Written Answers Nos. 122-141
122. Deputy Mary Butler asked the Minister for Education if she will address matters raised in correspondence by a person (details supplied) in respect of the summer schools' programme; and if she will make a statement on the matter. [25050/22]
Amharc ar fhreagraThis year’s Summer Programme will 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. In line with last year, the total funding available to provide summer programmes this year is up to €40 million. Building on the 2021 programme, all schools, both primary and post-primary, are encouraged to provide this valuable programme to their students. 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 encourage them to participate. These Include: the provision of paid overseeing and preparation time for schools, a reduction in the administrative burden for schools, arrangements to pay staff sooner, greater guidance, an online payments portal for schools, and greater flexibility in the timing of the programme.
However, my Department also recognises 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. It is important that the home-based programme provides support for the education and/or care needs of students with complex needs during the summer break period.
Under the home-based programme grant funding is made available so that parents/legal guardians can engage the services of a teacher or an SNA to provide tuition or care support as appropriate in the child’s home. Schools are requested to provide parents with the contact details of a teacher/SNA where possible.
The NCSE have compiled a non-exhaustive list of private home tutor services and online platforms who may advertise for tutors for the 2022 Summer Programme and published it on their website.
The Irish Primary Principals Network has created a Summer Programme Noticeboard for teachers and SNAs to advertise their availability for the programme. Additionally this year, parents can also post notices on the noticeboard to source suitable candidates.
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.
123. Deputy John Lahart asked the Minister for Education the way that a school (details supplied) can access funding for significant works to be undertaken at the school that would not be covered by the summer works programme or other such programmes appropriate to a school that is now 40 years old. [25052/22]
Amharc ar fhreagraI can confirm to the Deputy, that my Department is in receipt of an application under the Additional School Accommodation (ASA) scheme in respect of the school in question.
The purpose of the ASA scheme is to ensure that essential mainstream classroom and Special Education Needs (SEN) accommodation is available to cater for pupils enrolled each year, where the need cannot be met by the school’s existing accommodation.
The main focus of resources over the last decade and for the coming period is on provision of additional capacity to cater for increasing demographics. However, under Project Ireland 2040, there will be an increasing focus on the upgrade and refurbishment of the existing school stock. The Deputy may also be aware of the very significant school building programme that is currently underway. Overall, there are in excess of 1,300 school building projects at various stages of design, planning, and construction.
The application from the school referred to by the Deputy is currently being considered by my officials who have been in contact with the school. A decision on the application will issue to the school authority directly.
124. Deputy Peadar Tóibín asked the Minister for Education the date when construction works will begin at a school (details supplied) to ensure the project is completed for the academic year commencing September 2023; and if she will make a statement on the matter. [25053/22]
Amharc ar fhreagraThe permanent accommodation for the school referred to by the Deputy is being delivered under my Department’s Design and Build Programme which uses a professional external Project Management team to progress the project through the stages of architectural planning, tendering and construction.
It is intended that the project for the school referred to by the Deputy will be included in the next bundle of projects to proceed to tender later this year. It is anticipated that the project will commence on site in early 2023 and will take 70 weeks to complete once construction starts.
My Department continues to liaise with the school's patron body in relation to the school’s interim accommodation needs. It is intended that the school will move to suitable interim accommodation on the permanent site for the 2023/24 school year, pending delivery of the permanent accommodation for the school.
125. Deputy Imelda Munster asked the Minister for Education the programmes that are available at primary and secondary-school level in relation to teaching internet safety to children; and the funding that was made available to each of these programmes in 2019, 2020 and 2021. [25056/22]
Amharc ar fhreagra126. Deputy Imelda Munster asked the Minister for Education the funding that was provided to the professional development service for teachers to teach internet safety to children in each of the years 2021, 2020 and 2019; and if she will make a statement on the matter. [25057/22]
Amharc ar fhreagraI propose to take Questions Nos. 125 and 126 together.
There are extensive training and curricular supports already available to schools, including through the Social Personal Health Education (SPHE) curriculum, the Professional Development Service for Teachers (PDST), Webwise.ie and the Department funded national anti-bullying website www.tacklebullying.ie to assist schools in the development of policies and practices on the prevention of bullying and harassment, including cyberbullying, and on the safe and responsible use of the internet. The Report on the Review of Relationships and Sexuality Education in primary and post-primary schools places a strong focus on issues such as safe use of the internet, social media and its effects on relationships and self-esteem.
There is a wide range of training material available through the Webwise Internet Safety Programme to support teachers, students and parents on online safety. Funded by the Department of Education and the EU Internet Safety Initiative, webwise.ie promotes the autonomous, effective and safe use of the internet by young people through a sustained information and awareness strategy targeting school leaders, teachers, parents and children themselves with consistent and relevant messages. The webwise.ie resource includes a dedicated School/Teachers Hub with extensive SPHE curricular supports, a Parents Hub and Youth Hub which gives practical information and advice on the safe, ethical and responsible use of the internet and addresses key issues such as cyberbullying, sexting, image sharing, respectful communication, social media, popular apps and more. A new online course for primary and post-primary teachers, Understanding, Preventing and Responding to Cyberbullying in school , is planned for 2022. The course will be provided by Webwise and the PDST Technology In Education on their online platform: www.pdsttechnologyineducation.ie/.
My Department’s Digital Strategy for Schools also promotes the development of digital literacy in our young people and the importance of respectful online communications. A new Strategy, the Digital Strategy for Schools to 2027, was published in April. The Strategy will advance the embedding of digital technologies across teaching, learning and assessment, building on the work done under previous strategies. It aims to further support the school system so that all students across our schools have the opportunity to gain the knowledge and skills they need to navigate an ever-evolving digital world successfully.
The Strategy was developed following an extensive consultation process with all relevant stakeholders. This included students at primary and post-primary level, parents/guardians, teachers and school leaders as well as the education partners, initial teacher education institutions, disability groups, non-governmental organisations, the industry sector, EU colleagues in a number of member states and other relevant Government Departments.
Delivery of the Strategy will involve ongoing collaboration and engagement with all key stakeholders. It allows for the establishment of both a consultative and an industry group which will further help support the implementation of the objectives of the Strategy and ensure its currency over its lifetime to 2027.
Online safety and the safe and ethical use of digital technologies is a key component of the new Strategy. The Strategy will continue to work towards ensuring learners have the opportunities to develop their digital skills so that they can navigate the digital world in a confident and competent manner and that their voices are heard and taken into account in further developments in this area. This will be further examined in the Implementation Plan. Ultimately a fundamental focus of the Strategy is learners and their wellbeing and ensuring that all of the policies, supports and resources are aimed at providing opportunities for learners to develop their digital skills so that they can navigate the digital world in a confident and competent manner.
Throughout the implementation of the Strategy, Webwise will continue to develop and disseminate relevant resources and run campaigns addressing key topical issues as they arise. This will take into account relevant recommendations and advice such as those arising from the review of the Action Plan on Bullying and from the National Advisory Council for Online Safety.
A ‘Research Observatory on Cyberbullying’ has been established at DCU which is focused on providing up-to-date research, advice and resources related to cyberbullying, cyberhate, and online harassment, and the implementation of Coco’s Law. The Observatory team has put together an outline of an online research repository of resources on cyberbullying, cyberhate and online harassment which will be made available in early 2022 for researchers and the general public.
The funding details requested by the Deputy are not immediately available and once collated they will be provided to her separately by written reply.
127. Deputy Jennifer Whitmore asked the Minister for Education if she will consider the appeal by a school (details supplied) to retain a classroom teacher; and if she will make a statement on the matter. [25061/22]
Amharc ar fhreagraThe key factor for determining the level of staffing resources provided at individual school level is the staffing schedule for the relevant school year and pupil enrolments on the previous 30 September.
For the 2022/23 school year, the staffing schedule for primary schools has been improved by one point and schools will be provided with class teachers on the basis of 1 teacher for every 24 pupils which is a historical low ratio.
The staffing process contains an appeals mechanism for schools to submit a staffing appeal under certain criteria to an independent Primary Staffing Appeals Board. The Appeals Board operates independently of the Department and its decision is final.
The school referred to by the Deputy has submitted a staffing appeal. The appeal will be considered by the Appeals Board and the school will be informed of the outcome at the end of this month.
128. Deputy Steven Matthews asked the Minister for Education the position regarding the new school building for a school (details supplied); the date for the completion of this project; and if she will make a statement on the matter. [25075/22]
Amharc ar fhreagraThe permanent accommodation for the school referred to by the Deputy is being delivered under my Department’s Design and Build Programme which uses a professional external Project Management team to progress the project through the stages of architectural planning, tendering and construction.
My Department is considering the timeline for the progression to tender of a number of Design & Build projects including the permanent accommodation for the school referred to by the Deputy and will advise the school's patron body further as soon as possible.
129. Deputy Richard Bruton asked the Minister for Education if a process will be introduced to promote the reconfiguration of the patronage of schools in school planning areas in cases in which there is limited diversity in terms of denomination, non-denomination or single sex and co-education; the way that school planning areas will be chosen; and the way local parents can become involved. [25110/22]
Amharc ar fhreagraAs the Deputy will be aware I recently announced that arrangements are being put in place in a number of towns and areas of cities that have no multi-denominational primary schools to identify potential schools and to engage with school authorities, school staff and the school communities with a view to agreeing on a transfer of patronage and change of ethos, where there is sufficient demand for this.
The Council for Education of the Irish Episcopal Conference (representing the Catholic patrons) and relevant Bishops have confirmed their willingness to engage and co-operate fully with the Department in seeking to facilitate a more diverse school patronage in these towns and cities. The pilot areas are:
|
Arklow |
Athlone |
Cork* |
Dublin* |
|
Dundalk |
Galway* |
Limerick* |
Youghal |
*parts of these cities
As part of this process, in each area the facilitator appointed by the Department, along with the relevant patron/patron representative will review data on the schools in the area and will engage directly with the relevant school authorities to progress the initiative at a local level. The process will be shaped by the stage (if any) of consideration of reconfiguration in the area concerned and whether any schools have already been identified or have opted-in at this point.
The learnings from the process in the pilot areas should provide a pathway forward on the process for providing multi-denominational options for parents in other towns and areas of the country going forward.
School communities that may be interested in exploring a transfer of patronage should engage with their school patron in the first instance.
130. Deputy Niamh Smyth asked the Minister for Education the estimated full-year cost to ensure that the education curriculum tackles the issue of violence against women and provides sex education including consent in a clear and factual manner at all ages. [25217/22]
Amharc ar fhreagraIt is not possible to provide an accurate cost for the task of ensuring that the education curriculum tackling domestic, sexual and gender-based violence and providing inclusive and age appropriate Relationships and Sexuality Education (RSE) due to the breadth of activity which is being carried out on the topic across my Department.
The NCCA is currently engaged in ongoing work on the Junior and Senior Cycle SPHE specifications, the online toolkits for primary and post-primary schools, engagement with stakeholders, work with schools, research, consultation, and work with NCCA structures.
Given the range of areas and bodies impacted by design and implementation of an updated relationship and sexuality education curriculum across all primary and secondary schools, as well as the difficulty of disaggregating certain cost elements, it is not possible to provide a figure for the overall costs of its introduction in advance of the NCCA review being completed.
My Department promotes the quality of teaching and learning through the provision of continuing professional development (CPD) and supports for teachers and principals. The majority of this support is provided by the national teacher education support services and by local education centres. The national teacher education support services are the Professional Development Service for Teachers (PDST), Junior Cycle for Teachers (JCT), National Induction Programme for Teachers (NIPT) and the Centre for School Leadership (CSL).
RSE is a key component of the SPHE curriculum in primary school. PDST Health and Wellbeing Advisors provide bespoke, tailored in-school support for RSE and SPHE in a range of ways that best suit the needs of the school.
CPD for SPHE within the remit of the JCT support service is specifically informed by the NCCA Short Course in SPHE and the associated Assessment Guidelines. The content of the CPD is also informed by teacher feedback on the SPHE CPD provision.
The cost for the provision of in-service training for teachers depends on the mode of CPD delivery such as face-to-face, online, blended, in school support and whether the use of school closure days is considered or not. The provision of sub-cover is also another factor and is the highest cost driver. Other associated costs relate to venue and catering costs, travel and subsistence costs, resources and facilitators. The proposed CPD delivery is yet to be finalised and once this is done the cost of implementation can be determined.
A one day face to face event for 30 teachers can be estimated at €7,500 assuming substitute cover is made available for those teachers attending. The PDST and JCT made a number of supports available to schools in the 2020/21 school year.
Excluding substitute costs, funding provided to the main teacher education support services and education centres for continuous professional development for teachers and Principals in 2021 was €20.3m.
In addition to this, I recently announced my Department's intention to provide funding for a new postgraduate programme to upskill registered post-primary teachers teaching SPHE/RSE.
This programme will provide a pathway for progression for post-primary teachers interested in developing their skills in teaching SPHE/RSE and in so doing build capacity and leadership within the teaching profession in relation to the teaching of SPHE/RSE.
The intention is to provide teachers with access to a new postgraduate course to be developed for teachers in post-primary schools teaching SPHE/RSE. Schools and teachers will be supported to access the upskilling programme and course fees will be covered by Department funding.
This programme will upskill registered post-primary teachers in SPHE/RSE. In the course of the programme, it is intended that each participant will be provided with high quality pedagogical content knowledge and will be empowered to become an effective and enthusiastic teacher of this subject. The design and delivery of the programmes should recognise recent curricular and other reforms.
The learning for participants will be grounded in an approach that affirms the right of children and young people to a comprehensive and inclusive SPHE/RSE that is inclusive of all genders, sexualities, ethnicities, religious beliefs, social classes and abilities/disabilities.
While the acquisition of specialist knowledge is important, the development of other core competencies particular to teaching SPHE/RSE are equally critical. In this context, a focus on teachers’ own personal development and on the development of a skill-set that is needed for the SPHE/RSE classroom is a key requirement of any upskilling course. All modules should take cognisance of the relationship between these three core competencies: personal development, skills and knowledge.
My Department has recently engaged with higher education institutions (HEIs) and it is hoped that a number of HEIs will be interested in designing and developing an upskilling programme.
131. Deputy Niamh Smyth asked the Minister for Education the estimated full-year cost to roll-out positive body image and anti-bullying training as part of relationships and sexuality education and social, personal and health education school curriculum. [25218/22]
Amharc ar fhreagraIt is not possible to provide an accurate cost for the task of addressing the issue of bullying and addressing body image concerns) due to the breadth of activity which is being carried out on the topic across my Department.
Social, Personal and Health Education, or SPHE for short, is a mandatory curriculum subject in all primary schools and in post-primary Junior Cycle.
Following a review of Relationship and Sexuality Education (RSE), the NCCA established two development groups, one for primary and one for post-primary, to oversee the work of developing an updated curriculum materials in this area and supporting the development of guidance material for schools.
The immediate focus of the NCCA work has been on creating support materials for teachers as part of an Interim Guidance Toolkit. This Toolkit aims to support effective teaching and learning of SPHE/RSE and to deepen teachers' understanding and skills in addressing important and sensitive topics.
The NCCA Toolkit is being expanded in 2022 to include further age and stage appropriate guidance for teachers on how to address these topics within the SPHE classroom.
In tandem with this work, preparation for the broader redeveloping and updating of the SPHE curriculum has begun. Updated curricula will be developed for Primary, Junior Cycle and Senior Cycle.
A draft revised Junior Cycle specification is due to be agreed at NCCA Council in early Summer, with a public consultation to follow. The final revised specification is due to be completed by the end of 2022. This will be followed by the redevelopment of Senior Cycle and Primary SPHE specifications respectively.
My Department has also commenced a review of the 2013 Action Plan on Bullying and the 2013 Anti-bullying Procedures for Primary and Post-primary Schools.
This review is taking account of developments and relevant research since the action plan and procedures were published in 2013 and is specifically considering areas such as sexual harassment and identity bullying, including gender stereotyping and gender identity bullying in both the physical and online sphere, among other areas. The review will also give detailed consideration to the recommendations contained in the Oireachtas Joint Committee Report on School Bullying and the Impact on Mental Health. Training of school staff will also be considered as part of the review.
Arising from the 2013 Action Plan on Bullying, my Department has, since 2014, provided the following: an Anti-Bullying Parent Training Programme which is run by the National Parents Council Primary to provide anti-bullying training sessions for parents throughout the country to enable them understand the many ways in which bullying can take place, which received over €30,000 from the Department in 2021; the National Anti-Bullying Research and Resource Centre (ABC) located in Dublin City University receives an annual grant of approximately €50,000 towards its research and training programmes. The National Anti-Bullying Research and Resource Centre also receives an annual grant of approximately €25,000 for the running costs and further development of the national anti-bullying website www.tacklebullying.ie, which provides a single point of information and support for young people, parents and teachers affected by bullying behaviour.
In addition to this, my Department provides a grant of approximately €58,000 per annum for the Stand Up! Awareness Week , an anti-homophobic and anti-transphobic bullying campaign, organised by BeLonGTo.
My Department promotes the quality of teaching and learning through the provision of continuing professional development (CPD) and supports for teachers and principals. The majority of this support is provided by the national teacher education support services and by local education centres. The national teacher education support services are the Professional Development Service for Teachers (PDST), Junior Cycle for Teachers (JCT), National Induction Programme for Teachers (NIPT) and the Centre for School Leadership (CSL).
PDST Health and Wellbeing Advisors provide bespoke, tailored in-school support for SPHE and RSE in a range of ways that best suit the needs of the school.
CPD for SPHE within the remit of the JCT support service is specifically informed by the NCCA Short Course in SPHE and the associated Assessment Guidelines. The content of the CPD is also informed by teacher feedback on the SPHE CPD provision.
The cost for the provision of in-service training for teachers depends on the mode of CPD delivery such as face-to-face, online, blended, in school support and whether the use of school closure days is considered or not. The provision of sub-cover is also another factor and is the highest cost driver. Other associated costs relate to venue and catering costs, travel and subsistence costs, resources and facilitators. The proposed CPD delivery is yet to be finalised and once this is done the cost of implementation can be determined.
A one day face to face event for 30 teachers can be estimated at €7,500 assuming substitute cover is made available for those teachers attending. The PDST and JCT made a number of supports available to schools in the 2020/21 school year.
Excluding substitute costs, funding provided to the main teacher education support services and education centres for continuous professional development for teachers and Principals in 2021 was €20.3m.
The PDST and JCT made a number of supports available to schools in the 2020/21 school year.
In addition to this, I recently announced my Department's intention to provide funding for a new postgraduate programme to upskill registered post-primary teachers teaching SPHE/RSE.
This programme will provide a pathway for progression for post-primary teachers interested in developing their skills in teaching SPHE/RSE and in so doing build capacity and leadership within the teaching profession in relation to the teaching of SPHE/RSE.
The intention is to provide teachers with access to a new postgraduate course to be developed for teachers in post-primary schools teaching SPHE/RSE. Schools and teachers will be supported to access the upskilling programme and course fees will be covered by Department funding.
This programme will upskill registered post-primary teachers in SPHE/RSE. In the course of the programme, it is intended that each participant will be provided with high quality pedagogical content knowledge and will be empowered to become an effective and enthusiastic teacher of this subject. The design and delivery of the programmes should recognise recent curricular and other reforms.
The learning for participants will be grounded in an approach that affirms the right of children and young people to a comprehensive and inclusive SPHE/RSE that is inclusive of all genders, sexualities, ethnicities, religious beliefs, social classes and abilities/disabilities.
While the acquisition of specialist knowledge is important, the development of other core competencies particular to teaching SPHE/RSE are equally critical. In this context, a focus on teachers’ own personal development and on the development of a skill-set that is needed for the SPHE/RSE classroom is a key requirement of any upskilling course. All modules should take cognisance of the relationship between these three core competencies: personal development, skills and knowledge.
My Department has recently engaged with higher education institutions (HEIs) and it is hoped that a number of HEIs will be interested in designing and developing an upskilling programme.
132. Deputy Denis Naughten asked the Minister for Education the current rates of payment for the remote-transport grant; when these rates were last increased; if, these rates will be increased given the dramatic rise in fuel costs; and if she will make a statement on the matter. [25222/22]
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 my 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.
Under the terms of the School Transport Schemes children are eligible for transport at primary level where they reside not less than 3.2 kms from and are attending their nearest national school, and at post primary level 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.
An eligible child for whom no transport service is available may, following an application for transport within prescribed time limits, receive a Remote Area Grant towards the cost of private transport arrangements. This grant is also payable for eligible children who may have to travel 3.2 kms or more to or from a designated pick up/set down point.
Grants are based on the distance from home to school and range from €1.30 per day to the maximum daily allowance payable of €5.10 per day per family.
As the Deputy is aware, my Department commenced a review of the School Transport Scheme in February 2021. The review is being conducted with a view to examining the current scheme, its broader effectiveness and sustainability, and to ensure that it serves students and their families adequately.
The review encompasses the School Transport Scheme for Children with Special Educational Needs and the Primary and Post-Primary School Transport Schemes in terms of how each element of the schemes currently operate, to include eligibility criteria, trends, costs and cost drivers, and overall effectiveness in meeting the objectives of the schemes. The Steering Group will continue to report to me on an interim basis as the review progresses.
As the Deputy will also be aware, the Government recently announced a reduction in excise on fuel resulted 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 families at this time.
133. Deputy John Brady asked the Minister for Education the process that was used to select lands at a site (details supplied) as a possible option for the development of a new school building; if concerns have been raised about the process; and if she will make a statement on the matter. [25248/22]
Amharc ar fhreagra134. Deputy John Brady asked the Minister for Education the costs of renting, refurbishing and repair works on premises for a school (details supplied) since it opened in 2016, in tabular form; and if she will make a statement on the matter. [25249/22]
Amharc ar fhreagraI propose to take Questions Nos. 133 and 134 together.
As part of my Department's standard general procedures for identifying potential sites for new schools and in line with protocols for the use of State Property Assets, State-owned lands were identified as a possible site for a new permanent building for the school referred to by the Deputy.
Given the passage of time since the original site identification process, my Department considered it prudent to carry out a further site identification exercise for a 1,000 pupil school in this area and this process is ongoing at the moment. The purpose of the current exercise is to establish if the situation has changed in the intervening period and if other site options have become available.
In respect of a solution for the permanent school, my Department is examining all options. In order to better inform these deliberations my Department has undertaken a site identification process in the greater Bray area. The site identification process has identified one site with some potential. However to advance to negotiations, my Department is currently seeking clarification on a number of issues which would impact on the deliverability of this site in a timely manner. A technical assessment is underway on a second potential site option, which will include consultation with the Local Authority. Due to commercial sensitivities my Department cannot provide further information at this time.
The information in respect of rental and refurbishment costs on premises for the school in question is included in the attached table as requested.
Rental and Refurbishment Costs – North Wicklow Educate Together Secondary School
|
Total Rental Costs |
€881,325.90 |
|
Total Refurbishment Costs |
€1,701,807.64 |
135. Deputy Holly Cairns asked the Minister for Education further to Parliamentary Question No. 291 of 4 May 2022, if she will meet with a teaching organisation (details supplied) in relation to her announced changes to the leaving certificate. [25322/22]
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.
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 wellbeing and reduce student stress levels
In my announcement I set out a clear vision for Senior Cycle, building upon the National Council for Curriculum and Assessment’s (NCCA’s) Advisory Report. The reforms I announced on 29 March include initiatives to spread the assessment load for students and do so in a way that enhances student wellbeing.
As I set out in my answer to Parliamentary Question No. 291 of 4 May 2022, the NCCA’s review of senior cycle involved an extensive range of research, consultations and communications with a wide range of stakeholders across a number of phases, including teachers and teacher representative organisations, including teacher unions and subject teacher associations.
It should also be noted that teachers are represented on the Council of the NCCA and also on the various working and development structures employed by the NCCA. Furthermore, a network school approach will be used.
136. Deputy Mattie McGrath asked the Minister for Social Protection if an Irish citizen who emigrated abroad but who has recently returned home due to bad health to be near their family is entitled to a social welfare payment; if the habitual residency clause as an Irish citizen is satisfied in cases in which they only have family connections living here; and if she will make a statement on the matter. [25003/22]
Amharc ar fhreagraThe Habitual Residency Condition (HRC) is one of the qualifying criteria for social assistance schemes in Ireland and it applies to everyone who makes a claim for such a payment, including Irish citizens.
There is no minimum period of residence in the State required to satisfy HRC. Each person’s claim is considered on its own merits and within the terms of the relevant scheme guidelines.
HRC comprises of two elements and unless a person satisfies both parts of the condition they cannot be regarded as habitually resident in this country.
Deciding Officers, when determining whether a person is habitually resident for social protection purposes, must take into consideration all of the person’s circumstances including the following -
Whether or not the person has an right to reside in the State; and
An assessment of the person's situation and intentions using five factors, which are outlined under Section 246 (4) of the Social Welfare Consolidation Act 2005, as amended, i.e.:
the length and continuity of residence in Ireland or in any other particular country
the length and purpose of any absence from Ireland
the nature and pattern of the person’s employment
the person’s main centre of interest
the future intentions of the person concerned as they appear from all the circumstances.
It should be noted that those five factors are not exclusive and other information considered relevant may also be used in arriving at a decision.
The person in question should contact their local Intreo office or the National Intreo Contact Centre (ph: 01 704 3000) or consult the Department's website at www.gov.ie/welfare for more information on the types of claims that they may be eligible to apply for.
I hope this clarifies the matter for the Deputy.
137. Deputy Cian O'Callaghan asked the Minister for Social Protection the status of an illness benefit application by a person (details supplied); and if she will make a statement on the matter. [25039/22]
Amharc ar fhreagraThe person concerned made an on-line application for Enhanced Illness Benefit. Unfortunately she did not upload the required medical evidence to support her claim. The person concerned identified herself as being self-employed and accordingly there is a requirement that she provide proof that she is registered as such with Revenue along with documentation that shows she had been working in the 4 week period prior to the date of her illness.
An e-mail issued to the person concerned asking that she provide the details outlined above. On receipt of same her claim will be processed at the earliest opportunity.
I trust this clarifies the position for the Deputy.
138. Deputy Richard Bruton asked the Minister for Social Protection if she has reviewed policies in relation to assisting persons with restricted mobility to get access to support with their travel needs; and if there are initiatives which she or the agencies under her remit are considering to improve the situation. [25111/22]
Amharc ar fhreagraThe recently published Indecon report highlighted that the ‘Cost of Disability’ is significantly wider than the income support system.
Additional costs of disability identified run across a number of areas of expenditure including: housing, equipment, aids and appliances, medicines, care and assistance services, additional living expenses and the area of mobility, transport and communications.
As the findings of the research have implications for many areas of public policy, a whole-of-Government perspective is needed. As such the Government has referred the report on the Cost of Disability to the National Disability Inclusion Strategy Steering Group, chaired by the Minister of State with responsibility for Disability. All Departments have been asked to consider actions that are currently being implemented and any proposed new actions that they will be undertaking in the context of the findings of the Report.
Under the National Disability Inclusion Strategy, my colleague the Minister of State for Disabilities has reconvened a transport working group. The purpose of this inter departmental group is to address challenges and to break down barriers to independent living and equal participation in society. The group will examine the provision of transport and mobility schemes across government.
I trust that this clarifies the matter for the Deputy.
139. Deputy Niamh Smyth asked the Minister for Social Protection the estimated full-year cost to fix the anomaly in the legislation in order that women can defer their maternity leave while undergoing cancer treatment or any serious illness. [25219/22]
Amharc ar fhreagraMy colleague the Minister for Children, Equality, Disability, Integration and Youth has policy and legislative responsibility for Maternity Leave. Any changes to the legislation would be a matter for that Minister.
As Minister for Social Protection, I have responsibility for the associated Maternity Benefit which is paid at a weekly flat rate of €250 for 26 weeks to employed and self-employed women who satisfy certain pay related social insurance (PRSI) contribution and other conditions. In 2021, the estimated total cost of Maternity Benefit was €267 million which was paid in respect of almost 43,400 claims.
If a person becomes ill while on maternity leave, their leave from work due to sickness is treated in the same way as any other sick leave from work and they may be eligible for illness benefit during that period.
A deferral of Maternity Benefit would not in itself increase the costs on that scheme as the same number of weeks would be payable to a person. However, the combined time that a person would then be in receipt of Illness Benefit and Maternity Benefit would be longer than at present and that is where additional costs arise. It is not known how many women would avail of such a postponement in a given year and therefore it is not possible to estimate the cost of any such change.
I trust this clarifies the matter for the Deputy.
140. Deputy Noel Grealish asked the Minister for Social Protection the future entitlements of a disabled person currently entitled to State disability services when they inherit half the family home upon their parents' death, which would continue to be their primary residence; the position in a case in which the family home was to be sold; and if she will make a statement on the matter. [25264/22]
Amharc ar fhreagraThe Department operates a range of means-tested social assistance payments. Social welfare legislation provides that the means test takes account of the income and assets of the person (and spouse / partner, if applicable) applying for the relevant scheme. Income and assets include income from employment, self-employment, occupational pensions, maintenance payments as well as property owned (other than the family home) and capital such as savings, shares, and other investments.
As the residence in the case outlined by the Deputy remains the claimant’s family home, the inheritance will not impact on, for example, a Disability Allowance payment if the person was in receipt of that scheme.
In the case where a Disability Allowance claimant sells their home, the means test does not take into account up to €190,500 of the gross proceeds of the sale if the person:
moves to different accommodation;
moves in with someone who is caring for them and getting a carer's payment;
moves to sheltered or special housing in the voluntary, co-operative, statutory or private sectors; or
moves into a registered private nursing home,
If the person uses the proceeds of the sale to buy more suitable accommodation, the balance of the proceeds after buying the new accommodation is exempt up to a limit of €190,500.
Any amount above this is assessed as capital. For Disability Allowance the capital assessment formula is as follows: the first €50,000 is fully disregarded; the next €10,000 is assessed at €1 per thousand, the next €10,000 is assessed at €2 per thousand, with the remainder assessed at €4 per thousand.
If the Deputy wants to contact my Department and provide relevant details, my officials can provide a more detailed and specific response in relation to any specific case.
I hope this clarifies the matter for the Deputy.
141. Deputy Pa Daly asked the Minister for Social Protection when the extra €100 fuel allowance payment will be paid to recipients; and if she will make a statement on the matter. [25297/22]
Amharc ar fhreagraThe Fuel Allowance scheme is a means tested payment to assist pensioners and other long-term social welfare dependent householders with their winter heating costs. The payment is a contribution towards heating costs, it is not intended to meet these costs in full. The payment is made at the weekly rate of €33.00; or if preferred, by way of two lump sum payments; and is paid over the winter season. Only one Fuel Allowance is payable per household. Those who qualify for the payment do not need to reapply annually.
The National Energy Security Framework includes provision for a further additional lump sum payment of €100 to be paid to all households in receipt of fuel allowance in the last week of the 2021/22 fuel allowance season – a payment equivalent to over 3 weeks additional fuel allowance. The additional €100 fuel allowance payment will be paid to eligible customers from Monday the 16th of May 2022. Customers do not need to make an application for this additional payment.
I hope this clarifies the matter for the Deputy.
