Written Answers Nos. 566-584
566. Deputy Martin Browne asked the Minister for Education if an allowance in the school transport scheme will be made for the parents of a child with additional needs to send their child to a school other than the closest one to them if it is better equipped for their child’s needs. [21587/21]
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 114,100 children, including over 14,700 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 the Department's School Transport Scheme for Children with Special Educational Needs is, having regard to available resources, to support the transport to and from school of children with special educational needs arising from a diagnosed disability.
In general, children with special educational needs are eligible for school transport if they are attending the nearest school that is resourced to meet their special educational needs. Eligibility is determined following consultation with the National Council for Special Education through its network of Special Education Needs Organisers (SENO).
567. Deputy Martin Browne asked the Minister for Education the number of applications for bus tickets under the school transport scheme in County Tipperary by year; and the number of appeals to decisions under the scheme by year. [21588/21]
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 114,100 children, including over 14,700 children with special educational needs, are transported on a daily basis to primary and post-primary schools throughout the country at a cost of over €224.7m in 2020.
The purpose of my Department's School Transport Scheme is, having regard to available resources, to support the transport to and from school of children who reside remote from their nearest school. Under the terms of my Department’s School Transport Scheme, children are eligible for transport where they reside not less than 3.2kms at primary and 4.8kms at post-primary and are attending their nearest School/Education Centre as determined by the Department/Bus Éireann, having regard to ethos and language.
The number of mainstream applications for transport in County Tipperary for the past four years is as follows:
|
Year |
No. of applications |
Source Data Date |
|
2020 |
5554 |
30/01/2020 |
|
2019 |
5625 |
28/02/2 019 |
|
2018 |
5558 |
12/02/2018 |
|
2017 |
5436 |
21/06/2017 |
It is important to note that the above figures do not include applications where there was no service available, grant pupils and families who closed their application. The above figures include active applications (new applications & applications that carried forward from the previous school year). Please note that the number of applications include families who may not have completed the payment process but did apply for transport.
The number of appeals received in the School Transport Appeals Board for County Tipperary in the past four years are as follows:
|
Year |
Total appeals received |
|
2021 |
3 |
|
2020 |
16 |
|
2019 |
13 |
|
2018 |
15 |
|
2017 |
7 |
568. Deputy Cathal Berry asked the Minister for Education the number of primary school children awaiting emotional counselling and therapeutic supports; and if she will make a statement on the matter. [21714/21]
Amharc ar fhreagra569. Deputy Cathal Berry asked the Minister for Education the number of post primary school children awaiting emotional counselling and therapeutic supports; and if she will make a statement on the matter. [21715/21]
Amharc ar fhreagraI propose to take Questions Nos. 568 and 569 together.
My Department 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 the event that the need for a more specialised intervention or counselling is identified by the NEPS psychologist, or indeed the Student Support Team, children and young people and their families are signposted to external pathways for support. The provision of child and adolescent mental health services including emotional counselling and therapeutic supports lies within the remit of the Department of Health, and the HSE specifically.
570. Deputy Cathal Berry asked the Minister for Education the current level of service from NEPS at primary and post-primary level; her plans to increase NEPS support to schools; and if she will make a statement on the matter. [21716/21]
Amharc ar fhreagraThe 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.
NEPS’ sanctioned psychologist numbers have grown from a base of 173 whole-time equivalent psychologists (w.t.e.) in 2016, through the intervening Budget increases in 2017-2019 to 204 w.t.e. psychologist posts. This Government remains firmly committed to the maintenance of a robust and effective educational psychological service. In this connection, as part of a package of measures to support the reopening of our schools the provision of an additional seventeen psychologist posts to NEPS was announced bringing overall sanctioned numbers to 221 w.t.e. psychologist posts.
Currently NEPS has 206 w.t.e. psychologist. NEPS is actively recruiting to achieve sanctioned numbers in NEPS. The Department has engaged with the Public Appointments Service who are planning a recruitment compeition for NEPS in Q2 of 2021.
571. Deputy Cathal Berry asked the Minister for Education her plans to pilot workshops on well-being and resilience including trauma in order to inform approaches for school leaders in primary and post-primary schools; the way in which schools will be selected; and if she will make a statement on the matter. [21717/21]
Amharc ar fhreagra572. Deputy Cathal Berry asked the Minister for Education if schools with additional educational needs will be included in pilot workshops on well-being and resilience including trauma; the way in which schools will be selected; and if she will make a statement on the matter. [21718/21]
Amharc ar fhreagraI propose to take Questions Nos. 571 and 572 together.
The National Educational Psychological Service (NEPS) service of my Department is developing a range of workshops 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 focus of the workshops is on exploring and understanding the sources and impact of stress on children and young people including attachment, trauma and adverse experiences. The emphasis in the workshops will be on creating environments to reduce stress and on developing skills all children and young people need to better manage in school. The training will also cover the influences of stress on school staff and how to best to manage this. It is intended that staff will find the content useful in supporting their own wellbeing.
The workshops will be available to build the capability of school staff in both primary and post-primary settings. The workshops are for all staff and all students including those with SEN or those children impacted by trauma and adverse experiences.
Work is underway to identify schools for inclusion in a pilot of the workshops while being cognisance of prioritising teacher contact time in schools. 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.
573. Deputy Cathal Berry asked the Minister for Education if she plans to conduct a comparative study in relation to which countries perform well in the area of trauma-informed school strategies and restorative practices for students, educators and school communities and assess the way Ireland compares; and if she will make a statement on the matter. [21719/21]
Amharc ar fhreagra574. Deputy Cathal Berry asked the Minister for Education if her Department will adopt initiatives used or proposed internationally due to traumatic events such as a pandemic that focus on schools and education systems; and if she will make a statement on the matter. [21720/21]
Amharc ar fhreagra575. Deputy Cathal Berry asked the Minister for Education the supports needed by the wider school community, that is, teachers, SNAs, caretakers and bus drivers to understand trauma-based supports and restorative practices; the way in which to implement same; and if she will make a statement on the matter. [21721/21]
Amharc ar fhreagra576. Deputy Cathal Berry asked the Minister for Education the position regarding the provision of additional training of trauma-informed school strategies and restorative practices for all educators and school communities; and if she will make a statement on the matter. [21722/21]
Amharc ar fhreagra577. Deputy Cathal Berry asked the Minister for Education if she will support and implement trauma-informed school strategies and restorative practices for all students, educators and school communities commencing in the new school year 2021-2022; and if she will make a statement on the matter. [21723/21]
Amharc ar fhreagraI propose to take Questions Nos. 573 to 577, inclusive, together.
Promoting wellbeing is a fundamental element of the Department’s overall plan to support school communities as we continue to manage the impact of the Covid-19 pandemic. The National Educational Psychological Service (NEPS) of my Department is leading on supporting the wellbeing of schools communities at this time. The response to support the wellbeing of all within school communities requires a structured, psychosocial response which is compassionate and largely preventative and proactive. A whole-school team approach is recommended in order to ensure that staff, students and parents feel safe and secure. This response is aligned with the HSE guidance on such responses, and based on the five key principles of promoting a sense of safety, calm, connectedness, self- and community-efficacy and hope. From the outset of this pandemic NEPS has continued to deliver a psychological service to schools within the context of public health advice. In addition, NEPS has remained proactive in the development of advice for schools, parents and pupils to support the wellbeing of students. NEPS psychologists have an increased focus on both consultation and casework in schools with particular attention to the needs of individual students. Psychologists are taking a blended approach to the provision of casework to schools, working both remotely, and where appropriate in-school, depending on school protocols/plans and of the nature of need.
NEPS is developing a range of workshops 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 focus of the workshops is on exploring and understanding the sources and impact of stress on children and young people including attachment, trauma and adverse experiences. The emphasis will be on creating environments to reduce stress and on developing skills all children and young people need to better manage in school. The training will also cover the influences of stress on school staff and how to best to manage this. It is intended that staff will find the content useful in supporting their own wellbeing.
The workshops will be available to build the capability of school staff in both primary and post-primary settings. The workshops are for all staff and all students including those with SEN or those children impacted by trauma and adverse experiences.
Work is underway to identify schools for inclusion in a pilot of the workshops while being cognisance of prioritising teacher contact time in schools. 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.
Restorative Practice is an evidence-based anti-bullying intervention and prevention strategy that is designed to help build understanding, encourage accountability and provide opportunities for healing. Schools that adopt Restorative Practice on a whole-school basis consistently demonstrate a variety of benefits in terms of both school management and student engagement. Restorative Practice supports are available to schools from the PDST Wellbeing Teams. Schools who are considering embedding Restorative Practice can avail of a once-off introductory session outlining the principles and processes of the approach, while schools who have already engaged in the process of Restorative Practice in their school can avail of follow-up in-school support visits.
578. Deputy Patrick O'Donovan asked the Minister for Education when there will be a full review of the irregularities in relation to the allocation of resources for two schools (details supplied) in County Limerick; and if she will make a statement on the matter. [21743/21]
Amharc ar fhreagraA detailed analysis of school enrolment data and the latest data available from Census 2016, using the HP Deprivation Index, has been carried out by members of the DEIS Technical Group. My Department has commenced a consultation process with education stakeholder representatives on the technical aspects and implementation of the model, and work is ongoing on final elements of the model. It is envisaged that this will then provide the basis for development of a DEIS resource allocation system to match resources to identified need.
A key part of the DEIS Plan was the introduction of a new DEIS identification process based on an objective, statistics based model to determine which schools merit inclusion in the programme and all schools, including those referred to by the Deputy, will be considered under this process. However, until this work is complete, it is not intended to extend the DEIS programme to any further schools.
My Department is working to ensure that schools are resourced to support those most in need to have every opportunity to benefit from education in order to help them fulfil their potential in life.
In relation to teaching resources, the key factor for determining the level of teacher 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.
In relation to the Special Education Teachers, the new model for allocating Special Education Teachers to mainstream schools was introduced from September 2017, based on the profiled needs of schools. The allocations were updated for schools with effect from September 2019, with limited readjustments being applied for at that time. The allocations have remained in place for the 2019/20 and 2020/21 school years, with some adjustments made over the course of the model for schools which achieved developing status, or successfully appealed on the grounds of exceptional circumstances arising in their schools. Applications for an exceptional needs review are processed by the National Council for Special Education (NCSE).
579. D'fhiafraigh Deputy Aengus Ó Snodaigh den Aire Oideachais conas a fhreastalóidh sí ar an éileamh ar Ghaeloideachas ag an meánleibhéal i ndeisceart Bhaile Átha Cliath sa chomhthéacs ina bhfuil 850 dalta ar a cheann amuigh dó ar Ghaelscoileanna agus ina bhfuil Gaelscoil eile le bunú amach anseo timpeall Choill na Silíní agus ina mbeartaítear go n-osclófar meánscoil ann in 2022. [21756/21]
Amharc ar fhreagraChun pleanáil a dhéanamh do sholáthar scoileanna agus anailís a dhéanamh ar na sonraí déimeagrafacha ábhartha, roinneann mo Roinn an tír ina 314 limistéar pleanála scoile agus úsáideann sí Córas Faisnéise Geografaí, ag úsáid sonraí ó raon foinsí, lena n-áirítear Sochar Leanaí agus sonraí rollaithe scoile, chun a fháil amach cá háit a mbeidh éileamh ar áiteanna scoile ar fud na tíre agus cá háit a mbeidh gá le cóiríocht bhreise scoile ar leibhéal bunscoile agus iar-bhunscoile.
Nuair a thugann sonraí le fios go bhfuil gá le soláthar breise, braitheann seachadadh an tsoláthair bhreise sin ar chúinsí áirithe gach cáis agus féadfar an soláthar a chur ar fáil trí cheann amháin nó trí chumasc, díobh seo a leanas:
- Acmhainn neamhúsáidte laistigh de scoil nó scoileanna a úsáid,
- Acmhainn scoile nó scoileanna a leathnú,
- Scoil nó scoileanna nua a sholáthar.
Mar is eol don Teachta, ó Aibreán 2018, tá pleananna fógartha ag an Rialtas chun 47 scoil nua a bhunú sna chéad cheithre bliana eile ó 2019 go 2022. Áiríodh air seo ceithre bhunscoil nua chun freastal ar cheantar Chathair Bhaile Átha Cliath/Baile Átha Cliath Theas. Ba é toradh an phróisis phátrúnachta atá curtha i gcrích gur scoil Bhéarla a bheidh san iar-bhunscoil nua a fhreastalóidh ar limistéar pleanála scoile Baile an Bhóthair_An Charraig Dhubh agus Dún Laoghaire. Leagtar amach i dtuarascáil mheasúnaithe na Roinne ina leith seo go bhfuiltear ag súil go mbeidh go leor áiteanna scoile eatarthu sna Gaelcholáistí sa cheantar chun freastal, sa ghearrthéarma, ar leibhéal an éilimh a sainaithníodh mar chuid den phróiseas pátrúnachta. Mar sin féin, i bhfianaise líon na ngaelscoileanna nua a osclaíodh le blianta beaga anuas nó atá beartaithe le hoscailt sa cheantar seo, beidh athbhreithniú gníomhach á dhéanamh ag mo Roinn de réir mar a fhásann na scoileanna seo agus de réir mar a thagann méadú ar líon na ndaltaí rang a sé i ngaelscoileanna.
Tá an tsamhail phátrúnachta agus an teanga theagaisc le cinneadh fós do na hiar-bhunscoileanna nua a fógraíodh chun freastal ar na limistéir pleanála scoile seo a leanas i mBaile Átha Cliath Theas: BÁC2_BÁC4 agus An Naigín_Cill Iníon Léinín_DLR / Coill na Silíní.
580. Deputy Willie O'Dea asked the Minister for Education if she will include a school (details supplied) in the post-primary school transport scheme; and if she will make a statement on the matter. [21758/21]
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 114,100 children, including over 14,700 children with special educational needs, are transported on a daily basis to primary and post-primary schools throughout the country at a cost of over €224.7m in 2020.
The purpose of my Department's School Transport Scheme is, having regard to available resources, to support the transport to and from school of children who reside remote from their nearest school.
Bus Éireann has confirmed that details for the school referred to by the Deputy are available on the Bus Éireann family portal for school transport applications. Families can select this school when they are applying for school transport.
581. Deputy Marian Harkin asked the Minister for Education if emergency measures will be put in place for a school (details supplied) due to a lack of available teachers from the substitute panel; and if she will make a statement on the matter. [21788/21]
Amharc ar fhreagraAmong the COVID-19 supports provided for the 2020/21 school year was the extension of the Substitute Teacher Supply Panel. Currently, there are 115 Substitute Teacher Supply Panels nationwide, with almost 330 newly appointed Supply Panel teachers employed, providing substitute cover to almost 2,300 schools across the country. The proficiencies of the Substitute Teacher Supply Panels is being monitored throughout the school year and will be reviewed by my Department at the end of the current academic year.
These substitute Supply Panels are not the sole means whereby schools source substitutes but are set up to work alongside the existing methods of sourcing substitute teachers in accordance with Department Circular 45/2020, such as through a school’s own panel of regular substitutes or the national substitution portal service "Sub Seeker", operated by IPPN. Sub Seeker has over 6,000 teachers currently registered. It is anticipated that this number will increase in the coming weeks through additional PME student teachers registering with the Teaching Council under Route 3, following a recent awareness raising campaign by the Teaching Council with HEIS and students, and subsequently registering their availability on Sub Seeker.
Where there is no substitute available from these options, Circular 45/2020 allows for non-mainstream teachers to cover the absence of a teacher in a mainstream class and the school may employ a substitute on a subsequent date when one is available.
582. Deputy Paul Murphy asked the Minister for Education if students are being permitted to quarantine at boarding schools; and if so, the measures being taken to ensure that they are not interacting with other students. [21817/21]
Amharc ar fhreagra583. Deputy Paul Murphy asked the Minister for Education if boarding schools could provide online education for students that are not located in Ireland given the dangers of international travel linked to Covid-19. [21818/21]
Amharc ar fhreagraI propose to take Questions Nos. 582 and 583 together.
Mandatory quarantine requirements apply to all persons who have been overseas in the 14-days prior to entering Ireland. Arrivals from designated states are subject to mandatory hotel quarantine.
Special provision is made in the Health Act 1947 for children who arrive to the State unaccompanied. No unaccompanied child will enter quarantine in a designated facility alone. It is important to note that these special arrangements apply to children, ie a person under the age of 18.
In respect of an unaccompanied minor travelling from a designated or non-designated state to Ireland to attend Boarding School, they must demonstrate a negative RT-PCR test within last 72 hours.
A responsible adult representative of the school, must collect the student from a point of entry, and undertake in writing the legal responsibility for ensuring that, the student will complete the mandatory 14 day quarantine at a specified address and that it is possible to effectively isolate at that address. A school representative will transport the student maintaining public health advice on occupancy, mask wearing, social distancing, and air flow, to the boarding school residence.
Upon arrival at the school the student will immediately begin their period of mandatory quarantine for a period of 14 days under the care and supervision of the school.
Boarding schools can make arrangements to ensure that the student in these circumstances who is subject to quarantine can be supported to successfully continue their learning in line with their classmates during this period.
584. Deputy Sean Sherlock asked the Minister for Education if she will address a matter raised in correspondence in relation to internet access for a school (details supplied). [21842/21]
Amharc ar fhreagraUnder the School Broadband Programme the Department continually reviews the availability of services and upgrades schools where the opportunity arises, in line with contractual and budgetary requirements. Currently investment of some €13m is allocated annually for the provision of internet connectivity to schools. Broadband capacity can vary across geographical locations and is dependent on local infrastructure which can impact on the service that can be provided in individual schools.
The school referred to by the Deputy is currently on the best available service of 25mb fibre broadband connection, which is a dedicated service to the school. I understand that the school had been liaising with the Schools Broadband Service Desk and I would encourage the school to re-engage with the team there in the first instance, in order to rule out any issues with the internal infrastructure of the school, that may be impacting their service, be it on a wireless or wired network. The school are advised to contact the Schools Broadband Service Desk on 1800 334466.
The school was included in a recent tender in line with contractual requirements, to renew the broadband service to the school, with final tender responses due shortly. Following the evaluation process of this tender, the school will be contacted in due course to arrange the new service, and it is hoped this may deliver higher speed connectivity.
