Written Answers Nos. 327-348
327. Deputy Michael Healy-Rae asked the Minister for Education the reason SNA hours will not be granted in the case of a person (details supplied); and if she will make a statement on the matter. [60294/21]
Amharc ar fhreagraThe NCSE has responsibility for planning and coordinating school supports for children with special educational needs including the allocation of Special Needs Assistants (SNAs) and reviews. The NCSE have published the SNA allocations on their website www.ncse.ie.
The 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 based on the principle that those with the greatest needs receive the greatest level of support. Guidance is available to schools on the allocation of SNA support within the schools, 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. Furthermore, 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 Gov.ie website. www.gov.ie/en/circulars/?organisation=department-of-education.
With regards to the school as outlined in the details supplied, the NCSE confirmed that a Special Educational Needs Organiser (SENO) is working with the school and has engaged with other support providers including HSE, NEPS and CAMHS.
The NCSE has a team of Advisers who provide guidance to teachers on how best to meet the needs of students with special education needs. The NCSE have advised that the school submitted a request for support from an NCSE Adviser specialising in behaviour on 11/11/2021 and this is being followed up by an Adviser.
The NCSE further advised that on 11/11/2021 the school has appealed its SNA allocation and this is being considered by the NCSE.
My Department does not have a role in making individual school determinations. Accordingly your correspondence has been forwarded to the NCSE for direct reply.
328. Deputy Sorca Clarke asked the Minister for Education if she will address a matter regarding the mask mandate (details supplied). [60296/21]
Amharc ar fhreagraThe email issued from the Department’s dedicated email account that is used to disseminate COVID-19 related information to all schools. Schools are familiar with the normal communication channels that the Department avails for the dissemination of Covid related guidance to the school system.
As the Deputy will be aware, given the evolving nature of COVID-19, it is imperative to communicate information to schools as quickly as possible.
329. Deputy Mattie McGrath asked the Minister for Education if she will publish the risk assessment which was carried out by her Department prior to the introduction of new guidance mandating mask wearing for children in primary school from third class; the date this risk assessment was carried out; the interaction and consultation between schools, parents and boards of managements on the matter; the evidence upon which this policy is based; and if she will make a statement on the matter. [60308/21]
Amharc ar fhreagra331. Deputy Mattie McGrath asked the Minister for Education the latest HIQA advice which is available to her Department on the matter of mask wearing for primary school-aged children; and if she will make a statement on the matter. [60310/21]
Amharc ar fhreagra332. Deputy Mattie McGrath asked the Minister for Education the studies and consideration that her Department has undertaken in relation to the potential psychological impacts of mask wearing in school settings; if she will publish the studies relied upon by her Department in issuing mandates on mask wearing for primary school-aged children; and if she will make a statement on the matter. [60311/21]
Amharc ar fhreagra343. Deputy Holly Cairns asked the Minister for Education the consideration that was given to the advice from a statutory authority (details supplied) concerning the reduction of the minimum age for the application of mask wearing requirements and recommendations in the issuing of guidance on the use of face coverings in primary schools on 30 Nov 2021; and if she will make a statement on the matter. [60537/21]
Amharc ar fhreagraI propose to take Questions Nos. 329, 331, 332 and 343 together.
Ensuring 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.
The change in policy regarding face coverings in primary schools was made on foot of a Government decision taken on 30 November 2021, which considered and accepted public health advice received from the Chief Medical Officer (CMO) on 25 November 2021. This new, and temporary policy, was introduced in light of the current epidemiological situation regarding the spread of COVID-19. The education sector throughout the pandemic has consistently implemented public health recommendations for the protection of the entire school community.
These measures have been implemented successfully at post-primary since September 2020 and it is envisaged that they will operate successfully with the support of schools communities in the primary school setting.
The Department is aware that this is a challenging time for pupils, teachers, other school staff and parents, and a strong focus should be kept on well-being and self-care during this time. The National Educational Psychological Service of the Department (NEPS) is leading on supporting the well-being of schools communities.
330. Deputy Mattie McGrath asked the Minister for Education the legal basis on which a school can refuse entry to a child for non-wearing of a mask as suggested in her Department’s latest guidance; if her Department will take liability for any litigation brought to the courts by any student who is refused entry to a school based on a mandatory guideline; if the school board of management will be responsible for defending its decision to refuse a child entry to school; the assistance that will be provided to the schools in such instances in which they are threatened with litigation for refusing a child entry to a school; and if she will make a statement on the matter. [60309/21]
Amharc ar fhreagraThe wearing of face masks by children in third class and upwards is a strong public health recommendation from the NPHET and has been endorsed by Government.
While there is no statutory requirement for this in the regulatory framework, it is generally accepted by the school community that rules put in place to protect the health and safety of the school community should be followed, unless there is a very good reason not to do so.
It is generally recognised and accepted that masks protect both the wearer and others around them. This is a temporary public health measure, in the interest of protecting children and the school staff and the school community, given the very high case numbers in older primary school age children.
The Department has published a frequently asked questions guidance on Monday to assist schools engage with parents where there are particular difficulties arising for individual children. The guidance provides that any engagement takes place in a spirit of partnership and co-operation to ensure the safety of the whole school community. While this public health measure is being implemented, this guidance seeks a solution focused approach between school and parents to resolve any issues that may arise.
These measures have been implemented successfully at post-primary since September 2020 and it is envisaged that they will operate successfully with the support of schools communities in the primary school setting. The education sector throughout the pandemic has consistently drawn upon public health expertise for the protection of the entire school community.
333. Deputy Cathal Crowe asked the Minister for Education when a person (details supplied) will be identified as a deputy principal; and if she will make a statement on the matter. [60342/21]
Amharc ar fhreagra334. Deputy Cathal Crowe asked the Minister for Education when a person (details supplied) will be remunerated appropriately for service as a deputy principal; and if she will make a statement on the matter. [60343/21]
Amharc ar fhreagra335. Deputy Cathal Crowe asked the Minister for Education if a school (details supplied) may proceed with the filling of two AP 2 posts; and if she will make a statement on the matter. [60344/21]
Amharc ar fhreagraI propose to take Questions Nos. 333 to 335, inclusive, together.
Boards of Management are the direct employers for schools and the Department acts as paymaster to the employees in those schools. As such the Payroll Division of my Department acts on instruction from schools in relation to the payment of salary and allowances to teaching staff employed by them.
I can advise the Deputy that officials from the Primary Payroll Section of my Department have been in direct contact with the school concerned in relation to the Deputy Principal position. It is expected that the school will forward the requested documentation shortly and it will be given immediate attention as soon as it is received in Primary Payroll Section. Any allowance and arrears that are due to the teacher concerned will be paid at the earliest opportunity following the receipt of the requested information.
Posts of Responsibility in primary schools are filled in line with Circulars 44/2019 and 25/2021, which are available on my Department’s website.
336. Deputy John Lahart asked the Minister for Education the reason for the large waiting list of 139 children for the 2022-2023 school year for a school (details supplied); when construction will commence on the new building; and the projected number of students for the school for the next five years. [60367/21]
Amharc ar fhreagraMy Department is aware of increasing local pressures and demand for additional primary school places in a number of school planning areas, including Scribblestown/Finglas, the school planning area where the school referred to by the Deputy is located. My Department is also aware of local pressures in the nearby school planning areas of Castleknock/Dublin 15 and Cabra/Phibsboro.
However, it is important to note that where enrolment pressures arise, it may not be as a result of lack of accommodation but may be driven by the following factors:
- Duplication of applications – pupils have applied for a place to a number of schools in the area
- School of choice – pupils can’t get a place in their preferred school while there are places in other schools in the town/area
- Some towns/areas have single sex schools and while places are available in the school they are not available to all pupils
- External draw – pupils coming from outside the local area
My Department is working to establish the true extent of any capacity issues through ongoing discussions with the relevant school authorities. In that context, similar to the process adopted in advance of the current academic year, my Department is engaging with patron bodies, to identify particular capacity requirements for the forthcoming year(s) which may necessitate further action to that already in train.
Under Project Ireland 2040, my Department continues to make progress to increase the infrastructural capacity in the schools sector, in order to meet demographic and other demands. It is expected that the enrolment pressures in this, and other areas will reduce in the short-term as such planned additional capacity comes on stream and as demographic demand moves past its peak.
The Capital Programme details the school projects that are being progressed under Project Ireland 2040. The current status of large-scale projects being delivered under Project Ireland 2040, including projects in the school planning areas above, may be viewed on my Department's website at, www.gov.ie and this information is updated regularly. In addition, a list of large-scale projects completed from 2010 to date may also be viewed on the website.
The Capital Programme also provides for devolved funding for additional classrooms, including accommodation for pupils with special educational needs, if required, for schools where an additional enrolment need has been identified or where an additional teacher has been appointed. Details of schools listed on this programme (the Additional Accommodation Scheme) can be found on my Department's website at www.gov.ie and this information is also updated regularly.
The building project for the school referred to by the Deputy commenced construction in Quarter two, 2021. Due to complexities of the site, the building project is being delivered in two phases. It is anticipated that phase one will be completed in Quarter 2, 2022 with the remaining phase completed thereafter. The 16 classroom school building, when completed, will provide capacity for over 400 pupils.
The school will remain in interim accommodation on site while awaiting completion of the final phase of the project. The total construction period is 96 weeks.
337. Deputy Ivana Bacik asked the Minister for Education if mechanisms are in place to enable parents to raise concerns regarding indefinite closures due to Covid-19 of private primary school classes; and if there is a State body or third-party organisation with oversight for private primary schools in respect of raising issues regarding prolonged school closures and the closure of individual classes due to Covid-19. [60388/21]
Amharc ar fhreagraAll schools are guided by public health advice in relation to appropriate Covid-19 infection prevention and control measures. These measures protect students, their parents and school staff and are very effective when adhered to.
In line with section 14 of the Education (Welfare) Act 2000, Tusla is required to maintain a register of all children in receipt of education in a place other than a recognised school. The provisions of the Act outline that, where a parent chooses to educate, or have educated, his or her child in a place other than a recognised school he or she shall apply to have the child concerned registered in the register.
Tusla‘s Alternative Education Assessment and Registration Service (AEARS) is responsible for the assessment of provision for education for children so registered in accordance with section 14 of the Education Welfare Act. This includes the educational provision provided to children whose parents choose to enrol them at a school which is not a recognised school under the Education Act. Section 14 of the Education (Welfare) Act, 2000 enables AEARS to assess the education provision at a school which is not a recognised school under the Education Act and once satisfied that the school is providing the required standard, to register children who are students at that school.
Assessments of the provision are subject to ongoing monitoring reviews at the discretion of the AEARS.
In the event that the closure of a non –recognised (private fee-charging primary) school results in the minimum education provision not being delivered, parents of children whose names are on the Section 14 Register as attending the school can contact AEARS on a designated advice line.
338. Deputy Ivana Bacik asked the Minister for Education if her Department measures the effect that the provisions of the Education (Admission to Schools) Act 2018 has in respect of the prioritisation of children graduating from Gaelscoileanna and seeking admission to a Gaelcholáiste; and if she will make a statement on the matter. [60389/21]
Amharc ar fhreagraIn relation to school admissions, it is the responsibility of the managerial authorities of all schools 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 school places in that area.
Under the provisions of the Education (Admission to Schools) Act 2018, all schools have admission policies, which are published on the schools website. 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 will 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. Nonetheless, where a school is oversubscribed some pupils may not obtain a place in the school.
The act requires schools to clearly set out their selection criteria in their admission policies. Schools have discretion in relation to their admission criteria and how they are applied, post primary schools can give a priority to a gaelscoil/ gaelscoilleanna as a selection criterion, and this is permitted under the act, schools can apply this as a criterion should they wish to do so. The criteria to be applied by schools and the order of priority are a matter for the schools themselves.
There is an additional provision in the act that allows Irish medium schools, where it is their policy to do so, to include in their admission policy a priority for the admission of a student who has attained a reasonable age appropriate level of oral fluency in the Irish language and where that student’s fluency would be at risk of regressing if the student was not admitted to an Irish medium school. This provision recognises the difficulties that applicants may experience in accessing schools that provide an education though the medium of Irish.
339. Deputy Colm Burke asked the Minister for Education if consideration will be given by her Department to reclassifying a school (details supplied) as DEIS1 from its current status as DEIS2 due to the fact that it is an inner-city school and this status would be more appropriate given the demographics of the students attending the school; and if she will make a statement on the matter. [60413/21]
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 to additional 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 the DEIS programme and all schools, including the school referred to by the Deputy, will be considered when it is applied.
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.
340. Deputy Michael Lowry asked the Minister for Education the status of an application for emergency works submitted by a school (details supplied); and if she will make a statement on the matter. [60417/21]
Amharc ar fhreagraI would like to inform the Deputy that the school in question submitted an application for funding under my Department's Emergency Works Scheme for the resurfacing of their playground, this application was rejected as it was not sudden or unforeseen and therefore did not fall within the scope of the scheme. The school appealed this decision and this appeal was refused as failure to carry out the works would not result in the school or part thereof to close.
It is open to the school to use minor works grant funding or submit an application for funding to resurface the yard under the Summer Works Scheme when it next opens for applications or alternatively they may reappeal the refusal of funding if they furnish additional information which if known at the time of the original application may have effected the outcome of the decision.
341. Deputy Peter Burke asked the Minister for Education if she is considering the provision of HEPA filters to classrooms in schools; and if she will make a statement on the matter. [60422/21]
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 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.
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.
342. Deputy Cathal Crowe asked the Minister for Education if she will consider introducing a scheme to recognise the qualifications of primary level teachers such as a teacher (details supplied); and if she will make a statement on the matter. [60516/21]
Amharc ar fhreagraUnder the Teaching Council Acts 2001-2015 the Teaching Council is the body with the statutory authority and responsibility for the regulation of the teaching profession in Ireland including the registration of teachers in the State.
It is a function of the Council under the Teaching Council Acts (s7(2)) to act as the competent authority for recognition of qualifications obtained by a person who has applied under this Act for registration as a teacher. A person who has completed teacher education qualifications outside the State and is seeking to register with the Teaching Council must have their qualifications assessed to determine that they are comparable and equivalent to accredited qualifications in Ireland.
The individual referred to by the Deputy should liaise directly with the Teaching Council on this matter and the Teaching Council will be able to advise on the application for registration to teach in this jurisdiction.
The Teaching Council assesses the qualifications of each individual applicant on a case by case basis in accordance with the Teaching Council (Registration)Regulations 2016. The Department has no role in the registration of individual teachers.
The Teaching Council have FAQ on their website for teachers qualified outside of Ireland which would apply to the PGCE, www.teachingcouncil.ie/en/FAQs/Teachers-who-Qualified-Overseas/.
Further Information on the process and what an applicant must do to become registered is available on the Teaching Council website at: www.teachingcouncil.ie/en/Registration/How-do-I-register-/How-Do-I-Register.html.
344. Deputy Holly Cairns asked the Minister for Education if she will ensure that a place in a local secondary school is made available for a young person (details supplied). [60538/21]
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.
345. Deputy Gary Gannon asked the Minister for Education the status of the negotiations ongoing between her Department and representatives of school secretaries; and if she will make a statement on the matter. [60550/21]
Amharc ar fhreagraSchool secretaries are valued members of our school communities and my Department is fully aware of the vitally important role played by them in the running of our schools.
The majority of primary and voluntary secondary schools receive assistance to provide for secretarial, caretaking and cleaning services under grant schemes. Where a school employs a staff member to support those functions those staff are employees of individual schools and responsibility for terms of employment rests with the school.
The Department previously fully implemented and funded the 2015 recommendations of an independent arbitrator for a cumulative pay increase of 10% between 2016 and 2019 and that a minimum hourly pay rate of €13 be phased in over that period. Fórsa trade union has tabled a follow-on claim and officials from the Department and school management bodies have been engaging with Fórsa on the issues. On the 27th of October 2020, under the auspices of the WRC, an understanding was agreed on a pathway to progress the issues. Several key strands have been identified, and a phased approach is being taken to the development of proposals.
Following intensive discussions at the WRC on 13th September, there has been significant progress in this dispute. Subject to agreement on all elements of the claim, the Department has offered to move School Secretaries’ pay rates to a scale which is aligned with the Clerical Officer Grade III pay scale within education and training boards on a pro rata basis with an effective date of implementation for these new pay arrangements of 1st September 2021. Pay rates will be pro rata according to a secretary’s current working pattern. The assimilation of School Secretaries to the CO Grade III pay scale will require further dialogue between the parties and further engagement is taking place at present to allow this to be finalised. My Department has also offered to improve the conditions for School Secretaries with regard to sick leave, annual leave and maternity provisions for this cohort of staff and engagement has begun on this element.
Discussions on these elements continue at present and should agreement on an overall package be reached then Fórsa would have to ballot their members and an implementation process would then begin if the ballot was passed.
I encourage all parties to focus on finalising an agreement.
346. Deputy Gary Gannon asked the Minister for Education the number of teachers qualified outside the State registered by the Teaching Council in each of the years from 2017 to date. [60551/21]
Amharc ar fhreagraUnder the Teaching Council Acts 2001-2015 the Teaching Council is the body with statutory authority and responsibility for the regulation of the teaching profession in Ireland including the registration of teachers in the State.
Fully qualified teachers who have qualified outside of the Republic of Ireland are eligible to apply for registration with the Teaching Council. A person deemed to be a fully qualified teacher has completed a recognised teacher education qualification and any required programme of induction in the country in which they qualified and can provide an official letter from the relevant teacher registration body/Competent Authority or Ministry of Education confirming recognition as a fully qualified teacher in that State/ country.
Persons completing teacher education qualifications outside the State and seeking to register with the Teaching Council must have their qualifications assessed to determine that they are comparable to accredited qualifications in Ireland.
The Teaching Council assesses overseas qualifications in accordance with the Teaching Council [Registration] Regulations 2016, the EU Recognition of Professional Qualifications Directive (2005/55/EC as amended) and Teaching Council Curricular Subject Requirements (Post-Primary) 2017.
The number of primary and post-primary teachers qualified outside the State registered by the Teaching Council in each of the years from 2017 to date is provided in the following table according to the Council's reporting years (28 March - 27 March) and 2021 to date:
|
Date |
Nos. |
|
2017/2018 |
523 |
|
2018/2019 |
670 |
|
2019/2020 |
591 |
|
2020/2021 |
550 |
|
2021, Q2 to 30 November |
549 |
347. Deputy Gary Gannon asked the Minister for Education the number of teachers registered by the Teaching Council in each of the years from 2017 to date. [60552/21]
Amharc ar fhreagraUnder the Teaching Council Acts 2001-2015 the Teaching Council is the body with the statutory authority and responsibility for the regulation of the teaching profession in Ireland including the registration of teachers in the State.
The Teaching Council registers teachers in line with the requirements set out in the Teaching Council Act 2001-2015 and the Teaching Council (Registration) Regulations 2016.
The Teaching Council has provided the following data which indicates the overall number of new registrations during the reporting years which run from 28 March to 27 March annually. This data reflects new registrations and does not include teachers who added a new route to an existing registration.
|
Date |
Nos. |
|
2017-2018 |
5997 |
|
2018-2019 |
6430 |
|
2019-2020 |
5538 |
|
2020-2021 |
5673 |
|
March 2021 to date |
4799 |
**Reporting year 28 March - 27 March.
348. Deputy Gary Gannon asked the Minister for Education the number of days that went uncovered by a substitute teacher in primary schools from 1 November to 30 November 20221 according to the online claims system. [60553/21]
Amharc ar fhreagra349. Deputy Gary Gannon asked the Minister for Education the number of days went uncovered by a substitute teacher in post-primary schools from 1 November to 30 November 20221 according to the online claims system. [60554/21]
Amharc ar fhreagraI propose to take Questions Nos. 348 and 349 together.
The information that the Deputy has requested is not readily available and will issue directly to him.
