Written Answers Nos. 109-122
109. Deputy Seán Haughey asked the Minister for Education if a permanent site will be sourced for a school (details supplied) within the assigned catchment area; if her attention has been drawn to the fact that the temporary premises used by the school will not be available from September 2022; the way the school will be accommodated from 2022; and if she will make a statement on the matter. [56308/21]
Amharc ar fhreagraMy Department continues to work closely with another State body to advance a solution for Killester/Raheny/Clontarf ETNS. The solution under consideration will include arrangements for the school for 2022/23. This permanent site option for the new school is in the school planning area.
I understand this process is taking a considerable amount of time but due to the complex nature of negotiations and land acquisitions, in general, it is not possible to provide any further information at this time.
A solution for the school remains a priority for my Department. The school patron will be kept informed of any key developments in the coming weeks.
110. Deputy Ged Nash asked the Minister for Education if she plans to formally include schools (details supplied) as DEIS band one schools in the context of the recent review by her Department of the DEIS scheme; the timeline for the implementation of the recommendations of the review; and if she will make a statement on the matter. [56333/21]
Amharc ar fhreagraBudget 2022 has provided for an allocation of €18million for 2022 and €32million for 2023 to extend the DEIS programme to further schools with the highest levels of disadvantage. This represents an increase of over 20% in funding for the DEIS programme and will enable an expansion in 2022 of the programme to further schools.
This package follows an extensive body of work which has been under taken by the DEIS technical group in relation to the development of a model to identify the concentrated levels of disadvantage of schools. The refined model is an objective, statistics based process, based on school enrolment data and data available from Census 2016 under the HP Deprivation Index. It is important to note that there is no application process for inclusion in the DEIS programme and all schools, including the schools referred to by the Deputy will be considered for inclusion.
This work involved an initial process of consultation by my Department with the education partners on the technical aspects of the model. Over the coming weeks, there will be further consultation with relevant stakeholders to outline the components of the model. The purpose is to ensure that, as far as possible, the refined DEIS identification model can provide an objective and independent means of identifying schools serving high concentrations of pupils at risk of educational disadvantage and also to ensure there is a full understanding of the refined model and its potential application.
111. Deputy Kathleen Funchion asked the Minister for Education when the counselling grants for school completion will be realised to services (details supplied); and if she will make a statement on the matter. [56369/21]
Amharc ar fhreagraI understand Tusla Education Support Service administers a counselling fund scheme since 2015. This scheme is closed to any new recipients since 2012.
I am informed that all counselling grants for the 2021/22 academic year have now been approved and the allocations have issued.
112. Deputy Steven Matthews asked the Minister for Education if her attention has been drawn to ongoing concerns in a school (details supplied) in relation to an inability to get substitute teachers to cover staff absences; and if she will make a statement on the matter. [56401/21]
Amharc ar fhreagraMy Department is aware of the challenges currently being experienced and has engaged with the education stakeholders on the issues raised about the current difficulty in accessing substitutes for teacher absences.
A range of measures are in place to provide enhanced substitute cover in the context of current challenges.
These include a major expansion of the Primary Schools Substitute Teacher Supply Panels, which now employ almost 380 teachers and provide substitute cover to over 2,500 primary schools across the country. A review of the supply panels has taken place and approximately 100 additional teachers are being added to existing/new areas where significant challenges have been demonstrated in sourcing substitution. Posts have been allocated to the base schools to allow arrangements for the recruitment of additional staff immediately.
The Supply Panels work alongside the existing methods of sourcing substitute teachers, such as the national substitution portal service Sub Seeker , operated by the Irish Primary Principals' Network and developed in accordance with my Department's Teacher Supply Action Plan. Schools can also make local arrangements to have their own regular substitutes to call on if needed.
In addition to the expansion of the supply panels, schools have been asked to combine their allocation of principal release days into clusters so as to form a full-time fixed-term post to cover each school's principal release days
For the current school year, changes have been made to the career break scheme to permit teachers on career break to carry out unlimited substitute work. Changes have also been made to the job sharing scheme to permit job sharing teachers carry out substitute work on the days they are rostered off in their own or in other schools.
The Teaching Council have undertaken a communications campaign to contact the 111,700 teachers on its register to raise awareness to the current teacher substitute challenges and to ask those teachers where possible to make themselves available for substitution in schools and to register on SubSeeker.ie so that schools are aware of their availability when seeking to fill substitute vacancies.
The Council and my Department have also engaged with higher education institutions, who have been requested to be flexible in programme delivery to enhance the availability of PME student teachers to undertake substitution work. PME students have also been advised to register with the Teaching Council and to register with Sub Seeker .
My Department will continue to engage with the education stakeholders on the issues raised about the current difficulty in accessing substitutes for teacher absences.
113. Deputy Sean Sherlock asked the Minister for Education the number of teaching staff, SNAs and administrative staff that have taken Covid-19-related leave to date in 2021, by month and county in tabular form; and the average length of that leave. [56414/21]
Amharc ar fhreagraTThe information in the attached document provides data on COVID-19 related leave taken by teachers, Special Needs Assistants and also Clerical Officers/Caretakers employed under the 1978/1979 Scheme for the period 6th January to 31st October, 2021. The data provided does not include staff employed by ETBs as they have a separate payroll system.
A breakdown of monthly data and county data in addition to the average length of that leave, is not readily available in my Department. Prior to 6th January 2021, all COVID-19 related leave was recorded under one leave category.
|
Summary Table - Covid-19 Leave Totals (excludes ETBs) for the period 06 Jan 2021 to 31 Oct 2021 |
|||||
|
Number of Employees |
|||||
|
Employee Type |
Self-Isolation |
Diagnosis |
Restricted Movement |
Very High Risk |
Total Employees |
|
Primary Teacher |
2,554 |
1,012 |
7,108 |
2,836 |
13,510 |
|
Post Primary Teacher |
1,165 |
421 |
2,289 |
893 |
4,768 |
|
Primary SNA |
1,070 |
522 |
3,121 |
98 |
4,811 |
|
Post Primary SNA |
93 |
65 |
218 |
82 |
458 |
|
Caretaker |
- |
- |
4 |
1 |
5 |
|
Clerical Officer |
8 |
5 |
18 |
1 |
32 |
|
Total |
4,890 |
2,025 |
12,758 |
3,911 |
23,584 |
114. Deputy Pa Daly asked the Minister for Education the date by which all payments will be made under the July provision; and if she will make a statement on the matter. [56435/21]
Amharc ar fhreagra115. Deputy Pa Daly asked the Minister for Education the criteria that applies to July provision payments in terms of determining those payments that will be made late; and if she will make a statement on the matter. [56436/21]
Amharc ar fhreagra116. Deputy Pa Daly asked the Minister for Education the process for communicating changes or delays to July provision payments; and if she will make a statement on the matter. [56437/21]
Amharc ar fhreagraI propose to take Questions Nos. 114, 115 and 116 together.
Earlier this year, the Department announced the provision of a 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.
Teachers and SNAs who were employed in the school based programme were paid on or before 7th October which was earlier than last year when claims issued the end of October.
As in previous years, a home-based programme was provided for eligible pupils where there was no place on a school programme for them. The eligibility criteria was widened significantly this year.
A total of 12,129 claims were received of which 9,229 claims will have been paid out by the 11 November. The remainder fully complete claims will be paid in the next payroll run on 25 November.
Claims are processed and paid when all outstanding queries are fully resolved. Where there are outstanding issues, claimants have been contacted directly with a view to resolving as quickly as possible.
A dedicated mailbox has been available for the Home Based Programme to deal with queries since the programme launched – homebasedsummerprogram@education.gov.ie an automatic response has been in place on this mailbox since 11 October providing information regarding payment dates, including the two main payment dates.
An announcement has subsequently been added to the Home Based Summer Programme (www.gov.ie/en/publication/a0e87-summer-provision-home-based-programme/) on 02 November advising of the situation with payments.
The Department wishes to thank teachers and SNAs who participated in the expanded summer programme this year.
117. Deputy Pa Daly asked the Minister for Education if payments will be made in respect of the July Provision to persons (details supplied). [56438/21]
Amharc ar fhreagraEarlier this year, the Department announced the provision of a 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.
Teachers and SNAs who were employed in the school based programme were paid on or before 7th October which was earlier than last year when claims issued the end of October.
As in previous years, a home-based programme was provided for eligible pupils where there was no place on a school programme for them. The eligibility criteria was widened significantly this year.
The guidance documentation for the home-based programme stated that payment for all correctly completed claims received by the closing date would issue on 28 October 2021.
However there was a significant increase in the number and complexity of claims involved and while the majority were paid by the 28 October 2021, unfortunately there was a delay in some payments issuing.
A total of 12,129 claims were received of which 9,229 claims had been paid out by the 11 November 2021.
Special Education have confirmed that both persons will be paid in the next payroll run on 25 November along with all the remaining fully complete claims.
The Department wishes to thank teachers and SNAs who participated in the expanded summer programme this year.
118. Deputy Carol Nolan asked the Minister for Education the measures she is taking to ensure that students who are due to undertake the leaving certificate examinations in 2022 will not be placed at a disadvantage (details supplied); if she will provide the class of 2022 the option to sit exams under the same marking scheme applied as 2021 in order that they are competing on the same footing; and if she will make a statement on the matter. [56444/21]
Amharc ar fhreagraThe 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.
119. Deputy Richard O'Donoghue asked the Minister for Education if her attention has been drawn to the high volume of primary school children being bullied on social media and the lack of education surrounding the issue; and if she will make a statement on the matter. [56535/21]
Amharc ar fhreagraMy Department is strongly supportive of the promotion of wellbeing in schools and has a key role to play in the promotion of the wellbeing of children and young people in Ireland. The Department’s Wellbeing Policy Statement and Framework for Practice sets out the ambition and vision of the Department that the promotion of wellbeing will be at the core of the ethos of every school and centre for education in Ireland and that all schools will provide evidence-informed approaches and support, appropriate to need, to promote the wellbeing of their students.
There are currently extensive training and curricular supports, including through the Social Personal Health Education (SPHE) curriculum, the Professional Development Service for Teachers (PDST) and the Webwise Programme, to assist schools in the development of policies and practices on the safe use of the internet and on the prevention of bullying including cyber-bullying. The Report on the Review of Relationships and Sexuality Education in primary and post-primary schools places a strong focus on issues such as safe use of the internet, social media and its effects on relationships and self-esteem.
The PDST and its Webwise team have developed dedicated resources for teachers, parents, children and young people which gives practical information and advice on the safe, ethical and responsible use of the internet and addresses key issues such as cyberbullying, sexting, image sharing, respectful communication, social media, popular apps and more. The Webwise resources are available at www.webwise.ie.
The Digital Strategy for Schools 2015-2020 also promotes the development of digital literacy in our young people and the importance of respectful online communications. A new digital strategy is under development with planned publication early next year. Online safety will be an important feature of the new strategy.
My Department’s Inspectorate is prioritising monitoring and gathering information about the implementation of anti-bullying measures in schools. As part of this work, the Inspectorate will also identify and report on examples of effective practice in relation to preventing and tacking bullying in schools. This will help provide evidence of the type of bullying that is occurring in our schools and examples of approaches that can be successful in dealing with it. An important part of the Inspectorate’s work will be a focus on the priority actions of schools in relation to promoting a positive school culture and climate.
My Department also provides funding to the National Anti-Bullying Research and Resource Centre (ABC) in DCU towards its research and training programmes, an annual grant to the National Parents Council (Primary) for anti-bullying training and information for parents and funding to BeLonG To Youth Services to support delivery of the annual Stand Up campaign in post primary schools. An annual grant is also provided by my Department to ABC to meet the running and development costs of the national anti-bullying website, www.tacklebullying.ie providing a single point of information on the types and methods of bullying as well as supports and information on how to deal with it for young people, parents and teachers.
This year, on Safer Internet Day, the Harassment, Harmful Communications and Related Offences Act 2020 (Coco’s Law) was enacted. On that day, the Minister for Justice also announced that an agreement had been reached between her Department, ABC and my Department, to establish a ‘Research Observatory on Cyberbullying ’ focused on providing up-to-date research, advice and resources related to cyberbullying, cyberhate, and online harassment, and the implementation of Coco’s Law.
The Observatory team has put together an outline of an online research repository of resources on cyberbullying, cyberhate and online harassment which will be made available in early 2022 for researchers and the general public. It plans to host an online webinar before year-end where national and International experts share their knowledge on cyberbullying and online abuse with researchers and with the broader general public, including teachers, parents, and young people. It is also designing an interview study to collect data on teenagers’ experiences of cyberbullying, cyberhate and online harassment, within an Irish context.
As the Deputy may be aware, I recently announced that my Department will commence a review of my Department’s 2013 Action Plan on Bullying and the 2013 Anti-bullying Procedures for Primary and Post-primary Schools. This review will take account of developments and relevant research since the action plan and procedures were published in 2013 and will specifically consider areas such as cyber bullying and gender identity bullying. The review will also give detailed consideration to the recommendations contained in the Oireachtas Joint Committee Report on School Bullying and the Impact on Mental Health.
120. Deputy Catherine Murphy asked the Minister for Education if she plans to include and or transfer all or in part and or provide on a long-term nominal lease basis, lands to a new school (details supplied) in County Kildare for use as a sports field and playing pitches; her views on the recommendations made; and if she will give them due consideration. [56542/21]
Amharc ar fhreagraThis matter is currently under examination with a view to a possible long term lease being put in place between my Department and the patrons of St.Corban’s Boys National School. This lease will be conditional on the final area that is decided upon not being required for an educational need in the future.
Contact has been made with the school patrons with a view to progressing the possible lease.
121. Deputy Gary Gannon asked the Minister for Education the steps taken to incorporate the student voice when it comes to leaving certificate reform; and if she will make a statement on the matter. [56560/21]
Amharc ar fhreagraAs the Deputy is aware, between 2016 and 2020 the National Council for Curriculum and Assessment (NCCA) undertook an extensive review of senior cycle programmes and vocational pathways, to include Transition Year, Leaving Certificate Applied, Leaving Certificate Vocational Programme and the Leaving Certificate Established.
The review involved a very broad range of research, consultations and communications with a wide range of stakeholders, including students, on all aspects of review and redevelopment over a number of phases over the period of the review.
In particular, the second phase, which took place over 2018 and 2019, involved a school review and national seminar series. Teachers, students and parents in a representative cross-section of 41 schools nationwide took part in a review of existing senior cycle purposes, pathways and programmes. Review feedback was then analysed and emerging themes and areas for further exploration were identified.
The third phase of the review invited individuals and organisations, including students and student representative organisations, to participate in a public consultation process, leading to the publication of a Public Consultation Report in December 2019.
Further details on the review process, which informed the development of an Advisory Report, are available on the NCCA's website.
The NCCA’s Senior Cycle Review: Advisory Report has been submitted to my Department for consideration and will be published once that consideration process is complete.
122. Deputy Brendan Griffin asked the Minister for Social Protection if a person (details supplied) in County Kerry will be provided with credited contributions for the periods they have been unemployed in the past five years; and if she will make a statement on the matter. [56192/21]
Amharc ar fhreagraCredited contributions (credits) are social insurance contributions designed to protect the social insurance entitlement record of insured workers who are not in a position to make PRSI contributions. If, at any stage since starting work, a person has no PRSI contributions paid or credited for 2 full tax years in a row, they cannot be awarded credits again until they return to work and pay PRSI contributions for at least 26 weeks. Contributions paid at Classes J, K, M or S cannot be used to satisfy this condition.
As per the Departments records, the person concerned paid 6 A contributions in 2016, 2 A contributions in 2020 and has a break in her record from 2007 until 2016 and again until 2020. As the person concerned has had a break in her record for 2 full tax years and hasn't paid 26 A contributions since returning to employment she does not have an entitlement to sign for credits.
The legislative provisions governing the award of credits are contained in Chapter 6 (section 33) of the Social Welfare Consolidation Act 2005. The regulations governing the award of credited contributions are set out in S.I. No. 312 of 1996.
