Written Answers Nos. 481-490
481. Deputy Michael Ring asked the Minister for Education if her Department has won any award from a publication (details supplied); if so, when this award was won; and if she will make a statement on the matter. [9829/22]
Amharc ar fhreagraThe Department of Education has had no involvement with the publication mentioned.
482. Deputy Michael Ring asked the Minister for Education if school transport costs for a family (details supplied) will be capped to the overall family maximum is €650 in view of their situation; and if she will make a statement on the matter. [9854/22]
Amharc ar fhreagraSchool Transport is a significant operation managed by Bus Éireann on behalf of the Department of Education.
In the current school year over 121,400 children, including over 15,500 children with special educational needs, are transported on a daily basis to primary and post-primary schools throughout the country at a cost of over €289m in 2021.
Under the terms of the Post Primary School Transport Scheme, children are eligible for transport where they reside not less than 4.8 kms from and are attending their nearest post primary school/education centre as determined by the Department/Bus Éireann, having regard to ethos and language.
Bus Éireann has confirmed that the family to whom the Deputy refers reside 6.5kms from their nearest post primary school and 15.7kms from the school they are attending. As this family is not attending their nearest school they are not eligible for school transport and are considered concessionary pupils.
Bus Eireann has advised that this family reside 1.9kms from the route of an existing scheduled public service. As this family is concessionary for school transport purposes they cannot be issued with School Transport Scheme tickets for use on public scheduled services.
483. Deputy Joan Collins asked the Minister for Education if she will ensure that the existing facilities of schools (details supplied) remain open in their current format until all the facilities of a new school are ready. [9859/22]
Amharc ar fhreagraI can confirm to the Deputy, that my Department approved the amalgamation of the three post primary schools in question following an application from the schools' Patrons. It was also agreed that the amalgamated co-educational school would have a design capacity for up to 800 pupils.
My Department approved significant capital funding under the Additional School Accommodation Scheme (ASA) for the construction of the required additional capacity. This additional accommodation encompasses provision for 6 additional mainstream classrooms, science, home economics, textiles, art, music, DCG, technology rooms, and staff room in addition to 4 classrooms for children with special educational needs. This project has been agreed by and devolved to the school authority for delivery.
At the request of the patrons, my Department agreed to the amalgamation taking effect from September 2022. Following subsequent engagement and again at the request of the school patrons, my Department has now agreed to extend the timeline for opening St Seton’s Secondary School. The school patrons will use this time to engage in further planning and coordination with the school community before agreeing a new timeline for opening the school.
484. Deputy Sean Fleming asked the Minister for Education the position regarding the situation of increasing the qualification required for the position of special needs assistants in schools; and if she will make a statement on the matter. [9862/22]
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 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.
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 position. 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 of the view that the forthcoming review of the SNA contract should be carried out and implemented first.
I 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.
485. Deputy Chris Andrews asked the Minister for Education if she will ensure that a SNA application by a school (details supplied) will be reconsidered as a matter of urgency; and if she will make a statement on the matter. [9868/22]
Amharc ar fhreagraThe NCSE has responsibility for planning and coordinating school supports for children with special educational needs including the allocation of SNAs and reviews. My Department does not have a role in making individual school determinations.
The Special Needs Assistant (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 for whom SNA support has been allocated.
It is a matter for schools to allocate support as required, and on the basis of individual need, which allows schools flexibility in how the SNA support is utilised.
In light of the disruption caused by the Covid-19 pandemic, the introduction of the new Frontloaded Allocation Model for SNAs for students in mainstream classes in primary and post -primary schools is to be deferred for a further year to the beginning of the 2022/23 school year.
In order to minimise disruption for schools, in the current circumstances, and to provide for continuity of allocations the following arrangements for the allocation of Special Needs Assistants for mainstream classes for the 2021/22 school year:
- Existing mainstream class SNA allocations in schools on 30 April 2021 will be maintained and will automatically rollover into the 2021/22 school year.
- No school will therefore receive an allocation less than that which they had on 30 April 2021.
- SNAs currently in mainstream settings can continue in post for the next school year in the normal way.
- Priority consideration will now be given by the NCSE to applications for increased support for the 2021/22 school year, in particular, applications from schools with no SNAs and developing schools will be prioritised. Determinations will be made before 30 June. Other applications will be processed in order of date received.
- As in previous years, where circumstances change during the course of the 2021/22 school year that materially increase the level of care need in a school to the extent that the school can clearly demonstrate that it cannot be met within the existing SNA allocation, the school may apply to the NCSE for a review. Detailed information on the NCSE exceptional review process is published on the NCSE website, www.ncse.ie/for-schools
The NCSE have published the SNA allocations on their website, www.ncse.ie.
SNA allocations for special classes and special schools are not included in this model of allocation and continue to be allocated by the National Council for Special Education (NCSE) in the normal way.
Circular 0029/2021 has been published and advises schools of the arrangements for the allocation of SNAs for the 2021/22 school year.
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
Under this allocation model, the SNA allocation to a school can change from year to year as children with care needs leave the school, as new children with care needs enrol in a school and as children develop more independent living skills and their care needs diminish over time. There is a prescribed special class to SNA ratio.
ASD special classes have an allocation of 1 teacher and 2 SNA posts to cater for the educational and care needs of 6 students. Additional SNA support may also be sanctioned by the NCSE where there are individual children who have significant care needs which require support above the level of support already sanctioned to the school.
As the question relates to the allocation of supports by the NCSE, your correspondence has been forwarded to the NCSE for direct reply.
The NCSE have confirmed that an application for additional SNA support has been received from the school (as outlined in the details supplied) and that the SENO will be in contact with the school to arrange a visit after the mid-term break to progress the application.
486. Deputy John Lahart asked the Minister for Education her plans to increase further the number of SNAs for the coming year; and if she will make a statement on the matter. [9869/22]
Amharc ar fhreagraBudget 2021 provided an additional 990 Special Needs Assistants.
This resulted in 18,004 SNAs having been allocated to schools by 31st December 2021
Budget 2022 provides funding for an additional 1,165 SNAs (in 2022) to provide support to children with special educational needs, which will bring the total number of SNAs to 19,169 at the end of December 2022.
Provision for 19,169 SNAs as at 31st December 2022 will represent an increase of 81% since 2011 at which time 10,575 were provided.
487. Deputy Michael Healy-Rae asked the Minister for Education if a matter in relation to students (details supplied) that sat their leaving certificate in June 2020 and had to resit the exam in November 2020 will be addressed; and if she will make a statement on the matter. [9873/22]
Amharc ar fhreagraThe State Examinations Commission has statutory responsibility for operational matters relating to the certificate examinations.
In view of this I have forwarded your query to the State Examinations Commission for direct reply to you.
488. Deputy Paul Murphy asked the Minister for Education if her attention has been drawn to the fact that there has still been no contact made between staff and the external support in the case of a school (details supplied); and if she will take action to ensure that the recommendations from the whole school evaluation are implemented urgently. [9874/22]
Amharc ar fhreagraThe Inspectorate of my Department published a Whole-School Evaluation of Management, Leadership and Learning (WSE-MLL) report, on 25 November 2021, following an inspection in the school to which the Deputy refers.
The Department publication, “A Guide to Inspection in Post-primary Schools” (2016) makes clear that following an inspection the board of management, as part of its agenda for school improvement, should discuss the findings and recommendations of each inspection report and should, along with the school principal, plan for and oversee the implementation of the actions needed to address the recommendations in inspection reports. The guide states that inspection reports along with other types of evidence gathered by the school should also be used by schools to inform their self-evaluation processes and their planning for improvement and development. The guide makes clear that while responsibility for overseeing the implementation of the recommendations and improvements in an inspection report rests mainly with the board and principal, the patron or trustees of a school also have a responsibility to ensure that effective follow-up action is taken. A school may wish to access the assistance available from the Department’s school support services or it may access advice and support from other bodies including its trustees or persons engaged by them.
The published inspection report to which the Deputy refers contains a commitment, in the form of a School Response on behalf of the Board of Management of the school, to address and fully implement all recommendations in the report. The Board stated that this would include seeking the direct assistance of the trustees of the school and accessing external facilitation.
The expectation is that the school’s Board of Management, the school’s trustees, the school’s leadership, the staff and all members of the wider school community will work together to achieve the full implementation of the recommendations for school improvement contained in the inspection report. Officials in my Department and the Inspectorate will continue follow-up engagements with this school to address the improvements required.
489. Deputy Ivana Bacik asked the Minister for Education her plans to amend the Education (Welfare) Act 2000 for the duration of the pandemic in view of school absences necessitated by Covid-19 infection; and if not, the steps that her Department plans to take to assist parents of a symptomatic child or a child who is a close contact and has reached the minimum threshold for school absences. [9895/22]
Amharc ar fhreagraMy Department has provided guidance to schools in relation to the recording and reporting of Covid-19 related absences. COVID-19 related absences arising from students who have been requested to self-isolate by a medical professional or for students who feel unwell with symptoms consistent with COVID-19 must be recorded in accordance with the school’s normal procedures for the notification and recording of absences. However these COVID-19 related absences should be noted by the school as explained absences.
The Education (Welfare) Act requires the principal of a recognised school to maintain records of the attendance or non-attendance on each school day of each student registered at that school. Schools maintain a school register and a school roll. The purpose of the school register is to preserve a permanent record of the school history of each student. The purpose of the school roll is to record the daily and cumulative attendance of individual students.
In line with the provisions of the Education (Welfare) Act, 2000 a Principal of a recognised school is obliged to inform Tusla of a student's absence where the aggregate number of school days on which a student is absent from a recognised school during a school year is not less than 20 or where a student is, in the opinion of the principal of the recognised school at which he or she is enrolled, not attending school regularly. However, this may not result in any intervention in cases where the absences are explained. Tusla Education Support Service (TESS) is very aware that some students will be absent for Covid-19-related reasons. Absences are reported to TESS as explained and unexplained, and together they make up the cumulative number of days marked absent. This has remained the reporting requirement throughout COVID-19 pandemic.
490. Deputy Ivana Bacik asked the Minister for Education if an increase in school absence reports under the Education (Welfare) Act 2000 as a result of Covid-19 infection will divert resources from urgent reports on welfare grounds; and if she will make a statement on the matter. [9896/22]
Amharc ar fhreagraMy Department has provided guidance to schools in relation to the recording and reporting of COVID-19 related absences. COVID-19 related absences arising from students who have been requested to self-isolate by a medical professional or for students who feel unwell with symptoms consistent with COVID-19 must be recorded in accordance with the school’s normal procedures for the notification and recording of absences. However these COVID-19 related absences should be noted by the school as explained absences.
Notwithstanding the current COVID-19 related environment that schools are now operating in, the statutory requirements for reporting student absenteeism will continue as normal. In this respect the Education (Welfare) Act 2000 requires the principal of a recognised school to maintain records of the attendance or non-attendance on each school day of each student registered at that school which is reported to Tusla.
Tusla Education Support Service (TESS) receives notifications of all absences from school in line with the provisions of the Education (Welfare) Act, 2000. TESS is very aware that some students will be absent for Covid-19-related reasons. Absences are reported to TESS as explained and unexplained, and together they make up the cumulative number of days marked absent. This has remained the reporting requirement throughout COVID-19 pandemic.
Referrals are made to TESS on the basis of a concern in relation to school attendance. This is a separate process to school absence reporting. All referrals to TESS are screened and prioritised for intervention by an Educational Welfare Officer. An increase in school absenteeism due to explained absences will not impact on service delivery in respect of referrals to educational welfare service.
