Written Answers Nos. 138-153
138. Deputy Denis Naughten asked the Minister for Education the steps which she intends to take to cater for the increasing numbers of children requiring access to ASD units at post-primary level in the wider Athlone area; and if she will make a statement on the matter. [22475/22]
Amharc ar fhreagra150. Deputy Denis Naughten asked the Minister for Education the steps which she intends to take to cater for the increasing numbers of children requiring access to ASD units at primary level in the wider Athlone area; and if she will make a statement on the matter. [22474/22]
Amharc ar fhreagraI propose to take Questions Nos. 138 and 150 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 a wide range of schemes and supports for children with special educational needs.
This includes additional teaching and care supports.
As a result, the number of special education teachers, special needs assistants and special class and school places are at unprecedented levels.
The National Council for Special Education (NCSE) has responsibility for coordinating and advising on the education provision for children with special educational needs nationwide.
Over the last two years, my Department and the NCSE have worked closely on a more streamlined and joined up planning process which has ensured a targeted approach to meet demand for special needs placements ahead of each new school year.
I am satisfied that this more joined up approach is delivering. Through this intensive intervention, we have seen an additional 300 special classes, providing 1,800 new places, opened nationwide for the 2021/22 school-year.
I also acknowledge that notwithstanding the extent of this investment, there are some parts of the country where increases in population and other issues have led to concerns regarding a shortage of school places.
The NCSE has well established structures in place for engaging with schools and parents and seeks to ensure that schools in an area can, between them, cater for all children who have been identified as needing special class placements.
Budget 2022 provided for the creation of 287 additional special classes for the 2022/2023 school year. These additional classes will provide over 1,700 new places from September next.
The NCSE is currently engaging in a process of establishing new classes for the 2022/2023 school year and beyond. Both my Department and the NCSE are always grateful to schools who express a willingness to open a special class to meet the educational needs of students in their local communities. It is of course open to any school to engage with the NCSE to establish a special class.
There are Special Educational Needs Organisers (SENOs) located across the country and they have a specific remit in helping and supporting parents in accessing the education necessary for their children, including in identifying suitable school placements.
I want to reassure the Deputy that my Department will continue to support the NCSE and schools through the provision of the necessary funding and capital investment to ensure all children are successful in accessing an education.
Information on the list of schools with special classes, the type and location of these classes is published on the NCSE website and is available at ncse.ie/special-classes.
139. Deputy David Stanton asked the Minister for Education her Department’s plans to support the establishment of a new special school in the east Cork area; and if she will make a statement on the matter. [22888/22]
Amharc ar fhreagraEnabling children with special educational needs to receive an education is a priority for this Government.
It is also a key priority for me as Minister for Special Education & Inclusion.
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.
As a result, the number of special education teachers, special needs assistants and special class and special school places are at unprecedented levels.
Notwithstanding the extent of this investment, there are some parts of the country, including Cork, where increases in population and other issues have led to concerns regarding a shortage of special class and special school places.
The National Council for Special Education (NCSE) has responsibility for coordinating and advising on the education provision for children with special educational needs nationwide.
Over the last two years, my Department and the NCSE have worked closely on a more streamlined and joined up planning process which has ensured a targeted approach to meet demand for special education placements ahead of each new school year.
I am satisfied that this approach is delivering.
This intensive intervention has seen an additional 300 special classes already opened nationwide for the 2021/22 school year as well as the establishment of two new special schools.
This targeted approach will continue in identifying and meeting demand for special education placements throughout the country. In terms of the area specifically referenced by the Deputy, I can confirm that the NCSE is aware of an identified need for additional special education placements for students with autism in Cork.
The Deputy will be aware that Minister Foley and I recently announced a significant expansion of special school provision in Cork and Dublin.
This significant announcement provides for the establishment of a new special school in Cork as well as increased capacity in existing special schools in Cork. Planning for the establishment and opening of the new special school has begun which includes determination of the size of the school required so that the necessary staff recruitment, school policy development and related arrangements can be put in train. The new school will be located on an interim basis in Rochestown in a premises expected to become available in early 2023.
My Department is committed, in conjunction with NCSE and the network of local Special Educational Needs Organisers (SENOs), to continue to work with parents, schools, patrons and all stakeholders to ensure that there are sufficient appropriate places for students with additional needs and to support all students to achieve their potential.
I can assure the Deputy that every support will be made available to progress additional special class and school capacity, in the shortest possible timeframe, with a particular focus in Cork on the 2022/23 school-year.
141. Deputy Gary Gannon asked the Minister for Education the status of accreditation for the National Training Programme for special needs assistants; and if she will make a statement on the matter. [23484/22]
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 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. Each phase of the programme has been fully subscribed to date. 500 have completed the programme and the first award ceremony took place on the 25 February 2022. A new cohort of 1,000 commenced the programme September last.
This programme allowed SNAs the opportunity to refresh and update their knowledge and skills and provide an opportunity to interact with educators and colleagues in a learning and supported professional environment.
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.
142. Deputy Donnchadh Ó Laoghaire asked the Minister for Education the extent of forward planning undertaken by her Department to ensure that all children with special educational needs receive a suitable school place in their local area. [23697/22]
Amharc ar fhreagraEnabling 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 a wide range of schemes and supports for children with special educational needs.
This includes additional teaching and care supports.
As a result, the number of special education teachers, special needs assistants and special class and school places are at unprecedented levels.
The National Council for Special Education (NCSE) has responsibility for coordinating and advising on the education provision for children nationwide.
Over the last two years, my Department and the NCSE have worked closely on a more streamlined and joined up planning process which has ensured a targeted approach to meet demand for special needs placements ahead of each new school-year
I am satisfied that this more joined up approach is delivering. Through this intensive intervention, we have seen over 300 special classes, providing over 1,800 new places, opened nationwide for the 2021/22 school-year.
I also acknowledge that notwithstanding the extent of this investment, there are some parts of the country where increases in population and other issues have led to concerns regarding a shortage of school places.
NCSE has well established structures in place for engaging with schools and parents and seeks to ensure that schools in an area can, between them, cater for all children who have been identified as needing special class placements.
NCSE is continuing to engage with schools regarding the establishment of additional special classes for 2022/23 and beyond. There are specific plans in place to open additional special classes and every support will be made available to progress their opening in the shortest possible timeframe with a particular focus on September next.
It is of course open to any school to engage with the NCSE to establish a special class.
The Deputy will also be aware of increased special school provision generally with two new special schools opened in Carrigaline and Crumlin in the current school-year and further expansion planned in 2022/23 which Minister Foley and I were pleased to announce in March.
We have also secured funding for the opening of 287 new special classes from September next.
My Department is committed, in conjunction with the NCSE, to continue to work with parents, schools, patrons and all stakeholders to ensure that there are sufficient appropriate places for students with additional needs and to support all students to achieve their potential.
I want to reassure the Deputy also that my Department will continue to support the NCSE and schools through the provision of the necessary funding and capital investment to ensure all children are successful in accessing an education.
143. Deputy Steven Matthews asked the Minister for Education if her attention has been drawn to the need to upgrade and retrofit the old part of the school building (details supplied); if the building will be assessed to establish the level of work required; and if she will make a statement on the matter. [23551/22]
Amharc ar fhreagraThe school to which the Deputy refers was approved funding under the Additional Accommodation Scheme 2020 to build a three-classroom SEN Base and enabling works to create ASD class.
A Stage 1 submission was received recently in my Department; this submission is currently under review and my Department will revert to the school upon completion.
144. Deputy Gary Gannon asked the Minister for Education if epilepsy will be included under the list of qualifying conditions for the alternate sitting of the leaving certificate in 2022. [23548/22]
Amharc ar fhreagraThe SEC provides a scheme of Reasonable Accommodations at the Certificate Examinations (RACE Scheme) to support candidates with a complex variety of special educational needs including learning difficulties as well as permanent or temporary physical, visual, hearing, medical, sensory, emotional, behavioural or other conditions. In common with similar schemes which operate in other jurisdictions, the focus of the RACE scheme is on the need to remove examination access barriers, while retaining the need to assess the same underlying skills and competencies, and to apply the same standards of achievement, as apply to all other students.
Under the existing provisions of the RACE Scheme, every possible effort is also made by the SEC to accommodate candidates who experience accidents, serious illness or other trauma either immediately before or during the examinations.
There are arrangements that can be made between the SEC and the school in the best interests of an ill or injured candidate to enable the candidate to proceed with their examination on the scheduled date. For candidates who suffer from epilepsy, these arrangements might include supervised rest breaks during the examinations; access to a smaller special examination centre; and alterations to the start and end time of the examinations.
It is acknowledged that students experience many forms of trauma and adversity, such as serious illness and bereavement, around the time of the Leaving Certificate examinations. The issues arising here are complex and must be balanced against the absolute need to maintain integrity and public confidence in the examinations system.
Deferred examinations were held for the first time in 2019 for students who had experienced bereavement of a close family member. The SEC had commenced a comprehensive review of the broader issue of how best to support students experiencing other forms of trauma and adversity at examinations time which included consultation with stakeholders as well as research into practices in other jurisdictions.
For the 2022 Leaving Certificate, I have announced that there will be a deferred sitting of the Leaving Certificate for students unable to sit one or more papers in the main sitting in June due to serious medical conditions or close family bereavement. It is intended that the deferred sitting will commence shortly after the conclusion of the main sitting.
Epilepsy Ireland was among the organisations which submitted a response to the SEC’s consultation in early 2020 noting that this process was halted due to the pandemic. More recently, officials from the SEC met with Epilepsy Ireland on Friday the 29th April 2022 in relation to access to the deferred examinations series.
Further details of the deferred sitting of the Leaving Certificate will be issued by the SEC in due course.
145. Deputy Ruairí Ó Murchú asked the Minister for Education if consideration will be given to a targeted support package for school bus operators during this challenging time with soaring fuel prices; and if she will make a statement on the matter. [19653/22]
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.
The purpose of the Department's School Transport Scheme is, having regard to available resources, to support the transport to and from school of children who reside remote from their nearest school.
With regard to increasing fuel costs, as the Deputy will be aware, Government has announced a reduction in excise on fuel will result in a decrease in the cost of fuel. The reduction of 20 cent per litre on petrol and 15 cent per litre on diesel will be in place until 31 August at an estimated cost of €320m. This is a national measure aimed at easing the financial burden on contractors and families at this time.
In saying this, the Department of Education is aware that a number of contractors have highlighted concerns about the ability to sustain school transport services to the end of the current school year given the recent increases in the cost of fuel.
In this context, the Department of Education is considering in consultation with other relevant departments and Bus Éireann the implications that increasing fuel costs may have on the provision of school transport services and is engaging with the Department of Public Expenditure and Reform on this matter. The Department is also very aware of the potential impact of the current situation in Ukraine which is impacting fuel prices further.
146. Deputy Richard Bruton asked the Minister for Education the measures that are planned to roll-out the new format for the leaving certificate as quickly as possible. [23747/22]
Amharc ar fhreagraAs the Deputy is aware, on 29 March I announced an ambitious programme of work for a reimagined Senior Cycle of education where the student is at the centre of their Senior Cycle experience. I set out a clear vision for Senior Cycle, building upon the National Council for Curriculum and Assessment’s (NCCA’s) Advisory Report. The NCCA’s review of senior cycle involved an extensive range of research, consultations and communications with a wide range of stakeholders, including teachers.
The three tenets of Senior Cycle reform are to:
- Empower students to meet the challenges of the 21st century
- Enrich the student experience and build on what’s strong in our current system
- Embed well-being and reduce student stress levels
Introducing significant change at Senior Cycle needs to be thought through carefully and it is essential to ensure that the National Council for Curriculum and Assessment (NCCA), State Examinations Commission (SEC), the Department and schools can work through the changes with all stakeholders over a sustained period of time.
I have requested the NCCA to invite a selection of schools, representative of the different types and sizes of schools across Ireland, to become “network schools”. In order to successfully deliver on the vision I have set out, we need to partner with schools to trial, evaluate, learn, adjust and succeed.
Network schools will be given the opportunity to participate at an early stage in revised curriculum and assessment arrangements. These schools will receive support through a variety of forms to enable their participation. The network school approach will allow the curriculum and assessment arrangements to be co-constructed with students and their teachers allowing specific aspects of these proposals to be progressed and evaluated.
It will be important to carefully manage this work so that students in these schools, or in other schools, would not be disadvantaged in any way and this will be an important consideration during the delivery phase of the reforms I have announced.
I have also announced a number of more immediate actions. Bearing in mind the significant assessment load at the end of sixth year, and to ensure a positive impact on students as soon as possible, as an interim measure I have asked the SEC to immediately alter the timing of Paper One in both Irish and English so that Paper One would take place at the end of fifth year commencing for fifth years entering fifth year in September 2023.
It is also my intention that in the future Oral examinations and the Music practical performance will take place during the first week of the Easter break of 6th year as was the case this year. The advice of the SEC on the implementation of these changes on a permanent basis, following an evaluation of the arrangements in 2022 by the SEC, will be duly considered in this regard.
To enhance students’ options further, Leaving Certificate Applied (LCA) students will have improved access to Mathematics and Modern Foreign Languages from September 2022, broadening the options for LCA students.
A Senior Cycle Programme Delivery Board will be established which will have responsibility for overseeing the achievement of actions forming part of this suite of reforms. A detailed implementation plan will be developed through ongoing collaboration and co-creation and consultation with education partners, including teachers, students, school leaders and parents.
147. Deputy Pauline Tully asked the Minister for Education if her attention has been drawn to the situation in which special schools do not receive the same hours that are available to mainstream schools for children whose first language is not English; and if she will make a statement on the matter. [23828/22]
Amharc ar fhreagraI can assure the Deputy that my Department will also provide supports to special schools in line with the agreed EAL allocation in circumstances where there is a recognised level of need.
Schools can access a form to apply for these resources at the following link:
www.gov.ie/en/collection/2d706-staffing-arrangements-at-post-primary-level-forms/#form-u-eal-2022
148. Deputy Christopher O'Sullivan asked the Minister for Education the status of progress under the School Building Programme, including sustainability measures; and if she will make a statement on the matter. [23666/22]
Amharc ar fhreagraUnder Project Ireland 2040, the education sector will receive a total of approximately €4.4 billion capital investment over the period 2021-2025. This significant investment allows us to move forward with certainty on our ambitious plans and deliver high quality building projects, with a real focus on sustainability, for school communities across Ireland.
This investment will build on the good progress being made on adding capacity to cater for demographic changes and provision for children with special educational needs. This investment will also facilitate an increased focus on the modernisation of existing school stock and help transition the school system for an era of net zero carbon by 2050.
My Department has a large pipeline of projects for delivery under the school building programme. The main elements of this pipeline currently involve in excess of 1,300 school building projects for delivery under the Department’s Large Scale and Additional Accommodation Scheme. These projects are currently in progress across the various stages of planning, design, tender and construction. Most of which are expected to be either under construction or completed in the period up to 2025 and are being progressed as quickly as possible
There are currently in excess of 250 school building projects at construction (on site) with a continuous stream of other projects at or near the tendering stage.
It is anticipated that 150 to 200 school building projects will be completed annually during the 2022 to 2025 period.
During the period 2018 to 2021 691 school building projects were completed under the Large Scale Capital Programme (LSCP) and the Additional School Accommodation Scheme (ASA). These projects delivered in excess of 64,000 school places.
My Department is at the forefront of design with respect to sustainable energy in school buildings and this performance has been recognised at both National and International level with sustainable energy awards for excellence in Design and Specification.
New renewable technologies and approaches are tested to ensure compatibility with school design and operational requirements under the research programme. Successful and repeatable results are then incorporated into all new school designs and refurbishments through my Department’s Technical Guidance Documents, which set the benchmark for sustainable design in school buildings with a clear focus on energy efficiency. The Department’s policy is supported by a strong research programme with fifty three research projects at various stages including the energy website www.energyineducation.ie. which is a joint partnership with the Sustainable Energy Authority of Ireland (SEAI).
Schools designed and built in accordance with the Department’s schools technical guidance documents have been achieving A3 Building Energy Ratings since 2009 with schools typically achieving up to 20% higher performance and 25% better carbon performance than required by the 2019 Building Regulations, along with 10% of primary energy provided via photovoltaics and infrastructure provision for electric vehicle charging.
The Department have been using test schools to evaluate the suitability of renewable energy options for schools over the past twenty plus years. Nearly 60 % of the research programme features renewable aspects. These renewables include wind generation, solar hot water heating, photovoltaics, rain water recovery, geothermal heat pumps, air source heat pumps and biomass heating systems. Results have varied with respect to their applicability in a school environment. Research continues in many areas.
My Department and the Department of Environment, Climate and Communications established a jointly funded pathfinder programme with the SEAI, testing and demonstrating energy efficiency and decarbonisation retrofit approaches. This pathfinder is a great example of collaboration ensuring the deployment of new design approaches and technologies are introduced to the educational environment on an evidence based approach.
This Pathfinder programme is paving the way for, and informing, a much larger national schools’ programme for the energy retrofit of schools built prior to 2008 as included in the National Development Plan. It is facilitating research on a range of typical retrofit options, which will have been tried and tested. It is providing valuable development information for a solution driven delivery strategy which will be founded on a solid evidence base that has proven the robustness and scalability of renewable solutions within the schools’ sector.
The longer-term outcome of the pathfinder will be to create an accurate and scalable model for energy efficient retrofits of schools across Ireland.
The pathfinder programme builds on significant investment by the Department of Education in energy efficiency through the 2009/10 Cavity and Attic Insulation/Water Conservation Scheme and ongoing Summer Works and refurbishment projects.
The upgrades target a Building Energy Rating of B, 50% energy efficiency improvement and 51% emissions reduction. The works typically involves upgrades to the building fabric including wall and roof insulation, doors and windows, air tightness improvements, LED lighting and heating upgrades as well as renewable technologies.
149. Deputy James O'Connor asked the Minister for Education her Department’s position regarding the construction of a new secondary school in the east Cork catchment area; and if she will make a statement on the matter. [23832/22]
Amharc ar fhreagraAs the Deputy may be aware, for school planning purposes, my Department divides the country into 314 school planning areas and utilises a Geographical Information System to anticipate school place demand. Information from a range of sources, including Child Benefit data, school enrolment data and information on residential development activity is used for this purpose. Additionally, Project Ireland 2040 population and housing targets inform my Department's projections of school place requirements.
Having considered the projected requirements in each school planning area, my Department then makes an assessment of the existing capacity within that particular area and its ability to meet any increased demand.
Where data indicates that additional provision is required at primary or post primary level, the delivery of such additional provision is dependent on the particular circumstances of each case and may be provided through either one, or a combination of, the following:
·Utilising existing unused capacity within a school or schools,
·Extending the capacity of a school or schools,
·Provision of a new school or schools.
My Department's projections of post primary school place requirements in East Cork show some continued growth in enrolments in the short- to medium-term across most areas, with most growth anticipated in the Midleton_Carrigtwohill school planning area.
However, in response to projected future need and to enrolment pressures in the area, there has been significant capital investment by my Department at post primary schools in East Cork. A new post primary school, Carrigtwohill Community College, was established in 2016. A project to deliver a new, modern 1,000 pupil school building for that school is underway. Additionally, an extension at St. Colman's Community College, Midleton has been recently completed and a number of other large school building projects are also in train, delivering expanded capacity at St. Aloysius' College in Carrigtwohill, Midleton CBS, St. Mary's High School in Midleton, Pobalscoil na Tríonóide in Youghal, Coláiste an Phiarsaigh in Glanmire. Coláiste Mhuire Cobh and Carrignafoy Community College in Cobh.
While my Department is aware of increasing pressures and demand for additional school places in East Cork, 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 patrons of schools in East Cork areas, to identify particular capacity requirements for the forthcoming years which may necessitate further action to that already in train including, where required, the provision of modular accommodation solutions.
As a result of ongoing discussions with patrons in the School Planning Area, St Colman’s College, Midleton has recently offered places for an additional 1st year class group for the 2022/23 school year.
Additionally, my Department will continue to work to advance the planned and current projects in East Cork and to ensure sufficient places for both mainstream provision and for pupils with special education requirements both for the coming academic year and into the future.
Given medium- to long-term projected demographic trends, it is not currently anticipated that there will be a requirement for a further new post primary school in the area, nevertheless, my Department will continue to monitor the situation.
151. Deputy Dara Calleary asked the Minister for Education if she will report on the improved employment conditions for school secretaries and caretakers; and if she will make a statement on the matter. [23659/22]
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.
On the 24th February, following a series of engagements at the WRC, a package to settle a claim on terms and conditions for grant-funded school secretaries was proposed, which Fórsa agreed to recommend to its members. A ballot was undertaken and the result was 95% agreement in favour of the deal. I am very pleased to hear of this overwhelmingly positive result on what has been a long running issue, the resolution of which has been a priority for me since my appointment.
It is important to recognise that the majority of primary and voluntary secondary schools receive assistance to provide for these staff under grant schemes, and that 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. On that basis, there has been extensive engagement between my Department and school management bodies to work towards a resolution. I would also like to acknowledge the willingness of Fórsa and in particular the school secretary representatives for their constructive engagement in this process, and to recognise the support of Minister McGrath and his officials in the Department of Public Expenditure and Reform at all stages of the negotiations.
The main elements of the package offered include, in recognition of the invaluable work carried out by school secretaries, moving their 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. This process will provide for pay increases (backdated to 1 September 2021) to school secretaries who choose to move to the new terms. It also provides for lower-paid but longer serving secretaries to be placed higher up the salary scale. Secretaries may also choose to receive additional pay to ensure they no longer need to apply to the Department of Social Protection for payment of benefits for periods when they are not working due to school holidays. The final element of the package will introduce standardised arrangements in respect of annual leave, maternity benefit and sick pay.
The work to implement this agreement will include a complex process of assimilating each individual secretary to the new terms and conditions which will vary depending on individual circumstances. The Department will expedite this process and will communicate further as the work progresses.
This offer relates only to school secretaries at present, while there is agreement in principle to take the same approach to the consideration of appropriate pay and conditions of grant funded caretakers there remains a deficit of data on working terms and conditions of such staff. Once the implementation plan for secretaries has been put in place, intensive engagement will begin on regularising the pay and conditions of grant funded caretakers.
152. Deputy Joan Collins asked the Minister for Education if she will introduce a long-term plan for the provision of the July provision in each school. [23588/22]
Amharc ar fhreagraEarlier this month, the Government announced this year's Summer Programme to allow all primary and post-primary schools to offer a summer programme for students with complex special educational needs and those at greatest risk of educational disadvantage.
The programme aims are to support pupils to maintain their connection with education, to build their confidence and increase their motivation, promote well-being and for those who are at key transition stages, helping to ensure they continue their education journey in September either in school or in further/higher education or training.
Building on the 2021 programme, all primary and post primary schools can offer a summer programme and in line with last year’s funding, there is up to €40 million available to provide for this year’s programme. In 2021 nearly 38,000 children availed of the summer programme, an increase of 60% from the previous year.
A key objective of this year’s scheme is to increase the number of schools offering the summer programme to their students. Steps have been taken to afford schools as much flexibility as possible, and to ease administrative requirements. This year there is provision to recruit newly qualified teachers graduating this summer as well as undergraduate student teachers who have registered with the Teaching Council under Route 5.
To support and facilitate schools and principals with organising and running the programme, the 2022 Summer Programme allows principals to delegate these functions to other members of staff through the Overseer role and preparation hours. The Overseer and preparation roles provide an exciting personal opportunity for teachers to develop their leadership skills and experience with recognition at a whole-school level.
Enhanced measures have been put in place to encourage participation of schools. These include:
- A Centralised Application Process to reduce the administrative burden on schools.
- Provision of funding to schools towards preparation and overseeing of the programmes.
- Provision to recruit final year student teachers graduating this summer and Route 5 undergraduate student teachers.
- Guidance, information and support provided to schools to help design and deliver the programmes.
- Capitation Grant Funding provided to cover the running costs of the scheme, including enhanced capitation for special schools and classes.
This year, for the first time, there will be an online claims system for schools to submit payments details for those staff taking part in the school based summer programme. This will provide for faster and more streamlined payments to staff.
In addition, with the assistance of the National Association of Management Boards in Special Schools (NAMBSE), the Department and Inspectorate recently hosted a webinar for Special Schools and provided a presentation on the supports and benefits of running a school based summer programme. The presentation focused on the positive outcomes for students that participated in the 2021 programme.
While the number of special schools and classes taking part has risen over the last 2 years, we want to continue this growth in participation further. The Department will continue to work with all stakeholders to support parents in accessing summer provision and with schools to ensure that they have the resources and supports necessary to successfully run these programmes. Planning for the 2023 Summer Programme is due to commence shortly and with a view to addressing future plans for the programme.
It is acknowledged that not all schools will be in a position to provide a school-based programme, so a home-based programme continues to be available for students with complex needs where the school-based programme is unavailable.
153. Deputy Alan Farrell asked the Minister for Education the number of additional schools accessed the summer provision during 2021; the anticipated demand for 2022; and if she will make a statement on the matter. [23827/22]
Amharc ar fhreagraMy Department ran an expanded summer education programme for pupils with complex special educational needs and those at greatest risk of educational disadvantage for Summer 2021, as a response to the COVID-19 pandemic.
Under this expansion, students with complex special educational needs and those at greatest risk of educational disadvantage had access to an enhanced summer programme of education. The total funding available to provide the programme was €40 million, which was a one hundred per cent increase on the allocation for summer provision in 2020.
The programme’s aims were to support pupils to re-engage with education, to build their confidence and increase their motivation, promote well-being and for some who are at key transition stages, help to ensure they could move on to their planned educational placement for the start of the next school year along with their peers.
For the first time ever, all schools (primary and-post primary) were encouraged to provide summer programmes and the eligibility criteria was extended to include post-primary children with complex needs and children at risk of educational disadvantage. Prior to this expansion, summer programmes were only available to special schools and pupils in special classes in primary schools and in DEIS schools. This resulted in 945 schools participating in the overall programme, a rise of 72% over 2020. 24,656 pupils participated in the 2021 school-based programme, an increase of 85% over 2020.
The 2022 summer programme was launched last week, with schools invited to register to participate in the different strands of the programme along the same lines as that offered in 2021. While the number of schools taking part has risen over the last 2 years we want to continue this growth in participation further.
