Thursday, 27 May 2021

Written Answers Nos. 198-221

School Staff

Ceisteanna (198, 199)

James O'Connor

Ceist:

198. Deputy James O'Connor asked the Minister for Education the status of the allocation of teachers to a school (details supplied); and if she will make a statement on the matter. [28871/21]

Pat Buckley

Ceist:

199. Deputy Pat Buckley asked the Minister for Education the reason for the reduction in the teaching staff allocation numbers at a school (details supplied); the measures that will be taken to resolve this issue in order to ensure adequate capacity for the school; and if she will make a statement on the matter. [28872/21]

Freagraí scríofa

Minister for Education

I propose to take Questions Nos. 198 and 199 together.

The key factor for determining the level of staffing resources provided at individual school level is the staffing schedule for the relevant school year and pupil enrolments on the previous 30 September. The staffing schedule operates in a clear and transparent manner and treats all similar types of schools equally irrespective of location.

For the 2021/22 school year, an improvement of one point in the appointment threshold in primary schools has been introduced and schools will be provided with class teachers on the basis of of 1 teacher for every 25 pupils which is a historical low ratio. In addition, a three point reduction in the retention scale has also been introduced for September 2021. These measures will help to ensure that less pupils are required to recruit or retain a teacher.

My Department has published a suite of helpful guidance for the safe and sustainable operation of schools including illustrative Primary Classroom Layouts to facilitate physical distancing requirements for primary schools. Each school should use their COVID-19 Response Plan for the safe operation through the prevention, early detection and control of COVID-19 in line with the public health advice. This guidance is focused on the practical steps school must take to minimise the risk of transmission of infection.

The configuration of classes and the deployment of classroom teachers are done at local school level. The Department's guidance to schools is that the number of pupils in any class is kept as low as possible taking all relevant contextual factors into account (e.g. classroom accommodation, fluctuating enrolment etc.).

The staffing process contains an appeals mechanism for schools to submit a staffing appeal under certain criteria to an independent Primary Staffing Appeals Board. My Department has not received a staffing appeal from the school referred to by the Deputy. The next meeting of the Primary Staffing Appeals Board will be held in June. The Primary Staffing Appeals Board operates independently of the Department and its decision is final.

Question No. 199 answered with Question No. 198.

School Funding

Ceisteanna (200, 201)

Donnchadh Ó Laoghaire

Ceist:

200. Deputy Donnchadh Ó Laoghaire asked the Minister for Education the funding available for assistive technologies in a child’s home in cases in which their assistive device in the school is large and not portable. [28875/21]

Donnchadh Ó Laoghaire

Ceist:

201. Deputy Donnchadh Ó Laoghaire asked the Minister for Education if additional funding for assistive technology will be provided for a child (details supplied) in their home given their in-school device is not portable. [28876/21]

Freagraí scríofa

Minister of State at the Department of Education

I propose to take Questions Nos. 200 and 201 together.

My Department provides funding to schools towards the cost of equipment and specialist software for educational purposes under the Assistive Technology scheme, 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.

Provision of Grant Aid towards the provision of specialist equipment for use in the home is outside the remit of my Department and should instead be addressed to the Health Service Executive (HSE). Parents can access information on this through their local Health Centre, contact information is available on www.HSE.ie

Question No. 201 answered with Question No. 200.

Teaching Qualifications

Ceisteanna (202)

Bernard Durkan

Ceist:

202. Deputy Bernard J. Durkan asked the Minister for Education if a person (details supplied) can be re-registered as appropriate registration for a secondary school teacher as opposed to their current FET registration with particular reference to the number of years' experience in their case who is at a financial loss due to this registration; and if she will make a statement on the matter. [28911/21]

Freagraí scríofa

Minister for Education

Under the Teaching Council Acts 2001-2015 the Teaching Council is the body with statutory authority and responsibility for the regulation of the teaching profession in Ireland including the registration of teachers in the State.

The Teaching Council registers teachers in line with the requirements set out in the Teaching Council Act 2001-2015 and the Teaching Council (Registration) Regulations 2016.

The Teaching Council registers teachers under four routes of registration: Primary, Post-primary, Further Education and Other. In order to be entered on the Register of Teachers under Post-primary, registrants are required to hold an accredited initial teacher education qualification in addition to holding relevant qualifications for at least one post-primary curricular subject. These requirements were previously set out in the Registration Regulations 2009.

The Teaching Council inform me that where an applicant for registration does not hold a teacher education qualification, Further Education is the only route of registration that can be offered. If a registrant under Further Education subsequently completes an accredited initial teacher education qualification suitable for post-primary teaching and holds qualifications that meet the post-primary curricular subject requirements, then they may apply for registration under Post-primary, and provide the requisite evidence of such qualifications.

The person referred to by the Deputy should continue to liaise directly with the Teaching Council and follow their guidance regarding their registration.

Schools Building Projects

Ceisteanna (203)

Joan Collins

Ceist:

203. Deputy Joan Collins asked the Minister for Education when the contractor for a school (details supplied) will commence building; and if she will request a meeting of stakeholders including a group to examine matters related to the school. [28914/21]

Freagraí scríofa

Minister for Education

A new special school is due to open in the property referred to by the Deputy for the 2021/2022 school year.

My Department and the National Council for Special Education are working closely with the Patron and the management team appointed by the Patron, on the practical arrangements associated with the establishment of the school. These arrangements relate to a range of matters including accommodation refurbishment, staff recruitment and training, funding and communication with parents.

Teaching Council of Ireland

Ceisteanna (204)

Aengus Ó Snodaigh

Ceist:

204. Deputy Aengus Ó Snodaigh asked the Minister for Education if she plans to request the Teaching Council to reverse its downgrading of the level of history required for aspirant second-level teachers of history (details supplied). [28917/21]

Freagraí scríofa

Minister for Education

I wish to advise the Deputy that the Teaching Council initiated a review of its post-primary curricular subject requirements in 2018 in the context of a range of factors. In its review, the Council took a whole system view considering the needs and diversity of the profession. In this regard, the diversity of stakeholder views was taken into account during the comprehensive consultation process. In the revision of the curricular subject requirements, standards have been maintained and safeguarded whilst granularity has been removed to enhance responsiveness and agility to system needs.

The curricular subject requirements set out minimum standards that must be met for the purposes of registration with the Council as a post-primary teacher. The requirements provide HEIs with flexibilities in the design of their academic programmes and provides for them to continue to structure such programmes in the way that they wish.

In relation to the subject of History, the requirements provide that applicants must hold a degree level qualification with History studied up to and including third year level; the study of Irish History is required and the studies must show that the holder has acquired sufficient knowledge, skills and understanding to teach the History syllabus/specification to the highest level in post-primary education.

Schools Building Projects

Ceisteanna (205)

Aengus Ó Snodaigh

Ceist:

205. Deputy Aengus Ó Snodaigh asked the Minister for Education if the plans for a school (details supplied) have been finalised; the number of classrooms it will have; if the yards and associated works are part of the plans; the number of children that will be accommodated at the school; the number of staff that will be required; when a contractor will be appointed; and when the works will begin and be completed given that the school is set to open in September 2021; and if she will make a statement on the matter. [28927/21]

Freagraí scríofa

Minister for Education

A new special school is due to open in the property referred to by the Deputy for the 2021/2022 school year.

My Department and the National Council for Special Education are working closely with the Patron and the management team appointed by the Patron, on the practical arrangements associated with the establishment of the school. These arrangements relate to a range of matters including accommodation refurbishment, staff recruitment and training, funding and communication with parents.

School Staff

Ceisteanna (206)

Thomas Pringle

Ceist:

206. Deputy Thomas Pringle asked the Minister for Education if she will request the reversal of the decision by the Primary Staffing Appeals Board to uphold the loss of a mainstream class teacher in a school (details supplied) in accordance with Circular 0019/2021 of a school (details supplied) given that the numbers in the school meet the requirements for this teacher; and if she will make a statement on the matter. [28962/21]

Freagraí scríofa

Minister for Education

The key factor for determining the level of staffing resources provided at individual school level is the staffing schedule for the relevant school year and pupil enrolments on the previous 30 September.

For the 2021/22 school year, an improvement of one point in the appointment threshold in primary schools has been introduced and schools will be provided with class teachers on the basis of of 1 teacher for every 25 pupils which is a historical low ratio. In addition, a three point reduction in the retention scale has also been introduced for September 2021. These measures will help to ensure that less pupils are required to recruit or retain a teacher.

The staffing process contains an appeals mechanism for schools to submit a staffing appeal under certain criteria to an independent Primary Staffing Appeals Board. The school referred to by the Deputy submitted a staffing appeal which was deemed ineligible by the Appeals Board as the grounds of the appeal did not meet the published appeals criteria. The school has been notified of this decision. The Primary Staffing Appeals Board operates independently of the Department and its decision is final. However, if the school's projected pupil enrolment for 2021/22 has increased since the appeal application, it is open to the school to resubmit an appeal to the June meeting of the Appeals Board with the updated enrolment.

School Accommodation

Ceisteanna (207)

Eoin Ó Broin

Ceist:

207. Deputy Eoin Ó Broin asked the Minister for Education the status of new school accommodation for a secondary school (details supplied); and the timeframe in which it will be delivered. [29003/21]

Freagraí scríofa

Minister for Education

The permanent school building project for the school referred to by the Deputy has been assigned to my Department’s Design & Build delivery programme. This delivery programme uses a professional external Project Manager to progress the project through the relevant stages of architectural planning, tender and construction.

The design stage is nearing completion and the Project Manager for the Design & Build programme is working towards submission of the planning application in Quarter 2 2021. An on-line meeting to share the plans with the school representatives has been held.

Until such time as planning permission has been secured, it will not be possible to provide a timeline for progression of the project to tender and construction stages.

Special Educational Needs

Ceisteanna (208)

Gary Gannon

Ceist:

208. Deputy Gary Gannon asked the Minister for Education the number of applications from schools seeking an exceptional review for the past three years by the proportion of applications that were successful and rejected, respectively and the proportion of applications that were made by developing schools and established schools, respectively in tabular form; the success rate of these applications; and if she will make a statement on the matter. [29035/21]

Freagraí scríofa

Minister of State at the Department of Education

The NCSE has responsibility for planning and coordinating school supports for children with special educational needs including the allocation of SNAs and reviews.

The Special Needs Assistant (SNA) scheme is designed to provide schools with additional adult support staff who can assist children with special educational needs who also have additional and significant care needs. Such support is provided in order to facilitate the attendance of those pupils at school and also to minimise disruption to class or teaching time for the pupils concerned, or for their peers, and with a view to developing their independent living skills.

SNAs are not allocated to individual children but to schools as a school based resource. The deployment of SNAs within schools is a matter for the individual Principal/Board of Management of the school. SNAs should be deployed by the school in a manner which best meets the care support requirements of the children enrolled in the school for whom SNA support has been allocated.

It is a matter for schools to allocate support as required, and on the basis of individual need, which allows schools flexibility in how the SNA support is utilised.

The exceptional review process was introduced for mainstream classes in the 2019/20 school year. Schools were notified of the arrangements from the date of issue of Circular 0030/2020, when SNA allocations were frozen, and automatically rolled over to the following school year.

The arrangements also included the following provisions:

- A diagnosis of a disability, or a psychological or other professional report, is not necessary for this process.

- The role of the SNA to support the care needs of students in mainstream classes as set out in Circular 0030/14, remains unchanged

Subsequently, in order to minimise disruption for schools, in the current circumstances, and to provide for continuity of allocations, existing mainstream class SNA allocations in schools on 30 April 2021 will be maintained and will automatically rollover into the 2021/22 school year.

It is expected that schools will review and reprioritise the deployment of SNAs within mainstream settings and allocate resources to ensure those with the greatest level of need receive the greatest level of support. Providing access to SNA support continues to be based on primary care needs as outlined in DES Circular 0030/2014.

Priority consideration will now be given by the NCSE to applications for increased support for the 2021/22 school year, in particular, applications from schools with no SNAs and developing schools will be prioritised. Determinations will be made before 30 June. Other applications will be processed in order of date received.

As in previous years, where circumstances change during the course of the 2021/22 school year that materially increase the level of care need in a school to the extent that the school can clearly demonstrate that it cannot be met within the existing SNA allocation, the school may apply to the NCSE for an exceptional review. Detailed information on the NCSE exceptional review process is published on the NCSE website ncse.ie/for-schools

The NCSE has published SNA allocations on their website www.ncse.ie.

SNA allocations for special classes and special schools are not affected by this arrangement.

Circular 0029/2021 has been published and advises schools of the arrangements for the allocation of SNAs for the 2021/22 school year.

The provisions set out in Circular 0030/2020 have been extended for the 2021/22 school year.

Circular 0029/2021 and Circular 0030/2020 are available on the Departments website.

The information requested is not held by the Department and I will refer the Deputy's question to the NCSE for their direct reply.

Education Policy

Ceisteanna (209)

Gary Gannon

Ceist:

209. Deputy Gary Gannon asked the Minister for Education her views on whether the current bridging method is inappropriate for developing schools given that the current cycle of every two years is a quarter of a student’s life in primary school; if she will consider using a one-year bridging cycle for developing schools; and if she will make a statement on the matter. [29036/21]

Freagraí scríofa

Minister of State at the Department of Education

A 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. Allocations are also provided for new schools which open each year.

DES Circulars 007 and 008 2019, stated that the allocations being made for 2019 would initially remain in place for a minimum of two years, following which, revised profiled allocations would be considered for schools from September 2021.

The NCSE Policy advice ‘A Proposed new Model for Allocating Teaching Resources for Students with Special Educational Needs (2014)’ on which the SET allocation model is based, recommended that ‘the additional teaching supports be left in place initially for a two-year period. As the new model becomes embedded in the system, this may be extended to three years.’

In order to minimise disruption for schools, in the current circumstances, and to provide for continuity of allocations, the Minister for Education and the Minister for Special Education and Inclusion have agreed to maintain the existing Special Education Teacher Allocations for schools for the 2021/22 school year, with re profiled allocations now due to be made from September 2022.

Additional allocations will continue to be made for new schools, schools which achieve developing status, or for exceptional circumstances arising in schools, in the interim.

The criteria for qualification for mainstream school developing school posts are set out in the Primary and Post Primary School Staffing Schedule for the 2021/22 school year.

Schools who qualify for additional mainstream developing school posts in accordance with these criteria also qualify for additional Special Education Teaching Allocations to take account of this developing status.

There are now over 13,600 Special Education Teachers allocated to mainstream primary and post primary schools.

This represents an increase of 40% in the total number of special education teachers allocated to schools since 2011, at which time 9740 teachers were allocated.

Maintaining the existing allocations of Special Education Teachers for the 2021/22 school year means that schools will not have to engage in an extensive redeployment of posts, or re-clustering, this year.

It also means that schools will have greater levels of certainty as to the staff that they will have in place for September.

No school will see a cut, or reduction, to their special education teaching support next year.

Where schools have growing enrolments year on year, they will receive an increased allocation, pending the next re-profiling.

Even in circumstances where some schools were anticipating a greater level of increase year on year, if full re profiling had occurred next year, the increased allocations for developing status combined with the existing allocation of the school will show an increased overall teacher allocation for these schools in 2021/22.

The allocations for 2021/22 which are being maintained comprise the allocations which were made for schools from September 2019 plus any additionality achieved since plus any developing hours for the 2019/20 and 2020/21 school years.

It is also acknowledged that there are some circumstances, which may arise in schools, which fall outside the allocations for developing school status.

These relate to exceptional or emergency circumstances which could not have been anticipated e.g. where the school profile changes very significantly, or where other exceptional circumstances have arisen in a school and which may require a review of schools capacity to provide additional teaching support for all pupils who need it in the school, or of their utilisation of their allocations.

A process is available where schools can seek a review of their allocations by the National Council for Special Education (NCSE), including the utilisation of their allocations, in circumstances where a school considers that very exceptional circumstances have arisen subsequent to the development of the profile.

If a school wishes to make an exceptional needs review, they may do so at the following link: ncse.ie/wp-content/uploads/2021/02/Primary-Schools-Review-Application-2020.doc

Education Policy

Ceisteanna (210)

Gary Gannon

Ceist:

210. Deputy Gary Gannon asked the Minister for Education if the school inclusion model pilot has been completed; when the review of this pilot will be made available; and if she will make a statement on the matter. [29037/21]

Freagraí scríofa

Minister of State at the Department of Education

The School Inclusion Model (SIM) is based on policy advice from the National Council for Special Education based on the principle of providing the right support at the right time delivered by a range of personnel with relevant qualifications and skill-sets. Its purpose is to help students achieve better outcomes. Independent evaluation is a central part of the project and the outcome will inform future policy on extending the SIM. The project includes a number of elements:

- Provision of in-school therapies (speech and language, occupational)

- Allocation of SNAs on a frontloaded basis

- Additional professional supports for the school including psychology, behavioural and professional development

- Training of SNAs

In February 2019, the Government approved the trialling of the Model for the 2019/20 school year. Initially designed as a one year pilot involving up to 75 participating schools in the CHO 7 region, it was interrupted by Covid-19 with the closure of schools and the diversion of HSE therapists from the project to Covid related work. It was then extended to the 2020/21 school year which has also been interrupted by Covid.

Progress has been made on aspects of the Model but much remains to be done in terms of in-school implementation and evaluation.

As part of the 2021 Budget measures, funding is being made available to extend the School Inclusion Model to two other areas in 2021.

Planning is underway on the arrangements for the continuation and expansion of SIM.

State Examinations

Ceisteanna (211)

Gary Gannon

Ceist:

211. Deputy Gary Gannon asked the Minister for Education if her Department will review the potential use of the accredited grades model beyond 2021 in particular for students who experience exceptional circumstances such as, bereavement or illness over their sixth year; and if she will make a statement on the matter. [29038/21]

Freagraí scríofa

Minister for Education

On 17 February this year, I confirmed that Leaving Certificate 2021 examinations will proceed and that students will also have the option of applying for grades accredited by the State Examinations Commission (SEC), to be known as SEC-Accredited Grades. This decision, and the decision to adopt a model of Calculated Grades for the Leaving Certificate class of 2020, were made in response to the exceptional circumstances resulting from the COVID-19 pandemic, including the disruption to face to face learning experienced by all students.

This decision to introduce the process of accredited grades followed intensive engagement with education stakeholders, both bilaterally and through the Advisory Group on Planning for State Examinations 2021.

It is important to note that the exceptional measures adopted in 2020 and 2021 do not represent a precedent for future senior cycle arrangements. As the Deputy will be aware, the National Council for Curriculum and Assessment (NCCA) have undertaken a significant review of senior cycle and an advisory report is due to be submitted to my Department this year. One of the themes included in that review is the appropriate arrangements for assessment, reporting and certification in senior cycle. My Department looks forward to receiving and considering the NCCA’s report and to further engagement with all stakeholders on this portant area of work. It would not be appropriate to make longer-term decisions in relation to senior cycle in advance of this.

The State Examinations Commission introduced a pilot provision for the 2019 Leaving Certificate examinations, allowing Leaving Certificate students who suffered a close family bereavement around the time of the state examinations in June to sit alternative papers in July. Under the arrangement, which was an extension of the scheme of Reasonable Accommodations at State Examinations (RACE), a Leaving Certificate candidate who suffered the loss of a close family member was permitted to defer up to three days of their examinations and to take those examinations at an alternative sitting in July. The SEC had commenced a comprehensive review, involving engagement with stakeholders, of the broader issue of how best to support students experiencing all forms of trauma and adversity at examinations time The SEC will be recommencing the review process, which was interrupted due to Covid-19 , as soon as it is feasible.

State Examinations

Ceisteanna (212)

Gary Gannon

Ceist:

212. Deputy Gary Gannon asked the Minister for Education if her attention has been drawn to calls from by organisation (details supplied) to have students who, while sitting their State exams, experience a medical emergency such as a seizure and are therefore unable to complete their exam, be accommodated to sit them at a later date but before CAO offers; if she is considering this proposal; and if she will make a statement on the matter. [29039/21]

Freagraí scríofa

Minister for Education

The State Examinations Commission has statutory responsibility for operational matters relating to the certificate examinations.

In view of this I have forwarded your query to the State Examinations Commission for direct reply to you.

Special Educational Needs

Ceisteanna (213)

Gary Gannon

Ceist:

213. Deputy Gary Gannon asked the Minister for Education the average length of time between the application for an exception review being submitted to the outcome of the review being communicated; and the average length of time it takes for a review to take place in cases of successful applications. [29040/21]

Freagraí scríofa

Minister of State at the Department of Education

The NCSE has responsibility for planning and coordinating school supports for children with special educational needs including the allocation of SNAs and reviews.

The Special Needs Assistant (SNA) scheme is designed to provide schools with additional adult support staff who can assist children with special educational needs who also have additional and significant care needs. Such support is provided in order to facilitate the attendance of those pupils at school and also to minimise disruption to class or teaching time for the pupils concerned, or for their peers, and with a view to developing their independent living skills.

SNAs are not allocated to individual children but to schools as a school based resource. The deployment of SNAs within schools is a matter for the individual Principal/Board of Management of the school. SNAs should be deployed by the school in a manner which best meets the care support requirements of the children enrolled in the school for whom SNA support has been allocated.

It is a matter for schools to allocate support as required, and on the basis of individual need, which allows schools flexibility in how the SNA support is utilised.

The exceptional review process was introduced for mainstream classes in the 2019/20 school year. Schools were notified of the arrangements from the date of issue of Circular 0030/2020, when SNA allocations were frozen, and automatically rolled over to the following school year.

The arrangements also included the following provisions:

- A diagnosis of a disability, or a psychological or other professional report, is not necessary for this process.

- The role of the SNA to support the care needs of students in mainstream classes as set out in Circular 0030/14, remains unchanged

Subsequently, in order to minimise disruption for schools, in the current circumstances, and to provide for continuity of allocations, existing mainstream class SNA allocations in schools on 30 April 2021 will be maintained and will automatically rollover into the 2021/22 school year.

It is expected that schools will review and reprioritise the deployment of SNAs within mainstream settings and allocate resources to ensure those with the greatest level of need receive the greatest level of support. Providing access to SNA support continues to be based on primary care needs as outlined in DES Circular 0030/2014.

Priority consideration will now be given by the NCSE to applications for increased support for the 2021/22 school year, in particular, applications from schools with no SNAs and developing schools will be prioritised. Determinations will be made before 30 June. Other applications will be processed in order of date received.

As in previous years, where circumstances change during the course of the 2021/22 school year that materially increase the level of care need in a school to the extent that the school can clearly demonstrate that it cannot be met within the existing SNA allocation, the school may apply to the NCSE for an exceptional review. Detailed information on the NCSE exceptional review process is published on the NCSE website ncse.ie/for-schools

The NCSE has published SNA allocations on their website www.ncse.ie.

SNA allocations for special classes and special schools are not affected by this arrangement.

Circular 0029/2021 has been published and advises schools of the arrangements for the allocation of SNAs for the 2021/22 school year.

The provisions set out in Circular 0030/2020 have been extended for the 2021/22 school year.

Circular 0029/2021 and Circular 0030/2020 are available on the Departments website.

The information requested is not held by the Department and I will refer the Deputy's question to the NCSE for their direct reply.

Education Schemes

Ceisteanna (214)

Gary Gannon

Ceist:

214. Deputy Gary Gannon asked the Minister for Education if rural DEIS schools are included in the home school community liaison scheme; if not, the cost of bringing these schools into the scheme; and if she will make a statement on the matter. [29042/21]

Freagraí scríofa

Minister for Education

The average salary cost for one Home School Community Liaison (HSCL) Coordinator position based on mid point of the salary scale is circa €55,500.

Currently, all DEIS Urban Primary and DEIS Post Primary schools are included in the HSCL Scheme, which serves 523 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.

The impact of socio-economic factors on educational outcomes can be different between urban and rural settings and the HSCL scheme 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.

The Deputy may wish to note that Rural DEIS primary schools continue to be supported through the DEIS programme with a range of additional supports, including grant aid in the form of a DEIS grant, enhanced book grant, access to the DSP School Meals Programme and priority access for teachers to a range of professional development programmes as well as the Incredible Years and Friends programmes.

My Department has no plans at present to extend the HSCL scheme to Rural DEIS schools as part of the DEIS programme.

School Accommodation

Ceisteanna (215, 216)

Gary Gannon

Ceist:

215. Deputy Gary Gannon asked the Minister for Education the details of the contingency plan for a school (details supplied) in relation to alternative temporary accommodation for the beginning of the new school term in August 2021. [29043/21]

Gary Gannon

Ceist:

216. Deputy Gary Gannon asked the Minister for Education if the contingency arrangements for a school (details supplied) will be sourced locally; if so, the location; the number of classrooms and other ancillary rooms that will be made available to the school; the length of time the school will have to remain at the location; when will the official temporary buildings be ready for the school to move into; and if the school leaders and board of management will be included in these discussions. [29044/21]

Freagraí scríofa

Minister for Education

I propose to take Questions Nos. 215 and 216 together.

The permanent school building project for the school referred to by the Deputy is being delivered under my Department’s Design & Build programme.

A planning application for interim accommodation for the school on its permanent site was lodged on the 26th May 2021 and instructions have issued to the Project Manager overseeing the delivery of the interim accommodation to proceed with the procurement arrangements under my Department’s new Modular Buildings Framework.

There was a delay involved in obtaining a necessary legal consent from an adjacent landowner in order to lodge the planning application and as a result, my Department is putting in place contingency arrangements for the school to be located in suitable interim accommodation at the Firhouse Community College site from August 2021 for a maximum of one academic year. This has been relayed to the DDLETB as the school’s Patron body.

The interim accommodation, which includes specialist classrooms, SEN provision and ancillary accommodation, will be installed on the Firhouse Community College site for the beginning of the 2021/22 school year using the planning exemption secured in March 2021.

It is the Department’s intention that the school will move into the interim accommodation on its permanent site as early as possible in the 2021/22 academic year and that the vacated interim accommodation on the Firhouse Community College site will remain on site and will be available for use by Firhouse Community College as provided for under the exemption. The Department is committed to adhering to this timeline.

My Department will continue to keep the patron body and the school informed.

Question No. 216 answered with Question No. 215.

Departmental Schemes

Ceisteanna (217)

Róisín Shortall

Ceist:

217. Deputy Róisín Shortall asked the Minister for Social Protection if consideration has been given to granting a free travel pass to persons that have lost their driver license due to a diagnosis with epilepsy; and if she will make a statement on the matter. [28858/21]

Freagraí scríofa

Minister for Social Protection

The Free Travel scheme provides free travel on the main public and private transport services for those eligible under the scheme. These include road, rail and ferry services provided by companies such as Bus Átha Cliath, Bus Éireann and Iarnród Éireann, as well as Luas and services provided by over 80 private transport operators. There are currently approx. 996,000 customers with direct eligibility. The estimated expenditure on free travel in 2021 is €95 million.

In general, access to a free travel pass for those aged under 66 is linked to a person being in receipt of certain primary Social Protection payments such as Disability Allowance, Invalidity Pension, Carer’s Allowance, Blind Pension and Partial Capacity Benefit.

Extending the free travel scheme to people with epilepsy during the period in which they are disallowed from driving cannot be considered in isolation. There are a range of disabilities and medical conditions that can prevent a person from holding a driving licence and to award a free travel pass to any one of these conditions in isolation would immediately result in calls for all people who are not allowed to hold a driving licence because of their medical condition to receive the free travel pass and could result in challenges under the Equal Status Act.

If the Free Travel scheme were to be extended to all people who are not allowed to drive due to their disability, regardless of whether they receive a qualifying payment, a medical assessment process would be required for all such applications, significantly changing the nature of the scheme and requiring additional administrative processes to be put in place in order to adjudicate eligibility. Significant extra funding would also be required and accordingly, it could only be considered in the context of overall budgetary negotiations.

Under the Supplementary Welfare Allowance scheme, my Department may award a travel supplement, where the circumstances of the particular case so warrant. The supplement is intended to assist with ongoing or recurring travel costs that cannot be met from the client’s own resources and are deemed to be necessary. Every decision is based on consideration of the circumstances of the individual case, taking account of the nature and extent of the need and of the resources of the person concerned.

I hope this clarifies the matter for the Deputy.

Gender Equality

Ceisteanna (218)

Gary Gannon

Ceist:

218. Deputy Gary Gannon asked the Minister for Social Protection if her attention has been drawn to the recommendation of the Citizens' Assembly on Gender Equality to address the impact of the marriage bar by automatically qualifying women affected by the marriage bar for a State pension; if she is considering such a move; and if she will make a statement on the matter. [29041/21]

Freagraí scríofa

Minister for Social Protection

I am aware of the recent publication of the Citizens Assembly recommendations in relation to Gender Equality and want to note the Programme for Government commitment that the Government would respond to the recommendations of the Assembly. This response will cover a wide range of policy areas and is being coordinated by the Department of the Taoiseach.

The marriage bar describes a rule that existed in most of the public service, and some private sector employments, where women were required to leave their employment upon marriage. As it was a rule rather than law, married women could either return to work or take up other work, and many did.

Most public servants recruited prior to 1995 are not entitled to the State pension, regardless of gender and marital status. Therefore, the marriage bar would not generally have impacted on State pension entitlement, as they would not have qualified for that payment had they remained in public sector employment. The implications it had for public service pensions are matters for the Minister for Public Expenditure and Reform.

The State pension system currently gives significant recognition to those whose work history includes an extended period of time outside the paid workplace, often to raise families or in a full-time caring role, through the award of credits and/or the application of the Homemaker’s Scheme (under the Yearly Average method for payment calculation) and/or the application of HomeCaring Periods (under the Aggregated Contribution Method or Interim Total Contributions Approach). Details of these are -

Credits – PRSI Credits are awarded to recipients of Carer’s Allowance (and Carer’s Benefit) where they have an underlying entitlement to credits. Credits are also awarded to workers who take unpaid Carer’s Leave from work.

Homemaker’s Scheme - The scheme, which was introduced with effect from 1994, is designed to help homemakers and carers qualify for State Pension (Contributory). The Scheme, which allows periods caring for children or people with a caring need to be disregarded (from 1994), can have the effect of increasing the Yearly Average.

HomeCaring Periods – This Scheme makes it easier for a home carer to qualify for a higher rate of State Pension (Contributory). HomeCaring Periods can only be used under the Aggregated Contribution Method (also known as Interim TCA or T12) of pension calculation. HomeCaring Periods may be awarded for each week not already covered by a paid or credited social insurance contribution. A maximum of 20 years HomeCaring periods can be used as part of the Aggregated Contribution Method calculation.

Since April 2019 all new State (Contributory) Pension applications are assessed under all possible rate calculation methods, including the Yearly Average and Aggregated Contribution Method, with the most beneficial rate paid to the pensioner. The elements which make up each method are set out in legislation.

It should be noted that if a person does not satisfy the conditionality to qualify for State Pension (Contributory), s/he may qualify for the means-tested State Pension (Non-Contributory), the maximum rate of which is over 95% that of the maximum rate of the State Pension (Contributory). Alternatively, if his/her spouse is a State pensioner with significant household means, his/her most beneficial payment may be an Increase for a Qualified Adult, based on his/her personal means, and amounting to up to 90% of a full contributory pension.

I hope this clarifies the matter for the Deputy.

Social Welfare Eligibility

Ceisteanna (219)

Seán Sherlock

Ceist:

219. Deputy Sean Sherlock asked the Minister for Social Protection further to Parliamentary Question No. 416 of 5 May 2021, if matters raised by the person (details supplied) will be examined. [28828/21]

Freagraí scríofa

Minister for Social Protection

With reference to the details supplied, the person was not working part-time with the company before the Covid 19 pandemic. However, as this person was put on a shorter working week by the company due to the pandemic they are now classified as a part-time worker for the purposes of Jobseeker's Benefit. A person who works on a part-time basis and is employed for a set number of days each week and knows the days on which they will be employed may receive a jobseeker's payment as a part-time worker. The person was categorised as a part-time worker by the deciding officer based on the information supplied and their working pattern. While both casual and part-time workers may be referred to internally in my Department as Casuals, my officials have confirmed that the correct categorisation in this instance is part-time.

The Jobseeker’s Benefit payment week is calculated on a 6 day week with 1/5th deducted for each day worked. This means the number of unemployment days paid to a part-time worker in any week will reduce by one. For example if a person is paid Jobseeker's Benefit for 2 days, 3 days will be added to the cumulative total number of days for that week. As previously advised in PQ 416 my officials have examined the cumulative total of days paid in the individual’s claim to date and I am advised that that the figure recorded in the Department is correct.

The duration of payment for Jobseeker’s Benefit for people with 260 or more PRSI contributions paid is 234 days, the equivalent of 9 months for a fully unemployed person. It is paid for 156 days for people with fewer than 260 PRSI contributions paid.

My Department corresponds with the Jobseeker's Benefit recipient in advance of the expiry date of their claim and advises of rules governing re-qualification for Jobseeker’s Benefit and also of the option to apply for the means tested Jobseeker's Allowance scheme.

In order to requalify for jobseekers benefit when a claim exhausts benefit, in addition to satisfying the PRSI conditions, a part-time worker would have to suffered a further substantial loss of employment and earnings. A person is regarded as having sustained a substantial loss of employment if they have lost at least one day of insurable employment in any period of 7 days, provided their reckonable earnings or reckonable income are reduced as a consequence of the loss of employment. In short, the number of days worked in any Jobseeker's Benefit week (i.e. Thurs - Wed) must be less than the normal number of days worked prior to the date of claim. Where a person’s earnings have remained the same or increased since the original Jobseeker’s Benefit claim, they would not be considered to satisfy the substantial loss condition for reckonable earnings/income. These conditions as set out in the Social Welfare Consolidation Act 2005 (as amended).

Jobseeker's Allowance has no duration limit as long as a person meets the qualifying scheme conditions including the means test.

I trust this clarifies the position for the Deputy.

Social Welfare Eligibility

Ceisteanna (220)

Seán Sherlock

Ceist:

220. Deputy Sean Sherlock asked the Minister for Social Protection if she will have regard to correspondence and advise urgently (details supplied). [28830/21]

Freagraí scríofa

Minister for Social Protection

The person concerned was awarded Jobseeker’s Benefit from 30 March 2020. She was advised by letter on 27 Jan 2021 that the duration of the claim was 234 days. It was not possible to give a definitive date when 234 days would be reached, due to the casual status of the employment in this case.

A further letter on 19 May 2021 advised that benefit would end on 21 May 2021 and of the right to re-apply for Jobseeker’s Benefit, or Jobseeker’s Allowance, as would be the case with all casual Jobseeker’s claims.

The person concerned should contact her local branch office in Fermoy if she wishes to discuss her case further.

Social Insurance

Ceisteanna (221)

Michael Creed

Ceist:

221. Deputy Michael Creed asked the Minister for Social Protection the extent of protections available to the self-employed arising from their PRSI contributions in the event of illness and injury at work and so on; and if she will make a statement on the matter. [28834/21]

Freagraí scríofa

Minister for Social Protection

There is a wide range of benefits available to people who make Pay Related Social Insurance (PRSI) contributions. Entitlement to such benefits is dependent on the individual's social insurance contribution record, the class of social insurance paid as well as satisfying other qualification criteria relevant to the scheme being applied for.

In general, self-employed people make PRSI contributions at class S. Where all qualification criteria for the particular scheme are satisfied, this class of PRSI gives access to the following benefits -

- Adoptive Benefit,

- Guardian's Payment (Contributory),

- Invalidity Pension,

- Jobseeker's Benefit (Self-Employed),

- Maternity Benefit,

- Parent's Benefit,

- Partial Capacity Benefit (where in receipt of Invalidity Pension),

- Paternity Benefit,

- State Pension (Contributory),

- Treatment Benefit, and

- Widows, Widower's or Surviving Civil Partner's (Contributory) Pension.

The benefits to which class S PRSI does not provide access are -

- Carer's Benefit,

- Health and Safety Benefit,

- Illness Benefit, and

- Occupational Injuries Benefits.

Although self-employed people are not usually eligible for Illness Benefit, an exception was made in relation to Covid-19, primarily as a public health measure. The purpose of the enhanced Illness Benefit payment in respect of Covid-19 is to encourage people to not go to work due to financial constraint when they should be in isolation.

There has been an extensive expansion of access to the range of social insurance benefits for self-employed social insurance contributors in recent years without any increase in the 4% rate of contribution made by them. In effect, self-employed contributors, in return for a contribution of 11 percentage points lower than the combined employer and employee contribution of 15.05% made in respect of employed contributors, have access to benefits which comprise over 90% of the value of all benefits available to employed contributors.

The Programme for Government commits to giving consideration to increasing all classes of PRSI over time to replenish the Social Insurance Fund to help pay for measures and changes to be agreed including to the State pension system, improvements in short-term sick pay benefits, parental leave benefits, pay-related jobseeker's benefit and treatment benefits.

The supplementary welfare allowance (SWA) scheme is the safety net within the overall social welfare system in that it provides assistance to eligible people in the State whose means are insufficient to meet their needs and those of their dependants. Supports provided under the SWA scheme can consist of a basic weekly payment, a weekly or monthly supplement in respect of certain expenses, as well as single exceptional needs payments (ENPs) and urgent needs payments (UNPs).

The basic supplementary welfare allowance provides immediate assistance for those in need who are awaiting the outcome of a claim or an appeal for a primary social welfare payment or do not qualify for payment under other State schemes.

I trust this clarifies the matter for the Deputy.