Written Answers Nos. 161-180
161. Deputy Aodhán Ó Ríordáin asked the Minister for Education if she will engage with the SNA sector and its trade union to agree a new minimum qualification requirement at QQI level 6 for all new SNAs. [4657/22]
Amharc ar fhreagraSpecial 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 including referencing the training needs of SNAs. In this regard, the NCSE recommended that a new national training programme at Level 5 of the National Qualification Framework be developed for existing SNAs who do not have the requisite level of training and for new SNAs on appointment. The NCSE also recommended that training tailored to the specific complex needs of some students being cared for by SNAs would also be provided.
The policy advice has been considered by the Department. 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. The new first national training course for SNAs provided by UCD now in place 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 is fully funded by the Department and delivered at no cost to the SNA.
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.
Raising the minimum qualification for appointment as a special needs assistant has been referred to the Workplace Relations Commission and the Department has been engaging in that process.
The recruitment and appointment of Special Needs Assistants is a matter for the individual school authority and the Department's circular 36/2020 and 51/2019 sets out the current educational requirements for appointment as a Special Needs Assistant (SNA). In addition, the actual requirements for a post will vary depending on the specific needs of the children and the school to which the SNA is to be appointed. The Department does not believe that the existing minimum qualifications has impacted on the calibre of person appointed and it is also the case that people with experience and/or higher qualifications than the minimum are often the successful candidate in competitions held by schools.
However, having considered the claim and, in particular, the period of time since they were set, the Department is open to reviewing the position. However, the Department is not yet in a position to indicate when that review might take place but is of the view that the forthcoming review of the SNA contract proposed as part of the Building Momentum national pay agreement should be carried out and implemented first.
162. Deputy Gary Gannon asked the Minister for Education if she will meet with the organisers of a campaign (details supplied). [4816/22]
Amharc ar fhreagraMy Department meets with Forsa regularly in respect of SNAs and, indeed, has established a forum which meets throughout the year specifically to engage with Forsa trade union and consult on all matters relating to SNAs.
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 including the training needs of SNAs. In this regard, the NCSE recommended that a new national training programme at Level 5 of the National Qualification Framework be developed for existing SNAs who do not have the requisite level of training and for new SNAs on appointment. The NCSE also recommended that training tailored to the complex needs of some students would also be provided.
The policy advice has been considered by my Department. It was decided that priority would 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.
The first national training programme for SNAs is now in place and it 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 is fully funded by my Department and delivered at no cost to the SNA.
There are 3,500 places available on the online programme over 4 years. Each phase of the programme has been fully subscribed to date. 500 have completed the programme and a new cohort of 1,000 commenced the programme last September.
As this is the first programme, it is appropriate to take the time to review outcomes and this will inform the future approach to ongoing training and professional development of SNAs. Part of that consideration will include accreditation.
Raising the minimum qualification for appointment as a special needs assistant has been raised by the FORSA union and has been referred to the Workplace Relations Commission. My Department is engaging in that process.
The recruitment and appointment of Special Needs Assistants is a matter for each individual school authority. In addition, the actual requirements for a post will vary depending on the specific needs of the children and the school to which the SNA is to be appointed. My Department does not believe that the existing minimum qualifications has impacted on the calibre of person appointed and it is also the case that people with experience and/or higher qualifications than the minimum are often the successful candidate in competitions held by schools.
However, having considered the claim and, in particular, the period of time since they were set, my Department is open to reviewing the entry requirements for SNAs. My Department has also agreed to a review of the SNA contract which was agreed as part of the Building Momentum national pay agreement. My Department is prioritising the contract review and this will be followed by a review of the entry qualifications.
II am satisfied that the approach outlined fully recognises the important place of SNAs in our schools. The forthcoming review of the SNA contract along with the new training programme for SNAs that is now in place will help to enhance the experience of children with special needs in our schools.
165. Deputy Pádraig Mac Lochlainn asked the Minister for Education the reason the plans for the new three-school campus at Buncrana (details supplied) do not include sporting grounds and facilities, considering the lengthy delays that that this school build project has faced; the number of other new school build projects across the State, delivered in recent years that have included sporting grounds and facilities; and if she will request that her Department secure additional land adjacent to this site at Buncrana for this purpose. [4594/22]
Amharc ar fhreagraThe Deputy will be aware that a building project for the three schools in question is included on the Department's School Building Programme to be delivered as part of the National Development Plan (NDP).
Significant PE facilities are being provided for the schools concerned as part of the Buncrana campus development. These include:
- PE Hall, which includes Fitness Suite, Changing Suites, Showers and Equipment Stores
- 5 Hard Play Courts (3,060 m²)
- 4 Secure Soft Play Areas (200m ² in total)
In addition to this, the schedule of accommodation for the primary school includes the following sporting facilities:
- General Purpose Hall
- Ballcourts (585m²)
- Junior Play Area (200m ²)
- 2 Secure Soft Play Areas (100m ²in total)
- Sensory Garden (100m ²)
Furthermore, where the site area and building configuration permits, an area should be reserved suitable for use as a practice playing field.
The above facilities are consistent with that outlined in my Department's design guidelines for new schools.
My Department's priority is to advance this campus development into the architectural planning process as quickly as possible and the Department will continue to liaise with the school authorities in this regard.
My Department has no plans to acquire additional land for the school development.
The current status of large-scale projects being delivered under Project Ireland 2040, 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.
My Department provides general purpose and PE halls with the construction of all new primary and post primary schools respectively. External play areas, in line with what is being provided for the schools in the Buncrana campus, are also provided.
These internal and external sports facilities may also be provided where a major building or refurbishment project is being delivered for an existing school.
166. Deputy Catherine Connolly asked the Minister for Education the status of the work of the inter-Departmental partnership group chaired by her Department which oversees the implementation of the Policy on Gaeltacht Education; the details of reports prepared to date by the group; and if she will make a statement on the matter. [4835/22]
Amharc ar fhreagraThe Gaeltacht Education Policy Advisory Committee was established in March 2017 to support the phased implementation of the Policy on Gaeltacht Education 2017-2022. The committee, which is chaired by an official from my Department, comprises representatives from a wide range of stakeholder groups. Details of the membership along with discussion papers, agendas and minutes of all meetings can be found on the gov.ie website (Gaeltacht Education Policy Advisory Committee).
Thirteen meetings have been held since the establishment of the committee, the most recent being in December 2021.
Meetings of the advisory committee create a forum to:
- share valuable advice, views and feedback to support the implementation of the Policy and inform decision making;
- build partnerships and forge links with other agencies and groups;
- identify challenges and opportunities to support the effective implementation of the Policy;
- build confidence, momentum and enthusiasm for the implementation of the Policy and the Gaeltacht School Recognition Scheme; and
- provide guidance on future priorities.
Members of the committee are given opportunities to provide oral and written feedback on various draft documents. Opportunities are also provided for members to express views and give suggestions during workshop sessions and between meetings to support the effective implementation of the Policy and Scheme.
167. Deputy James O'Connor asked the Minister for Education the supports her Department can provide for the further development of organisations (details supplied); and if she will make a statement on the matter. [4672/22]
Amharc ar fhreagraISSU was founded after the disbandment of the Union of Secondary Students of Ireland (USS) in 2008 and its primary objective is to contribute as a partner in education, to the advancement of second-level education of all second-level students.
In 2013, my Department agreed to provide funding on a year-to-year basis to the ISSU to help meet its day-to-day running costs. An annual budget of €40,000 was approved and in 2019, this budget was increased by more than 100% to €84,500 annually. This increased budget has enabled the ISSU to grow as an organisation
An important development in this area is the Education (Student and Parent Charter Bill) 2019 whihc has been passed by the Seanad and is currently progressing through the Dáil. The Bill will put in place legislative measures aimed at fostering a culture change in schools in terms of engagement with the whole school community: engagement with students, student councils, parents, parents associations and school staff.
The overall aim of this legislation is to improve the level of engagement between the school community by inviting feedback, comment and observations from the school community and by developing a listening culture in the school.
168. Deputy Claire Kerrane asked the Minister for Education if she will report on the equality of pay and the terms and conditions for school secretaries and caretakers; and if she will make a statement on the matter. [4596/22]
Amharc ar fhreagraSchool secretaries and caretakers 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 with school management bodies have been engaging with Fórsa on a claim on terms and conditions for grant-funded school secretaries and caretakers. 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 were identified, and a phased approach is being taken to the development of proposals.
Following intensive discussions at the WRC on 13th September 2021, there was 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 on a pro rata basis according to a secretary’s current working pattern. The 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.
Further dialogue has taken place between the parties on these issues since 13 September with the aim of reaching an overall agreement. The talks continue, most recently at a meeting at the WRC on 26 January; the parties are to meet again next month, following reflection on the matters discussed at that meeting.
I welcome the continued engagement between the parties and I encourage all stakeholders to focus on finalising an agreement.
169. Deputy Holly Cairns asked the Minister for Education the steps she is taking to ensure that each child or young person who is entitled to a SNA or resource hours is allocated these supports. [4649/22]
Amharc ar fhreagraVery significant levels of financial provision are made to ensure that all children with special educational needs can be provided with an education appropriate to their needs.
The State currently spends approximately €2 Billion - almost a quarter - of its annual educational and training budget on making additional provision for children with special educational needs.
This represents an increase of over 60% in total expenditure since 2011, at which point €1.247 Billion per annum was provided.
Budget 2022 provides for the creation 980 new teaching posts and 1,165 SNA posts in special education. This new investment is required to meet the needs of students with special educational needs enrolled in mainstream classes; students to be enrolled in new special classes and new special school places and the needs of new and developing schools. There are predetermined levels of teaching and SNA support for both special classes and special schools.
A new model for allocating special education teachers in respect of students with special needs enrolled in mainstream classes was introduced in 2017. The Special Education Teacher allocation process provides a single unified allocation for special educational support teaching needs to each school, based on each school’s educational profile. The profile of each school takes account of enrolments and a number of other factors that are considered to be indicative of the level of need in each school. There is a commitment to update profiles on a regular basis with the last update being for the 2019/20 school.
In addition, there is a provision for schools to seek additionality through the Exceptional Needs Review process if there is a significant change in their level of need in between profile updates.
The allocation of the additional teaching support for students with special educational needs in mainstream classes is a matter for each school and guidelines have been provided in this regard.
In relation to SNA support for students in mainstream classes, schools receive an allocation based on overall care need in the school. It is then a matter for each school to allocate this resource following the principle that those with greatest need should receive the most support.
There is also provision for schools to seek additionality in respect of the SNA allocation where circumstances have changed significantly.
170. Deputy Joe Flaherty asked the Minister for Education her strategy to address the lower progression rate to third-level among DEIS schools; and if she will make a statement on the matter. [4675/22]
Amharc ar fhreagraDEIS – Delivering Equality of Opportunity in Schools is the main policy initiative of my Department to address educational disadvantage at school level. In the 2021/22 academic year there are 884 schools in the DEIS Programme - 687 Primary and 197 Post Primary, serving over 180,000 pupils. This represents approximately 20% of the overall school population. The total Department spend on DEIS in 2021 was over €150 million, which includes over €26 million for the School Completion Programme (SCP). The DEIS programme provides for smaller class sizes and other supports including additional teaching posts, Home School Community Liaison Coordinators, DEIS grants, enhanced book grants, curriculum supports and priority access to Continuing Professional Development.
Budget 2022 has allocated the largest-ever increase in funding for the DEIS programme, providing for an additional allocation of €18 million in 2022 (€32 million over a full year) which will enable an expansion in 2022 of the DEIS programme to further schools. This means that by 2023 the Irish Government will target over €180 million at addressing educational disadvantage through the DEIS programme, an increase of 20% on the 2021 allocation.
All DEIS Schools are supported to develop action plans for improvement under the DEIS themes. Transitions is a key theme in DEIS schools’ planning processes and is part of the school self-evaluation (SSE) process. All DEIS schools were invited to a virtual Shared Learning Day organised by my Department in April 2021 on the theme of, ‘Adapting and Managing Successful Transitions for Students’. It was an opportunity for DEIS schools to listen to experiences of successful transition from early years to primary, through post-primary and onto further and higher education to inform their own planning processes. The entire event is available to view at www.gov.ie/en/publication/c5643-resources-for-deis-schools/.
The Higher Education Authority (HEA) Student Record System (SRS) data shows that in 2019/20 academic year, 10% of new entrants came from DEIS Schools. There is already extensive engagement between Higher Education Institutes (HEIs) and DEIS schools. In an analysis carried out by the HEA at the start of the 2021, 98% of post-primary DEIS schools had links or engagement with a HEI.
My Department works closely with the Department of Further and Higher Education, Research, Innovation and Science on tackling educational disadvantage and encouraging transitions to higher education. Initiatives under the Department of Further and Higher Education, Research, Innovation and Science include the following:
- Funding is provided to seven Special Disadvantage Initiatives located in areas of socio-economic disadvantage in Dublin and Limerick cities. These projects specifically target children and young people in primary and post primary DEIS schools who are generally at risk of not reaching their full academic potential. They also seek to direct further targeted activities at children and young people who demonstrate high academic potential but may be at risk of not progressing to further or higher education for a variety of reasons.
- Engagement with DEIS schools also features in Strand 3 of the Programme for Access to Higher Education (PATH). PATH 3 supports HEI capacity in developing regional and community partnership strategies (including with DEIS schools) for increasing access to higher education by specified groups. A number of projects approved under PATH 3 include engagement with local DEIS schools. Similarly, a number of projects supported under Strand 1 of PATH, which is committed to increasing the diversity of initial teacher education for new entrants, involve engagement with DEIS schools. For example, several Centres collaborate with DEIS schools in mentoring programmes to improve the reach of access to higher education and in particular, access to initial teacher education. The PATH 2 bursaries, now with three tiers of support, take a wider range of indicators into consideration and students from DEIS schools can feature among the recipients.
- Work on the development of the next National Access Plan (NAP) 2022 - 2026 is currently underway. Additional funding of €5m in 2022 was approved to support the development of the new National Access Plan which aims to be more student centred, targeting specific under-represented groups and a move beyond the singular focus on access to higher education with a strong focus on pathways. Entry to higher education for students attending DEIS schools will be included as a Key Performance Indicator (KPI) in the new Plan.
172. Deputy Aindrias Moynihan asked the Minister for Education the number of engagements that have taken place with the landowner of a proposed new school site (details supplied); if there has been engagement with Council planners; and if she will make a statement on the matter. [4639/22]
Amharc ar fhreagraOfficials in my Department continue to liaise with officials in Cork City Council in relation to the identification and acquisition of suitable sites for the school in question.
A potential suitable site has been identified in conjunction with the Local Authority and discussions are ongoing with the relevant stakeholders in relation to exploring all options available to my Department to obtain possession of this site.
I appreciate that the process is taking a considerable length of time but I can assure you that the acquisition of a suitable site for the school is very active on the programme of site acquisitions and every effort is being made to secure a suitable site for the school as expeditiously as possible.
The Deputy will appreciate that negotiations in respect of site acquisitions are, by their nature, sensitive and for that reason I am not in a position to provide further information at this time.
173. Deputy Pauline Tully asked the Minister for Education her plans regarding home schooled students who did not receive calculated grades in 2020 and who were not in a position to sit their leaving certificate exams that year; if these students will receive an acknowledgement from her Department that will suffice in place of the request for leaving certificate results; and if she will make a statement on the matter. [4843/22]
Amharc ar fhreagraAs the Deputy may be aware, the Supreme Court delivered its judgments on January 24th in the appeals taken in two cases regarding Calculated Grades in 2020 for home schooled students.
It is important to highlight that the students concerned were provided with Calculated Grades in 2020 following the initial High Court rulings in their cases. The appeals brought initially to the Court of Appeal and subsequently to the Supreme Court had no implications for the students as regards their grades or final results.
I will be considering the judgements carefully which will include engagement with my Department's legal team and the Office of the Attorney General and as such I would prefer not to comment further at this stage.
174. Deputy Neasa Hourigan asked the Minister for Education the engagement her Department has had with a school (details supplied) in relation to its new permanent school location; and if she will make a statement on the matter. [4357/22]
Amharc ar fhreagraI wish to advise that a permanent site for the school referred to by the Deputy has been identified and that my Department is in advanced discussions with another public body to acquire a site.
However, due to the confidential nature of these discussions, it is not possible to provide further information at this time.
My Department will keep the patron informed of any key developments in advancing the permanent site for the school.
In tandem with the site acquisition, my Department expects to be engaging with the patron of the school shortly in relation to the school's interim accommodation arrangements for September 2022.
175. Deputy Johnny Mythen asked the Minister for Education the status of the issues at a school (details supplied) in County Wexford. [4607/22]
Amharc ar fhreagraThe Patron of a school is the person or body of persons recognised as such by the Minister in accordance with section 8 of the Education Act, 1998.
Section 14 of the Education Act 1998 places a duty on the patron of a recognised school, for the purposes of ensuring that such a school is managed in a spirit of partnership, to appoint, where practicable, a board of management (board). The board of management manages the school on behalf of the patron and is accountable to the patron and the Minister. The board must uphold the characteristic spirit of the school and is accountable to the patron for so doing.
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, I can confirm that in accordance with Section 14 of the Act a single manager has recently been appointed to the school. It should be noted that the appointment of a single manager/board of management is solely a matter for the relevant school Patron and that the Department has no role in this regard.
It is important that the new Single Manager be given the time and space to work with the school community to progress issues of concern and the Department will work with the Single Manager in this regard.
177. Deputy Matt Carthy asked the Minister for Education if she will abandon the proposed changes to the leaving certificate Irish curriculum considering that it would discriminate against students who attend education through the Irish language medium; and if she will make a statement on the matter. [4623/22]
Amharc ar fhreagraConsultation by the National Council for Curriculum and Assessment (NCCA) on new draft specifications for Leaving Certificate Irish has recently closed. The current development of draft specifications for Leaving Certificate Irish is part of the ongoing cycle of curriculum review and redevelopment.
Draft L1 and L2 curriculum specifications have been developed by the NCCA. The L1 specification is aimed at students in Irish medium schools including native speakers and the L2 specification is aimed at students in English medium schools where Irish is taught as a second language. It is intended that schools participating in the Gaeltacht recognition scheme will be required to provide at least the L1 specification and English medium schools will have the option of providing the L1 and/or the L2 depending on the needs of students.
As the Deputy will be aware, the NCCA opened the consultation process in February 2021 and, in response to stakeholder concerns and requests, extended the closing date to the end of November 2021. To support stakeholder participation, the NCCA employed a wide range of consultation tools including an online survey, bilateral and focus group meetings and written submissions.
The consultation generated significant interest and a high volume of responses. The NCCA has commenced a detailed analysis and consideration of all the feedback received. To support this process, the NCCA recently awarded a tender to the National University of Ireland, Galway (NUIG) to analyse responses. It is anticipated that a draft report on the consultation will be available for consideration before the end of this academic year.
The Deputy will appreciate that it is not possible to pre-empt the findings of this very important consultation process. The outcomes will, in due course, inform future decisions on curriculum provision for Leaving Certificate Irish and any supports that may be provided.
178. Deputy Paul Donnelly asked the Minister for Education the consideration that is being given to extending school places at a school (details supplied). [4355/22]
Amharc ar fhreagraI wish to advise the Deputy, that my Department is aware of increasing local pressures and demand for additional post-primary school places in a number of school planning areas, including the Mulhuddart/ Tyrrelstown Dublin 15 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. In that context, similar to the process adopted in advance of the current academic year, my Department is engaging with patron bodies, including those of schools in Mulhuddart/Tyrrelstown Dublin 15, 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 in question, 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.
I can confirm that, to date, my Department has not received an application for capital funding for additional accommodation from the school in question. However, my officials will continue to engage with the school patron, as with all patrons, in relation to any requirement for additional accommodation at the school.
179. Deputy Marc Ó Cathasaigh asked the Minister for Education her views on the qualification required to become a special needs assistant which has not changed in the past 42 years under the QQI national framework of qualifications despite the level of complexity the job brings with it and the need for structured continuous professional development available to SNAs; and if she will make a statement on the matter. [4620/22]
Amharc ar fhreagraSpecial 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 including referencing the training needs of SNAs. In this regard, the NCSE recommended that a new national training programme at Level 5 of the National Qualification Framework be developed for existing SNAs who do not have the requisite level of training and for new SNAs on appointment. The NCSE also recommended that training tailored to the specific complex needs of some students being cared for by SNAs would also be provided.
The policy advice has been considered by the Department. 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. The new first national training course for SNAs provided by UCD now in place 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 is fully funded by the Department and delivered at no cost to the SNA.
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.
Raising the minimum qualification for appointment as a special needs assistant has been referred to the Workplace Relations Commission and the Department has been engaging in that process.
The recruitment and appointment of Special Needs Assistants is a matter for the individual school authority and the Department's circular 36/2020 and 51/2019 sets out the current educational requirements for appointment as a Special Needs Assistant (SNA). In addition, the actual requirements for a post will vary depending on the specific needs of the children and the school to which the SNA is to be appointed. The Department does not believe that the existing minimum qualifications has impacted on the calibre of person appointed and it is also the case that people with experience and/or higher qualifications than the minimum are often the successful candidate in competitions held by schools.
However, having considered the claim and, in particular, the period of time since they were set, the Department is open to reviewing the position. However, the Department is not yet in a position to indicate when that review might take place but is of the view that the forthcoming review of the SNA contract proposed as part of the Building Momentum national pay agreement should be carried out and implemented first.
180. Deputy Mairéad Farrell asked the Minister for Education the status of a secondary school in Inishbofin; and if she will make a statement on the matter. [4223/22]
Amharc ar fhreagraI wish to advise the Deputy that new schools are established, by my Department, on the basis of identified demographic demand in an area, and only after consideration of the capacity of existing schools to absorb the expected school place demand.
In order to plan for school provision and analyse the relevant demographic data, my Department divides the country into 314 school planning areas and uses a Geographical Information System, using data from a range of sources, to identify where the pressure for school places across the country will arise. With this information, my Department carries out nationwide demographic exercises to determine where additional school accommodation is needed at primary and post-primary level.
There is currently one primary school on Inishbofin with a total enrolment of 14 pupils for the 2021/22 academic year (provisional data).
The Department of Education will continue to be represented on the Inter-Departmental Committee for the Development of the Islands led by the Department of Rural and Community Development.
