Written Answers Nos. 376-395
376. Deputy James Lawless asked the Minister for Education if sign language can be recognised as a curricular subject which would make it available to be taught in schools in Ireland as a subject; and if she will make a statement on the matter. [22835/21]
Amharc ar fhreagraThe Irish Sign Language Act 2017 provides inter alia that the Minister will establish a scheme for the provision of Irish Sign Language (ISL) classes for the family of deaf children and education and support for children whose primary language is ISL attending recognised schools; and training for teachers of children who are deaf or hard of hearing. Many pupils who are Deaf or hard of hearing are integrated into mainstream classes at primary and post-primary level, while other children may attend special schools or classes.
I wish to advise that, in line with the Act, my Department provides for an extensive range of supports to assist pupils and young persons with special educational needs, including children who are Deaf or hard of hearing, to ensure that children can have access to an education appropriate to their needs.
The NCSE’s Visiting Teacher Service for children who are Hearing Impaired, work in partnership with parents to advise and offer guidance in matters pertaining to the child’s education and overall development. The NCSE also provides funding for individual teachers and whole school staff in mainstream schools, special schools, and special classes to undertake courses in Irish Sign Language. The Department provides funding to schools for assistive technology, special transport arrangements and enhanced levels of capitation in special schools and in special classes. The Department also provides funding for a weekly home tuition service to provide training in ISL for deaf and hard of hearing children, their siblings and parents.
As regards the curriculum, the National Council for Curriculum and Assessment (the NCCA) is currently reviewing and redeveloping the Primary Curriculum Framework NCCA have had continued engagement with member’s of the deaf community in recent years and will continue this work in the context of the review and redevelopment of the Primary School Curriculum.’ Inclusive education and diversity is one of the eight principles of teaching and learning proposed. One of the competencies proposed is 'Communicating and using language' which means being able to understand, interpret and use different forms of communication including gesture, expression, spoken language (English, Irish and other languages), printed text, broadcast media, and digital media. Phase one of the consultation on the draft Framework is complete. Phase two will take place in Q4 2021 during which the NCCA will be working with children, teachers, school leaders and parents, so there will opportunity for the NCCA to have continued engagement with children and teachers who use ISL in schools and to learn from their experiences. It is expected that the finalised Framework will be published by end Q2 2022 and the specifications for individual curricula will be developed in the following years.
At post primary school level, The Post-Primary Languages Ireland (PPLI) has developed a specification for a short course in Irish Sign Language (ISL) which is available as part of the new Junior Cycle. The emphasis is on developing communication skills in ISL at level A1 (Common European Framework of Reference for Languages). This course develops students' ability to understand ISL in live, and in recorded situations, to produce the language and to interact with other signers on familiar topics. A link to the course is available at: http://languagesinitiative.ie/images/ISL/MFL_Gen_Spec_ISL_28_May__Short_Course.pdf.
Currently, there are four modules on Sign Language available as part of the Leaving Certificate Applied Programme. This course introduces students to Irish Sign Language and aims to develop their expressive and receptive communication skills. The course also develops awareness and appreciation of the Irish deaf community and its culture. There are four modules in this course. Deaf students may take all four modules instead of the Gaeilge and Modern Language courses. The first two modules of this course may be taken as elective modules by all students.
There is also an opportunity for students to learn sign language in the course of Transition Year. Each school designs its own Transition Year programme, within set guidelines, to suit the needs and interests of its students. In establishing its own distinctive programme content, the school takes into account the possibilities offered by local community interests.
377. Deputy Ged Nash asked the Minister for Education her plans to reconsider the five-day rule for substitute teachers (details supplied) due to the impact of Covid-19 on same; and if she will make a statement on the matter. [22901/21]
Amharc ar fhreagraAt this time, the Department is engaging with education partners to ensure that any challenges with regard to filling substitutable vacancies are highlighted. If further measures are required my Department will of course engage with the relevant stakeholders to explore and consider other solutions.
The recruitment and appointment of teachers to fill teaching posts is a matter for the individual school authority, subject to procedures agreed under Section 24(3) of the Education Act 1998 (as amended by the Education (Amendment) Act 2012).
In accordance with Department Circular 44/2019 and the Terms and Conditions of Employment for Registered Teachers in Recognised Primary and Post Primary Schools web book, which are available on the Department’s website www.education.ie, schools are required to employ appropriately qualified and registered teachers. These also detail a cascade of measures for the recruitment of teachers, prioritising registered teachers over unregistered people.
A number of measures are already in place to support the supply of substitute teachers to schools during the COVID-19 pandemic. These include the establishment of primary school supply panels nationwide, the relaxation of the rules governing career breaks and job sharing which facilitates teachers on career break to sub and job-sharers to take up additional hours as subs.
The Department is engaging with stakeholders to identify other potential measures to support supply.
In addition, the Teaching Council is communicating with Professional Master of Education (PME) students, via the Higher Education Institutions (HEIs), to encourage them to register with the Council and register also their availability with Sub Seeker, the recruitment portal which matches available teachers with substitutable vacancies (www.educationposts.ie/page/subseeker).
378. Deputy Ged Nash asked the Minister for Education if she will expedite plans to build the proposed permanent building for a school (details supplied); if she will instruct her officials to submit a full planning application to Meath County Council for the permanent school building on the site before the end of the 2020-2021 school term; the reason the school will not be built and opened in time for September 2022; the reason her Department is of the view that it will take until 2024 to complete the permanent school building project; the anticipated cost involved in the hiring of temporary accommodation on the site and other associated works until such time as the permanent school building becomes operational; and if she will make a statement on the matter. [22910/21]
Amharc ar fhreagraAs the Deputy may be aware, agreement in principle has been reached to acquire a site for the permanent location of the school in question. This agreement is subject to contract, conveyancing and satisfactory grant of full planning permission. In this regard, the Department is working in conjunction with the current landowner and the Local Authority to ensure that the infrastructure required to develop the land is put in place to facilitate the development of the school as quickly as possible. This engagement is going very well in the spirit of the land sale agreement and for the benefit of the school development. The location of the permanent site (circa 11 acres in size) will incorporate the current temporary site at Mill Road, Drogheda at which the school is currently located.
The school building project has moved to the delivery stage and will be delivered under my Department's Design and Build programme. The project will proceed into early architectural planning which involves site surveys, school design stages and the preparation of statutory applications. A pre-planning meeting with be arranged with the local authority in advance of preparing a Planning Application. Once statutory approvals have been secured, the project will proceed to tender and construction stages.
This project will be delivered as expeditiously as possible while ensuring that all statutory processes are followed and required standards are met.
My Department is fully aware of the additional accommodation needs of the school for the next academic year and work is currently ongoing to ensure delivery of same for the 2021 academic year. The question of costs for the additional interim accommodation will be quite significant and it is not possible to provide an exact figure at this point in time as work in ongoing in this regard to finalise same.
379. Deputy Noel Grealish asked the Minister for Education if funding will be prioritised for the refurbishment and provision of outdoor playing facilities in primary schools including paved areas and playing pitches (details supplied); and if she will make a statement on the matter. [22916/21]
Amharc ar fhreagraCommensurate with the level of funding set aside for the Summer Works Scheme, applications are being assessed on a top down basis in accordance with the prioritisation criteria outlined in the Circular accompanying the Scheme. In that regard, applications submitted for other works will be considered under future rounds of the Summer Works Scheme. Details of the next categories to be granted funding will be announced towards the end of the year dependent on Budgetary constraints.
If a school authority considers that the condition of their outdoor playing facilities including paved areas and playing pitches falls under the scope of the Emergency Works Scheme they may apply via the Esinet Portal. The circular governing this scheme is available on Esinet under the Devolved Projects tab or on my Departments website at www.education.ie/en/Circulars-and-Forms/Active-Circulars/.
380. Deputy Noel Grealish asked the Minister for Education the number of employees working either full-time or part-time in the school transport section of Bus Éireann; the number expected to take redundancy payments due to the decision to restructure the company; the way in which Bus Éireann will finance them if workers accept a new employment contract for a new State-owned company and rights under the transfer of undertakings regulations; and if she will make a statement on the matter. [22919/21]
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.
There are in the region of 490 staff deployed by Bus Éireann in the operation and administration of the school transport scheme and a key focus of the last 12 months has been the safe operation of school transport services in the current challenging Covid environment. There are over 6,500 vehicles currently providing School transport services on a daily basis.
Bus Éireann has been working closely with the Department to ensure additional safety protocols have been put in place on board services and in rolling out 50% capacity to cater for social distancing on post primary services. Bus Éireann continues to work with the Department of Education to meet the requirements of the scheme and to ensure the delivery of services in line with the current Service Level Agreement.
Bus Éireann has advised that they have no plans at present to engage in any voluntary severance scheme.
381. Deputy Jim O'Callaghan asked the Minister for Education if funds will be provided to a school (details supplied) for the construction of an ASD classroom; and if she will make a statement on the matter. [22920/21]
Amharc ar fhreagraI wish to advise the Deputy that my Department has had recent communication with the school authority in question relating to the process of how to apply for capital funding for permanent accommodation as referred.
The relevant documents were sent to the school authority and on receipt of the completed forms the application will be given consideration.
382. Deputy Bríd Smith asked the Minister for Education her plans to add Irish Sign Language to the secondary school curriculum given that it is the third official language; her views on whether a failure to do so contravenes the United Nations Convention on the Rights of Persons with Disabilities in the areas of exclusion, segregation and integration when students with disabilities are educated in separate environments designed or used to respond to a particular impairment or to various impairments in isolation from students with disabilities; and if she will make a statement on the matter. [22923/21]
Amharc ar fhreagraThe Irish Sign Language Act 2017 provides inter alia that the Minister will establish a scheme for the provision of Irish Sign Language (ISL) classes for the family of deaf children and education and support for children whose primary language ISL is attending recognised schools; and training for teachers of children who are deaf or hard of hearing. Many pupils who are Deaf or hard of hearing are integrated into mainstream classes at primary and post-primary level, while other children may attend special schools or classes.
I wish to advise that, in line with the Act, my Department provides for an extensive range of supports to assist pupils and young persons with special educational needs, including children who are Deaf or hard of hearing, to ensure that children can have access to an education appropriate to their needs.
The NCSE’s Visiting Teacher Service for children who are Hearing Impaired, work in partnership with parents to advise and offer guidance in matters pertaining to the child’s education and overall development. The NCSE also provides funding for individual teachers and whole school staff in mainstream schools, special schools, and special classes to undertake courses in Irish Sign Language. The Department provides funding to schools for assistive technology, special transport arrangements and enhanced levels of capitation in special schools and in special classes. The Department also provides funding for a weekly home tuition service to provide training in ISL for deaf and hard of hearing children, their siblings and parents.
As regards the curriculum, the National Council for Curriculum and Assessment (the NCCA) is currently reviewing and redeveloping the Primary Curriculum Framework NCCA have had continued engagement with member’s of the deaf community in recent years and will continue this work in the context of the review and redevelopment of the Primary School Curriculum.’ Inclusive education and diversity is one of the eight principles of teaching and learning proposed. One of the competencies proposed is 'Communicating and using language' which means being able to understand, interpret and use different forms of communication including gesture, expression, spoken language (English, Irish and other languages), printed text, broadcast media, and digital media. Phase one of the consultation on the draft Framework is complete. Phase two will take place in Q4 2021 during which the NCCA will be working with children, teachers, school leaders and parents, so there will opportunity for the NCCA to have continued engagement with children and teachers who use ISL in schools and to learn from their experiences. It is expected that the finalised Framework will be published by end Q2 2022 and the specifications for individual curricula will be developed in the following years.
At post primary school level, The Post-Primary Languages Ireland (PPLI) has developed a specification for a short course in Irish Sign Language (ISL) which is available as part of the new Junior Cycle. The emphasis is on developing communication skills in ISL at level A1 (Common European Framework of Reference for Languages). This course develops students' ability to understand ISL in live, and in recorded situations, to produce the language and to interact with other signers in a simple way and on familiar topics. A link to the course is available at http://languagesinitiative.ie/images/ISL/MFL_Gen_Spec_ISL_28_May__Short_Course.pdf.
Currently, there are four modules on Sign Language available as part of the Leaving Certificate Applied Programme. This course introduces students to Irish Sign Language and aims to develop their expressive and receptive communication skills. The course also develops awareness and appreciation of the Irish deaf community and its culture. There are four modules in this course. Deaf students may take all four modules instead of the Gaeilge and Modern Language courses. The first two modules of this course may be taken as elective modules by all students.
There is also an opportunity for students to learn sign language in the course of Transition Year. Each school designs its own Transition Year programme, within set guidelines, to suit the needs and interests of its students. In establishing its own distinctive programme content, the school takes into account the possibilities offered by local community interests.
Working along with other Government Departments and agencies, my Department is fully committed to the full implementation of the United Nations Convention on the Rights of Persons with Disabilities and is contributing to completion of Ireland’s Initial State Report, which will be submitted to the UN later this year. The policy of my Department is to ensure that all children with special education needs are provided with an education appropriate to their needs and where possible within mainstream placements with additional supports provided.
383. Deputy Alan Kelly asked the Minister for Education the details of all primary and secondary schools by county that have either one or two ASD units. [22968/21]
Amharc ar fhreagraI wish to advise the Deputy that the information requested is available on the National Council for Special Education (NCSE) website at www.ncse.ie.
384. Deputy Mark Ward asked the Minister for Education the options open to a student (details supplied) who has been unable to secure a secondary school place in schools in an area. [22994/21]
Amharc ar fhreagraMy Department is aware of increasing pressures and demand for additional school places in a number of school planning areas.
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 there 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, to identify particular capacity requirements for the forthcoming year(s) which may necessitate action including, where required, the provision of modular accommodation solutions.
Under Section 29 of the Education Act, 1998 where a board of management make a decision to refuse enrolment, a parent/guardian can appeal that decision to the Secretary General of my Department. Where the appeal involves an Education and Training Board (ETB) school, the appeal must be made to the local ETB in the first instance. Further information on the Section 29 Appeals process is available on my Departments website at the following link:
www.education.ie/en/Parents/Services/Appeal-against-Permanent-Exclusion-Suspension-or-Refusal-to-Enrol/.
In addition, the Educational Welfare Service (EWS) of the Child and Family Agency (Tusla) is the legal body which can assist parents who are experiencing difficulty in securing a school placement for their child. The EWS can be contacted at 01-7718815.
385. Deputy Jennifer Whitmore asked the Minister for Education the status of a permanent building for a school (details supplied); and if she will make a statement on the matter. [23019/21]
Amharc ar fhreagraAs the Deputy is aware, a building project for the school in question is included in my Department's school building programme.
The first step in facilitating this project involves a site for the new 1,000 student school building.
The master-planning exercise in relation to the Kildare Wicklow ETB owned site at Novara Avenue has yet to be completed.
This exercise will determine whether it is technically feasible to co-locate the new school on the site with BIFE.
As part of its consideration of all options, the Department is also assessing what other site options are available in the event that it is not technically feasible to co-locate on the ETB site.
A similar exercise was undertaken a number of years ago which proved unsuccessful and the current exercise will establish if the position has changed in the intervening period.
386. Deputy Jennifer Whitmore asked the Minister for Education when a process (details supplied) will conclude; and if she will make a statement on the matter. [23020/21]
Amharc ar fhreagraThe conciliation process regarding the defects notices issued by my Department commenced in early December and has now come to a conclusion. The parties have not reached agreement during the Conciliation and it now falls to the Conciliator to issue a Determination Report outlining the process, the issues considered and his recommendations on the matters referred to conciliation.
The Conciliator issued his final determination report on Monday 26th April. Under the Contract it is now open to either party to accept or reject the Determination Report within a period of 42 days. If neither party rejects the Report within this 42 day period, then the Report and the recommendations therein are deemed to have been accepted. While the Report remains under consideration, the confidentiality clauses of the Contract and the Conciliation process continue to apply.
Notwithstanding that agreement was not reached, the conciliation process has identified possible alternative options for achieving compliance with the Fire Cert (based on the as-built situation). There is a process and methodology with such an alternative process and it may require a new fire test to replicate the as-built position. My Department intends to pursue these alternative options for achieving compliance with the Fire Cert and will be making necessary arrangements to facilitate same. My Department will keep the school authorities updated on next steps involved.
My Department is taking a prudent approach to ensure it is fully satisfied that the school building meets all safety requirements and that the contractor complies with all its contractual obligations.
387. Deputy Holly Cairns asked the Minister for Education the steps she is taking to ensure that Irish Sign Language is added as a curricular subject in post-primary junior cycle and senior cycle; and if she will make a statement on the matter. [23038/21]
Amharc ar fhreagraThe Irish Sign Language Act 2017 provides inter alia that the Minister will establish a scheme for the provision of Irish Sign Language (ISL) classes for the family of deaf children and education and support for children whose primary language is ISL attending recognised schools; and training for teachers of children who are deaf or hard of hearing. Many pupils who are Deaf or hard of hearing are integrated into mainstream classes at primary and post-primary level, while other children may attend special schools or classes.
I wish to advise that, in line with the Act, my Department provides for an extensive range of supports to assist pupils and young persons with special educational needs, including children who are Deaf or hard of hearing, to ensure that children can have access to an education appropriate to their needs.
The NCSE’s Visiting Teacher Service for children who are Hearing Impaired, work in partnership with parents to advise and offer guidance in matters pertaining to the child’s education and overall development. The NCSE also provides funding for individual teachers and whole school staff in mainstream schools, special schools, and special classes to undertake courses in Irish Sign Language. The Department provides funding to schools for assistive technology, special transport arrangements and enhanced levels of capitation in special schools and in special classes. The Department also provides funding for a weekly home tuition service to provide training in ISL for deaf and hard of hearing children, their siblings and parents.
As regards the curriculum at post primary school level, The Post-Primary Languages Ireland (PPLI) has developed a specification for a short course in Irish Sign Language (ISL) which is available as part of the new Junior Cycle. The emphasis is on developing communication skills in ISL at level A1 (Common European Framework of Reference for Languages). This course develops students' ability to understand ISL in live, and in recorded situations, to produce the language and to interact with other signers in a simple way and on familiar topics. A link to the course is available at: http://languagesinitiative.ie/images/ISL/MFL_Gen_Spec_ISL_28_May__Short_Course.pdf .
Currently, there are four modules on Sign Language available as part of the Leaving Certificate Applied Programme. This course introduces students to Irish Sign Language and aims to develop their expressive and receptive communication skills. The course also develops awareness and appreciation of the Irish deaf community and its culture. There are four modules in this course. Deaf students may take all four modules instead of the Gaeilge and Modern Language courses. The first two modules of this course may be taken as elective modules by all students.
There is also an opportunity for students to learn sign language in the course of Transition Year. Each school designs its own Transition Year programme, within set guidelines, to suit the needs and interests of its students. In establishing its own distinctive programme content, the school takes into account the possibilities offered by local community interests.
388. Deputy Seán Canney asked the Minister for Education when the schools building unit will give the approval for the contract to be placed for the extension to a school (details supplied); and if she will make a statement on the matter. [23088/21]
Amharc ar fhreagraThe Deputy will be aware that the project to which he refers has been devolved for delivery to the Office of Public Works (OPW). I can confirm that the Tender Report has recently been received in my Department and is currently being reviewed. A decision in respect of the matter will be notified to the OPW once this review has been completed.
389. Deputy Brendan Griffin asked the Minister for Education if a person (details supplied) will have to return to work in order to be paid for the summer period; and if she will make a statement on the matter. [23100/21]
Amharc ar fhreagraA member of my staff from the Payroll Division has been in contact with the individual concerned, clarification has been provided and the issue is resolved.
390. Deputy Donnchadh Ó Laoghaire asked the Minister for Education if her attention has been drawn to the situation for staff working in education centres who have lost out on wages during the Covid-19 pandemic under the temporary wage subsidy scheme; and if she will take steps to resolve the matter. [23111/21]
Amharc ar fhreagraEducation Support Centres are separate legal entities recognised under Section 37 of the Education Act (1998) and are managed by local voluntary Management Committees which are elected annually. The Management Committee are responsible for the employment and payment of Education Support Centre staff.
Education Support Centres receive annual grant funding from my Department. The level of annual grant funding available to centres in 2020 and 2021 has been maintained at the level provided in previous years.
In addition to Department funding, Education Support Centres may also generate income from other sources e.g. through the provision of local courses for teachers and the hosting of CPD events organised by the national teacher education support services. While the ability of Centres to offer face-to-face courses and CPD to teachers has been adversely affected by the Covid-19 public health pandemic, the majority of Centres have transitioned to providing these supports online to teachers.
In 2020, as the public health pandemic affected the way in which Centres could deliver their supports to teachers, it was a matter for each Education Support Centre to review their financial position and consider the various supports introduced by the Government for employers and employees such as the TWSS and PUP support payments. Specific issues in relation to the TWSS and the wages of individual staff employed privately in Education Support Centres are a matter for the Management Committee of each Centre to consider and review.
391. Deputy Brendan Griffin asked the Minister for Education if support will be provided for a student (details supplied); and if she will make a statement on the matter. [23112/21]
Amharc ar fhreagraThe National Council for Special Education (NCSE), through its network of local Special Educational Needs Organisers (SENOs), is responsible for processing applications from schools for special educational needs supports, including applications for assistive technology.
Special Needs Organisers (SENOs) make recommendations to my Department where assistive technology is required. The NCSE operates within my Department's criteria in making recommendations for support, as set out in my Department's Circular 0010/2013.
In order to qualify for equipment under the assistive technology scheme, a child must have been diagnosed with a physical or communicative disability and must also have a recommendation in a professional assessment that the equipment is essential in order to allow the child to access the curriculum. It must also be clear that the existing I.T. equipment in the school is insufficient to meet the child's needs.
My Department has not, to date, received an application for assistive technology support for the child to which the Deputy refers. The school referred to by the Deputy should contact the NCSE regarding a potential application for support in the first instance. All schools have the names and contact details of their local SENO. Parents may also contact their local SENO directly to discuss their child's special educational needs, using the contact details available on www.ncse.ie.
392. Deputy Thomas Pringle asked the Minister for Education if the list of DEIS schools will be updated soon to include schools (details supplied); and if she will make a statement on the matter. [23116/21]
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. This group contains representatives of the Department’s Statistics and Social Inclusion Units, the Inspectorate and the Educational Research Centre. 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. Until this work is complete, it is not intended to extend the DEIS programme to any further schools.
393. Deputy Paul McAuliffe asked the Minister for Education her plans to address the shortage of substitute teachers; and if she will consider amending the five-day rule in which newly qualified teachers who are not yet registered with the Teaching Council can only teach for five consecutive days on a temporary basis. [23118/21]
Amharc ar fhreagraAt this time, the Department is engaging with education partners to ensure that any challenges with regard to filling substitutable vacancies are highlighted. If further measures are required my Department will of course engage with the relevant stakeholders to explore and consider other solutions.
The recruitment and appointment of teachers to fill teaching posts is a matter for the individual school authority, subject to procedures agreed under Section 24(3) of the Education Act 1998 (as amended by the Education (Amendment) Act 2012).
In accordance with Department Circular 44/2019 and the Terms and Conditions of Employment for Registered Teachers in Recognised Primary and Post Primary Schools web book which are available on the Department’s website under www.education.ie, schools are required to employ appropriately qualified and registered teachers. These also detail a cascade of measures for the recruitment of teachers, prioritising registered teachers over unregistered people.
A number of measures are already in place to support the supply of substitute teachers to schools during the COVID-19 pandemic. These include the establishment of primary school supply panels nationwide, the relaxation of the rules governing career breaks and job sharing which facilitates teachers on career break to sub and job-sharers to take up additional hours as subs.
The Department is engaging with stakeholders to identify other potential measures to support supply.
In addition, the Teaching Council is communicating with Professional Master of Education (PME) students, via the Higher Education Institutions (HEIs), to encourage them to register with the Council and register also their availability with Sub Seeker, the recruitment portal which matches available teachers with substitutable vacancies.
394. Deputy Thomas Pringle asked the Minister for Education the criteria used in the decision to award a school with DEIS status; if changes have been made to the criteria from previous years; if not, if changes to the criteria are imminent for the forthcoming list; when the list will be updated; and if she will make a statement on the matter. [23120/21]
Amharc ar fhreagraDEIS was first introduced in 2006 and the identification of schools for inclusion was based on two different processes at primary and post primary. At primary level, there was a survey of school principals which relied largely on subjective assessment using socio-economic variables. At post primary level a combination of data from the Departments pupil database including school level retention rates together with exam achievement data and exam fee waiver data, which indicated that students had medical cards, was used.
Following the DEIS Review process, and informed by consultation with education partners, my Department introduced an objective statistics based model for identifying schools for inclusion in the DEIS programme. The key data sources for the new model are the latest available school enrolment data from the POD and PPOD systems and the latest data available from Census 2016 under the HP Deprivation Index. The HP Deprivation Index is increasingly used by Government Departments and Agencies to more effectively allocate resources in the context of socio-economic deprivation.
Following the application of this model in 2017, a further 79 schools were included in the DEIS programme and 30 schools were upgraded from Band 2 to Band 1 status. As proposed in the DEIS plan additional work on refinement of the model has taken place in the interim. An extensive body of work has been undertaken in terms of the refinement of this model and a detailed analysis of the data has been carried out by members of the DEIS Technical Group. This group contains representatives of the Department’s Statistics and Social Inclusion Units, the Inspectorate and the Educational Research Centre. My Department has commenced a consultation process with education stakeholder representatives on the technical aspects and implementation of the model, and work is now ongoing on final elements of the model.
I am confident that the culmination of this work will facilitate the ultimate aim of matching resources to identified need and will allow us to target extra resources at those schools most in need. It is envisaged that this will then provide the basis for development of a DEIS resource allocation system to match resources to identified need.
Until this work is complete, it is not intended to extend the DEIS programme to any further schools.
395. Deputy Mary Butler asked the Minister for Education the position regarding a comprehensive response from the appeals advisory committee to substantial queries raised in correspondence by a school (details supplied) in respect of the review of procedure conducted during the SNA appeal process; and if she will make a statement on the matter. [23121/21]
Amharc ar fhreagraThe NCSE has responsibility for planning and coordinating school supports for children with special educational needs including the allocation of SNAs and reviews and schools can appeal the outcome of an exceptional review to the NCSE.
Detailed information on the NCSE exceptional review process is published on the NCSE website www.ncse.ie.
A school can appeal the outcome of an exceptional review and details of how to do this are here: https://ncse.ie/wp-content/uploads/2020/04/GuidanceSchoolAppealing-Exceptional-Review-outcome.docx.
My Department does not have a role in making individual school determinations. Accordingly your correspondence has been forwarded to the NCSE and a reply will issue directly from them as soon as possible.
