Written Answers Nos. 305-326
305. Deputy Jackie Cahill asked the Minister for Education the steps that can be taken in relation to the case of a child (details supplied) who is seeking a place in an ASD unit; and if she will make a statement on the matter. [59950/21]
Amharc ar fhreagraEnabling children with special educational needs to receive an education is a priority for this Government
The State currently spends in excess of 25% of its annual education and training budget (€9.2 Billion) on making additional provision for children with special educational needs.
This includes funding for a wide range of schemes and supports including special classes, special school places, SNAs and teachers.
The National Council for Special Education (NCSE) has responsibility for coordinating and advising on the education provision for children nationwide. The NCSE through the local Special Educational Needs Organiser (SENO), is available to support both families and schools regarding a suitable placement.
My Department works in close collaboration with the NCSE to ensure that the necessary provision is put in place on a timely basis throughout the country.
As your query refers to an individual placement case, I will arrange to have it referred to the NCSE for their attention and direct reply.
306. Deputy Alan Farrell asked the Minister for Education the status of the implementation of the Education for Persons with Special Educational Needs Act 2004; and if she will make a statement on the matter. [59957/21]
Amharc ar fhreagraThe Education for Persons with Special Needs (EPSEN) Act 2004 sets out the vision for the education of children with disabilities in this country.
The Act requires that a child with special educational needs should be educated in an inclusive environment alongside their peers unless the nature and extent of those needs would not be in the best interest of the child concerned or the other children with whom the child is to be educated.
For this purpose, my Department funds a continuum of education provision which covers the full spectrum of need ranging from placement in a mainstream class with supports or a placement in a more specialist setting, a special class or special school. My Department currently spends in excess of €2b in supporting this continuum annually.
I wish to advise the Deputy that a number of sections of the Education for Persons with Special Needs (EPSEN) Act 2004 have been commenced.
The commenced provisions include those establishing the National Council for Special Education (NCSE) and those providing for an inclusive approach to the education of children with special educational needs.
The following sections of the EPSEN Act were commenced in 2005.
Section 1 – InterpretationSection 2 - providing for the inclusive education of children with Special Educational NeedsSection 14 – placing certain duties on schoolsSections 19 to 37 - placing the Council on a statutory footing. Section 39 - placing certain duties on Health BoardsSections 40 to 53 - amending the Education ActSchedule 1 – providing for meetings and membership of the CouncilSchedule 2 providing for the Chief Executive Officer of the Council. The remaining sections of the Act have yet to be commenced. The Sections of the EPSEN Act which have not been implemented are those which would have conferred a statutory entitlement to -
- an educational assessment for all children with special educational needs.
- consequent development of a statutory individual educational plan (IEP).
- the delivery of detailed educational services on foot of this plan.
- an independent appeals process.
The Government has committed to consulting with stakeholders on how best to progress the EPSEN Act.
It should be noted, however, that since EPSEN was enacted, the Department’s policy on supporting children with special educational needs has changed and evolved on foot of evidence based policy advice from the NCSE which takes account of international perspectives.
Significantly, the focus of special needs education provision has changed from a model that is diagnosis led to one which is driven by the needs of the child. This is a substantially different view to the one underlying the EPSEN Act. The levels of investment by Government in special education has increased to facilitate the underlying reforms required to implement and embed the needs based approach.
I have also indicated that one of my priorities as Minister for Special Education and Inclusion is to carry out a review of the EPSEN Act.
This review will take into account the range of reforms and increased investment in supports which have taken place in recent years including the development of new allocation models which are not based primarily on the outcome of an assessment. The requirement for a diagnosis can create a risk of children being diagnosed as having a special educational need for resource allocation purposes, rather than for health reasons. Also, that as there is a spectrum of ability and disability within every special education disability category so account must be taken of need, as well as diagnosis.
Policy advice has been requested from the NCSE on the implications of the UNCRPD and this is expected in the coming months.
307. Deputy Cormac Devlin asked the Minister for Education if her attention has been drawn to an issue in a school (details supplied); and if she will make a statement on the matter. [59988/21]
Amharc ar fhreagraIn accordance with the provisions of the Education Act 1998, the appointment of a board of management of a school is a matter for the relevant school patron. Under the provisions of this Act, where a Patron determines that the appointment of a Board is not practicable, the Patron may appoint a manager or managers to perform the functions of the Board.
In the case of the school in question, the patron has determined that the appointment of a Board is not practicable and, in accordance with the relevant provisions of the Education Act 1998, appointed a single manager to manage the school. The Deputy will appreciate that the appointment of a board of management is solely a matter for the relevant school patron and that I have no role in this regard.
308. Deputy Paul Kehoe asked the Minister for Education the timeframe for the planned opening of a new secondary school in Wexford town; and if she will make a statement on the matter. [59997/21]
Amharc ar fhreagraThe project for the school referred to by the deputy has been devolved to the Waterford & Wexford Education and Training Board (WWETB) for delivery.
I can confirm that a Design Team to deliver this project was appointed by WWETB in February of this year, and the Design Team is now preparing the Stage 1 Report (preliminary design).
As the project is at an early stage in the delivery process, it is not possible at this time to give a date for its completion. WWETB will be engaging directly with the school authority to keep it informed of progress.
309. Deputy Michael Lowry asked the Minister for Education if her Department will review a school bus service (details supplied) in County Tipperary given the rise in Covid-19 cases among school age children; if there will be a delay to the return to full capacity on school transport services; and if she will make a statement on the matter. [60010/21]
Amharc ar fhreagraSchool Transport is a significant operation managed by Bus Éireann on behalf of the Department of Education. In the 2020/21 school year over 114,100 children, including over 14,700 children with special educational needs, were transported on a daily basis to primary and post-primary schools throughout the country at a cost of over €224.7m in 2020.
Planning for school transport scheme services for the 2021/22 school year proceeded on the basis that the public health measures in place as schools closed at the end of the last school year would remain as the term began in this new school year. This included the operation of post-primary services at 50% capacity, in addition to hygiene measures and the wearing of masks on-board. The Department has kept this position under review as the vaccination programme for children on post-primary services was rolled out and as the lifting of restrictions on public transport services proceeded.
In line with the lifting of restrictions on public transport, and with effect from the return of schools following the October mid-term break, implementation commenced for post-primary school transport services to resume operating at 100% capacity. This process will take a period of time to re-organise and re-schedule services and communications will be issued to families regarding any revised arrangements.
With regard to post-primary special needs transport services, the Department will work with schools on a case by case basis where such services may be required to continue operating at 50% capacity.
Any pupil who has been issued a ticket for this school year will retain their ticket for the year.
All other measures relating to hygiene, pre-assigned seating, cleaning and the wearing of masks by post-primary students will remain in place subject to further review.
310. Deputy Sean Sherlock asked the Minister for Education the number of HEPA filters assigned to each school in County Cork in tabular form. [60035/21]
Amharc ar fhreagraManaging ventilation is just one of a suite of public health measures in place to keep our schools safe. Updated guidance for schools on Practical Steps for the Deployment of Good Ventilation Practices in Schools was provided at the end of May following the work of an expert group that carefully considered the role of ventilation in managing COVID-19. A copy of the guidance is published on the Gov.ie website.
The Expert Group in its report notes “very good advice is contained in the Department of Education’s Practical Steps for the Deployment of Good Ventilation Practices in Schools” And that “It must be emphasized that ventilation should be delivered as part of a layered strategy of protective measures to control the spread of the virus that causes COVID-19.”
The over-arching approach in the guidance is for schools to have windows open as fully as possible when classrooms are not in use and partially open when classrooms are in use. The Expert Group also note “consider using a portable carbon dioxide (CO2) monitor to identify areas of the school with inadequate ventilation. The Departments guidance outlines CO2 monitors can play a part in providing a useful general indication that areas/rooms may not be adequately ventilated. They can enable occupants to become familiar with the impacts of activities, outdoor weather and window openings on levels of good ventilation. The provision of portable CO2 monitors provides schools with the flexibility to focus their use to those rooms where most beneficial to inform strategies for optimising ventilation in the school.
In excess of 35,400 monitors were delivered to schools nationwide at a cost of circa €4 million.
A dedicated team has been established in the Department to support schools that may have concerns about ventilation. Officers are also available to contact schools where required, walking through the steps the schools should take to deploy good ventilation practices etc. Where it is not possible for a school to access the expertise of an engineer or architect, and where necessary, a technical assessment to assist the school can be facilitated through the Department. Schools that identify inadequate ventilation in a room can utilise their minor work grant (for minor improvements) or apply for emergency works grant assistance to address ventilation enhancements on a permanent basis.
The Expert Group also notes the potential use for air cleaners “consider using stand-alone high efficiency particulate air (HEPA) filter devices to further reduce airborne virus in poorly ventilated spaces” The Departments Guidance is clear that where the recommended measures in the Practical Steps and poor ventilation continues to exist in a particular room/area, air cleaners may be considered as an additional measure in conjunction with other methods of ventilation that are available. This is line with Expert Group guidance which identifies that in areas with poor ventilation that structural interventions and measures to increase natural ventilation should be completed. Where such structural interventions or measures are not possible in the short term, that consideration should be given to using stand-alone HEPA filter devices in poorly ventilated spaces pending the completion of structural interventions.
There is no one solution that fits all scenarios, each application requires bespoke analysis and selection of the appropriate unit(s) matched to the specific room size and volume. If, following consultation with a supplier a school feels that its individual space may require specific technical specialist advice then the assistance of a Chartered Engineer or Registered Architect can be sought.
The requirement for air cleaners in schools will depend on advices provided to schools by their Architect/Engineer. As part of contingency planning, the Department has put arrangements in place for a small reserve of air cleaners to facilitate quick deployment to any primary or post-primary school which has an immediate need and has been unsuccessful in sourcing locally. To date the Department has received two queries regarding ventilation from schools in Cork. The Department provided technical advice to each school on how best to manage ventilation in accordance with the published guidance. A HEPA filter was not considered necessary in either case.
The Department's approach on good ventilation in schools, as part of a layered strategy of protective measures to control the spread of the virus, is fully consistent with Public Health advice and the Expert Group recommendations on good practices, the use of portable CO2 monitors and the targeted deployment of HEPA air filter devices where necessary for poorly ventilated areas.
311. Deputy Sean Sherlock asked the Minister for Education the steps schools must take in cases in which multiple teachers are absent on the same day; and if she will make a statement on the matter. [60036/21]
Amharc ar fhreagraMy Department has recently implemented a range of measures to address supply of substitute teacher in schools, including a significant increase in teachers on the primary school supply panels, facilitating post primary teachers to work additional hours, postponing CPD for teachers (other than planned CPD for post primary teachers relating to reforms in Senior Cycle examinable subjects) and, with the cooperation of the HEIs and the Teaching Council, supporting the availability of student teachers to undertake substitute work.
Information on these and other measures has been communicated to schools in Circular 50/2021 COVID-19 (Operational Supports for primary schools for 2021/2022), Information Note SD 0001/2021 (Further supplementary measures to increase the availability of substitute teachers for recognised primary schools – 2021/2022 school year) and Information Note SD 0002/2021 (Measures to increase the availability of substitutes for post primary schools for 2021/2022 ).
312. Deputy Sean Sherlock asked the Minister for Education if she will seek public health communicators to relay public health information on behalf of schools rather than relying on principals. [60037/21]
Amharc ar fhreagraThe Department of Education has worked collaboratively with the Department of Health and the HSE to support the delivery of important public health messages to school communities – students, staff and parents. Schools have been provided with a wide range of posters, videos and resource materials to support them and to support onward communication to students and parents.
The Department of Health and HSE lead on public health communication and the Department of Education will continue to seek to amplify this messaging to ensure school communities have access to timely, relevant and accurate information.
313. Deputy Sean Sherlock asked the Minister for Education if she will address matters raised in correspondence by a person (details supplied) in relation to the attendance of children in school during the pandemic. [60038/21]
Amharc ar fhreagraManaging ventilation is just one of a suite of public health measures in place to keep our schools safe. Updated guidance for schools on Practical Steps for the Deployment of Good Ventilation Practices in Schools was provided at the end of May following the work of an expert group that carefully considered the role of ventilation in managing COVID-19. A copy of the guidance is published on the Gov.ie website.
The Expert Group in its report notes “very good advice is contained in the Department of Education’s Practical Steps for the Deployment of Good Ventilation Practices in Schools” And that “It must be emphasized that ventilation should be delivered as part of a layered strategy of protective measures to control the spread of the virus that causes COVID-19.”
The over-arching approach in the guidance is for schools to have windows open as fully as possible when classrooms are not in use and partially open when classrooms are in use. The Expert Group also note “consider using a portable carbon dioxide (CO2) monitor to identify areas of the school with inadequate ventilation. The Departments guidance outlines CO2 monitors can play a part in providing a useful general indication that areas/rooms may not be adequately ventilated. They can enable occupants to become familiar with the impacts of activities, outdoor weather and window openings on levels of good ventilation. The provision of portable CO2 monitors provides schools with the flexibility to focus their use to those rooms where most beneficial to inform strategies for optimising ventilation in the school. In excess of 35,400 monitors were delivered to schools nationwide at a cost of circa €4 million.
A dedicated team has been established in the Department to support schools that may have concerns about ventilation. Officers are also available to contact schools where required, walking through the steps the schools should take to deploy good ventilation practices etc. Where it is not possible for a school to access the expertise of an engineer or architect, and where necessary, a technical assessment to assist the school can be facilitated through the Department.
Schools that identify inadequate ventilation in a room can utilise their minor work grant (for minor improvements) or apply for emergency works grant assistance to address ventilation enhancements on a permanent basis.
There is no one solution that fits all scenarios, each application requires bespoke analysis and selection of the appropriate unit(s) matched to the specific room size and volume. If, following consultation with a supplier a school feels that its individual space may require specific technical specialist advice then the assistance of a Chartered Engineer or Registered Architect can be sought.
The Departments approach on good ventilation in schools, as part of a layered strategy of protective measures to control the spread of the virus, is fully consistent with Public Health advice and the Expert Group recommendations on good practices, the use of portable CO2 monitors and the targeted deployment of HEPA air filter devices where necessary for poorly ventilated areas.
The approach to supporting schools to operate safely during Covid-19 has been to follow and implement public health advice. Public Health advice remains that asymptomatic children are at low risk for transmission. Schools are controlled settings and the approach to contact tracing is risk-based in relation to the setting, age-group and the existence of other preventive measures. Public Health doctors have advised that the on the ground experience has been and remains that schools are relatively low risk environments and have not been a driver of transmission in children over the course of the pandemic. The house-hold setting is the highest risk for transmission.
Unvaccinated people of all ages who are household contacts of a case must restrict movements (and stay out of work or school) for 10 days and have a PCR test at day 0 and day 10. As of the 27th September 2021, a decision was taken by Government in line with recommendations from NPHET to cease routine contact tracing of asymptomatic close contacts in children older than 3 months to under 13 years outside of the household setting, including those attending primary educational and childcare settings.
The Department of Health and the HSE, working in collaboration with the Department of Education has introduced a programme in which antigen tests are being made available to children in primary schools.
Parents and Guardians of a primary school child, who is a confirmed case of COVID-19 following a PCR test, are asked to inform their school’s principal. The school principal will then inform the parents of other children in the pod of a confirmed case. No personal details of the child will be shared. These parents will be provided with the option to receive free antigen tests for their child, which they will be able to order for delivery to their home. Tests can be ordered from a helpline operated by the HSE.
It is important that parents inform principals quickly if a child receives a PCR ‘detected’ test for Covid-19. By doing this, the choice to participate in antigen testing can be offered to other parents quickly. It is important that everyone continues to follow all the public health advice in using this programme. It is not mandatory for children to participate in antigen testing. Asymptomatic children who are in a pod where a child has tested positive for Covid-19 can continue to attend school, whether they participate in antigen testing or not. Information materials for parents and principals was shared with schools and publicised directly to parents.
Parents should not be using antigen testing as a green light test if their children have symptoms. The core message is and remains to parents and to school authorities that any child with a symptom suggestive of COVID-19 should not be going into school. They need to stay at home, and they need to get PCR tested.
My Department has recently implemented a range of measures to address the supply of substitute teacher in primary schools, including a significant increase in teachers on the primary school supply panels, postponing CPD for teachers and, with the cooperation of the HEIs and the Teaching Council, supporting the availability of student teachers to undertake substitute work.
Information on these and other measures has been communicated to primary schools in Circular 50/2021 COVID-19 (Operational Supports for primary schools for 2021/2022) and Information Note SD 0001/2021 (Further supplementary measures to increase the availability of substitute teachers for recognised primary schools – 2021/2022 school year )
314. Deputy Sean Sherlock asked the Minister for Education if matters raised in correspondence by a person (details supplied) in relation to track and trace and HEPA filters in schools will be examined. [60039/21]
Amharc ar fhreagraEnsuring that schools can operate safely has been a key priority for me as Minister for Education. My Department has always been guided by public health advice in relation to appropriate Covid-19 infection prevention and control measures in place in schools. These measures protect students, their parents and school staff and are very effective.
As of the 27th September 2021, a decision was taken by Government in line with recommendations from NPHET to cease routine contact tracing of asymptomatic close contacts in children older than 3 months to under 13 years outside of the household setting, including those attending primary educational and childcare settings.
If there are particular outbreaks of concern in educational facilities, Public Health teams will continue to provide support to schools should it be required and testing will remain available more broadly to children should it be required on public health or clinical grounds or following a Public Health Risk Assessment (PHRA), especially in special education settings.
Managing ventilation is also an important part of the measures to keep our schools safe. Updated guidance for schools on Practical Steps for the Deployment of Good Ventilation Practices in Schools was provided at the end of May following the work of an expert group that carefully considered the role of ventilation in managing COVID-19. The Departments Guidance is clear that where the recommended measures have been undertaken, and poor ventilation continues to exist in a particular room, air cleaners may be considered as an additional measure in conjunction with other methods of ventilation that are available. The guidance outlines that Carbon Dioxide (CO2 ) monitors, which were provided to schools, can play a part in providing a useful general indication that rooms may not be adequately ventilated.
My Department has recently implemented a range of measures to address the supply of substitute teacher in primary schools, including a significant increase in teachers on the primary school supply panels, postponing CPD for teachers and, with the cooperation of the HEIs and the Teaching Council, supporting the availability of student teachers to undertake substitute work.
Information on these and other measures has been communicated to primary schools in Circular 50/2021 COVID-19 (Operational Supports for primary schools for 2021/2022) and Information Note SD 0001/2021 (Further supplementary measures to increase the availability of substitute teachers for recognised primary schools – 2021/2022 school year )
The infection prevention and control measures in place in schools have worked very effectively to prevent and control Covid-19 in schools. The Department will continue to work closely with public health officials and the education stakeholders in respect of the safe operation of schools during Covid-19.
315. Deputy Jim O'Callaghan asked the Minister for Education when the review conducted by her Department in 2018 into alternative education or out-of-school provision life centres will be published. [60048/21]
Amharc ar fhreagra316. Deputy Jim O'Callaghan asked the Minister for Education the reason the review conducted by her Department in 2018 into alternative education or out-of-school provision life centres has not been published to date. [60049/21]
Amharc ar fhreagraI propose to take Questions Nos. 315 and 316 together.
Under Action 88 of the DEIS Plan my Department has undertaken a review of out-of school education provision. This review has been carried out by a Working Group chaired by my Department and including representatives from Tusla and the Education and Training Board sector.
This review has been informed through the use of questionnaires, submissions from stakeholders and a public consultation process, including consultation with students.
I expect to soon be in a position to publish the report of the review. It is envisaged that the report will inform future policy in this area.
317. Deputy Denis Naughten asked the Minister for Education further to Parliamentary Question No. 186 of 4 July 2018, if she will ensure that medical training is provided to schools with a pupil with a prescribed adrenaline autoinjector to ensure that they are in a position to properly manage anaphylaxis; and if she will make a statement on the matter. [60070/21]
Amharc ar fhreagraThe Board of Management of each school is responsible for the care and safety of all pupils. It is important that the school management authority requests parents to ensure that the school is made aware of any medical condition suffered by any pupils attending. Where the school is aware of potential difficulties that may arise as a consequence of a medical condition suffered by one or more pupils, it may be possible for the management authorities, working in conjunction with parents, teachers and children to put preventative measures in place to lessen the possibility of any difficulties arising or to ensure that, if a pupil suffers from an illness requiring, for example, the administration of medication, that appropriate treatment is available.
The administration of medicines in primary schools is the subject of an agreement between the Irish National Teachers Organisation and the organisation representing school management at primary level. While this agreement specifies that no teacher can be required to administer medicine or drugs to pupils, it also sets out procedures that must be followed where a teacher or teachers agree to do so. The position is that either the parents of the child should make themselves available to administer medication as required, or where they wish the staff in the school to administer it, they should seek the agreement of the school.
My Department cannot direct any member of the Board of Management or the teaching staff of the school to administer medical treatment to pupils, action and procedures which are normally carried out by medical professionals such as doctors and nurses.
Where a child requires adult assistance to assist in the administration of medicine and where the extent of assistance required would overly disrupt normal teaching time, SNA support may be allocated for this purpose.
It is a matter for the Board of Management to ensure that SNAs are in a position to effectively meet the care needs of pupils for whom SNA support has been allocated in the school, when appointing an SNA.
Where specific training is required, the Board of Management should liaise with the Health Service Executive (HSE) in order to ensure that the HSE provides guidance and training that enables the SNA to meet the care needs of the pupil in an appropriate manner. It is a matter for individual school authorities to make such arrangements locally.
In some instances parents may be the most appropriate trainers for schools in relation to the needs of their child in the school environment, where parents have received comprehensive training from experienced HSE staff.
The organisation of training in the administration of medicines is a matter for the Board of Management and my Department has no plans for future training programmes in this area.
318. Deputy Neale Richmond asked the Minister for Education the efforts that are being made to promote the study of foreign languages at second-level; and if she will make a statement on the matter. [60098/21]
Amharc ar fhreagraI can advise the Deputy that significant progress has been made to date under Languages Connect, Ireland’s Strategy for Foreign Languages in Education 2017 – 2026 which aims to increase and diversify the range of languages taught and learned. Implementation of Languages Connect is overseen by a Foreign Languages Advisory Group.
Some of the actions taken to date include:
- The inclusion of four new Leaving Certificate curricular languages in September 2019 for examination in summer 2022 – Lithuanian, Mandarin Chinese, Polish and Portuguese
- The development of the Languages Connect website: https://languagesconnect.ie/
- The development of a significant body of resources to support teachers and improve the quality of teaching and learning on https://ppli.ie
- Development and support for Communities of Practice for teachers of foreign languages
- An increase in the number of Foreign Language Assistants from 110 in 2017 to 170 in 2021.
- An additional allocation for schools introducing lesser taught languages (Circular 006/2020) to promote diversification
- Funding for school exchanges, teacher upskilling and school libraries through Post Primary Languages Ireland (PPLI)
- Funding for summer camps to promote uptake of new and heritage languages
- Funding for HEIs to promote language courses
- Funding for a new upskilling programme for Spanish Teachers in UCC
- Piloting a Visiting Spanish Teacher Programme in collaboration with the Ministry of Education in Spain
- Thinklanguages annual event for Transition Year students to encourage them to take a foreign language for Leaving Certificate: This attracted 150 schools and approximately 12,000 students in recent weeks.
- A series of additional awareness raising activities including social media campaigns, and the creation of a body of resources to support guidance counsellors with understanding and promoting the value of foreign languages skills
- Publication of a toolkit to support cultural and linguistic diversity in our schools
- Launch of a language sampler module in approximately 500 primary schools across the country using 11 different languages, to encourage the take up of foreign languages at post primary level and to help inform the potential introduction of foreign languages at primary level as proposed in the draft Primary Curriculum Framework
- Integration of foreign languages in Careersportal.ie
- Roll out of a Content and Language Integrated Learning (CLIL) approach to foreign language learning
Further details on many of these actions and more are available in PPLI’s annual report which is available here: https://ppli.ie/about-us/
319. Deputy Neale Richmond asked the Minister for Education the supports that are given by her Department to encourage exchanges between Irish secondary schools or students and continental colleagues; and if she will make a statement on the matter. [60099/21]
Amharc ar fhreagraThe main instrument to promote exchangees between Irish and other EU schools is the Erasmus+ programme which supports schools that want to organise learning mobility activities for school pupils and staff. In 2020, over €7m in EU Erasmus +funding was provided as support for both primary and secondary schools in Ireland.
Mobility activities provide learning opportunities to individuals and support internationalisation and institutional development of schools. School staff can undertake activities such as Job-shadowing, Training Courses and Teaching Assignments whilst the Learner mobility option enables pupils to spend periods abroad to study at a partner school.
Léargas as the National Agency for Erasmus+ programme in the school sector provide a suite of supports to applicants and participants such as information sessions and a PR kit for teachers. In addition Léargas manages support initiatives for schools such as eTwinning. This is a free private and secure online platform linking a community of more than one million teachers across Europe and supports teachers to find partners and work on joint projects in any curricular area. To-date, a total of 1890 eTwinning projects have been registered with Irish teachers involving countries from the forty-four participating countries in Europe and beyond. Approximately 1100 of those projects involved secondary schools.
However, the acquisition of European language competency by students plays a key part in the success of such mobilitiees and exchanges. The Deputy will be aware that Languages Connect is Ireland’s Strategy for Foreign Languages in Education which aims to increase and diversify the range of languages taught and learned. The Department of Education, through Post Primary Languages Ireland (PPLI) provides funding for the School Exchanges Scheme. Under the Scheme, up to twenty schools annually have been provided with €15,000 in funding over a three year period. The funding can be used towards exchange costs such as flights, to offer scholarships to students who would not otherwise be able to participate, or for other needs that the school identifies as contributing towards language learning on the exchange.
320. Deputy Sean Sherlock asked the Minister for Education if her attention has been drawn to the fact that some class cohorts in schools have moved entirely to remote learning; and if so, if there is a reporting mechanism to her Department; the way classes have been operating remote learning in the past seven days; and the classes that are operating remote learning across all primary schools in tabular form. [60170/21]
Amharc ar fhreagraThe approach to supporting schools to operate safely during Covid-19 has been to follow and implement public health advice. Public health has reviewed the measures put in place to ensure safe operation of schools and is satisfied that that compliance with these measures ensure that schools remain low risk for children and staff. It is clear that there is a significant negative impact from absences from school on children’s educational, social and emotional well-being.
The Department is not aware of schools or classes moving fulltime to remote learning. As the Deputy is aware, on a small number of occasions, public health restrictions has necessitated short term closures. As a contingency measure, the Department has already provided a suite of guidance materials, agreed with the education partners, to enable schools to facilitate the continuity of learning. These are available at www.gov.ie/backtoschool.
This documentation has been complemented by Circular 0074/2020 (Communication/Teaching & Learning Platform) which requires all schools to have in place appropriate contingency measures to ensure that they are prepared to continue to support teaching and learning in the event of a partial or full closure of schools arising from Public Health advice.
As part of the guidance, schools were advised to research various digital platforms for facilitating communication between teachers and pupils and supporting pupils learning remotely. Schools should use the most appropriate whole-school approach for their context. In some schools, the use of digital communication platforms may not be appropriate or possible for some pupils.
Where students are advised to self-isolate or restrict their movements, schools should continue to focus on supporting their wellbeing. Staff and families who are experiencing particularly challenging times can be directed to the support services available at gov.ie. Families can be referred to the resources and supports provided by agencies such as the National Educational Psychological Service (NEPS) and the Tusla Education Support Service (TESS). Staff can refer to the Employee Assistance and Wellbeing Programme. Schools may also consult with NEPS in relation to the academic, social and emotional needs of their pupils.
321. Deputy Michael Healy-Rae asked the Minister for Education if her attention has been drawn to a cohort of retired teachers unable to substitute without giving up approximately €8,000 of their pension, particularly teachers employed after 1995 including older teachers who may have begun teaching pre-1995 and returned post 1995; her views on the fact that schools are in great need of substitute teachers; the steps she will take to deal with this anomaly; and if she will make a statement on the matter. [60175/21]
Amharc ar fhreagraTo alleviate the teacher supply difficulties, the Minister for Public Expenditure and Reform in January 2021 approved, for a limited period of 3 years, a 50 day waiver of abatement of Public Service Pensions under section 52 (4) of the Single Pension Scheme and other Provisions Act (2012)., for all appropriately qualified teachers.
The waiver has been extended recently to the end of the current calendar year so that all retired teachers returning to classrooms until the end of the current school term will not have their pension abated.
If a retired teacher has specific concerns about their pension payment and returning to work the staff in Pensions Unit in the Department of Education are available to address their queries.
322. Deputy Holly Cairns asked the Minister for Education if she is accommodating requests form schools for additional CO2 monitors; and if she will make a statement on the matter. [60186/21]
Amharc ar fhreagra323. Deputy Holly Cairns asked the Minister for Education the number of additional CO2 moniors that have been distributed to schools since 1 October 2021; and if she will make a statement on the matter. [60187/21]
Amharc ar fhreagraI propose to take Questions Nos. 322 and 323 together.
Managing ventilation is just one of a suite of public health measures in place to keep our schools safe. Updated guidance for schools on Practical Steps for the Deployment of Good Ventilation Practices in Schools was provided at the end of May following the work of an expert group that carefully considered the role of ventilation in managing COVID-19. A copy of the guidance is published on the Gov.ie website.
The Expert Group in its report notes “very good advice is contained in the Department of Education’s Practical Steps for the Deployment of Good Ventilation Practices in Schools” And that “It must be emphasized that ventilation should be delivered as part of a layered strategy of protective measures to control the spread of the virus that causes COVID-19.”
The over-arching approach in the guidance is for schools to have windows open as fully as possible when classrooms are not in use and partially open when classrooms are in use. The Expert Group also note “consider using a portable carbon dioxide (CO2) monitor to identify areas of the school with inadequate ventilation. The Departments guidance outlines CO2 monitors can play a part in providing a useful general indication that areas/rooms may not be adequately ventilated. They can enable occupants to become familiar with the impacts of activities, outdoor weather and window openings on levels of good ventilation. The provision of portable CO2 monitors provides schools with the flexibility to focus their use to those rooms where most beneficial to inform strategies for optimising ventilation in the school.
In excess of 35,400 monitors were delivered to schools nationwide, in the initial distribution phase.
Requests from schools for additional CO2 monitors are considered without delay. Approved additional CO2 monitors have been dispatched or are in the process of being dispatched by Lennox Laboratories.
324. Deputy Robert Troy asked the Minister for Education the reason students who only received a school bus ticket in recent weeks are being forced to pay for the entire school term; and if she will make a statement on the matter. [60229/21]
Amharc ar fhreagraSchool Transport is a significant operation managed by Bus Éireann on behalf of the Department of Education. In the 2020/21 school year over 114,100 children, including over 14,700 children with special educational needs, were transported on a daily basis to primary and post-primary schools throughout the country at a cost of over €224.7m in 2020.
For the 2021/22 school year, planning for school transport scheme services proceeded on the basis that the public health measures in place as schools closed at the end of the last school year would remain as the term began in this new school year. This included the operation of post-primary services at 50% capacity. The Department has kept this position under review as the vaccination programme for children on post-primary services was rolled out and as the lifting of restrictions on public transport services proceeded.
In line with the lifting of restrictions on public transport, and with effect from the return of schools following the October mid-term break, implementation commenced for post-primary school transport services to resume operating at 100% capacity. All other measures relating to hygiene, pre-assigned seating, cleaning and the wearing of masks by post-primary students will remain in place subject to further review.
Where additional vehicles that were provided for social distancing purposes are removed and when services resume operating at 100% capacity, any spare capacity available may be offered on those services to concessionary pupils or late applicants where such capacity exists.
With regard to parents who have recently been offered tickets being required to make payment for the full year, a refund for the unused portion of their ticket will be issued to the family at the end of this school year.
325. Deputy Peadar Tóibín asked the Minister for Education if she has considered having Traveller culture weeks, disability awareness weeks and socio-economic discrimination awareness weeks in schools around the country [60270/21]
Amharc ar fhreagraThe role of the school is to provide an appropriate education for all its pupils and having a stable, secure learning environment is an essential requirement to achieve this goal. My Department provides a range of programmes and initiatives to support schools to provide an inclusive learning environment for all learners.
My Department's ‘Wellbeing Policy Statement and Framework for Practice (2019)' acknowledges that schools provide opportunities to develop friendships and to respectfully encounter diversity and access support structures. The policy promotes the provision of a whole-school approach at both primary and post-primary level to supporting wellbeing, an approach that has been found internationally to produce a wide range of educational and social benefits for individual children and young people, including increased inclusion, greater social cohesion, increased social capital and improvements to mental health.
The Action Plan on Bullying, published in January 2013, sets out my Department's approach to tackling bullying and promoting an anti-bullying culture in schools. My Department is currently commencing a review of the 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. 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.
My Department will continue to address the areas of anti-racism, identity-based bullying and cultural awareness through a suite of supports including the recently revised Stay Safe Programme and the Continuing Professional Development (CPD) to teachers at Primary and Post-Primary level and in initial teacher education. It will ensure that such programmes enable teachers to deal with teaching and learning needs of all students from all cultural backgrounds and provide support for pedagogical practices that promote inclusion.
In addition, curriculum at both primary and post-primary aims to foster inclusivity where equality and diversity are promoted. The Primary Curriculum acknowledges the importance of a balanced and informed awareness of the diversity of peoples and environments in the world. Such an awareness helps children to understand the world and contributes to their personal and social development as citizens of a global community. The curriculum promotes tolerance and respect for diversity in both the school and the community. The Social Personal and Health Education Curriculum (SPHE) supports students learning in the areas of inclusion, diversity and counter racism. The SPHE content is complemented by the work carried out in social, environmental and scientific education (SESE) at primary SESE enables the child to live as an informed and caring member of local and wider communities.
Under the Framework for Junior Cycle, there are twenty four statements of learning which should inform the programme designed by all schools. One of these statements is: (The student) appreciates and respects how diverse values, beliefs and traditions have contributed to the communities and culture in which she/he lives. This junior cycle short course in CSPE focuses on supporting students in become active citizens through their learning in three strands: Rights and responsibilities, Global citizenship, and Exploring democracy.
As part of the Departments ongoing curricular reform consideration of issues in relation to inclusivity/diversity etc. will be considered as part of the ongoing reviews in relation to the primary curriculum and senior cycle at post-primary.
326. Deputy Robert Troy asked the Minister for Education if he will address a matter (details supplied) regarding the five-day rule for student teachers. [60277/21]
Amharc ar fhreagraThe 5 day rule applies to all unregistered persons employed in the place of registered teachers.
As the Deputy will be aware, my Department has engaged with the education stakeholders in recent weeks on the issues raised about the difficulty accessing substitutes for teacher absences at this time. Recognising that there are pressures in this area at the moment due to COVID-19, my Department recently announced a range of measures to assist with the availability of substitutes until the February 2022 mid-term break.
One of these measures relates to student teachers. Following positive engagement with the Higher Education Institutions who provide primary and post primary initial teacher education programmes they have agreed to greater programme flexibility to enable students in Year 3 and Year 4 of concurrent programmes and students on consecutive (PME) programmes to support schools up to the end of the term.
My Department also confirmed that the education stakeholders, including the HEI Colleges and the Teaching Council, will continue to work together to address any practical issues so as to ensure the ongoing availability of student teachers to support schools pre and post - Christmas 2021.
