Written Answers Nos. 107-126
107. Deputy John Lahart asked the Minister for Education the reason a school (details supplied) all of whose principal feeder schools have DEIS status, has not been awarded DEIS status; when the circumstances of this will be reconsidered; if the school may appeal the failure by her Department to award it DEIS recognition; and if she will make a statement on the matter. [18561/22]
Amharc ar fhreagraI recently announced that from next September the DEIS programme will be extended to an additional 310 schools. 37 schools will also benefit from additional supports following reclassification. Schools were identified for inclusion in the programme through the refined DEIS identification model which is an objective, statistics based model. Schools were not required to apply for inclusion in the DEIS programme and the model has been applied fairly and equally to all schools.
My Department is committed to ensuring that all schools are treated equally and fairly in the manner in which they have been identified for inclusion in the DEIS programme. Schools who were not satisfied with the outcome following the application of the DEIS identification model to their school enrolment data will now have the opportunity to have that outcome reviewed.
Circular 0019/2022 outlining the details of this appeals process was published recently by my Department and is available at www.gov.ie/en/circular/7e7ca-deis-identification-2022-appeals-process-for-schools/
My Department notified all schools of the appeals process on 30th March 2022. Schools have until 5pm on Friday April 29th to submit an appeal.
108. Deputy Mattie McGrath asked the Minister for Education if an additional school completion and home school liaison could be provided to a school (details supplied) in County Tipperary which has been awarded DEIS status without these supports; the reason these supports are not included in the rural DEIS grouping; and if she will make a statement on the matter. [18562/22]
Amharc ar fhreagraFrom September 2022 the DEIS programme is being extended to benefit 347 schools. These schools will access all supports under the programme to match their respective DEIS band. Schools are assigned to the DEIS bands based on the location of the school and their level of concentrated educational disadvantage.
The school referred to by the Deputy is a rural DEIS primary school. Amongst other supports, the school in question will benefit from additional funding in the form of a DEIS grant and can use this funding to mitigate educational disadvantage in line with the school’s DEIS planning process.
Access to the Home School Community Liaison (HSCL) Scheme and the School Completion Programme (SCP) is available to urban DEIS schools only.
The impact of socio-economic factors on educational outcomes can be different between urban and rural settings and the HSCL scheme and SCP takes account of that. While urban and rural disadvantage share many characteristics, such as poverty, unemployment and poor housing conditions, the evidence suggests that disadvantage in a rural context does not have the same impact on educational outcomes.
My Department's objective in implementing the DEIS Plan is to have the maximum possible impact on providing opportunities for students most at risk of disadvantage. To achieve this, additional resources must be targeted as closely as possible at those students with the greatest need in terms of concentrated levels of disadvantage.
109. Deputy Peter Burke asked the Minister for Education if students on a course (details supplied) could be given an option to carry out a two-week Gaeltacht immersion session required for their course online or in the Gaeltacht considering the high number of Covid 19 cases at present; and if she will make a statement on the matter. [18593/22]
Amharc ar fhreagraUnder the Teaching Council Standards for initial teacher education (ITE) at primary, all student teachers must complete a 4 week Gaeltacht learning period (GLP) (2x 2 weeks) as part of their programme. This is compulsory in order to graduate. Due to the Covid-19 pandemic, the traditional Gaeltacht learning periods could not go ahead as planned and the Department and Teaching Council agreed that these could take place online. This ensured that there were no barriers to students completing their ITE programme and graduating as planned in 2020 and 2021. While the online alternative programme worked well, the shared aim of all stakeholders was to return to a normal in person GLP as soon as possible.
While the primary responsibility for the overall administration of Gaeltacht-based Irish language courses rests with the relevant Gaeltacht college authorities – both my Department and the Department of Tourism, Culture, Arts, Gaeltacht, Sport and Media (D/TCAGSM) together play a key role in overall support of the sector. My Department has had a number of meetings with D/TCAGSM, the Teaching Council, representatives from the HEIs and CONCOS (the representative body for Gaeltacht colleges) in recent days and the shared aim of all stakeholders continues to be for the normal in person Gaeltacht placement to take place this Easter.
The Tréimshe Foghlama sa Ghaeltacht is a rich immersive experience that forms part of the overall requirements for programmes of primary initial teacher education. My Department and the D/TCAGSM has confirmed to the HEIs and CONCOS that there is no public health advice to prevent Irish language courses from being run for student teachers in the Gaeltacht at Easter and it is expected the normal in person GLP will be provided.
110. Deputy Alan Kelly asked the Minister for Education if all relevant staff under the remit of her Department have been trained in on circular CI 48/2018; and if she would be concerned if this was not the case. [18598/22]
Amharc ar fhreagra111. Deputy Alan Kelly asked the Minister for Education the number of times in total Circular letter Cl 48/2018 has been invoked at stage 4 of its process as opposed to stages 1, 2 and 3. [18601/22]
Amharc ar fhreagra112. Deputy Alan Kelly asked the Minister for Education the process involved to determine when a case begins at stage 4 under Circular CI 48/2018. [18602/22]
Amharc ar fhreagra113. Deputy Alan Kelly asked the Minister for Education the personnel that are involved under Circular CI 48/2018 in invoking stage 4; and the procedures that are undertaken to start proceedings at stage 4 and ensure that those making those decisions do not have conflicts when it comes to making those decisions. [18604/22]
Amharc ar fhreagra114. Deputy Alan Kelly asked the Minister for Education the process under Circular CI 48/2018 an education and training board takes to investigate under this circular, who carries out these investigations; and if she is confident that all education and training boards have done so correctly. [18606/22]
Amharc ar fhreagra115. Deputy Alan Kelly asked the Minister for Education the role that the internal audit unit of Education and Training Boards Ireland has in issues being dealt with under cl 48/2018; the remit of the unit; if it can investigate perceived fraudulent cases; and if this is within its remit. [18608/22]
Amharc ar fhreagraI propose to take Questions Nos. 110, 111, 112, 113, 114 and 115 together.
ETBs and Principals have a responsibility for the quality and effectiveness of education and the management of staff in a school as set out in the Education Act 1998. Section 24(3) of the Education Act 1998 provides for the suspension and dismissal of teachers and principals by employers. The Minister for Education has no role in such matters.
Circular 48/2018 sets out agreed procedures between Employers and Unions to be used in the case of individual disciplinary cases but the Department is not involved in such procedures and is not a party to any individual process. The only role for the Minister of Education in the circular is in nominating people to the list of independent chairs for use in appeals under the procedures. Staff of my Department have no role in the operation of procedures under Circular 48/2018 and so the question of training for them does not arise.
While no procedures can be definitive about the range of circumstances which might give rise to the initiation of disciplinary procedures in general these are likely to be related to misconduct, a threat to the health and safety of students and/or sustained failure to perform adequately the professional duties and responsibilities expected of a teacher. The procedures provide for two separate and independent strands which should be utilised in appropriate circumstances, namely (i) procedure relating to professional competence issues and (ii) Procedure relating to work, conduct and matters other than professional competence.
The procedures are designed to deal solely with issues of employment and supersede all prior existing disciplinary procedures in existence save for those provided in law. The actual operation of the procedures including any investigation is a matter for the employer. The circular does set out that individuals may be placed on administrative leave while an investigation is carried, where the circumstances warrant, and that any process should to comply with the general principles of natural justice.
In terms of cases where some stages of the process may be bypassed, Circular 48/2018 clearly sets out the circumstances and some examples of “gross misconduct for which any or each of Stage 1 to 3 of the disciplinary procedure may not apply depending on the gravity of the alleged offence”. It is entirely a matter for the employer in question to decide if such circumstances exist to warrant proceeding on that basis. Teachers maintain an option of appeal under the procedures, including, in the case of a sanction being imposed under stage 4 of the procedure to a disciplinary appeal panel chaired by an independent person from the list of nominated chairs.
As outlined in Department Circular 48/2018 all matters relating to the disciplinary procedure are strictly confidential to the parties and their representatives. These procedures are without prejudice to the right of a teacher to have recourse to the law to protect his/her employment. In the circumstances and as my Department is not involved in individual cases, the number of times stages under the procedures have been invoked by employers is not known.
In relation to the matter of the internal audit for the ETB sector, the primary purpose of the Internal Audit Unit for the ETBs is to provide assurance to the Audit Committee of the ETB that the system of internal control as implemented by executive management is adequate and operates effectively. However the IAU-ETBs remit also includes the provision of ancillary consulting services which may include the carrying out an investigation of a specific ETB risk area/suspected fraud.
116. Deputy Alan Kelly asked the Minister for Education further to the fact that the recent Covid-19 grants to schools and centres of further education will expire this term, the amount of these funds that have been returned unspent by each education and training board in tabular form; and the reason in this regard. [18612/22]
Amharc ar fhreagraThe financial package approved by Government to support schools recognises that COVID-19 poses significant challenges for schools and has made provision for additional funding which is being provided to schools to meet costs relating to COVID-19.
Schools have been provided with a range of COVID-19 capitation grants to cater for enhanced cleaning regimes and the purchase of necessary supplies of hand sanitiser and PPE for use in the school and classroom. Schools were also permitted to employ an Aide in 2020 to assist with the physical and logistical arrangements necessary for school re-opening including movement of furniture, setting up hand sanitising stations, signage, training, engaging with parents and staff etc.
Also, at Post-Primary level additional supervision supports were provided to manage and prevent congregation of large groups of students and ensure the careful movement in a socially distant manner to classes for specialist subjects where it was neither practical nor possible to remain in the classroom.More than €158 million of additional COVID-19 funding has been made available to primary and post primary schools for the school year 2020/21.
My Department has committed to ensuring that the full range of measures necessary to allow schools operate safely in the COVID-19 environment will continue to be available for the 2021/22 school year and has provided a further €109 million in COVID-19 capitation funding to date for Terms 1 and 2 of the 2021/22 school year. A further €50.9 million will issue to schools in the coming weeks to provide for Cleaning, PPE and hand hygiene and enhanced supervision measures. €24.5 million of this is for Primary schools and €26.4 million for Post-Primary schools bringing total COVID-19 capitation funding to €159 million for the 2021/22 school year.
My Department requested schools and ETBs to refund any COVID-19 grant funding not utilised from the 2020/2021 school year. The unspent monies related to grants received for cleaning supports, enhanced supervision, sanitiser, PPE and employing an aide in schools. The attached table is a breakdown per ETB as requested.
COVID-19 funding relating to further education centres is provided by the Department of Further and Higher Education, Research, Innovation and Science.
117. Deputy Alan Kelly asked the Minister for Education if her attention has been drawn to the fact that some education and training boards withheld a percentage of the ICT grant funding allocated directly to schools over the Past five years for improving ICT provision as per each school’s ICT and e-learning plan; the financial amounts each education and training board withheld; and the amounts of the ICT grant each board withheld from their schools for each of the years 2018 to 2022, by education and training board in tabular form. [18613/22]
Amharc ar fhreagraIreland’s 16 Education and Training Boards (ETBs) were established on 1 July 2013. They have statutory responsibility for education and training, youth work and a range of other functions. ETBs manage and operate second-level schools, further education colleges delivering adult and community education and training programmes, and multi-faith community national schools.
The general funding arrangements in the ETB sector are primarily based on budgets determined by my Department. The enrolment in the individual schools is the main driver of the level of these budgets.
Each ETB has a high level of autonomy in the management and appropriation of grants and may distribute its allocations in line with its priorities and perceptions of need.
As the Deputy may be aware, an investment programme of €210m has been delivered to schools under the Digital Strategy for Schools 2015 –2020. Direct funding is provided to schools/ETBs as they are best placed to determine the preferred approach for planning and embedding the use of digital technology in their school in accordance with their own particular context and requirements. A circular outlning the criteria for the grant scheme is published on my Department's website, advising schools of the requirement to have in place a Digital Learning Plan and to align expenditure with that planning. Schools/ETBs must also ensure compliance with Circular: 13/2014 Management of and Accountability for Grants from Exchequer Funds.
A new Digital Strategy will be published shortly. This will build on the progress made under the previous strategy and continue to build capacity in schools to support teachers and learners to avail of the opportunities that the use of digital technologies in education can provide.
118. Deputy James Lawless asked the Minister for Education if she will provide assistance in a case (details supplied); and if she will make a statement on the matter. [18641/22]
Amharc ar fhreagraMy Department, in consultation with Bus Éireann, is putting in place a new process to facilitate the provision of School Transport Scheme Services for children arriving to Ireland from Ukraine. Children will be accommodated on existing services where there is capacity. Children will not be charged for their ticket and normal eligibility criteria will be waived. If there is no service or capacity, a grant can be offered to the family as appropriate.
Bus Éireann has advised that they are currently processing applications for the children referred to by the Deputy and will liaise with the host family directly when complete.
119. Deputy Denis Naughten asked the Minister for Education the number of post-primary school pupils presently accommodated in an special class (details supplied); the number of children on a waiting list for the school in question; the steps she is taking to address the need; and if she will make a statement on the matter. [18666/22]
Amharc ar fhreagra120. Deputy Denis Naughten asked the Minister for Education the number of post-primary school pupils presently accommodated in a special class (details supplied); the number of children on a waiting list for the school in question; the steps she is taking to address the need; and if she will make a statement on the matter. [18667/22]
Amharc ar fhreagra121. Deputy Denis Naughten asked the Minister for Education the number of post-primary school pupils presently accommodated in a special class (details supplied); the number of children on a waiting list for the school in question; the steps she is taking to address the need; and if she will make a statement on the matter. [18668/22]
Amharc ar fhreagra122. Deputy Denis Naughten asked the Minister for Education the number of post-primary school pupils presently accommodated in a special class (details supplied); the number of children on a waiting list for the school in question; the steps she is taking to address the need; and if she will make a statement on the matter. [18669/22]
Amharc ar fhreagra123. Deputy Denis Naughten asked the Minister for Education the number of post-primary school pupils presently accommodated in a special class (details supplied); the number of children on a waiting list for the school in question; the steps she is taking to address the need; and if she will make a statement on the matter. [18670/22]
Amharc ar fhreagra124. Deputy Denis Naughten asked the Minister for Education the number of post-primary school pupils presently accommodated in a special class (details supplied); the number of children on a waiting list for the school in question; the steps she is taking to address the need; and if she will make a statement on the matter. [18671/22]
Amharc ar fhreagra125. Deputy Denis Naughten asked the Minister for Education the number of post-primary school pupils presently accommodated in a special class (details supplied); the number of children on a waiting list for the school in question; the steps she is taking to address the need; and if she will make a statement on the matter. [18672/22]
Amharc ar fhreagra126. Deputy Denis Naughten asked the Minister for Education the number of post-primary school pupils presently accommodated in a special class (details supplied); the number of children on a waiting list for the school in question; the steps she is taking to address the need; and if she will make a statement on the matter. [18673/22]
Amharc ar fhreagraI propose to take Questions Nos. 119, 120, 121, 122, 123, 124, 125 and 126 together.
Enabling children with special educational needs to receive an education is a priority for this Government.
This 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.
The National Council for Special Education (NCSE) has responsibility for coordinating and advising on the education provision for children with special educational needs nationwide.
It is open to any school to make an application to the NCSE for the establishment of a specialised provision and where sanctioned, a range of supports, including capital funding, is made available to the school.
Parents seeking special class placements for their children are advised to contact NCSE locally so that their needs can be taken into account for planning purposes.
The NCSE through their network of SENOs (Special Educational Needs Organisers) are currently engaged in a process of establishing new classes for the 2022/2023 school year and beyond. They are looking at local information in relation to projected demand for future special class places.
The local SENOs remain available to assist and advise parents of children with special educational needs. Parents may contact SENOs directly using the contact details available at: ncse.ie/regional-services-contact-list .
I should clarify, however, that the NCSE does not maintain waiting lists for schools. Boards of management of individual schools are responsible for such enrolment matters.
As the Deputy's queries refer to individual schools, I will arrange to have them referred to the NCSE for their attention and direct reply.
