocations (details supplied). [16875/21]
Amharc ar fhreagraA core recommendation of the National Council for Special Education’s (NCSE) Review of the Special Needs Assistant (SNA) scheme concerned a change in the way that SNAs are allocated to mainstream classes in both primary and post primary schools and called for the greater proportion of SNAs in these classes to be allocated on the basis of an educational profile of each school before the commencement of the school year in a similar manner to the allocation of special education teachers (SETs).
The frontloaded allocation model is intended to ensure that SNA posts are in schools and available immediately to students upon their arrival, reducing delays in accessing support. It eliminates the need for individual applications and professional assessments in order to access resources and facilitates schools allocating the available resources to those with greatest need.
It had been planned that the frontloaded model of allocation for SNAs would be rolled out to all schools from the commencement of the 2020/21 school year.
Under the frontloaded allocation model, no schools would receive an allocation of SNA support for mainstream classes which is less than their existing 2019/20 mainstream SNA allocation on the introduction of the frontloaded model and some schools will gain.
However, due to the disruption caused by Covid-19 and the closure of school buildings in March 2020. It was decided that the introduction of the model would be deferred for one year i.e. to the start of the 2021/22 school year. This will allow time for the necessary planning and training for schools.
As an interim step, SNA allocations were frozen at their current levels for 2020/21 with provision for additionality where necessary. Department Circular 30/2020 sets out the arrangements for SNA allocations for the 2020/21 school year. This meant that no school received an allocation less then what they had on the date of issue of this Circular and existing SNAs in standard SNA posts could continue in these posts.
Schools were advised in the first instance to review and reprioritise deployment of all SNAs within mainstream settings and allocate resources on the basis that those with the greatest level of need receive the greatest level of support.
Providing access to SNA support continues to be based on primary care needs as outlined in DES Circular 0030/2014. SNA allocations for special classes and special schools are not affected by this arrangement.
Where schools consider their SNA allocation to be inadequate to meet current needs, a school can seek a review by making an application to the NCSE which is available to schools throughout the current school year.
Schools will be advised, as soon as possible, in relation to the manner in which allocations of SNA support will be made for mainstream school classes for the 2021/22 school year.
598. Deputy Michael Ring asked the Minister for Education when the remote area boarding grant will be paid to a pupil (details supplied) in County Mayo. [16899/21]
Amharc ar fhreagraThe purpose of the Remote Area Boarding Grant scheme is to give students who are disadvantaged because of their remoteness from schools an opportunity to attend school on the same basis as students not so disadvantaged.
The terms of this scheme are set out in Circular 16/2016 which is published on my Department’s website at https://www.education.ie/en/Circulars-and-Forms/Active-Circulars/cl0016_2016.pdf.
The case referred to by the Deputy has been examined by Bus Éireann, who operates the School Transport Scheme on behalf of my Department.
I am pleased to say that the application has been approved and will be paid in the coming weeks.
The pupil’s parents have recently been informed of this decision.
599. Deputy Bernard J. Durkan asked the Minister for Education if a school place will be facilitated for a child (details supplied); and if she will make a statement on the matter. [16903/21]
Amharc ar fhreagraIt is the responsibility of my Department to ensure that schools in an area can, between them, cater for all pupils seeking school places in an area. Parents can choose which school to apply to and where the school has places available the pupil should be admitted.
It is the responsibility of the managerial authorities of all schools to draft, publish and implement a school admission policy in accordance with the Education Acts 1998 to 2018. In schools where there are more applicants than places available a selection process may be necessary. This may result in some pupils not obtaining a place in their school of first choice.
The admission policy, including the selection criterion to be used where the school is oversubscribed, must comply with the Education Acts 1998 to 2018, be non-discriminatory and be applied fairly in respect of all applicants.
Where a board of management make a decision to refuse admission, a parent/guardian can appeal that decision under section 29 of the Education Act, 1998, and an independent appeals committee will be appointed to consider the appeal. My Department has no authority to compel a school to admit a student, except in circumstances where an appeal under section 29 of the Education Act, 1998 has been allowed and the appeals committee directs that the school admit the child concerned.
A section 29 appeal must be made no later than 63 calendar days from the date of the school’s decision to refuse admission.
It is important to note that if a student has been refused admission due to the school being oversubscribed, and the parent/guardian wishes to appeal this decision they must firstly make a written request to the school seeking a review of the board of management’s decision. This request for a review to the board of management is time bound and must be made within 21 calendar days from the date of the decision by the school to refuse admission.
If a student has been refused admission for a reason other than the school being oversubscribed, the parent/guardian may, but are not required to, request a review by the board of management within 21 calendar days from the date of the decision by the school to refuse admission. Where refused admission is for a reason other than the school being oversubscribed and the parent/guardian does not choose to seek a review by the board of management they may make an appeal to an independent appeals committee no later than 63 calendar days from the date of the school’s decision to refuse admission.
Full details on the section 29 appeals process are available on my Department’s website at the link below:
https://www.education.ie/en/Parents/Services/Appeal-against-Permanent-Exclusion-Suspension-or-Refusal-to-Enrol/Appeals.html
In addition, Tusla Education Support Services (TESS) is the legal body which can assist parents who are experiencing difficulty in securing a school placement for their child. Contact details for TESS are available at the following link https://www.tusla.ie/tess/get-in-touch/ or by email at tessinfo@tusla.ie.
TESS has advised that support and advice has been provided to the parent of the child in question and a meeting has been arranged with the parent to provide further support.
