Written Answers Nos. 132-146
132. Deputy Brendan Smith asked the Minister for Foreign Affairs the outcome of the most recent discussions he has had with the Secretary of State for Northern Ireland and the UK Foreign Secretary in relation to the need to have comprehensive investigations into the Dublin and Monaghan bombings of May 1974 as requested in motions passed unanimously in Dáil Éireann; and if he will make a statement on the matter. [27023/21]
Amharc ar fhreagraThis week saw the 47th anniversary of the Dublin and Monaghan bombings, in which thirty-three persons were killed and hundreds seriously injured, attacks which saw the largest loss of life on a single day in the Troubles. My thoughts are with the victims, survivors and the families of all those who were lost that day, as they remember their loved ones.
The Government will continue to seek the full truth of these appalling attacks, and some measure of closure for those affected, in accordance with the three Motions passed unanimously by Dáil Éireann.
The All-Party motion on the 1974 Dublin Monaghan bombings that was adopted by the Dáil on 25 May 2016, like those adopted in 2008 and 2011, calls on the British Government to allow access by an independent, international judicial figure to all original documents relating to the Dublin and Monaghan bombings, as well as the Dublin bombings of 1972 and 1973, the bombing of Kay’s Tavern in Dundalk and the murder of Seamus Ludlow.
The Government is committed to actively pursuing the implementation of these All-Party Dáil motions. We have consistently raised the issue with the British Government, including at the British-Irish Inter-Governmental Conference. The Government will continue to engage with the British Government on this request, at senior political level and in official level engagement by my Department, to pursue all possible avenues to achieve progress on this issue until a resolution is found.
In this regard, the Government has welcomed the work of former Chief Constable Jon Boutcher, who is heading an Independent Police Team to conduct an analytical report on collusion in what has become known as the Glenanne Gang series of cases. This is very relevant to a number of cases including the Dublin and Monaghan bombings. The Government will be supportive of facilitating this investigation, subject to the requirements of the law, as we have other investigative processes in Northern Ireland.
The Government will also continue to maintain a close and cooperative relationship with Justice for the Forgotten, as we work to seek the full facts of the appalling events of 25 May 1974 and of other attacks in this jurisdiction during the Troubles.
133. Deputy Patrick Costello asked the Minister for Defence further to Parliamentary Question No. 351 of 5 May 2021, the operational use that the Defence Forces have for this site. [26803/21]
Amharc ar fhreagraAs previously confirmed to the Deputy, the City Council's request for access to lands has been facilitated. As part of this arrangement, the Defence Forces will continue to require access to lands for the deployment of trucks which enables water based training activities to take place. As these activities related to ongoing training and operational matters, the Deputy will appreciate that it would not be appropriate to comment further.
The Deputy can be assured that my Department is working with the City Council in order to facilitate the development of this park.
134. Deputy Niall Collins asked the Minister for Defence if clarity will be provided in relation to a document (details supplied) regarding earnings in his Department; and if he will make a statement on the matter. [26852/21]
Amharc ar fhreagraMy Department has been unable to clarify or confirm the details supplied by the Deputy. Officials from my Department will liaise with the body that appears to have issued the correspondence supplied with a view to progressing the matter.
135. Deputy Louise O'Reilly asked the Minister for Education if the July Provision programme will be rolled out in 2021; and the way in which it will operate with particular emphasis on the way students whose school is not running the programme will be catered for. [26730/21]
Amharc ar fhreagraThe Government has approved the provision of significantly expanded summer education programmes for pupils with complex special educational needs and those at greatest risk of educational disadvantage, as a Covid-19 pandemic response measure, for summer 2021.
This is an incredibly important Government decision, which ensures that for first time all primary and post primary schools have the opportunity to provide summer programmes for students with complex needs and those at risk of educational disadvantage.
The total funding available to provide the programme is up to €40 million, a one hundred per cent increase on the allocation for summer provision in 2020.
The programmes for mainstream students in primary and post-primary schools are new programmes for 2021, building upon previous summer programmes for pupils with complex special educational needs and those in provided in DEIS schools last year.
Enhanced measures have been put in place to encourage schools to offer the programme, including measures to reduce the administrative burden, provision of funding to schools towards preparation and overseeing of the programmes, earlier payment of school staff and provision to recruit newly qualified teachers graduating this summer to work on the programme.
The programme’s aims are to support students to re-engage with education, to build their confidence and increase their motivation, promote wellbeing and for some who are at key transition stages, help to ensure they can move on to their planned educational placement next September along with their peers.
A home-based summer programme will continue to be available for students with complex needs where their schools are not providing a school based programme.
The programmes were developed following extensive engagement with education and disability stakeholders. My Department is now working to ensure the necessary supports, guidance and information is made available to both schools and families.
I encourage the school communities to take full advantage of this opportunity and offer this valuable programme to their students.
Further details on the schemes and how schools can apply will be available this week at gov.ie/summerprovision.
136. Deputy Donnchadh Ó Laoghaire asked the Minister for Education when school staff can expect to be paid for their work facilitating the supplementary programme. [26750/21]
Amharc ar fhreagra137. Deputy Donnchadh Ó Laoghaire asked the Minister for Education the justification for the delay in payment of school staff for their work facilitating the supplementary programme earlier in 2021. [26751/21]
Amharc ar fhreagraI propose to take Questions Nos. 136 and 137 together.
In recognition of the fact that remote learning is particularly challenging for children with complex special educational needs, my Department put in place the supplementary programme in February to support the education and/or care needs of pupils with complex needs during the period of extended school closures and phased reopening.
My Department’s approach was intended to be flexible so as to maximise the number of students participating. To this end hours could be used by families at any time before 30 April 2021, including during the Easter holidays.
The programme is structured in similar way to my Department’s home based summer programme. Parents engage either a teacher or an SNA in a private arrangement. When the programme is complete Parents return a payment claim form to my Department.
The closing date for receipt of completed claim forms was 14th of May 2021.
The processing of applications for the Supplementary Programme will be broadly similar to that of the home based summer programme. As with the home based summer programme, there will be a very high volume of claims for the supplementary programme and as such the timeline for payment of teachers/SNAs is similar.
Processing of the applications will commence shortly and payment will issue on a common pay date in of 5th August 2021.
This decision was made after consideration of the high volume of claims to be processed and there are no plans to change from this arrangement at the current time.
The supplementary programme was a new programme established in response to school closures in February, and due to the high volume of claims, this was identified as the payment method.
138. Deputy Mark Ward asked the Minister for Education her plans to increase the capacity and the number of pupils enrolled in a school (details supplied); and if she will make a statement on the matter. [26761/21]
Amharc ar fhreagra139. Deputy Mark Ward asked the Minister for Education if a school (details supplied) is expected to increase the number of new pupils enrolling; if so, when this is expected to happen; the infrastructure her Department will provide; when it will be in place; and if she will make a statement on the matter. [26762/21]
Amharc ar fhreagra140. Deputy Mark Ward asked the Minister for Education when a school (details supplied) will be provided with two special educational needs classrooms and three general purpose classrooms that was previously agreed; and if she will make a statement on the matter. [26771/21]
Amharc ar fhreagraI propose to take Questions Nos. 138 to 140, inclusive, together.
I wish to advice the Deputy that my Department has carried out a detailed analysis to identify areas where, due to demographic growth, there may be a requirement for additional school provision both at primary and post-primary level. It was identified that there is a need for additional post-primary provision in the Lucan School Planning Area (SPA), and on this basis the Department requested Dublin Dun Laoghaire ETB’s (DDLETB) approval, as Patron, to increase the Long-Term Projected Enrolment (LTPE) of the school in question to 1,000 students.
This school, in agreement with the Department and Patron, DDLETB, has agreed to increase their Long Term Projected Enrolment (LTPE) to 1,000 pupils from September 2021.
Officials from my Department have recently corresponded with the school Patron regarding increasing the existing accommodation brief to cater for the Long-Term Projected enrolment and to identify any interim accommodation needs. On receipt of reply the application for additional accommodation will be progressed.
141. Deputy Sean Sherlock asked the Minister for Education if she will advise on an Irish language exemption for a person (details supplied). [26793/21]
Amharc ar fhreagraAn exemption from the study of Irish may only be granted by school management in the exceptional circumstances outlined in section 2.2. of circular 0052/2019 (Primary) and 0053/2019 (Post Primary). As such, I have no role in the granting of exemptions.
Any pupil who does not meet the criteria for an exemption from the study of Irish should be provided with a differentiated approach to language learning and any other supports in accordance with Guidelines for supporting pupils with Special Educational Needs in Mainstream Schools and with Special Educational Needs: A continuum of Support. Schools are required to address a wide diversity of needs by providing a differentiated learning experience for pupils/students in an inclusive school environment. All pupils/students should be encouraged to study the language and achieve a level of personal proficiency that is appropriate to their ability.
In addition, the Primary Language Curriculum (PLC) is for children of all abilities in all school contexts and is informed by the principles of inclusion and the benefits of bilingualism for all pupils. The PLC recognises and supports pupils’ engagement with Irish and English at different stages and rates along their language-learning journey. It builds on the language knowledge and experience that pupils bring to the school. The Progression Continua in the Primary Language Curriculum provide a framework for teachers to identify the pupil’s stage of language development and to plan interventions that support the development of language skills and competences in Irish and in English in an integrated manner, emphasising the transferability of language skills across languages.
A psychological or medical professional’s report is no longer a requirement for granting an exemption from the study of Irish. Such a report may be helpful to the school in considering how they are meeting an individual pupil’s needs but is not the deciding factor for the Principal to grant an exemption. When schools receive reports from a psychologist or other specialist recommending an Irish Exemption, the onus is on the school to consider their own testing and the pupils performance in school. This is the evidence required by the circular.
In relation to stress and anxiety, schools can best promote the wellbeing of students through a multi-component, preventative, whole school approach. In line with best practice, The National Educational Psychological Service (NEPS) encourages schools to adopt a whole school, continuum of support approach to provide for children and young people’s wellbeing needs. This involves three levels: Support for All, Support for Some and Support for Few. https://www.education.ie/en/Schools-Colleges/Services/National-Educational-Psychological-Service-NEPS-/Model-of-Service.html
The area of wellbeing and the promotion of positive mental health is one to which the Department of Education affords particular priority. In this regard my Department is committed to responding to the challenges our young people face today and their need for education in the area of wellbeing and stress. My Department has published a Wellbeing Policy Statement and Framework for Practice (2018-2023) for all schools to promote student wellbeing using a holistic and integrated approach here. It is important to point out that schools are already doing a lot to equip children with the knowledge, skills and competencies to enhance their wellbeing and deal with challenges. The Wellbeing Policy builds on this good work.
Schools are being supported to engage in a collaborative process of change, working with staff, students and parents to improve practice in 4 specific areas of school life that we know impact upon wellbeing – culture and environment, policy and planning, teaching and learning and relationships. My Department is providing schools with a number of resources to support this process and help them to develop their wellbeing practices. Details of the wellbeing policy are available here: https://www.education.ie/en/Publications/Policy-Reports/wellbeing-policy-statement-and-framework-for-practice-2018%E2%80%932023.pdf
In addition, the National Educational Psychological Service of my Department (NEPS) has developed some useful resources for students, parents and teachers, to support students who are experiencing anxiety. These are currently available on their webpage: https://www.education.ie/en/Schools-Colleges/Services/National-Educational-Psychological-Service-NEPS-/Resources-Publications.html . There are further resources available the National Council for Guidance in Education (NCGE) website https://www.ncge.ie/school-guidance-handbook/wsg/anxiety-and-stress/GC .
I would encourage the parents to engage with the school in relation to all these resources.
My Department has provided additional guidance for schools in relation to applications for an exemption from the study of Irish under Section 2.2.a. of Circular 0053/201, in circumstances where pupils enrolled from abroad for the first time into 5th or 6th class in a school in Ireland during 2019/20, or into 6th class during the 2020/21 academic year. This guidance takes account of the impact of school closures due to COVID 19 during the 2019/20 and 2020/21 school years, and is available on my Department’s website.
As set out in section 2.4 of the Circular, an appeal will “focus solely on the process the school engaged in reaching its decision. The Irish Exemptions Appeals Committee (IEAC) must consider how the school followed the process as prescribed in this Circular and the accompanying Guidelines for Primary Schools”.
The Department of Education website has guidelines (including checklists) and FAQs on exemptions from the study of Irish which can be accessed here: www.education.ie/en/Parents/Information/Irish-Exemption
142. Deputy Neale Richmond asked the Minister for Education if she will address a matter (details supplied) regarding the application of EU circular 0027/2016 and its potential equivalence to teachers in Ireland having worked on a voluntary basis in an Irish school with specific regard to the effect on pay scales; and if she will make a statement on the matter. [26797/21]
Amharc ar fhreagraCircular 0027/2016 allows for the recognition of previous service in an analogous teaching position in the public service of another EU Member State when determining whether an individual is a new appointee to teaching and the appropriate salary scale on which to place him/her.
This circular recognised this service on the same basis as if such service was given in Ireland when determining the appropriate salary scale (and allowances where applicable) payable to the teacher.
It should be noted that private service is not recognised under the terms of this circular.
As Mr. Clarke’s previous service was private service, Circular 0027/2016 does not relate to Mr. Clarke’s case.
143. Deputy Donnchadh Ó Laoghaire asked the Minister for Education if work is underway to bring rural DEIS school funding in line with urban DEIS funding. [26854/21]
Amharc ar fhreagraAll DEIS schools receive funding through a DEIS Grant which is to be used to support the implementation of the schools’ DEIS Action Plan for Improvement, which sets targets under key themes, such as attendance, retention, progression, literacy and numeracy, partnership, transition, wellbeing and examination attainment (post-primary only). A key focus of these themes is that they are targeted at those pupils most at risk of educational disadvantage. These grants comprise €12.2m to the 689 primary schools and €4.1m to the 198 post-primary schools. The allocation of this funding is applied equally to rural and urban schools in DEIS.
Currently, all DEIS Urban Primary and DEIS Post Primary schools are included in the HSCL Scheme, which serves over 530 schools. The scheme is delivered by 415 full-time HSCL Coordinators who are teachers in these schools and assigned to HSCL duties either in individual schools or clusters of schools, catering for approximately 160,000 pupils. A preferential staffing schedule applies to DEIS Urban Band 1 schools to support those students at the highest risk of educational disadvantage. The DEIS Plan acknowledges that this has served to improve learning outcomes for this cohort of learners.
The impact of socio-economic factors on educational outcomes can be different between urban and rural settings and allocations of resources under the HSCL scheme and teacher allocation for DEIS Urban Band 1 schools takes account of that. While urban and rural disadvantage share many characteristics, such as poverty, unemployment and poor housing conditions, the evidence suggests that disadvantage in a rural context does not have the same impact on educational performance.
My Department's objective in implementing DEIS Plan 2017 is to have the maximum possible impact on providing opportunities for students most at risk of disadvantage. To achieve this, additional resources must be targeted as closely as possible at those students with the greatest need in terms of concentrated levels of disadvantage.
Rural DEIS primary schools are supported through the DEIS programme with a range of DEIS supports, including the DEIS grant, enhanced book grant, access to the School Meals Programme and priority access for teachers to a range of professional development programmes as well as the Incredible Years and Friends programmes.
144. Deputy Richard Boyd Barrett asked the Minister for Education if she will meet with behaviour analysts working in special schools as per the recommendation of the Labour Court of December 2019 to address issues with their employment agreements which are due to expire in seven weeks; if permanent positions will be secured for them in order to maintain and continue their work supporting the education in special schools of children with autism and complex special education needs; and if she will make a statement on the matter. [26855/21]
Amharc ar fhreagraMy Department previously funded 13 centres through an ABA pilot scheme for the period 1999-2011.
All of these centres applied for and were granted recognition as special schools for children with autism and now form part of the network of special schools. A transitional agreement was put in place between the Department and Patrons of these schools to manage this process.
As part of the transitional agreement my Department provides grant funding to these schools to engage behaviour practitioners. This arrangement has been extended for the forthcoming school year.
The post holders in question are privately employed/engaged and retained under contract by the special schools concerned and do not have a contractual relationship with my Department. For this reason my Department was not party to the Labour Court proceedings referenced by the Deputy.
145. Deputy Emer Higgins asked the Minister for Education if there are plans to encourage schools that will not be taking part in the 2021 summer provision scheme to do so; if children who attend schools not taking part in the scheme can be accommodated elsewhere; and if she will make a statement on the matter. [26896/21]
Amharc ar fhreagraThe Government has approved the provision of significantly expanded summer education programmes for pupils with complex special educational needs and those at greatest risk of educational disadvantage, as a Covid-19 pandemic response measure, for summer 2021.
This is an incredibly important Government decision, which ensures that for first time all primary and post primary schools have the opportunity to provide summer programmes for students with complex needs and those at risk of educational disadvantage.
The total funding available to provide the programme is up to €40 million, a one hundred per cent increase on the allocation for summer provision in 2020.
The programmes for mainstream students in primary and post-primary schools are new programmes for 2021, building upon previous summer programmes for pupils with complex special educational needs and those in provided in DEIS schools last year.
Enhanced measures have been put in place to encourage schools to offer the programme, including measures to reduce the administrative burden, provision of funding to schools towards preparation and overseeing of the programmes, earlier payment of school staff and provision to recruit newly qualified teachers graduating this summer to work on the programme.
The programme’s aims are to support students to re-engage with education, to build their confidence and increase their motivation, promote wellbeing and for some who are at key transition stages, help to ensure they can move on to their planned educational placement next September along with their peers.
A home-based summer programme will continue to be available for students with complex needs where their schools are not providing a school based programme.
The programmes were developed following extensive engagement with education and disability stakeholders. My Department is now working to ensure the necessary supports, guidance and information is made available to both schools and families.
I encourage the school communities to take full advantage of this opportunity and offer this valuable programme to their students.
Further details on the schemes and how schools can apply will be available this week at gov.ie/summerprovision.
146. Deputy Sean Sherlock asked the Minister for Education if she will address a matter raised in correspondence (details supplied). [27051/21]
Amharc ar fhreagraIt is the policy of my Department not to endorse or promote any external product or service, publication, professional consultant or company. In this case the endorsement might be seen as advice to parents/schools in what is a complex and sensitive area i.e. children’s use of the internet.
There are extensive training and curricular supports, including through the Social Personal Health Education (SPHE) curriculum, to assist schools in the development of policies and practices on the safe use of the internet and on the prevention of bullying and harassment in the online environment. If external input is required for the development of supports/resources, a procurement process would be necessary. Schools, given their autonomous nature, are free however to supplement their curriculum delivery with external supports if they so wish and the book in question might be something that schools would welcome.
The www.webwise.ie website is an important educational resource in the area of online safety. It promotes the autonomous, effective and safer use of the internet by young people through a sustained information and awareness strategy targeting school leaders, teachers, parents and children themselves with consistent and relevant messages. The Webwise team, managed by the Professional Development Support Service for Teachers, have developed a dedicated School/Teachers Hub; Parents Hub and a Youth Hub for this specific purpose and which contain a wealth of resources, information and practical advice on how to stay safe on line and addresses a range of issues such as respectful communication, digital footprint, privacy and parental controls, having that conversation, cyberbullying, sexting, image sharing, technology in the home, social media, popular apps and emerging technologies.
