Donnchadh Ó Laoghaire
Ceist:398. Deputy Donnchadh Ó Laoghaire asked the Minister for Education if she will provide information on the process for schools to receive minor works grants. [62707/21]
Amharc ar fhreagraDepartmental Funding
Ceisteanna (398)
Freagraí scríofa
The payment of a minor works grant totalling €45m for primary schools and special schools, as part of additional support in the context of Covid-19, and a once-off Covid-19 minor works funding for post-primary schools of €17m announced on the 13th of December 2021 is paid automatically to schools in the free scheme with no onus on schools to make an application.
Applications from post-primary schools in the fee-charging sector will be considered on a case by case basis.
Departmental Data
Ceisteanna (399)
Donnchadh Ó Laoghaire
Ceist:399. Deputy Donnchadh Ó Laoghaire asked the Minister for Education the funding provided in the minor works grant to schools in each of the years 2018 to 2020 and to date in 2021, distinguished by primary, secondary and special school, in tabular form. [62708/21]
Amharc ar fhreagraFreagraí scríofa
A total of €280 million in Minor Works Grants and Enhanced Minor Works Grants has been allocated to schools between 2018 and 2021.
Under Project Ireland 2040 a commitment has been given that the Minor Works Grant will be paid in either December or January of the school year to all primary schools (includes special schools).
In 2018 and 2019 this amounted to circa €29 million each year.
In 2020, due to the exceptional circumstances arising from COVID-19 €30 million was paid under the Minor Works Grant to primary schools in the free scheme in July 2020. There was also an additional funding of €75 million under the July Stimulus programme allocated to cover an enhanced Minor Works Grant at Primary and a once off Minor Works Grant at Post-Primary schools. Furthermore an additional €25 million issued to Post Primary Schools and the standard Minor Works Grant €30 million for 2021/2022 issued in November 2020."
In 2021 a payment of a minor works grant totalling €45 million for primary schools and special schools as part of additional support in the context of Covid-19. Once-off Covid-19 minor works funding of €17 million was also announced for post-primary schools.
|
Year |
2018 |
2019 |
2020 |
2021 |
|
Primary (includes Special Schools) |
29m |
29m |
90m |
45m |
|
Post Primary |
n/a |
n/a |
70m |
17m |
|
Total |
29m |
29m |
160m |
62m |
Question No. 400 answered with Question No. 386.
Question No. 401 answered with Question No. 386.
Schools Building Projects
Ceisteanna (402)
Brendan Smith
Ceist:402. Deputy Brendan Smith asked the Minister for Education when a building project for a school (details supplied) will proceed to the next stage; and if she will make a statement on the matter. [62796/21]
Amharc ar fhreagraFreagraí scríofa
I am pleased to inform that funding was approved for the project referred to by the deputy under the Additional School Accommodation (ASA) Scheme 2020. This project will provide accommodation for 8 General Classrooms, 4 SET rooms, 1 Music room, 1 Textiles room, 1 Art Room, 1 Project store, 1 Multimedia room, 2 Science labs including 1 Prep area, 1 Library and 1 GP/Dining Room.
The project has been devolved for delivery to the Association of Community and Comprehensive Schools (ACCS). A Consultant has been appointed to this project who will lead the project through the various stages of architectural planning and onwards through the statutory planning process, tender and construction.
In addition to the above, in order to meet the school's interim accommodation needs, the purchase of four general classrooms under the Department's Modular Framework was approved; this accommodation has already been provided on-site.
Special Educational Needs
Ceisteanna (403, 404)
Ivana Bacik
Ceist:403. Deputy Ivana Bacik asked the Minister for Education the role her Department plays in ensuring the opening of an autism classroom in which a school has been sanctioned by the NCSE for such a class. [62798/21]
Amharc ar fhreagraIvana Bacik
Ceist:404. Deputy Ivana Bacik asked the Minister for Education the position regarding the provision of autism classrooms and multi-disability classrooms in Dublin 2, 4, 6, 6W, 8 and 12; and if she will make a statement on the matter. [62799/21]
Amharc ar fhreagraFreagraí scríofa
I propose to take Questions Nos. 403 and 404 together.
Enabling 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.
In the Dublin postcodes referred to by the Deputy, there are currently 48 special classes attached to mainstream schools (36 Primary and 12 Post Primary) providing special class placements for students. 17 of these special classes were newly opened in 2021.
The NCSE through its network of Special Educational Needs Organisers (SENOs) are engaging with parents who are seeking assistance in identifying available places in mainstream schools with appropriate supports, special classes or in special schools.
The NCSE are aware of a specific identified need for special class and special school placements in South Dublin post codes and have been working with stakeholders in the South Dublin area for a number of years to meet the identified need in the area.
Individual school authorities are responsible for the establishment of special classes and it is open to any school to make application to the NCSE to establish a special class.
As a result of ongoing engagement, the NCSE have specific plans in place to open additional special classes in schools in the post codes referred to, and are engaged in consultation with schools in these areas.
The NCSE offers additional supports and advice to schools opening special classes through seminars, Teacher Professional Learning and in school support through their network of Advisers. My Department also provides additional supports in the form of staffing, accommodation and financial resources.
A new special school, Our Lady of Hope, opened in the 2021/22 school year in Crumlin, Dublin. This new special school caters for students with autism and general learning disabilities.
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.
Finally, I can reassure the Deputy that the local SENO's continue to be available to assist and advise both schools and the parents of children with special educational needs. Parents may contact SENOs directly using the contact details available at: ncse.ie/regional-services-contact-list.
Question No. 404 answered with Question No. 403.
School Staff
Ceisteanna (405)
Ivana Bacik
Ceist:405. Deputy Ivana Bacik asked the Minister for Education if her attention has been drawn to the difficulties that a school (details supplied) is experiencing recruiting a teacher to staff a new autism classroom; and if her Department has a role in assisting and facilitating schools with the recruitment of such personnel to avoid the need for the application of the 37a process. [62800/21]
Amharc ar fhreagraFreagraí scríofa
Enabling 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 their network of local Special Educational Needs Organiser (SENO), is available to support both families and schools regarding a suitable placement.
My Department and the NCSE are grateful to those schools that have responded, and continue to respond positively to meet the educational needs of children in their communities.
The NCSE offers additional supports and advice to schools opening special classes through seminars, Teacher Professional Learning and in school support through their network of Advisers. My Department also provides additional supports in the form of staffing, accommodation and financial resources.
While the recruitment of staff for any class is a matter for the school Board of Management, I am aware this can present challenges. It is important that the Board of Management make every effort to fill vacancies to ensure that they have a full complement of staff to respond to the needs in the school. I am aware that the school referred to by the Deputy has experienced difficulty in this matter but are continuing with the recruitment process.
Finally, I can reassure the Deputy that the local SENO's continue to be available to assist and advise both schools and the parents of children with special educational needs. Parents may contact SENOs directly using the contact details available at: ncse.ie/regional-services-contact-list.
School Curriculum
Ceisteanna (406)
Holly Cairns
Ceist:406. Deputy Holly Cairns asked the Minister for Education her views on making geography a mandatory subject in the secondary school junior cycle curriculum; and if she will make a statement on the matter. [62807/21]
Amharc ar fhreagraFreagraí scríofa
My Department has every confidence that, through the implementation of the Framework for Junior Cycle the place of Geography will be retained and given a new impetus across the Junior Cycle curriculum. As part of the rollout of the new Framework for Junior Cycle, Geography was one of five new subject specifications that were introduced to schools in September 2018.
The new Junior Cycle has been developed over several years with the final phase of new subject specifications introduced to schools in September 2019. The new Framework for Junior Cycle gives students the opportunity to develop a wider range of knowledge and skills – to equip them for further learning, for work, for responsible and active citizenship, and for healthy living. It gives students better learning opportunities, and rewards and recognises non-academic performance and achievements, with a central focus on the student’s quality of life, wellbeing and mental health.
The Framework for Junior Cycle focuses on active and collaborative learning. It gives greater flexibility and autonomy to schools in terms of subject selection, and new short courses, to tailor a student’s learning to achieve better outcomes for that student. Students are able to study up to 10 subjects for certification through the Junior Cycle Profile of Achievement.
We have a dedicated cohort of Geography teachers in our post-primary schools, who are promoting the inclusion of their subject within programmes provided to students by their schools. Through the implementation of the Framework for Junior Cycle 2015 the curricular significance of Geography has been retained and given a new impetus across the Junior Cycle curriculum.
Special Educational Needs
Ceisteanna (407)
Holly Cairns
Ceist:407. Deputy Holly Cairns asked the Minister for Education the steps she is taking to address the shortage of ASD units in west County Cork; and if she will make a statement on the matter. [62808/21]
Amharc ar fhreagraFreagraí scríofa
Enabling children with special educational needs to receive an education is a priority for this Government.
Next year, my Department will spend in excess of €2 Billion, or over 25% of the Department’s budget on providing additional teaching and care supports 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 are aware of an identified need for ASD classes at primary level and post primary levels in the West Cork area.
Currently, a network of 56 primary school special classes, including 6 Early Intervention classes provide specialist ASD placements for students in West Cork who require such a place. Of these, 8 were newly established for the 2021/2022 school year
Through ongoing consultation with schools and parents at local level the NCSE is aware of students who will be seeking placement for the 22/23 academic year and will continue to engage with schools regarding the establishment of additional special classes in West Cork for 2022/23 and beyond.
It is open to any school to engage with the NCSE to establish a special class.
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.
Parents seeking special class placements for their children are advised to contact their local SENO so that their needs can be taken into account for planning purposes.
School Inspections
Ceisteanna (408)
Gary Gannon
Ceist:408. Deputy Gary Gannon asked the Minister for Education the number of incidental inspections that took place in primary schools for the academic years 2017-2018 and 2018-2019. [62850/21]
Amharc ar fhreagraFreagraí scríofa
The Inspectorate records and reports on inspection data in accordance with the calendar year. During the 2017-2019 period, a total of 942 incidental inspections were carried out in primary and special schools. The number of these inspections carried out in each of the 2017, 2018 and 2019 calendar years is presented in the following table.
|
- |
2017 |
2018 |
2019 |
Total for period |
|
Number of incidental inspections in primary and special schools |
286 |
282 |
374 |
942 |
Special Educational Needs
Ceisteanna (409)
Gary Gannon
Ceist:409. Deputy Gary Gannon asked the Minister for Education if special needs assistants, SNAs, on the inclusive school support course beginning in September 2022 as part of the national training programme for special needs assistants will receive an accredited qualification; if she has engaged with the current cohort of SNAs who will not receive a qualification at the end of their course; and if she will make a statement on the matter. [62851/21]
Amharc ar fhreagraFreagraí scríofa
Special Needs Assistants (SNAs) play a huge role in helping to ensure the inclusion of pupils with significant care needs in education and in school life. This was acknowledged in the Comprehensive Review of the Special Needs Assistant Scheme (SNAs) published by the National Council for Special Education (NCSE) in 2018.
The Review made a number of recommendations regarding SNAs and the need for a more broadly based set of supports including therapeutic supports for pupils with complex needs. The Review also referenced the training needs of SNAs. The policy advice was considered by the Department and it was decided that priority should be given to the development of a training programme for SNAs who may not have had a recent opportunity to access a training programme tailored to their role.
A public procurement competition was held for the development and delivery of a new national training programme for SNAs. A detailed specification of need and learning outcomes was developed and published for the competition. Formal accreditation to the National Qualifications Framework was not a requirement for the programme. Following evaluation of the tenders received, the contract was awarded to University College Dublin (UCD) School of Education, in conjunction with UCD School of Nursing, Midwifery and Health Systems.
UCD has a strong reputation in the world of education and training. It brings with it a wealth of experience and research knowledge in the training and has very strong quality assurance arrangements for its programmes. Feedback from programme participants is a key feature of this quality assurance process.
This programme aims to enhance the knowledge, skills and expertise of SNAs whose work is central to the inclusion of students with additional care and complex needs in school life.
The programme consists of five modules, delivered online over a 10-month period. Flexibility is a key part of the approach to the delivery of the programme and participation is voluntary.
The programme is fully funded by the Department and delivered at no cost to the participating SNA.
Each participant who completes the programme successfully will receive a certificate from UCD School of Education which may be of assistance in pursuing further education.
€2.45m will be allocated to this programme over a 4 year period based on a full uptake of 3,500 SNAs. The first cohort of 500 SNAs enrolled in January and this phase was oversubscribed.
This is the first national training programme for SNAs employed in schools and is tailored to their needs. As this is the first programme, it is appropriate to take the time to review outcomes which will inform the future approach to ongoing training and professional development of SNAs. Part of that consideration will include accreditation.
Departmental Data
Ceisteanna (410)
Gary Gannon
Ceist:410. Deputy Gary Gannon asked the Minister for Education the number of teachers who worked on summer provision 2021; the number who have not received payment to date for their work; if it will be ensured that those awaiting payment will receive it on the next pay day; and if she will make a statement on the matter. [62852/21]
Amharc ar fhreagraFreagraí scríofa
Earlier this year, my Department announced the provision of a significantly expanded summer education programme for pupils with complex special educational needs and those at greatest risk of educational disadvantage, as a COVID-19 pandemic response. This resulted in the biggest ever uptake of the programme during the summer period with the overall number of schools participating rising by 72% and the number of students by 65% over 2020. This is in addition to the supplementary programme run earlier in the year which had over 14,000 applicants. The school based element was made up of an expanded Special Class and Special School Programme, a new inclusion programme at Primary level and an expanded inclusion programme at Post Primary level. An expanded literacy and numeracy camp in DEIS Primary schools was also part of part of the summer programme for 2021. An expanded home-based programme was available to eligible pupils whose schools were not offering a programme.
For the school-based element of the programme all fully completed claim forms were paid on or before 7th October 2021. 2,587 teachers have been paid across the Special Class and Special School programme and the inclusion programme at Primary and Post-Primary Level. There were also 3,593 SNA processed and paid for these programmes.
The number of individual teachers who received payment on the DEIS Literacy and Numeracy camp at primary level is not currently available and this will be provided to the Deputy as soon as possible.
In 2021, there was a significant increase in the number and complexity of claims involved and while the majority were paid by the 28 October 2021, with the remainder paid in subsequent payrolls. 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 for processing on the subsequent payroll dates. As of the next payroll date of 23 December, 6,731 teachers have been paid for their participation on the home-based element of the programme and in addition 1,969 SNA have been paid. There are 8 further claims on the home-based programme due for payment on 06 January and currently a small number of claims, 27 in total, to be resolved with outstanding queries. My Department’s staff will continue to liaise with the tutors in question to resolve these issues.
State Examinations
Ceisteanna (411)
Gary Gannon
Ceist:411. Deputy Gary Gannon asked the Minister for Education the alternative plans in place if students are unable to sit in-person State examinations in 2022; if calculated grades have been considered for use in the examinations for 2022; and if she will make a statement on the matter. [62856/21]
Amharc ar fhreagraFreagraí scríofa
The State Examinations Commission has statutory responsibility for operational matters relating to the certificate examinations.
In view of this I have forwarded your query to the State Examinations Commission for direct reply to you.
School Enrolments
Ceisteanna (412)
Louise O'Reilly
Ceist:412. Deputy Louise O'Reilly asked the Minister for Education if additional resources will be provided for a school (details supplied) to allow for an increase in the student population, specifically in order that additional first-year students can be taken in for the academic year 2022. [62857/21]
Amharc ar fhreagraFreagraí scríofa
The Department is aware of some local pressures and demand for additional post-primary school places in a number of school planning areas across the country including the Swords school planning area.
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/patrons. In that context, similar to the process adopted in advance of the current academic year, the Department is engaging with school patron bodies/school authorities to identify particular capacity requirements for the forthcoming year(s) which may necessitate action including, where required, the provision of modular accommodation solutions.
As the Deputy is aware, a major project is planned for the school in question which includes the development of a 1,000 pupil school and a 4 Classroom special educational needs base, consisting of the renovation of the existing school building and the construction of a new extension.
I can confirm that additional interim accommodation was recently provided to the school, in the short-term, to cater for increased enrolment pending delivery of the school's major project.
In addition, a new 1,000 pupil school building was completed in 2020 for Swords Community College to assist in addressing the post primary school place requirements in the Swords school planning area.
Building projects currently underway in post primary schools in Swords include extensions and refurbishments at :
St. Finian's Community College - extension to provide for a long term projected enrolment of 1,000 pupils.
Loreto College - extension and refurbishment to cater for a long term projected enrolment of 1,000 pupils.
My Department's engagement with Patrons/school authorities is ongoing and is focussed on ensuring that the start of the 2022/23 school year operates as smoothly as possible for all schools and their students.
Departmental Funding
Ceisteanna (413)
Aodhán Ó Ríordáin
Ceist:413. Deputy Aodhán Ó Ríordáin asked the Minister for Education the breakdown of the additional allocation of funding that has been made available to the minor works programme for primary schools in the announcement made at the beginning of December 2021; and if she will make a statement on the matter. [62858/21]
Amharc ar fhreagraFreagraí scríofa
The payment of a minor works grant totalling €45 million for primary schools and special schools as part of additional support in the context of Covid-19 was announced on the 13th of December 2021. This is broken into €30 million allocation of Minor Works Grant and a top up allocation of €15 million.
This significant increase in funding for schools will enable them to address both their minor works requirements and also to address small-scale ventilation improvements at school level as a short-term mitigation measure, should they require to do so.
Minor works funding is important in terms of supporting the operation of schools generally and particularly within a Covid-19 environment. Schools may also apply for emergency works grant assistance to address larger-scale issues on a permanent basis.
This funding also provides an opportunity for schools to enhance their outdoor learning environments for use as the weather permits.
The minor works grant funding provides good flexibility to address issues at local school level.
The works that can be undertaken under the primary minor works scheme include maintenance and small-scale improvements to school buildings and grounds, improvement or replacement of mechanical and electrical services, the purchase of standard furniture and physical education equipment, the purchase of floor coverings and window blinds and the purchase of IT related equipment etc.
Given that each school setting is different, individual schools are best placed to decide how best to use this funding to address their particular needs.
Covid-19 Pandemic
Ceisteanna (414)
Aodhán Ó Ríordáin
Ceist:414. Deputy Aodhán Ó Ríordáin asked the Minister for Education if she will provide a copy of the technical guidance to be supplied for schools advising on the purchase or hiring of HEPA filtration systems through the minor works programme; the details of the person or body that provided the engineering advice; if it was approved by NPHET; and if she will make a statement on the matter. [62859/21]
Amharc ar fhreagraFreagraí scríofa
To provide additional support in the context of Covid-19 the payment of a minor works grant totalling €45m for primary schools and special schools, plus a once-off Covid-19 minor works funding of €17m for post-primary schools, was recently announced.
Given that each school setting is different, individual schools are best placed to decide how best to use this funding to address their particular needs.
Managing ventilation is one of a suite of public health measures in place to keep our schools safe.
The Department’s ventilation guidance for schools is very clear and practical on the steps to be taken by all schools to manage ventilation levels including in relation to the role of air cleaners in helping to deal with poorly ventilated areas. The practical steps and stepwise approach set out in the guidance are sufficient to ensure good ventilation practices in school while at the same time ensuring an appropriate balance between ventilation and comfort. www.gov.ie/en/publication/ad236-guidance-on-ventilation-in-schools/
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.
HEPA air cleaning devices are not a substitute for good ventilation but can be considered as an additional measure in conjunction with other methods of ventilation that are available pending the completion of structural interventions to address a poorly ventilated area. This is line with the Expert Group recommendations.
It is important to note that Air cleaners do not remove Carbon dioxide (CO2). The best way to reduce CO2 levels in a room is to dilute it with fresh air.
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 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 Minor Works Grant announced can be used to address any small-scale ventilation improvement. In the event the school's engineer/ architect recommends a HEPA air cleaner to address a poorly ventilated area, relevant technical guidance can be found here: www.gov.ie/en/publication/c6578-room-air-cleaner-guidance-for-schools/
This guidance was developed by the Planning and Building Unit professional and technical team based on the Expert Ventilation Group report and Public health advice, and Departments
Technical Guidance Documents with no requirement for NPHET approval.
Should a school require larger scale ventilation work they may also apply for emergency works grant assistance in the normal way.
Covid-19 Pandemic
Ceisteanna (415)
Aodhán Ó Ríordáin
Ceist:415. Deputy Aodhán Ó Ríordáin asked the Minister for Education the criteria that will be applied to assess the eligibility of fee-paying schools for minor works support to acquire air filtration equipment; if the grant can be used against expenditure already committed to; and if she will make a statement on the matter. [62860/21]
Amharc ar fhreagraFreagraí scríofa
Schools in the fee-charging sector may apply for funding to support enhanced ventilation by submitting details of their specific requirements to Financial Support Services Unit.
Applications will be assessed on a case by case basis taking into account the specific requirements in relation to ventilation having regard to the Department’s published guidance.
Schools Building Projects
Ceisteanna (416)
Brendan Griffin
Ceist:416. Deputy Brendan Griffin asked the Minister for Education the position regarding an application for an extension by a school (details supplied) in County Kerry; and if she will make a statement on the matter. [62913/21]
Amharc ar fhreagraFreagraí scríofa
I can confirm that my Department is in receipt of an application for additional accommodation from the school referred to by the Deputy.
The application is currently under consideration and a decision will be conveyed directly to the school authority as soon as the assessment process is completed.