Sorca Clarke
Ceist:293. Deputy Sorca Clarke asked the Minister for Education the number on a waiting list for admission by secondary school in counties Longford and Westmeath in 2019, 2020 and 2021, in tabular form. [35978/21]
Amharc ar fhreagraSchool Admissions
Ceisteanna (293)
Freagraí scríofa
It is the responsibility of school authorities to implement an enrolment policy in accordance with the Education Act 1998 and the Education (Admission to Schools) Act 2018. My Department's main responsibility is to ensure that schools in an area can, between them, cater for all pupils seeking places.
Parents have the right to choose which school to apply to and where the school has places available the pupil should be admitted. However, in schools where there are more applicants than places available a selection process may be necessary. This selection process and the enrolment policy on which it is based must be non-discriminatory and must be applied fairly in respect of all applicants. However, it may result in some pupils not obtaining a place in their school of first choice.
Where a school is oversubscribed they must compile a waiting list of students, whose application to the school was unsuccessful. This waiting list must remain valid for the duration of the school year concerned only and must be used to fill any vacancies that arise during that year.
The information requested by the Deputy is not available within my Department.
Departmental Data
Ceisteanna (294)
Sorca Clarke
Ceist:294. Deputy Sorca Clarke asked the Minister for Education the number of pupils with a disability attending second-level school in 2019, 2020 and 2021, in tabular form. [35979/21]
Amharc ar fhreagraFreagraí scríofa
I wish to advise the Deputy that 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.
As children who have additional learning needs, or special educational needs, can now be supported in school regardless of whether they have a diagnosis of a particular special educational need, or not, it is not possible to definitively state how many pupil have a disability, or some form of special educational needs, and attend second-level schools in each given year.
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.
The additional supports which are being provided will ensure that all children can be provided with education, regardless of the additional needs that they may have.
Human Rights
Ceisteanna (295)
Paul Murphy
Ceist:295. Deputy Paul Murphy asked the Minister for Education further to Parliamentary Question Nos. 170 of 21 January 2021 and 1014 of 21 April 2021, if as part the examination by her Department of the ex-gratia scheme for compensation for school victims of child sexual abuse (details supplied) she will consider opening a compensation scheme for school victims of child sexual abuse who did not previously initiate legal proceedings against the State and although they were grievously hurt while in loco parentis care by the State, they were not eligible for compensation under the ex-gratia scheme as specified in the July 2015 scheme; and if she will make a statement on the matter. [35991/21]
Amharc ar fhreagraFreagraí scríofa
As outlined in previous replies, my Department has undertaken a review of the ex gratia scheme established in the wake of the European Court of Human Rights (ECtHR) judgment. This review was in response to a determination by the Independent Assessor, Mr. Justice Iarfhlaith O’Neill, that one of the criteria for eligibility to the scheme is incompatible with the ECtHR judgement.
The issues involved require very careful deliberation before proposals for any new or modified scheme can be finalised and brought to Government. For example, it is important to have a complete awareness of the number of people who could potentially be involved, the legal implications of any course of action and an accurate estimate of likely costs before introducing any modifications to the scheme.
Officials from my Department are working closely with officials from the Office of the Attorney General in order to progress these complex matters. This work has now been significantly advanced, following some unavoidable delays due to the Covid-19 pandemic. A proposal for a revised scheme is being developed and, following this, the proposal will be considered by Government.
Site Acquisitions
Ceisteanna (296)
Aodhán Ó Ríordáin
Ceist:296. Deputy Aodhán Ó Ríordáin asked the Minister for Education the stage of the process her Department is at in purchasing a site for use as an ASD unit and school hall for a school (details supplied); and the school year in which the first intake to the unit is envisaged. [36009/21]
Amharc ar fhreagraFreagraí 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.
Teacher Training
Ceisteanna (297)
Donnchadh Ó Laoghaire
Ceist:297. Deputy Donnchadh Ó Laoghaire asked the Minister for Education the status of the information requested in Parliamentary Question Nos. 321 of 13 May 2021 and 350 of 25 May 2021. [36030/21]
Amharc ar fhreagraFreagraí scríofa
As indicated in my most recent reply dated 25 May, I have contacted the relevant HEIs and am currently waiting for final feedback on this issue.
I must point out also that as this information is personal data, the issue of release of such information, as has been requested, is relatively complex.
As previously mentioned, my office will make direct contact with the Deputy when I have a response on this matter.
Schools Building Projects
Ceisteanna (298)
Éamon Ó Cuív
Ceist:298. Deputy Éamon Ó Cuív asked the Minister for Education the progress made to date in providing permanent accommodation for a school (details supplied); if her attention has been drawn to the urgency of this project in view of the inadequate accommodation available at present to accommodate the numbers seeking to attend this school; and if she will make a statement on the matter. [36049/21]
Amharc ar fhreagraFreagraí scríofa
With regard to the permanent accommodation for the school referred to by the Deputy, officials in my Department are working closely with officials from Galway County and City Councils under the Memorandum of Understanding in relation to the identification and acquisition of a suitable permanent location for the school.
A number of site options have been identified and discussions with these landowners are ongoing.
When the site has been acquired the project will then progress to the architectural design and planning stages.
I appreciate that the process is taking a considerable length of time but I can assure you that the acquisition of a suitable site for the school is very active on the programme of site acquisitions and every effort is being made to secure the suitable site for the school as expeditiously as possible.
Capitation Grants
Ceisteanna (299)
Donnchadh Ó Laoghaire
Ceist:299. Deputy Donnchadh Ó Laoghaire asked the Minister for Education the amount allocated in capitation grant funding to primary and secondary schools in 2021; and if this was Covid-19 and or non-Covid-19 spending. [36091/21]
Amharc ar fhreagraFreagraí scríofa
My Department provides funding to Primary and Post-Primary schools by way of per capita grants. The two main grants are the Capitation grant to cater for day to day running costs such as heating, lighting, cleaning, insurance, general up-keep etc. and the Ancillary/School Services Support Fund (SSSF) to cater for the cost of employing ancillary services staff. Schools also receive a range of other grants including Book Grants, Programme grants etc.
In addition, under the COVID-19 response plans, a range of supports are being made available to all recognised schools in the free education scheme which include additional financial supports to provide for Cleaning, PPE and hand hygiene, Enhanced Supervision and the employment of aides.
€503.6m of capitation related grant funding is allocated to primary and post-primary schools in 2021 which includes €91.7m for Covid-19 grants.
School Accommodation
Ceisteanna (300)
Martin Browne
Ceist:300. Deputy Martin Browne asked the Minister for Education when refurbishment works on a school (details supplied) will be completed; and the estimated cost of this project. [36103/21]
Amharc ar fhreagraFreagraí scríofa
The project for the school referred to by the Deputy is part of the Cahir Amalgamation project. The brief for the project is the construction of a 16 classroom school with a two classroom Special Educational Needs Base. Construction works commenced in October 2020 and are progressing satisfactorily on site.
The cost of the works will be in excess of €8.5m. The original contract duration was 19 months however this is likely to increase due to the on-going Covid restrictions.
State Examinations
Ceisteanna (301)
Brendan Griffin
Ceist:301. Deputy Brendan Griffin asked the Minister for Education when her Department will issue the 2020 leaving certificate result certificates (details supplied); and if she will make a statement on the matter. [36111/21]
Amharc ar fhreagraFreagraí scríofa
The decision by my Department to adopt a model of Leaving Certificate Calculated Grades in 2020 was a direct result of COVID-19, which prevented the State from running the conventional Leaving Certificate Examinations last year. The purpose of this process was to allow as many students as possible to progress to employment, further education and training, or higher education.
Leaving Certificate students were given the option of receiving Calculated Grades for the subjects they were studying.
Students were also able to sit the 2020 Leaving Certificate examinations last November and December when it was safe for these examinations to proceed.
The results of the Calculated Grades process issued on 7 September 2020. Candidates had access to a Calculated Grades appeals process, which has now concluded.
The postponed Leaving Certificate written examinations commenced on 16 November 2020 and concluded on 11 December 2020. The provisional results of these examinations were issued by the State Examinations Commission (SEC) on 2 February 2021. Students who sat the postponed examinations also had access to all of the elements of the normal examinations appeals process including viewing of marked scripts; re-marking and access to Independent Appeals Scrutineers, which has recently concluded.
In any subject where a candidate sat the postponed written examination and had received Calculated Grades, their final Leaving Certificate result in that subject will be the better of the two results. This information was provided to the CAO on behalf of candidates and will be reflected on their final certificates.
Under the Education (Leaving Certificate 2021) (Accredited Grades) Act 2021, which has been recently enacted, the SEC now has the legal power to issue the final 2020 Leaving Certificates to candidates. As the SEC’s engagement with examination candidates is primarily though school authorities, the SEC, as in any normal year, is reliant on schools to distribute these certificates to candidates. Arrangements are being made for the 2020 Leaving Certificate to be issued in the first term of the new school year.
In the meantime, the SEC can, under the powers recently assigned to it, provide certified statements of Leaving Certificate results combining the results of both processes, showing the candidate’s final results, including, as appropriate, results which are the better of examinations and calculated grades, to candidates on request.
Educational Disadvantage
Ceisteanna (302)
Éamon Ó Cuív
Ceist:302. Deputy Éamon Ó Cuív asked the Minister for Education when the review of the DEIS scheme commenced; the progress made to date with this review; when decisions will be made on the future of this scheme; if other schools will be admitted to it; and if she will make a statement on the matter. [36114/21]
Amharc ar fhreagraFreagraí scríofa
The DEIS Plan published in 2017 sets out the vision for interventions in the critical area of educational disadvantage policy and was based on the findings of an extensive review of the DEIS programme, which involved consultations with all relevant stakeholders.
A key part of the DEIS Plan was the introduction of a new DEIS identification process based on an objective, statistics based model to determine which schools merit inclusion in the programme. Following the application of this model in 2017, a further 79 schools were included in the DEIS programme and 30 schools were upgraded from Band 2 to Band 1 status.
The DEIS Plan acknowledged that further work was required to refine the model and therefore, in terms of the further extension of the DEIS Programme to more schools, an extensive body of work has been undertaken in terms of the refinement of this model. This is based on the latest school enrolment data and data available from Census 2016 under the HP Deprivation Index. A detailed quality analysis of the data has been carried out by members of the DEIS Technical Group which contains representatives of the Department’s Statistics and Social Inclusion Units, the Inspectorate and the Educational Research Centre. My Department has commenced a consultation process with education stakeholder representatives on the refinement of the model, and work is now ongoing on final elements of the model.
It is envisaged that this will provide the basis for the development and application of a refined DEIS resource allocation model to ultimately match resources to identified need. Until this work is complete, it is not intended to extend the DEIS programme to any further schools.
School Accommodation
Ceisteanna (303)
Éamon Ó Cuív
Ceist:303. Deputy Éamon Ó Cuív asked the Minister for Education when a decision will be made on an application by a school (details supplied) for extra school accommodation; and if she will make a statement on the matter. [36115/21]
Amharc ar fhreagraFreagraí scríofa
My Department is in receipt of an application for capital funding, under the Additional School Accommodation Scheme, from the school authority referred to by the Deputy.
As previously advised officials from my Department have been communicating with the school authority in relation to their application and as a result the assessment process is now progressing. On completion of this process a decision will be communicated to the school authority.
Freedom of Information
Ceisteanna (304)
Catherine Murphy
Ceist:304. Deputy Catherine Murphy asked the Minister for Education if she is satisfied in the context of the freedom of information publication scheme that all logs are published and up to date in compliance with the Freedom of Information Act 2014; if not, the reason they are not published; and if she will update them as a matter of priority. [36121/21]
Amharc ar fhreagraFreagraí scríofa
My Department takes a proactive approach to the publication of a wide range of official information and the ‘publication scheme’ is regularly updated in accordance with the “Model Scheme” provided for in section 8 of the Freedom of Information Act, 2014. Our policy regarding the Publication Scheme is directly aligned with the guidance provided by the FOI Central Policy Unit in the Department of Public Expenditure and Reform’s 2015 Code of Practice for Freedom of Information for Public Bodies. The scheme is readily accessible and prominently published under the Freedom of Information section of my Department's website www.education.ie as well as www.gov.ie.
The practice within my Department is for routine publication of appropriate information to avoid the need for an FOI request for information under the 6 classes of records identified in the Model Scheme. The information within the scheme is under constant revision to ensure that it is kept relevant and up to date by the FOI Unit and other respective business units.
Freedom of Information
Ceisteanna (305)
Catherine Murphy
Ceist:305. Deputy Catherine Murphy asked the Minister for Education the amount collected on an annual basis since the Freedom of Information Act 2014 commenced in respect of fees attached to freedom of information requests submitted to her Department. [36139/21]
Amharc ar fhreagraFreagraí scríofa
My Department reports annually to the Department of Public Expenditure and Reform on FOI statistics including fees lodged. The table attached gives annual totals of fees received in relation to FOI activity since the commencement of the FOI Act 2014.
|
Year |
Total FOI Fees |
|
2014* |
€1944 |
|
2015 |
€1038 |
|
2016 |
€800 |
|
2017 |
€420 |
|
2018 |
€640 |
|
2019 |
€300 |
|
2020 |
€340 |
|
2021 (ytd) |
€120 |
|
Total |
€5602 |
* following the commencement of the FOI Act 2014
Freedom of Information
Ceisteanna (306)
Catherine Murphy
Ceist:306. Deputy Catherine Murphy asked the Minister for Education the number of freedom of information requests refused by her Department since the Freedom of Information Act 2014 commenced for the reason that search and copy costs would exceed the maximum threshold; the number of requests that were subsequently granted following engagement with the requester to narrow the scope of the request; and the costs associated with same. [36157/21]
Amharc ar fhreagraFreagraí scríofa
My Department does not generally refuse requests on the basis that the maximum fee threshold is exceeded. The FOI Unit in my Department is proactive in engaging with FOI requesters where necessary to ensure that, as prescribed under Section 12 of the FOI Act, all requests contain sufficient particulars to enable the record to be identified by the taking of reasonable steps. If the request remains broad or voluminous, the FOI Unit assist the requester concerned so as to amend the request for re-submission such that it no longer falls to be refused and this will occur before an administrative refusal is necessary.
This is standard operating procedure for my Department and while we do not capture statistics for the specifics of your query, the numbers are negligible in the context of the circa. 600 requests processed annually by my Department.
Departmental Meetings
Ceisteanna (307, 308, 309)
Matt Carthy
Ceist:307. Deputy Matt Carthy asked the Minister for Education when she last met with an association (details supplied); and if she will make a statement on the matter. [36186/21]
Amharc ar fhreagraMatt Carthy
Ceist:308. Deputy Matt Carthy asked the Minister for Education the steps she has taken since October 2020 to address the concerns of an association (details supplied) regarding the new syllabus for agricultural science; and if she will make a statement on the matter. [36187/21]
Amharc ar fhreagraMatt Carthy
Ceist:309. Deputy Matt Carthy asked the Minister for Education if her attention has been drawn to issues with the leaving certificate agricultural science syllabus; and if she will make a statement on the matter. [36188/21]
Amharc ar fhreagraFreagraí scríofa
I propose to take Questions Nos. 307 to 309, inclusive, together.
Officials from my Department met with the Irish Agricultural Science Teachers Association ( IASTA) in January of this year.
Following this, IASTA attended a meeting on 16 February 2021 of an 'Agricultural Science in Practice Group' convened by the National Council for Curriculum and Assessment (NCCA). Also in attendance were officials from the NCCA, the Department of Education, The Professional Development Service for Teachers, the Teachers Union of Ireland, the Association of Secondary Teachers of Ireland and co-opted teachers . The purpose of the 'Agricultural Science in Practice Group' is to be a forum that can be used to generate and collate early insights and authentic examples from practice of Agricultural Science as it is enacted in classrooms, and to publish these in an NCCA document.
I understand that the IASTA raised concerns regarding the Individual Investigative Study section of the Leaving Certificate at the above mentioned meetings and with the State Examinations Commission. I also understand that the IASTA wished to have the coursework element of the assessment process cancelled or made optional. If this request had been acceded to, it would have raised very significant issues of equity and fairness, not only in this subject but in other subjects where there was a coursework requirement in the final assessment.
Question No. 308 answered with Question No. 307.
Question No. 309 answered with Question No. 307.
Special Educational Needs
Ceisteanna (310)
Michael Creed
Ceist:310. Deputy Michael Creed asked the Minister for Education if an application will be approved for additional SNA support by a school (details supplied) in County Cork. [36220/21]
Amharc ar fhreagraFreagraí scríofa
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.
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.
In order to minimise disruption for schools, in the current circumstances, and to provide for continuity of allocations 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 roll over 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 ncse.ie/for-schools.
The NCSE have published the SNA allocations on their website 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.
My Department does not have a role in making individual school determinations. Accordingly your correspondence has been forwarded to the NCSE for direct reply.
School Transport
Ceisteanna (311)
Éamon Ó Cuív
Ceist:311. Deputy Éamon Ó Cuív asked the Minister for Education the reason that Catholic schools are not considered to have the same ethos as educate together schools at the primary school level and are considered to have the same ethos at the post-primary school level for the purposes of the school transport scheme; and if she will make a statement on the matter. [36224/21]
Amharc ar fhreagraFreagraí 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.
The purpose of my Department's School Transport Scheme is, having regard to available resources, to support the transport to and from school of children who reside remote from their nearest school.
Under the terms of my Department's School Transport Scheme children are eligible for school transport where they reside not less than 3.2 kilometres at primary and 4.8 kilometres at post-primary and are attending their nearest school or education centre as determined by the Department/Bus Éireann, having regard to ethos and language.
In relation to school transport provision, ethos relates to religious ethos and is in the context of provision for minority religions.
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.
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.
Schools Building Projects
Ceisteanna (312)
Michael Creed
Ceist:312. Deputy Michael Creed asked the Minister for Education further to Parliamentary Question No. 392 of 22 June 2021, if she will confirm receipt of additional detail in respect of increased costs associated with a summer works approval scheme; and if she will make a statement on the matter. [36249/21]
Amharc ar fhreagraFreagraí scríofa
I would like to inform the Deputy's that the school in question has submitted a tender report for their Summer Works Project, these documents are currently being assessed. The Department will contact the school shortly with their decision.
Special Educational Needs
Ceisteanna (313)
Réada Cronin
Ceist:313. Deputy Réada Cronin asked the Minister for Education the measures which can be taken to assist a student (details supplied); and if she will make a statement on the matter. [36251/21]
Amharc ar fhreagraFreagraí scríofa
On 17 February I confirmed that Leaving Certificate 2021 examinations would proceed, guided by public health advice, and that students would also have the alternative option of applying for grades accredited by the State Examinations Commission (SEC), to be known as SEC-Accredited Grades. This decision was taken by government to ensure for every candidate in 2021, a method to assess their learning and attainment at the end of their post-primary education, and to progress to higher and further education, and the world of work.
The written examinations began on 9 June and ran until 17 June in the case of Leaving Certificate Applied and 29 June in the case of Leaving Certificate (established).
Candidates were provided with the choice of sitting the examinations, opting to receive Accredited Grades or both on a subject by subject basis. This dual process, believed to be unique in the world, was put in place following consultation with stakeholders in response to the disrupted learning experienced by the class of 2021 during the periods of school closures in 2020 and 2021.
In any subject where a candidate sits the examination and opts to receive an Accredited Grade, they will be credited with the better of the two results.
The results this year are expected to issue by the SEC on Friday 3 September through the Candidate Self Service Portal. The results issue date this year must take account of both the examinations marking process and the Accredited Grades process operating in parallel and being brought together at the end to issue to candidates. To ensure the accuracy and the integrity of the results being provided to candidates, sufficient time must be allowed not only in the parallel operation of both of these complex processes but also in the integration of the results to ensure that candidates are provided with a set of examinations results that comprises, based on their individual options on a subject by subject basis, examination results, Accredited Grades or the better of the two.
A range of checking and robust quality assurance procedures apply to the resulting and grading processes for the examination results and Accredited Grades focussed on maintaining data integrity and on identifying and reconciling candidate information. Given the robust quality assurance checks associated with the resulting process and in the integration of both the Accredited Grades and written examinations, It is of vital importance that the processes are given sufficient time to execute to the highest standards.
Candidates’ results will be transferred to the CAO at the earliest opportunity to facilitate the generation of offers to CAO applicants. The CAO have announced that Round 1 offers will be made on 7 September.
For those Leaving Certificate candidates who have applied to pursue their higher education in UK universities, the UCAS general deadline for acceptance of conditional offers is 8 September 2021. It is understood that a small number of UK higher education institutions (HEIs) are operating an earlier date than 8 September for the acceptance of offers. As was the case in 2020 the Department of Further and Higher Education, Research, Innovation and Science are again this year engaging with such HEIs in the UK to clarify the position regarding Leaving Certificate students and to seek that flexibility will be exercised with regard to the registration of these students. I have also written to my ministerial colleagues in other jurisdictions seeking their support in this matter.
It is, however, important that candidates who have applied for places in universities and colleges outside of Ireland should engage with the institutions to which they have applied as early as possible to notify them of the results date and to confirm their position.
Schools Building Projects
Ceisteanna (314)
Pádraig MacLochlainn
Ceist:314. Deputy Pádraig Mac Lochlainn asked the Minister for Education if the further necessary funding will be allocated to enable a school (details supplied) to carry out essential works as part of the summer works scheme; and if she will make a statement on the matter. [36278/21]
Amharc ar fhreagraFreagraí scríofa
I am pleased to inform the Deputy that the school in question requested and were subsequently approved an uplift in funding to complete their Summer Works Scheme project.
Education Schemes
Ceisteanna (315)
Réada Cronin
Ceist:315. Deputy Réada Cronin asked the Minister for Education the number of special educational needs children awaiting an assessment for home tuition sanction in the absence of a school place in each of the past five years; the length of time they have been waiting; the number of special educational needs children that applied and were accepted or refused for home tuition in each of the past five years; the number of children receiving home tuition of the 732 children currently sanctioned for same; the cost of such home tuition hours; the duration greater than three and six months, a year and two years of home tuition both in practice and sanctioned for same in tabular form; and if she will make a statement on the matter. [36321/21]
Amharc ar fhreagraFreagraí scríofa
National Council for Special Education
Ceisteanna (316, 317)
Johnny Mythen
Ceist:316. Deputy Johnny Mythen asked the Minister for Education further to Parliamentary Question No. 319 of 29 June 2021, the number of the 1,488 applications for exceptional reviews received by the NCSE in which a site visit to the school was included in the process; and if she will make a statement on the matter. [36357/21]
Amharc ar fhreagraJohnny Mythen
Ceist:317. Deputy Johnny Mythen asked the Minister for Education further to Parliamentary Question No. 319 of 29 June 2021, the number of the 716 unsuccessful exceptional reviews that have been appealed; and if she will make a statement on the matter. [36358/21]
Amharc ar fhreagraFreagraí scríofa
I propose to take Questions Nos. 316 and 317 together.
The NCSE has responsibility for planning and coordinating school supports for children with special educational needs including the allocation of SNAs and reviews. The Department does not have a role in making individual school determinations. Accordingly your question has been forwarded to the NCSE for direct reply.
The NCSE manages the exceptional review process and handles each case individually. Some review requests can be concluded as an office based exercise, whilst others require a school to be visited. The timeframe for concluding a review can vary depending on the school context or the nature of the information provided.
In processing applications for an exceptional review of SNA support, the NCSE considers each application on the basis of the information provided by the school. Schools are required to use their existing allocation and deploy SNAs in support of the care needs as they are currently presenting in the school. The NCSE examines the application to identify whether there has been a significant change in the profile of care needs in the school. In some cases an additional allocation is required and is subsequently made available to the school. As advised in the Guidelines on the SNA Exceptional Review process published on the NCSE website, priority is given to schools with no or limited SNA resources and to rapidly developing schools.
For the 2020/21 Exceptional Review process, given the particular public health requirements and the fact that school buildings were closed for some of the year, wherever possible the opportunity was taken to conclude a review as an office based exercise. In most cases this resulted with the review being brought to a conclusion without a school visit. However, in some cases it was also necessary to visit the school in order to complete the process and 320 such school visits took place. The school visit provides an opportunity to engage with teachers, SNAs and school management on the effective deployment of SNAs in the school and the NCSE is thankful to schools for facilitating their taking place.
The NCSE have confirmed that 1,488 SNA Exceptional Review applications were received, and outcomes notified to schools. Of these, 772 schools received an increase amounting to 539.39 additional posts allocated. The number of appeals received was 137.
Question No. 317 answered with Question No. 316.