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Gnáthamharc

Thursday, 1 Jul 2021

Written Answers Nos. 70-85

State Examinations

Ceisteanna (70)

Ruairí Ó Murchú

Ceist:

70. Deputy Ruairí Ó Murchú asked the Minister for Education the actions she will take regarding the scale of the issues with the leaving certificate oral exams; and if she will make a statement on the matter. [35413/21]

Amharc ar fhreagra

Freagraí scríofa

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 (71)

Richard Boyd Barrett

Ceist:

71. Deputy Richard Boyd Barrett asked the Minister for Education if she will work with a school (details supplied) to ensure the acquisition by her Department of a building for a specific ASD unit and as a school hall; if not, if confirmation will be given that the school will have an ASD unit and will be allowed to rent the building for same while a deal is worked out between her Department and the parish to purchase the building; and if she will make a statement on the matter. [35266/21]

Amharc ar fhreagra

Freagraí scríofa

I can confirm that my Department has been in contact with the Parish in relation to potential acquisition of Booterstown Parish Hall.

A valuation of the hall is currently being assessed by Department Officials and once completed, my Department will be in a position to enter into negotiations for the potential acquisition of the hall.

The National Council for Special Education (NCSE) has responsibility for coordinating and advising on the education provision for children nationwide. 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.

School Transport

Ceisteanna (72)

Pádraig O'Sullivan

Ceist:

72. Deputy Pádraig O'Sullivan asked the Minister for Education if she will consider a demand-based school transport scheme rather than a geographical based scheme to allow for all students to be catered for; and if she will make a statement on the matter. [35262/21]

Amharc ar fhreagra

Freagraí scríofa

The School Transport Scheme is a significant operation managed by Bus Éireann on behalf of the Department. 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.

All children who are eligible for school transport and who complete the application and payment process on time are accommodated on school transport services where such services are in operation. Children who are not eligible for school transport may apply for transport on a concessionary basis only and are offered seats where capacity exists after all eligible children have been catered for.

My Department recently commenced a review of the School Transport Scheme. Following commencement of this review in February 2021 and a detailed analysis and report conducted by the Technical Working Group in the interim period, the Steering Group recently presented me with its initial interim report, a report on eligibility with an examination of issues for mainstream pupils relating to the nearest and next nearest school.

Following consideration of this report, I have approved the extension of temporary alleviation measures which allow for students who are otherwise eligible for school transport but are attending their second nearest school and have applied and paid on time. This will result in transport being provided for an estimated additional 1,800 post-primary pupils in the 2021/2022 school year, who otherwise would not be accommodated under the scheme. This arrangement will be in place for the coming school year pending completion of the full review of the School Transport Scheme.

Wider considerations relating to the objectives of the scheme and the criteria for eligibility will take place in the next phase of the review which is now underway. The Steering Group will continue to report to me on an interim basis as the review progresses, with a view to presenting a final report with recommendations on the future operation of the Department’s School Transport Scheme.

Special Educational Needs

Ceisteanna (73)

Donnchadh Ó Laoghaire

Ceist:

73. Deputy Donnchadh Ó Laoghaire asked the Minister for Education if children with special educational needs in special schools who traditionally availed of two weeks’ school provision and 20 hours home tuition as part of the summer provision programme will retain this level of support in 2021. [35381/21]

Amharc ar fhreagra

Freagraí scríofa

The 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 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.

School Staff

Ceisteanna (74)

Donnchadh Ó Laoghaire

Ceist:

74. Deputy Donnchadh Ó Laoghaire asked the Minister for Education the steps she has taken to address the challenges facing teaching principals in smaller schools who manage special classes. [35378/21]

Amharc ar fhreagra

Freagraí scríofa

I am keenly aware of the huge contribution made by all Principals in our schools, including principals in schools with special classes.

The allocation of an Administrative Principal position to a school is based on the school’s enrolment. A reduced enrolment threshold applies to schools operating 2 Autism special classes so that an Administrative Principal is allocated on the basis of 112 pupils in ordinary schools, rather than the standard 175 pupil requirement. Lower thresholds apply to DEIS Urban Band 1 and 2 schools.

As part of the supports provided under The Roadmap for the Full Return to School, specific funding was provided to support Principals who undertake teaching duties in primary schools. This funding provides each teaching principal with a minimum of one release day per week. Schools have been advised that, in the context of COVID-19, the additional allocation of Principal Release Days outlined in Circular 45/2020, "COVID-19 Operational Supports for the Full Return to School" will remain in place for the 2021/22 school year and each school with a teaching principal will have 37 Principal Release Days.

Principals are supported by their management team and since 2017, the restoration of middle management posts has been ongoing. This recognises the key role school leadership has in promoting a school environment which is welcoming, inclusive and accountable.

In total 1700 additional leadership posts have been invested in our primary schools since 2017 which has led to 1 in 3 teachers now holding promoted positions. The Department has committed to annually revising the allocation of Posts of Responsibility to take into account retirements during the school year which ensures that the current level of Posts of Responsibility are maintained in the school system. The most recent update was published last month and is available on the Department's website (Circular 0025/2021).

Oideachas Gaeltachta

Ceisteanna (75)

Mairéad Farrell

Ceist:

75. D'fhiafraigh Deputy Mairéad Farrell den Aire Oideachais cén cúnamh atá ann do mhúinteoirí i meánscoileanna Ghaeltacht na nOileán, idir mheantóir, liúntas agus araile. [33303/21]

Amharc ar fhreagra

Freagraí scríofa

Is é príomhaidhm an Pholasaí don Oideachas Gaeltachta 2017-2022, de chuid na Roinne Oideachais, ná úsáid na Gaeilge i bpobail Ghaeltachta a thacú agus a chothú trí sholáthar oideachais trí mheán na Gaeilge a neartú i limistéir phleanála teanga Gaeltachta. Ó cuireadh tús le feidhmiú an Pholasaí in 2017, tá maoiniú thart ar €14m curtha ar fáil do roinnt beart chun tacú le soláthar oideachais ardcháilíochta trí mheán na Gaeilge i scoileanna Gaeltachta. I measc na mbeart sin, áirítear seoladh na Scéime Aitheantais Scoileanna Gaeltachta a chuireann acmhainní spriocdhírithe breise ar fáil do scoileanna atá lonnaithe i limistéir phleanála teanga Gaeltachta chun a soláthar ar oideachas trí mheán na Gaeilge a thacú agus a fheabhsú.

Faoi láthair tá 105 bunscoil agus 29 iarbhunscoil Gaeltachta sa Scéim ag fáil uaireanta breise do thacaíocht teanga na Gaeilge, forbairt gairmiúil leanúnach breise atá á cur ar fáil ag an Comhairle um Oideachas Gaeltacht agus Gaelscolaíochta (COGG), deontas bliantúil de €1200 d’ábhair teagaisc trí mheán na Gaeilge a cheannach agus cuairteanna comhairleacha cigireachta breise. Ag leibhéal na hiarbhunscoile de, tugadh an deis do scoileanna páirt a ghlacadh sa thionscadal píolótach ríomh-mhoil, a bhaineann leas as soláthar foghlama cumaisce ar líne chun cur leis an raon ábhar atá ar fáil trí mheán na Gaeilge do scoláirí in iar-bhunscoileanna Gaeltachta, agus páirt a ghlacadh sa chlár Forás, a thugann tacaíocht teanga bhreise do dhaltaí i scoileanna roghnaithe chomh maith.

Tá pacáiste acmhainní ar leith, sa bhreis ar na tacaíochtaí atá ar fáil faoin Scéim Aitheantais Scoileanna Gaeltachta, á cur ar fáil do na hiarbhunscoileanna atá lonnaithe ar na hoileán chomh maith de bharr na dúshláin ar leith a bhíonn acu agus an tábhacht a bhaineann leis na scoileanna seo do bheogacht agus do chaomhnú phobail na n-oileán. Áirítear leithdháileadh breise múinteora agus buiséad imfhálaithe €15,000 breise in aghaidh na bliana do gach iar-bhunscoil ar na hoileáin chun costais oibríochtúla breise a chlúdach mar chuid den phacáiste tacaíochtaí seo.

Chomh maith le sin, le blianta beaga anuas, cuireadh roinnt beart i bhfeidhm chun na tairseacha ceapacháin agus coinneála i scoileanna beaga a fheabhsú, lena n-áirítear tairseacha rollaithe níos buntáistí do scoileanna le múinteoir amháin agus scoileanna ar na hoileáin. I measc na mbeart, áirítear laghdú aon phointe den chóimheas idir daltaí agus múinteoirí i scoileanna beaga le ceathrar múinteoir nó níos lú ón scoilbhliain 2020/21. Cabhróidh na bearta seo le laghdú ar an riosca de phoist múinteoirí a chailleadh sna scoileanna beaga nó dúnadh na scoileanna sin.

Ó 2019 ar aghaidh tugadh an deis don 5 iar-bhunscoileanna Gaeltachta ar oileáin páirt a ghlacadh sa tionscadal píolótach ríomh-mhoil a bhaineann leas as soláthar foghlama cumaisc ar-líne chun an raon roghanna ábhar atá ar fáil trí mheán na Gaeilge do scoláirí in iar-bhunscoileanna Gaeltachta a leathnú. Roghnaigh 3 iar-bhunscoil oileánda páirt a ghlacadh sa tionscadail r-Mol agus soláthraíodh acmhainní breise do na scoileanna seo lena n-áirítear maoiniú aonuaire (€ 5,000) do gach scoil chun trealamh teicneolaíochta a cheannach. Tá leithdháileadh breise de 4 uair an chloig teagaisc in aghaidh na seachtaine curtha ar fáil do gach ceann de na trí iar-bhunscoil rannpháirteacha ina bhfuil gá le r-mheantóir chun tacú le mic léinn.

State Examinations

Ceisteanna (76)

Gary Gannon

Ceist:

76. Deputy Gary Gannon asked the Minister for Education if students completing State examinations in 2022 have the option of bereavement leave or exceptional circumstances during their written exams; and if she will make a statement on the matter. [35394/21]

Amharc ar fhreagra

Freagraí scríofa

My 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.

However, I am conscious that students who are due to take their Leaving Certificate examinations in 2022 have experienced a degree of disruption to their learning.

Yesterday, the Advisory Group on Planning for State Examinations received an update in relation to the 2022 Leaving Certificate and Junior Cycle examinations. I announced that the level of adjustment to the assessment arrangements for the 2022 Leaving Certificate Examination cohort would be broadly the same as that applied by the Assessment Arrangements for Leaving Certificate Examinations 2021, as set in December 2020. There arrangements were announced before the second period of school closures. Minor changes will be made to that document to reflect syllabus content specific the 2022 examinations. The revised document will be published later this month.

I also announced yesterday that the State Examinations Commission (SEC) will run an alternative set of Leaving Certificate Examinations in 2022, shortly following the main set of examinations. The SEC will set out the eligibility conditions for these examinations, which will be limited to certain students who are unable to sit the main set of examinations due to close family bereavement, COVID-19 illness during those examinations, and certain other categories of serious illness, to be clearly and strictly delineated. The SEC will issue further details regarding these examinations, with all arrangements guided by prevailing public health advice. There will also be further engagement with stakeholders in this matter.

Teaching Qualifications

Ceisteanna (77)

Donnchadh Ó Laoghaire

Ceist:

77. Deputy Donnchadh Ó Laoghaire asked the Minister for Education if she will provide clarity on the accreditation of the national training programme for SNAs at UCD. [35380/21]

Amharc ar fhreagra

Freagraí scríofa

The Comprehensive Review of the Special Needs Assistant Scheme (SNAs) published by the National Council for Special Education (NCSE) in 2018 referenced the training needs of SNAs. In this regard, the NCSE recommended that a new national training programme at Level 5 of the National Qualification Framework be developed for existing SNAs who do not have the requisite level of training and for new SNAs on appointment.

The policy advice has been considered by the Department. It was decided that priority should be given to the development of a training programme for SNAs who may not have had a recent opportunity to access a training programme tailored to their role.

A public procurement competition was held and formal accreditation to the National Qualifications Framework was not a requirement for the new national training programme. Following evaluation of the tenders received, the contract was awarded to University College Dublin (UCD) School of Education, in conjunction with UCD School of Nursing, Midwifery and Health Systems.

This new programme aims to enhance the knowledge, skills and expertise of SNAs whose work is central to the inclusion of students with additional care and complex needs in school life. The programme is fully funded by my Department and delivered at no cost to the SNA.

Completion of the programme may serve as a stepping stone to further education opportunities in the area. Each participant who completes the programme successfully will receive a certificate from UCD School of Education which may be of assistance in pursuing further education.

€2.45m will be allocated to this programme over the next 4 year period based on a full uptake of 3,500 SNAs. The first cohort of 500 SNAs enrolled in January and this phase was oversubscribed.

This is the first national training programme for SNAs employed in schools and is tailored to their needs. As this is the first programme, it is appropriate to take the time to review outcomes which will inform the future approach to ongoing training and professional development of SNAs. Part of that consideration will include accreditation.

I am satisfied that the new training programme for SNAs now in place is of high quality and will help to enhance the experience of children with special needs in our schools.

Special Educational Needs

Ceisteanna (78)

Joan Collins

Ceist:

78. Deputy Joan Collins asked the Minister for Education the preparations that are been made to progress children with special needs from primary schools to secondary schools. [35385/21]

Amharc ar fhreagra

Freagraí scríofa

Enabling 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.

For the coming school year there will be over 13,600 Special Education Teachers allocated to mainstream schools, who will support class teachers to address the special educational needs and learning needs of pupils who attend mainstream schools.

This year we are also providing for two new special schools and 269 new special classes. We will have a total of 2,118 special classes in 2021/22, which is the largest number of special classes that we have ever had, and compares to 548 classes available in 2011.

18,000 Special Needs Assistants will be available to support the care needs of pupils with special educational needs in our schools.

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.

On an annual basis, the NCSE also provides specific supports to parents regarding educational transitions to special education placements. This includes direct contact with the parents/guardians of students known to the NCSE who are transitioning to special educational placements to provide them with information and supports.

Special Educational Needs Organisers (SENOs) contact the parents and schools of students due to transition from primary to post primary who may require specialist provision at least 2 years in advance of that transition. Depending on the needs of each student, transition plans are put in place with the relevant schools and family.

Parents can access these supports through the NCSE website and contact with their local SENO.

In terms of support generally, a package of nearly €650 million has also been provided to support the reopening of schools. This includes funding for PPE, additional teaching posts, sanitiser, enhanced cleaning, and also funding so that schools could employ replacement teachers, SNAs and administrative staff.

It is acknowledged that the closure of schools for extended periods on two separate occasions, over the past two years, due to COVID restrictions, has meant that this has been a very difficult period for our young people and students.

These difficulties were often even more pronounced for students who have disabilities, or special educational needs, who often found it harder to fully participate with remote education.

It is for this reason that Government confirmed that special education should be a priority as part of school reopening earlier this year with special schools and special classes being prioritised for the earliest stages of school reopening.

In addition to prioritising pupils with special educational needs to return to school, my Department has also provided for a range of measures to support such pupils while out of school.

This included measures to support the provision of teaching support during the school closure period, a supplementary education scheme, and an enhanced summer education programme, which will take place this year.

Schools were also provided with funding as part of the digital strategy and in the two tranches of funding totalling €100m in 2020 were advised to prioritise supporting the purchase of devices for students who may not have access to devices for remote learning.

As the educational environment returns to normality, there will be opportunities to fully reflect on the impact of school closures on children

There is currently some Irish and international research available on the impact of the period of school closures on students.

Understandably, much of this research, focuses on the impact on students with special educational needs and those most at risk of educational disadvantage.

Acknowledging that this is also likely to be the case in this country, my officials are working to consider how best to support schools and students as they return to school in September for the coming school year 2021/22.

Further research will be also be required in Ireland to measure the full extent of the impact that educational disruption has had on children.

It will also need to consider which pupils have been most effected, whether the effects are temporary, or long term, and as to what measures might best alleviate or address this impact.

Further details will be provided in relation to any proposals to mitigate against lost learning time, in the coming weeks, once these considerations have been concluded.

I can assure the Deputy that my Department will continue to prioritise investment in special education.

Educational Disadvantage

Ceisteanna (79)

Catherine Connolly

Ceist:

79. Deputy Catherine Connolly asked the Minister for Education further to Parliamentary Question No. 156 of 13 May 2021, the engagement she has had in the 2020-2021 academic year with representatives of DEIS schools who, while the schools were closed due to Covid-19 restrictions, incurred considerable costs due to the necessity to regularly post hard-copy educational materials to students who had little or no access to online learning; the analysis her Department has carried out to-date into providing compensation to these schools for the posts costs incurred; the plans that are in place to prevent similar costs being borne by schools, in the case of any future school closures; and if she will make a statement on the matter. [35290/21]

Amharc ar fhreagra

Freagraí scríofa

Since the onset of Covid19 and throughout the 2020/21 school year, my Department has continued to engage with education partners, which includes school management representative bodies, and principal and teacher representative bodies, and the national parent councils (primary and post primary). The purpose of this engagement is to ensure that all schools, including DEIS schools, are supported through periods of remote learning and also now as schools have reopened and learners have returned to the classroom.

The Department's Inspectorate also carried out telephone surveys of principals in the September to December 2020 period (return to school) and in the January-February period when schools were closed. Engagement with schools revealed that, in some instances, schools provided hard copy materials to students, initially where those students had no means of accessing online learning, where internet connectivity was particularly poor or where some students with additional needs found it difficult to engage in online learning. The subject of associated costs was not explored.

My Department will spend over €150million on supports for schools under the DEIS programme in 2021. Included in this, is funding in the region of €16.2 million which is provided to schools in the form of a DEIS grant. In response to the difficulties faced by some students to engage with remote learning, my Department issued the DEIS Grant for the 2020/21 school year earlier than scheduled, ensuring schools had funding to support their vulnerable learners. At the time the grant issued last year all DEIS schools were informed by letter that they could consider using some of their DEIS funding to support pupils’ learning, for example to arrange access to additional materials of supports for students during the move to remote teaching and learning caused by Covid-19. This grant has already issued to schools in respect of the 2021/22 school year.

When schools were closed, where the nature of costs which would normally have been incurred when schools were open changed, it was a matter for schools to use the resources available to the school including the DEIS grant funding allocated to support students in DEIS schools, in accordance with the needs of the school and to support the objectives of the DEIS programme, including retention, attendance, literacy and numeracy.

My Department provides capitation funding to all recognised schools in the free education scheme. The capitation grant caters for day to day running costs of the school including postage costs. I am pleased to say that budget 2020 was able to provide for a further 2.5% increase in standard capitation funding for primary schools that applied from the start of the 2020/21 school year. This builds on the 5% increase in capitation announced in budget 2019. All schools have received the benefit of the capitation increases awarded to date.

In relation to supporting the connectivity of schools and learners, as part of the €210m investment programme underpinning the implementation of the Digital Strategy for Schools, my Department provided €100m in grant funding to schools to address their ICT needs during 2020. Schools were advised that they can use this funding to support the continuity of teaching and learning should a period of partial or full school closure occur arising from Public Health advice owing to Covid-19 restrictions. This can include the purchase of ICT devices including laptops, etc, that can be shared with students and teachers who do not have access to devices, essential learning platforms and other ICT infrastructure to support the provision of remote learning.

In an effort to support students and families a process to zero rate educational websites was put in place during the first lockdown, as announced by the then Minister for Environment, Climate and Communications. I am advised that the zero rating has been maintained by a number of telecoms providers and also that there is a range of unlimited mobile data packages on offer by the market.

School Curriculum

Ceisteanna (80)

Jennifer Murnane O'Connor

Ceist:

80. Deputy Jennifer Murnane O'Connor asked the Minister for Education the status of the review of the senior cycle; and if she will make a statement on the matter. [35402/21]

Amharc ar fhreagra

Freagraí scríofa

The National Council for Curriculum and Assessment (NCCA) undertook an extensive review of senior cycle programmes and vocational pathways, including Transition Year, Leaving Certificate Applied, Leaving Certificate Vocational Programme and the Leaving Certificate Established. The review has involved research, extensive consultation and communications with stakeholders. It also benefitted from ESRI expertise in the area of qualitative research in educational settings, and the experience of the OECD in reviewing education systems and supporting implementation in other jurisdictions.

The NCCA recently submitted the Senior Cycle Review: Advisory Report. The Advisory Report is being considered at the moment and will be published in due course.

School Staff

Ceisteanna (81)

Gary Gannon

Ceist:

81. Deputy Gary Gannon asked the Minister for Education if she will intervene to ensure that a school (details supplied) does not lose a teacher in the next academic year due to being one pupil short of the retention figure [35387/21]

Amharc ar fhreagra

Freagraí scríofa

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. 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 appeal submitted by the school referred to by the Deputy has been upheld, pending confirmation of the school's enrolment in September. The school has been informed of this decision.

School Admissions

Ceisteanna (82)

Steven Matthews

Ceist:

82. Deputy Steven Matthews asked the Minister for Education if her attention has been drawn to the serious challenges related to the provision of secondary school places for September 2021 in Greystones, County Wicklow; the steps she will take to ensure that the solutions offered are future proofed to avoid the same issues in the coming years; and if she will make a statement on the matter. [35175/21]

Amharc ar fhreagra

Freagraí scríofa

In order to plan for school provision and analyse the relevant demographic data, my Department divides the country into 314 school planning areas and uses a Geographical Information System, using data from a range of sources, to identify where the pressure for school places across the country will arise. With this information, my Department carries out nationwide demographic exercises to determine where additional school accommodation is needed at primary and post-primary level.

Major new residential developments in a school planning area have the potential to alter demand in that area. In that regard, as part of the demographic exercises, my Department engages with each of the local authorities to obtain the up-to-date information on significant new residential development in each area. This is necessary to ensure that schools infrastructure planning is keeping pace with demographic changes.

Where demographic data indicates that additional provision is required, the delivery of such additional provision is dependent on the particular circumstances of each case and may, be provided through:

- Utilising existing unused capacity within a school or schools,

- Extending the capacity of a school or schools,

- Provision of a new school or schools.

As the Deputy will be aware, in April 2018 the Government announced plans for the establishment of 47 new schools over the next four years (2019 to 2022), including a new regional solution for the Kilcoole and Greystones area and this new school opened in Greystones for the 2020/2021 school year.

The following post-primary schools currently serve the Greystones School Planning Area:

- Templecarrig Secondary School Greystones – this is a co-educational school with capacity for 750 pupils and was established in 2014. The Department has recently approved an extension to this school to expand the capacity of the school to 1,000 pupils plus 3 special education needs bases. The school enrolled additional first year pupils in September 2021 on this basis.

- Greystones Community College – this new co-educational school was established in 2020 as a regional solution for the Kilcoole/Greystones area. The proposal is to provide permanent accommodation for 1,000 pupils in the school when it is fully developed. The school has been approved additional interim temporary accommodation for 2021. The school enrolled additional first year pupils in September 2021 on this basis.

- St. David’s Secondary School, Greystones is a co-educational school and a major building project to expand the school to cater for 750 pupils commenced on site in October 2020. This project is expected to be completed by July 2023.

In addition, there is the existing school in the adjacent Kilcoole School Planning Area, Coláiste Craobh Abhann, which currently has accommodation for 750 pupils and for which there is a major project approved to expand the school to 1,000 pupils. This project is in early architectural planning and is being delivered by the National Development Finance Agency. Additional temporary accommodation was also approved for the school for 2021 to cater for expanding enrolments pending completion of this extension and this allowed the school to increase their first year pupil intake for 2021.

My Department is satisfied that with the establishment of Greystones Community College as a new regional school for the Greystones/Kilcoole area and with the completion of the building projects at St. David’s Secondary School, Greystones, Templecarraig Secondary School and Coláiste Craobh Abhann, Kilcoole that the resulting additional permanent accommodation will meet the future accommodation needs are post primary level in the area.

School Curriculum

Ceisteanna (83)

Jennifer Carroll MacNeill

Ceist:

83. Deputy Jennifer Carroll MacNeill asked the Minister for Education the timeline for the publication of the new relationship and sexual educations programme; the status of same versus any other relationship and sexual education programme; if it will be a mandatory curriculum as opposed to a discretionary one in schools; and if she will make a statement on the matter. [35107/21]

Amharc ar fhreagra

Freagraí scríofa

Access to sexual and health education is an important right for students. Social, Personal and Health Education (SPHE) is mandatory in all primary schools and in post-primary Junior Cycle. Relationships and Sexuality Education (or RSE) is required at all levels, from primary through to Senior Cycle. My Department has set out the content for each of these programmes in SPHE syllabuses and guidelines.

The NCCA has established two development groups for SPHE/RSE, one for primary and one for post-primary, to oversee the work in this area and support the development of guidance material for schools.

The immediate focus of the work is on creating support materials for teachers for publication online as part of the Interim Guidance Toolkit. The toolkit's purpose is to support effective teaching and learning of SPHE/RSE linked to the current curriculum. This work is progressing well and sections of the toolkit have been published already, with further sections being published on an ongoing basis.

In tandem, preparation for the broader redeveloping and updating of the SPHE curriculum as recommended in the NCCA Report has begun, with an initial focus on Junior Cycle. The review of the current Junior Cycle SPHE course has been completed and approved for public consultation. This review contains a brief which will inform the work of the subject development groups in formulating an updated Junior Cycle SPHE specification, which will begin in September. A draft of the updated specification will be available for public consultation in Q1 of 2022.

Special Educational Needs

Ceisteanna (84)

Joe Carey

Ceist:

84. Deputy Joe Carey asked the Minister for Education the policy of her Department in relation the requirements of national school children with severe dyslexia with regard to extra reading class groups and SET hours in the classroom; and if she will make a statement on the matter. [34569/21]

Amharc ar fhreagra

Freagraí scríofa

I wish to advise the Deputy that my Department continues to prioritise investment in special education, with over €2 Billion due to be spent on special education this year.

For the coming school year there will be over 13,600 Special Education Teachers allocated to mainstream schools, who will support class teachers to address the special educational needs and learning needs of pupils who attend mainstream schools.

This year we are also providing for two new special schools and 269 new special classes.

For the 2021/22 school year, we will have a total of 2118 special classes, which is the largest number of special classes that we have ever had, and compares to 548 classes available in 2011.

18,000 Special Needs Assistants will also be available to support the care needs of pupils with special educational needs in our schools.

My Department provides for a range of placement options and supports for schools, which have enrolled pupils with special educational needs, including pupils with Specific Learning Disability (SLD); of which Dyslexia is one such SLD, in order to ensure that wherever a child is enrolled, s/he will have access to an appropriate education.

All Primary schools have been allocated additional teaching resources to cater for children with special educational needs, including pupils with dyslexia.

Special Education teachers support the mainstream class teacher by providing additional teaching support for pupils with special educational needs, or additional learning needs, in schools.

DES Circular 007/2019 for primary schools and 008/2019 for post primary schools set out the details of the model for allocating special education teachers to schools.

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. This model has replaced the previous model of allocating resource teaching support and learning support to schools.

The Special Education Teacher allocation, allows schools to provide additional teaching support for all pupils who require such support in their schools and for schools to deploy resources based on each pupil’s individual learning needs.

It gives greater flexibility to schools as to how they can deploy their resources, to take account of the actual learning needs pupils have, as opposed to being guided by a particular diagnosis of disability, and schools are guided as to how they should make such allocation decisions.

The school will take account of learning needs of children as evidenced by performance in schools but also supported where relevant by information provided regarding the nature of a condition that a pupil may have.

The Department of Education and Skills has published guidelines for schools as to how they should utilise and deploy their resources under the new allocation model, which are available at www.education.ie.

The guidelines support schools in how they identify pupils for additional teaching support and decide how much support to provide for pupils who need it.

Under the special education teacher allocation model schools are frontloaded with resources, based on each schools profile, to provide supports immediately to those pupils who need it without delay.

Children who need support can have that support provided immediately rather than having to wait for a diagnosis.

Children do not have to be labelled with a particular condition to qualify for extra teaching assistance.

The model gives greater freedom to schools to give extra teaching help to the pupils who most need it, regardless of their diagnosis.

Schools also do not have to give a set amount of time to pupils based on their disability category. They can give the most assistance to the pupils who need the support most and allocate resources based on needs.

We will continue to invest in and support young people with additional needs.

School Meals Programme

Ceisteanna (85)

Jackie Cahill

Ceist:

85. Deputy Jackie Cahill asked the Minister for Education the status of the school meals and hot school meals programmes; and if she will make a statement on the matter. [35405/21]

Amharc ar fhreagra

Freagraí scríofa

The School Meals Programme and the Hot School Meals Programme are under the remit of the Minister for Social Protection.

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