Written Answers Nos. 712-732
712. Deputy Aodhán Ó Ríordáin asked the Minister for Education if school transport support will be secured for a child (details supplied) in County Limerick; and if she will make a statement on the matter. [30557/21]
Amharc ar fhreagraSchool Transport is a significant operation managed by Bus Éireann on behalf of the Department of Education. In the current school year over 114,100 children, including over 14,700 children with special educational needs, are transported on a daily basis to primary and post-primary schools throughout the country at a cost of over €224.7m in 2020.
The purpose of the Department's School Transport Scheme for Children with Special Educational Needs is, having regard to available resources, to support the transport to and from school of children with special educational needs arising from a diagnosed disability.In general, children with special educational needs are eligible for school transport if they are attending the nearest school that is resourced to meet their special educational needs. Eligibility is determined following consultation with the National Council for Special Education through its network of Special Education Needs Organisers (SENO). The child referred to by the Deputy is eligible for transport under the above scheme and the parents have been offered the Special Transport Grant towards the cost of making private transport arrangements.
The parents have advised they are considering their options on if they wish to accept the Special Transport Grant or if they are unable to accept the Special Transport Grant and require a service to be provided.
713. Deputy Joe McHugh asked the Minister for Education the status of school secretaries and caretakers pay conditions and salaries; and if she will make a statement on the matter. [30608/21]
Amharc ar fhreagraI am keenly aware of the vital contribution of secretaries and caretakers within school communities and I recognise the very important work done by these staff, and the other support staff in the running of our schools.
In recognition of their role, I have put special arrangements in place for this school year whereby schools will be funded to employ a replacement secretary or caretaker in the event that staff who are at very high risk of contracting serious illness from COVID-19 cannot work on the school premises. I have also extended the Employee Assistance Service to all school staff including secretaries and caretakers.
The majority of primary and voluntary secondary schools receive assistance to provide for secretarial, caretaking and cleaning services under grant schemes. Where a school employs a staff member to support those functions those staff are employees of individual schools and responsibility for terms of employment rests with the school.
On foot of a Chairman’s Note to the Lansdowne Road Agreement, my Department implemented the 2015 recommendations of an independent arbitrator. The Arbitrator recommended a cumulative pay increase of 10% between 2016 and 2019 and that a minimum hourly pay rate of €13 be phased in over that period. This arbitration agreement covered the period up to 31 December 2019 and has been fully implemented and increased funding was provided by my Department.
The arbitration agreement was designed to be of greatest benefit to lower-paid secretaries and caretakers. For example, a secretary or caretaker who was paid the then minimum wage of €8.65 per hour in 2015 prior to the arbitration has from 1 January 2019 been paid €13 per hour which is a 50% increase in that individual’s hourly pay.
Fórsa trade union has tabled a follow-on claim from the 2015 agreement. Officials from my Department, the Department of Public Expenditure and Reform and School Management Bodies have been engaging with Fórsa on the claim. On the 27th of October 2020, under the auspices of the Workplace Relations Commission (WRC), an understanding was agreed on a pathway to progress the issues. Several key strands have been identified, and a phased approach is being taken to the development of proposals. The parties continue to engage under the auspices of the WRC and I support meaningful engagement on this issue by all parties.
714. Deputy James Lawless asked the Minister for Education the plans in place for the leaving certificate 2022; if the exam will consist of a combination of accredited grades and modified papers; and if she will make a statement on the matter. [30623/21]
Amharc ar fhreagraMy Department is acutely aware of the disruption caused to students as a result of school closures resulting from the COVID-19 pandemic. From 11 January 2021, all students, including students currently in fifth year and who are due to sit the Leaving Certificate examinations in 2022, engaged in a programme of remote learning with their schools. Students in fifth year were prioritised for a return to school following the return of sixth year students.
The public health restrictions which resulted in the closure of schools in March 2020 highlighted the absolute necessity for schools to be agile in providing for continuity of schooling in the future. As a contingency measure against the possibility of partial or full school closures, my Department provided a suite of guidance materials, agreed with the education partners, to enable schools to mediate the curriculum safely for all pupils/students in a COVID-19 context. These are available at www.gov.ie/backtoschool.
The nature of distance learning, which was necessitated during the unprecedented closure of schools last year and early this year, required educators to take on a range of approaches to support their pupils’ continuity of learning during that period. Assisted by Department-funded resources and supports, schools and teachers demonstrated great innovation in adapting to the unprecedented situation including the use of digital technologies and online learning platforms for teaching and learning.
Extensive guidance and supports have been and continue to be made available by my Department and its support services to support schools to plan for the transition to online and remote learning. Circular 0074/2020, ‘Communication/Teaching & Learning Platform’, was issued by the Department last year. In accordance with the circular, it became a requirement for all schools to have in place a communication/learning platform (while acknowledging that many schools have already put such platforms in place) that supports them to respond in the event of a partial or full school closure in the future, including the facilitation of some use of live or recorded video lessons where practicable.
The circular includes links to a range of materials and supports developed by the Digital Technologies team of the Professional Development Service for Teachers (PDST), including information and resources for commonly used platforms for teaching, learning and assessment, short video tutorials exploring how digital platforms and tools can be used effectively for remote learning purposes and clarity regarding how chosen platforms can be effectively used for assessment and feedback purposes, links to each of which are shown.
Other documents published by my Department include Guidance for Practical Subjects in Post-Primary Schools and Centres for Education and Returning to school: Guidance on learning and school programmes for post primary school leaders and teachers . These documents provide guidance for teachers and schools that is specific to each practical subject area, so that students can be facilitated to actively engage with their learning. A number of adjustments were made to the assessment arrangements for the 2021 Leaving Certificate examinations to take account of the disruption to learning experienced by the students who are due to take these examinations.
It is hoped that current fifth year students will be able to complete a full year of in-school tuition when they return to school at the start of the 2021/22 school year, and will experience no further disruption to their learning as a result of Covid-19. I am conscious that current fifth year students have also experienced some disruption to their learning and this will be considered in planning for the 2022 Leaving Certificate.
716. Deputy Paul Murphy asked the Minister for Education the details on the arrangements in relation to the contingency arrangements for a school (details supplied) to be located in interim accommodation at a college site from August 2021 for a maximum of one academic year which were announced on 26 May 2021; the way in which she plans to ensure that the school has their own permanent accommodation within the year outlined; and the contingency plans that are in place if planning permissions are delayed or refused. [30671/21]
Amharc ar fhreagraThe permanent school building project for the school referred to by the Deputy is being delivered under my Department’s Design & Build programme.
The new school building project is in architectural planning stage. A pre-planning meeting with the local authority has taken place and developed design work is ongoing. Representatives of the school and Patron body will be invited to a meeting to share the plans ahead of lodging the planning application. Until such time as planning permission has been secured, it will not be possible to provide a timeline for the progression of the project to tender and construction stages.
Regarding the school's interim accommodation arrangements, 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.
The interim accommodation, which includes specialist classrooms, SEN provision and ancillary accommodation, will be installed on the Community College site for the beginning of the 2021/22 school year using the planning exemption secured in March 2021. Details of the accommodation were recently issued to the patrons of the schools concerned.
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 Community College site will remain on site and will be available for use by Firhouse Community College as provided for under the exemption.
My Department has communicated the plans to both school patrons and will continue to keep the patron bodies and the schools informed.
718. Deputy Violet-Anne Wynne asked the Minister for Education the additional two areas in which the school inclusion model is being piloted in 2021; and if there are plans to extend the scheme for the 2021-2022 academic year. [30685/21]
Amharc ar fhreagraThe 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, evaluation and expansion of SIM and I will make an announcement on the matter as soon as possible
719. Deputy Darren O'Rourke asked the Minister for Education when refurbishment works at a school (details supplied) will be completed; the estimated cost of same. [30725/21]
Amharc ar fhreagraThe building project for the school referred to by the Deputy is included in my Department’s Construction Programme which is being delivered under the National Development Plan.
This project is one of the school building projects on my Department’s traditional build programme. The project consists of construction of a 24 classroom Senior School plus demolition of the existing Senior School and an 8 classroom extension plus refurbishment of the Junior School to provide a 24 classroom school. Both schools will have 2 classroom SEN Bases.
My Department has recently authorised the Board of Management of the schools to issue the letter of intent to the preferred bidder.
Subject to no issues arising during the balance of the tender process it is envisaged that construction will commence in the 4th quarter of 2021 with a construction period of approximately 35 months
As the tender process is still on-going, it is not possible to provide costs at this stage
720. Deputy Fergus O'Dowd asked the Minister for Education if her attention has been drawn to the loss of six jobs in a school (details supplied) following a National Council for Special Education review; if the impact of such a significant loss will be reviewed; and if she will make a statement on the matter. [30740/21]
Amharc ar fhreagraThe National Council for Special Education (NCSE) is responsible for determining the appropriate staffing levels in relation to the support of pupils with special educational needs in special schools, in accordance with the policies of my Department.
Special school staffing allocations are reviewed and updated each year by the NCSE and special schools are staffed on the basis of each year’s current school enrolments. Staffing arrangements for special schools are in line with policy advice provided by the NCSE in 2013, which did not recommend alteration to staffing ratios established under the Special Education Review Committee (SERC) Report in 1993.
Enhanced pupil teacher and SNA ratios are provided to special schools to support them in dealing with pupils' educational and care needs. These schools are staffed on the basis of individual pupil profile and the disability categorisations of those pupils, as opposed to being based primarily on school designation, in accordance with my Department's Circular 0032/2019 - Appointment of Administrative Deputy Principal and Staffing in Special Schools.
The NCSE has responsibility for planning and coordinating school supports for children with special educational needs including the allocation of SNAs and reviews.
I understand that the NCSE has been in ongoing correspondence with the school regarding the matters raised and has clarified the allocation of teaching posts and SNAs for the 2021/2022 school-year.
My Department has no role in making individual school determinations. Accordingly, your correspondence has been forwarded to the NCSE for direct reply.
721. Deputy Brendan Griffin asked the Minister for Education if the summer provision is available to childcare providers and preschool students; and if she will make a statement on the matter. [30771/21]
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.
The following categories of students are considered as students with complex needs for the 2021
Summer programme
- All students in special schools and special classes in primary and post primary schools, including early intervention classes.
- Students in mainstream classes in primary and post primary schools who are accessing the highest level of the continuum of support (Student Support Plus/for a few). This includes students with Autism, Down syndrome, sensory impairments, and other disabilities who were identified for the supplementary programme earlier this year.
Children in the above categories entering primary school in September 2021 are also eligible for the programme.
My Department recognises that not all schools will be in a position to provide a school-based programme. A home-based summer programme will continue to be available for children with complex needs where their schools are not providing a school-based programme.
Under the home-based programme grant funding is made available so that parents/legal guardians can engage the services of a Teacher or an SNA to provide tuition or care support as appropriate in the child’s home.
The Department will approve a group arrangement between parents/legal guardians and private providers subject to compliance with the published terms and conditions for group arrangements and approved in advance by this Department. Such arrangements must be sourced and procured by parents/legal guardians
Further information on group terms and conditions is available at www.gov.ie/en/publication/62b3b-home-based-summer-programme-2021-terms-and-conditions-for-group-arrangements
724. Deputy Holly Cairns asked the Minister for Education if a primary school (details supplied) will be provided with the full-time SNA and SET support required for the students with special needs in the school; and if she will make a statement on the matter. [30841/21]
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.
My Department does not have a role in making individual school determinations. Accordingly your correspondence has been forwarded to the NCSE for direct reply.
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.
In light of the disruption caused by the Covid-19 pandemic, the introduction of the new Frontloaded Allocation Model for SNAs for students in mainstream classes in primary and post -primary schools is to be deferred for a further year to the beginning of the 2022/23 school year.
The disruption prevented the delivery of the necessary training and information workshops to support the roll out of the new allocation model which had been planned for earlier this year.
The frontloading of SNAs for mainstream classes is a key part of the School Inclusion Model. The Department and NCSE are committed to its introduction as part of the development of that Model.
The training and workshops are designed to help school leaders and teachers in their in-school planning for the new model and their engagement with parents. These sessions will now be rescheduled to take place during the 2021/22 school year. Further information will be issued by the NCSE in due course.
In order to minimise disruption for schools the following arrangements for the allocation of Special Needs Assistants for mainstream classes for the 2021/22 school year:
- Existing mainstream class SNA allocations in schools on 30 April 2021 will be maintained and will automatically rollover into the 2021/22 school year.
- No school will therefore receive an allocation less than that which they had on 30 April 2021.
- SNAs currently in mainstream settings can continue in post for the next school year in the normal way.
- 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 a review. Detailed information on the NCSE exceptional review process is published on the NCSE website www.ncse.ie/for-schools
The NCSE has published the SNA allocations for the 2021/22 school year 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.
Provisions set out in Circular 0030/2020 has been extended for the 2021/22 school year.
Circulars 29/2021 and 30/2020 are available on the Departments website.
The Special Education Teaching allocation provides a single unified allocation for special educational support teaching needs to each school, based on each school’s educational profile.
Under the allocation model, schools have been provided with a total allocation for special education needs support based on their school profile.
The provision of a profiled allocation is designed to give a fair allocation for each school which recognises that all schools need an allocation for special needs support, but which provides a graduated allocation which takes into account the level of need in each school.
Schools are frontloaded with resources, based on each school’s profile. The allocations to schools include provision to support all pupils in the schools, including where a child receives a diagnosis after the allocation is received by a school, or where there are newly enrolling pupils to the school.
Both the Department and the National Council for Special Education (NCSE) are committed to ensuring that all schools are treated equally and fairly in the manner in which their school profiles have been calculated.
Accordingly, a number of review processes have been put in place to support schools.
A process is in place to address circumstances where the school profile significantly changed following the allocation process e.g. a developing school where the net enrolment numbers significantly increased.
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.
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.
Detailed information on how a school can make an exceptional needs review appeal is available on the NCSE website at, www.ncse.ie/for-schools
725. Deputy Holly Cairns asked the Minister for Education the steps she is taking to provide pay parity between teachers who qualified pre-2011 and post-2011; and if she will make a statement on the matter. [30842/21]
Amharc ar fhreagraThe public service agreements have allowed a programme of pay restoration for public servants to start. The starting salary for a new entrant teacher in 2012 was €30,702 and as a result of the programme of pay restoration the starting salary of a teacher is now €37,692. This will increase to €38,692 by October 2022 under the current pay agreement, Building Momentum.
Section 11 of the Public Service Pay and Pensions Act 2017 provides that “the Minister [for Public Expenditure and Reform] shall within three months of the passing of this Act prepare and lay before the Oireachtas a report on the cost of and a plan in dealing with pay equalisation for new entrants to the public service.” The report laid before the Oireachtas on foot of this provision by the Minister for Public Expenditure and Reform assessed the cost of a further change which would provide a two scale point adjustment to new entrants recruited since 2011. The total cost of such an adjustment across the public sector is of the order of €200 million of which Education accounts for approximately €83 million. The report also acknowledged that during the financial crisis there were policy changes which affected remuneration in different occupations across the public sector (including education).
The matter of new entrant pay is a cross sectoral issue not just an issue for the education sector alone. The Government has supported the gradual negotiated repeal of the FEMPI legislation having due regard to the priority to improve public services and in recognition of the essential role played by public servants The total year one cost of equalising the pay of new entrant teachers to the pre-2011 arrangements is estimated to be in the region of €59 million per annum in year one (€45 million for full resolution of pay scales and €14 million for re-instatement of the H.Dip allowance). The costs would rise in subsequent years as more new entrants join the system.
On 24 September 2018, an agreement was reached between the Government and the public services committee of ICTU in respect of new entrant pay. This agreement is benefitting 18,000 teachers and nearly 5,000 SNAs within the education sector. The deal provided for a series of incremental jumps for new entrants. I am fully aware that the teacher unions had outstanding issues of concern following the September 2018 agreement. These outstanding matters were given full consideration and under the new pay agreement.
On 10 December 2020, a new public service pay agreement Building Momentum was agreed following formal discussions between DPER and the Public Services Committee of ICTU, with consultation and input from the sectors, including my Department. There is a specific provision in relation to new entrant teacher pay which allows for the skipping of Point 12 of the pay scale, which is a further improvement in pay for new entrant teachers. This measure will resolve in full the remaining salary scale issues pertaining to new entrant teachers. My Department is currently working on the implementation of this and it is anticipated that this will come into effect shortly.
These measures for new entrants have been achieved through continued engagement and collective bargaining between the Government and the public service unions and that continued engagement and collective bargaining between the Government and the public service unions can bring.
726. Deputy Pádraig Mac Lochlainn asked the Minister for Education the status of progress being made with the new school buildings for a school (details supplied). [30852/21]
Amharc ar fhreagraThe project to which the Deputy refers has been devolved for delivery to Donegal Education and Training Board (DETB).
I am pleased to inform the Deputy that the project was recently approved to tender stage; DETB will now commence the process of tendering for a contractor.
Please be assured that DETB is engaging directly with the school authority to keep it informed of progress.
727. Deputy Pádraig Mac Lochlainn asked the Minister for Education the status of progress being made with the new school building for a school (details supplied). [30853/21]
Amharc ar fhreagraThe building project for the school referred to by the Deputy is included in my Department’s Construction Programme which is being delivered under the National Development Plan.
This project is one of the school building projects on my Department’s traditional build programme, and is currently at tender stage. Tenders have recently been returned from a number of contractors and the Design Team are assessing same to identify a preferred bidder and Design Team will forward a tender report to my Department shortly.
Subject to no issues arising during the balance of the tender process, it is envisaged that construction should commence in Quarter 4 of 2021.
728. Deputy Carol Nolan asked the Minister for Education the details of the expenditure incurred by staff in her Department under the heading of travel and subsistence from 1 January 2020 to date; and if she will make a statement on the matter. [30862/21]
Amharc ar fhreagraMy Department's travel and subsistence expenditure for 2020 and 2021 is set out in the table below.
|
2020 (€'000) |
2021 January to May (€'000) |
|
|
Travel & Subsistence (Home & Foreign) |
€657 |
€217 |
Due to the establishment of the Department of Further and Higher Education, Innovation, Research and Science (DFHERIS) during 2020, an apportionment of travel and subsistence expenditure was required as part of the 2020 Appropriation Accounts. This was on the basis of full 2020 travel cost of each staff member being charged to the relevant Department, regardless of whether or not the staff member was working for the whole year in that Department. This is in line with the Department of Public Expenditure and Reform guidelines. For example, if a staff member was working in a Department of Education business unit for the first six months of the year and then transferred to Department of Further and Higher Education, Research, Innovation and Science for the remaining six months the annual travel and subsistence cost for that staff member is charged to Department of Further and Higher Education, Research, Innovation and Science.
729. Deputy Carol Nolan asked the Minister for Education the details of each value for money and policy review conducted by her Department from 1 January 2019 to date; if external costs were incurred; if so, the details of such costs; and if she will make a statement on the matter. [30879/21]
Amharc ar fhreagraSince 2017, the Spending Review has become a key platform for evaluative analysis across the Civil Service. While Value for Money and Policy Reviews continue to be produced across a number of Departments, some of this work is now completed as part of the Spending Review which is led by the Department of Public Expenditure and Reform. More details on the process can be found here: www.gov.ie/en/policy-information/7dc2b1-spending-review/. Since 1 January 2109, there have been 3 Spending Review papers published on policy areas relating to my Department (see attached table for details). The Reviews are performed in collaboration between my Department and the Department of Public Expenditure and Reform with no associated external costs arising.
|
Year of review |
Description of review |
|
2019 |
Monitoring Inputs, Outputs and Outcomes in Special Education Needs Provision |
|
2019 |
School Transport Expenditure |
|
2020 |
Teacher Allocation Model |
730. Deputy John Lahart asked the Minister for Education if there is a mechanism through which the State can assist parents with fees in circumstances (details supplied). [30894/21]
Amharc ar fhreagraEnabling children with special educational needs to receive an education appropriate to their needs is a priority for this Government.
This year, just under 25% of the total Education budget or €2bn will be invested in supporting children with special educational needs. As a result, the numbers of special education teachers, SNAs and special class and school places are at unprecedented levels.
The National Council for Special Education (NCSE) has responsibility for coordinating and advising on the education provision for children nationwide.
NCSE is planning a further expansion of special class and special school places nationally, to meet identified need. This process is ongoing. Through better planning at both national and local level, it is my objective that specialist education places should come on stream to meet emerging demand on a timely basis.
Planning for future needs takes into consideration the current availability of such places and focuses on those locations where additional provision is required. However, the active collaboration of school communities is essential in this regard.
It is open to any school to make an application to the NCSE for the establishment of a specialised provision and where sanctioned, a range of supports, including capital funding, is made available to the school.
The Department currently does not have a policy supporting the establishment of special classes in fee-charging schools. To date the experience has been that schools in the free education scheme have sufficient capacity to meet the need for additional special classes.
In establishing new special classes, the NCSE is required to satisfy itself that the class is both sustainable and available to all of the students who may need special class placements in a particular area.
Finally, I can reassure the Deputy that the local Special Educational Needs Organisers (SENOs) are available to assist and advise both schools and the parents of children with special educational needs. Parents may contact SENOs directly using the contact details available at: www.ncse.ie/regional-services-contact-list .
Information on the list of schools with special classes, the type and location of these classes is published on the NCSE website and is available at www.ncse.ie
My Department will continue to support the NCSE and schools through the provision of the necessary funding and capital investment to ensure all children are successful in accessing an education.
731. Deputy Michael McNamara asked the Minister for Education further to the Government’s approval for the July provision for pupils with complex special educational needs and those at greatest risk of educational disadvantage, if she will consider overturning the decision for children with autism who prior to Covid-19 pandemic would have been in receipt of two weeks July provision at home and two weeks at school; and if she will make a statement on the matter. [30904/21]
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.
Where a school offers a school based programme, it is not open to any student of that school to access the home based programme. This is in line with the approach last year.
Children participating in a 2 week school based programme receive in excess of 40 hours tuition which is the maximum that can be availed of in the 4 week home-based programme.
732. Deputy Mark Ward asked the Minister for Education the details of the requirements for teachers to wear masks in a primary school setting; and if she will make a statement on the matter. [30944/21]
Amharc ar fhreagra733. Deputy Mark Ward asked the Minister for Education the exemptions for teachers not to have to wear masks in a primary school setting; and if she will make a statement on the matter. [30945/21]
Amharc ar fhreagra734. Deputy Mark Ward asked the Minister for Education the appeal process for teachers who have medical evidence prohibiting them from wearing masks in cases in which this has been overruled by an organisation (details supplied); and if she will make a statement on the matter. [30946/21]
Amharc ar fhreagraI propose to take Questions Nos. 732, 733 and 734 together.
My Department has always been guided by public health advice in relation to the infection prevention and control measure appropriate for schools. At present it is a requirement for face coverings to be worn by teachers and staff in primary schools when a physical distance of two meters from other staff or children cannot be maintained.
The Health Protection Surveillance Centre (HPSC) has published advice on the use of face coverings in educational settings and is available here. Revised HPSC guidelines for Special Needs Assistants (SNAs) published on 7 January 2021 recommended surgical grade masks for all SNAs.
Public health advice also provides that cloth face coverings should not be worn by any of the following groups:
- any person with difficulty breathing
- any person who is unable to remove the face-covering without assistance
- any person who has special needs and who may feel upset or very uncomfortable wearing the face covering, for example persons with intellectual or developmental disabilities, mental health conditions, sensory concerns or tactile sensitivity.
As part of the risk mitigation measures in schools outlined in the ‘Framework Plan for phased return of primary school education’ , my Department has also confirmed that medical grade masks should also be provided for all teachers and SNAs in special schools and special classes and those staff by necessity that need to be in close and continued proximity with pupils with intimate care needs including School Bus Escorts. Schools may access the current PPE framework to procure supplies of medical grade masks.
Under the terms of the Sick Leave Scheme for teachers, an employer must refer a teacher to the Occupational Health Service (Medmark) where reasonable concerns exist as to the capacity of the teacher to undertake his/her duties in a manner that is safe.
Where a teacher is referred to Medmark by the employer for an independent medical assessment and where there is a difference of medical opinion between Medmark and the treating Doctor/Consultant on a teacher’s medical fitness for work, Medmark will consult with the treating Doctor/Consultant before providing final advice to the employer. If there is a specific need for an independent medical assessment, this can be facilitated through Medmark.
The Health Protection Surveillance Centre (HPSC) keeps infection prevention and control measures, which include the wearing of masks under review on an ongoing basis.
