Tuesday, 31 May 2022

Disadvantaged Status

Ceisteanna (384)

Alan Farrell

Ceist:

384. Deputy Alan Farrell asked the Minister for Education the length of time that the appeals process for DEIS allocation can take; and if she will make a statement on the matter. [27380/22]

Amharc ar fhreagra

Freagraí scríofa

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 and all appeals which were submitted to my Department are currently being processed.

When all appeals have been processed, schools will be informed in writing of the outcome of the appeal. It is my Department’s intention that schools will be provided with the outcome in the coming weeks to allow schools time to plan for the 2022/23 school year.

Education Schemes

Ceisteanna (385)

Noel Grealish

Ceist:

385. Deputy Noel Grealish asked the Minister for Education if he will outline a list of all the additional education schemes which were provided in 2020 and 2021 due to the Covid-19 pandemic; the number of these schemes that are still in operation in 2022; and if she will make a statement on the matter. [27435/22]

Amharc ar fhreagra

Freagraí scríofa

Minister of State at the Department of Education

Additional programmes were provided to support students during the period of Covid-19 to ensure

that all students including those with special educational needs were supported.

Summer Provision 2020 was a discrete response to Covid-19 and represented a significant expansion on the July Provision programme of previous years, with the eligibility criteria widened to include approximately 9,000 additional children with complex needs.

The programme aims were to ensure, in so far as possible, that these children could reintegrate/transition into their planned education setting for the next school year with their peers. It ran throughout the school summer holidays in 2020.

The Department put in place the Supplementary Programme in February 2021 to support the education and/or care needs of pupils with complex needs during the period of extended school closures and phased reopening.

The programme provided additional tuition hours to be provided in a child’s home by a recognised teacher/SNA, under guidance from the public health experts as to how safely to deliver a programme in the home. Over 14,000 applications were received under this programme. These hours were intended to complement the remote learning that was being delivered at the time by schools.

The programme ran until 30 April 2021. Twenty additional hours of tuition/care support were provided to eligible pupils. An additional ten hours were made available to pupils who did not return to in-school learning on 01 March. Payments of over €10m were paid in August to staff who worked on this scheme in 2021.

In May 2021 the Government announced a package of supports to enable primary and post primary to offer a summer programme for students with complex special educational needs and those at greatest risk of educational disadvantage.

The total funding made available to provide summer programmes in 2021 was €40 million, a one hundred per cent increase on the allocation for summer programmes in 2020. The expanded programme could be run throughout the summer months of 2021.

The Summer Programme was recently announced again for 2022 manitaining the same level of investment as 2022. This is providing for the continuation of a summer education programme for pupils with complex special educational needs (SEN) and those at greatest risk of educational disadvantage as a measure relating to the impact of Covid-19 on schools and families during the 2021/22 school year.

A COVID Learning and Support Scheme (CLASS) was put in place to help schools mitigate the adverse impacts of Covid-19 on pupil/student learning loss and wellbeing arising from the periods of school closures in 2020 and 2021.

A block of additional teaching hours has been provided to each recognised school, from which they can provide additional teaching support for the pupils/students who have experienced difficulties in settling back into school and engaging with learning.

The allocations which have made available to schools under CLASS are additional allocations of teaching hours, for each school, which are provided on a graduated and proportionate basis, based on school size, using the 2020/21 school enrolment data and were available to draw down from 11 October 2021.

Special Educational Needs

Ceisteanna (386)

Denise Mitchell

Ceist:

386. Deputy Denise Mitchell asked the Minister for Education when schools will be notified of their allocation of SNAs for the academic year 2022-2023. [27482/22]

Amharc ar fhreagra

Freagraí scríofa

Minister of State at the Department of Education

The number of Special Needs Assistants (SNAs) in our schools is at unprecedented levels.

Budget 2022 provides for an additional 1,165 SNAs to provide support to children with special educational needs. This will bring the total number of SNAs to 19,169 by the end of 2022. This represents an increase of 81% in SNA numbers since 2011 when 10,575 SNAs were working in our schools.

The availability of SNAs is critical to the inclusion of students with significant care needs in education and in school life.

SNAs carry out very important care functions for children with care needs in the school. The purpose of their role is to enable children with significant care needs to attend school and participate in school activities to the maximum possible extent.

The purpose of the SNAs in the classroom is to address the immediate physical care needs of the student and encourage their independence. Over time, with their assistance and support, students will become more independent and self-autonomous in these matters.

SNAs are whole school resources to be allocated to meet the needs of those students in greatest need.

A key consideration in the allocation of SNAs is to ensure that those students with the greatest level of care needs receive the most support. This is a key principle underlying Department policy on special education. The allocation system must be objective and fair with the capacity to take account of local and individual circumstances.

Work is ongoing in terms of the SNA allocation for the school year 2022/2023. Department officials will engage with the education partners and information on the SNA allocation will issue to schools shortly.

Many students with SEN enrolled in mainstream classes do not have significant care needs and are supported through the Special Education Teacher (SET) allocation in line with their need.

In mid-April Department officials issued updated staffing allocations for the 2022/23 school year to include SET allocations. This ensured that schools were aware of their teaching resources and this allowed them to make the necessary arrangements to ensure that the teaching and learning needs for pupils with SEN can be properly supported. The National Council for Special Education (NCSE) has also provided guidance and support to schools to assist them in ensuring that the resources being provided are best managed to meet the needs of pupils with SEN. The support includes training and advice from special education professionals within the NCSE as part of the NCSE regional support teams.

The National Educational Psychological Service (NEPS) are also available to support schools and teachers in providing a Continuum of Support to their students with SEN.

Special Educational Needs

Ceisteanna (387)

Denise Mitchell

Ceist:

387. Deputy Denise Mitchell asked the Minister for Education if consideration has been given to paying SNAs the same rate as teachers for July provision; and the estimated annual cost of this increase. [27483/22]

Amharc ar fhreagra

Freagraí scríofa

Minister of State at the Department of Education

Earlier 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 wellbeing 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

My Department recognises that not all schools will be in a position to provide a school-based programme. A home-based summer programme will continue to be available for children with complex needs where their schools are not providing a school-based programme.

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.

Teachers and SNAs are paid per hour of tuition/care support delivered in line with agreed terms and public service pay agreements. Public service pay is dealt with through centralised engagement and collective bargaining between Government and the public service unions.

Supporting documentation for the home-based programme, including a detailed Overview document for parents/teachers/SNAs has been published on www.gov.ie/summerprogramme.

Departmental Data

Ceisteanna (388, 389)

Gary Gannon

Ceist:

388. Deputy Gary Gannon asked the Minister for Education if her attention has been drawn to a press release from one of the organisations (details supplied) involved in the recently published review of out-of-school education provision, which states that the data it provided in relation to the number of students achieving the Leaving Certificate was misrepresented in page 51 of the report; and if she will make a statement on the matter. [27505/22]

Amharc ar fhreagra

Gary Gannon

Ceist:

389. Deputy Gary Gannon asked the Minister for Education to provide the data provided by each of the organisations involved in the recently published review of out-of-school education provision in relation to the number of students achieving the Leaving Certificate; and if she will make a statement on the matter. [27506/22]

Amharc ar fhreagra

Freagraí scríofa

Minister for Education

I propose to take Questions Nos. 388 and 389 together.

The review of out-of-school education provision, was conducted through a mixture of literature review of national and international examples of out-of-school education provision and a data gathering exercise from the sector.

This data was initially gathered in the form of a survey and followed up with a focus group with a sample of practitioners and young people who had attended out-of-school education provision. Stakeholders and interested parties had the opportunity to contribute to the review through written submissions and a consultation workshop.

Research in relation to the provision of education outside of the mainstream school setting was conducted using published research and statistics. This research was conducted on a mixture of retention and attainment statistical data from my Department, a number of published studies and other readily available research literature. This research provided a range of information on the current environment nationally and also on international best practice.

Given the diverse range and types of education provision outside of the mainstream school model, the initial phase of the review was a scoping process to understand what out-of-school provision was available outside of the mainstream system. This scoping exercise initially identified a number of non-mainstream education providers.

In order to develop a better understanding of what the current provision for out-of-school education looked like, a data gathering exercise was carried out. This data gathering exercise was conducted through the circulation of a questionnaire to 22 schools, centres and programmes within the scope of the review. The questionnaire requested information in relation to the structure, governance and funding of the education provider, the students who are attending and the pedagogy of the education provision. The questionnaire was circulated to the 22 out-of-school education providers identified at the time as being within the scope of the review. There was a 100% response rate to the questionnaire.

The report states that “ Because of the various approaches, levels and range of certification it is difficult to draw comparisons between outcomes across the different centres”.

The overall context is reflected in the report.

I am aware of the press release from the organisation referred to by the Deputy. The purpose of the review was to give a general overview of the sector and the data quoted and referred to in this press release did not have a material impact on the recommendations of the report. My officials will be following up directly with the centre concerned in relation to the specific issues raised.

Question No. 389 answered with Question No. 388.

State Examinations

Ceisteanna (390)

Michael Lowry

Ceist:

390. Deputy Michael Lowry asked the Minister for Education if she will address the case of a person (details supplied) who was refused a scribe for their leaving certificate examinations; if the opinion of two medical professionals that support this case will be taken into account on appeal; and if she will make a statement on the matter. [27520/22]

Amharc ar fhreagra

Freagraí scríofa

Minister for Education

The State Examinations Commission has statutory responsibility for operational matters relating to the certificate examinations.

In view of this I have forwarded your question to the State Examinations Commission for direct reply to you.

Oideachas trí Ghaeilge

Ceisteanna (391)

Jim O'Callaghan

Ceist:

391. D'fhiafraigh Deputy Jim O'Callaghan den Aire Oideachais an bhfuil sí ar an eolas nach bhfuil ach spás do 249 dalta nua in aghaidh na bliana sna hiarbhunscoileanna reatha a fheidhmíonn trí mheán na Gaeilge sna trí scoilcheantar ina bhfuil Gaelscoileanna lonnaithe (sonraí tugtha), cé go bhfuil 421 dalta ag fágáil rang a sé ó na scoileanna sin faoi láthair agus tá an figiúr sin le fás go 703 dalta; ní amháin sin ach an bhfuil an tAire ar an eolas go bhfuil cuid de na Gaelcholáistí sna trí scoilcheantar sin ag glacadh daltaí ó bhunscoileanna a fheidhmíonn trí mheán an Bhéarla faoi láthair, rud a fhágann níos lú spáis fós do dhaltaí ó na Gaelscoileanna atá luaite roimhe seo; an bhfuil an tAire sásta Gaelcholáiste nua a cheadú le freastal ar na Gaelscoileanna nach bhfuil aon Ghaelcholáiste ina scoilcheantar féin ón liosta atá luaite roimhe seo agus an ndéanfaidh sí ráiteas ina thaobh. [27548/22]

Amharc ar fhreagra

Freagraí scríofa

Minister for Education

Mar chuid den Straitéis 20 Bliain don Ghaeilge 2010-2030, tá gealltanas tugtha ag mo Roinn go gcruthóidh sí deiseanna chun oideachas trí mheán Gaeilge a leathnú lasmuigh den Ghaeltacht i gcomhthéacs na bhfógraí ó mhí Aibreáin 2018 maidir le 47 scoil nua a bhunú ó 2019 i leith, lena dtugtar aird ar leith ar bhunú Gaelscoileanna, Gaelcholáistí, agus Aonad Lán-Ghaeilge mar chuid den phróiseas pátrúnachta do scoileanna nua.

Bunaíonn an Roinn scoileanna nua ar bhonn an éilimh dhéimeagrafaigh a shainaithnítear i gceantar, agus i ndiaidh cumas na scoileanna atá ann cheana chun an t-éileamh ar áiteanna scoile a bhfuiltear ag súil leis a ghlacadh a bhreithniú.

Déanann mo Roinn an tír a roinnt i 314 limistéar pleanála scoile le pleanáil cheart a dhéanamh maidir le scoileanna a chur ar fáil agus chun anailís a dhéanamh ar na sonraí déimeagrafacha ábhartha. Baineann sí úsáid as Córas Faisnéise Tíreolaíochta chomh maith, ag baint leas as sonraí ó fhoinsí éagsúla, sonraí a bhaineann le rollú scoile agus Sochar Linbh ina measc, le suíomhanna éagsúla a shainaithint a bhfuil brú áirithe iontu maidir le háiteanna scoile agus a bhfuil bunscoileanna agus iar-bhunscoileanna breise ag teastáil iontu.

D’fhéadfadh mórfhorbairtí cónaithe nua i limistéar pleanála scoile an t-éileamh sa cheantar sin a athrú. Maidir leis sin, mar chuid de na cleachtaí déimeagrafacha, oibríonn an Roinn le gach ceann de na húdaráis áitiúla chun eolas cothrom le dáta maidir le forbairt shuntasach chónaithe nua i ngach ceantar a fháil.

Téann an Roinn i gcomhairle le comhlachtaí pátrúnachta scoile chomh maith chun ceantair a bhfuil brú maidir le rolluithe orthu a shainaithint.

Sa chás go dtugtar le fios sna sonraí déimeagrafacha go bhfuil soláthar breise ag teastáil, braithfidh an soláthar breise sin ar chúinsí ar leith gach cáis faoi leith agus d’fhéadfaí iad sin sholáthar trí:

- Úsáid a bhaint as spás breise nach bhfuil in úsáid faoi láthair sa scoil nó sna scoileanna,

- An spás atá ar fáil sa scoil nó sna scoileanna a mhéadú,

- Scoil nua nó scoileanna nua a chur ar fáil.

Déantar próiseas pátrúnachta a reáchtáil nuair a dhéantar an cinneadh, bunaithe ar an anailís dhéimeagrafach, go bhfuil scoil nua ag teastáil. Bíonn na comhlachtaí pátrúnachta agus na pátrúin ionchasacha ar fad san áireamh sa phróiseas pátrúnachta. D’fhorbair mo Roinn Córas an Phróisis Phátrúnachta Ar Líne (OPPS) le faisnéis oibiachtúil a chur ar fáil do thuismitheoirí a chuirfidh ar a gcumas rogha fheasach a dhéanamh faoin tsamhail phátrúnachta is fearr leo chomh maith le teanga an teagaisc i.e. an Ghaeilge nó an Béarla, sna scoileanna nua. Tá tábhacht ar leith ag baint le rogha na dtuismitheoirí, chomh maith le cúrsaí eile a ndéantar machnamh orthu ar nós éagsúlacht an tsoláthair sa cheantar (soláthar Gaelscoileanna san áireamh) sa phróiseas cinnteoireachta agus maidir leis an gceist ar leibhéal iar-bhunscoile, an mbeadh scoil ina Gaelcholáiste trí mheán na Gaeilge, nó, más scoil Bhéarla atá i gceist, an mbeadh “Aonad” Ghaeilge ar leith sa scoil.

Ní mór don chuid is mó d’iar-bhunscoileanna nua líon iomlán 600 - 1,000 dalta a bheith ar an rolla acu. Is féidir le tairseach níos lú de 400 dalta cur isteach ar Ghaelcholáistí, ach go mbeadh an rogha eile curtha san áireamh acu, is é sin Aonad a bhunú sa scoil acu.

Maidir leis an gceantar dá dtagraíonn an tIonadaí, tá bliain bunaithe, samhail na pátrúnachta agus teanga an teagaisc le cinneadh fós do na hiar-bhunscoileanna nua a fógraíodh le freastal ar na limistéir phleanála scoile seo a leanas i mórcheantar Bhaile Átha Cliath Theas: Baile Átha Cliath2_Baile Átha Cliath4 agus An Naigín_Cill Iníon Léinín_DLR/Coill na Silíní.

Cé go bhfuiltear ag súil go mbeidh go leor áiteanna scoile ag na Gaelcholáistí atá ann cheana i mórcheantar Átha Cliath Theas eatarthu chun freastal ar an éileamh a sainaithníodh mar chuid de na próisis phátrúnachta le déanaí sa ghearrthéarma, agus líon na ngaelscoileanna nua a osclaíodh le blianta beaga anuas á gcur san áireamh nó a bhfuil sé beartaithe iad a oscailt sa cheantar sin, tá athbhreithniú gníomhach leanúnach á dhéanamh ag mo Roinn faoin staid de réir mar a thagann méadú ar na scoileanna sin agus ar líon na ndaltaí i rang a sé sna gaelscoileanna.

Maidir le hiontrálacha scoile, tá an fhreagracht ar údaráis bhainistíochta na scoileanna uile polasaí rollaithe a chur i bhfeidhm de réir an Achta Oideachais, 1998 agus an Achta Oideachais (Ligean Isteach i Scoileanna), 2018. Is é príomhchúram mo Roinnse a chinntiú gur féidir le scoileanna i gceantar freastal, eatarthu féin, ar gach dalta a bheidh ag lorg áiteanna scoile sa cheantar sin. Sa chás go bhfuil ró-éileamh ar scoil tá seans ann nach bhfaighidh roinnt daltaí áit sa scoil.

Ceanglaítear leis an Acht ar scoileanna a gcritéir roghnúcháin a leagan amach go soiléir ina bpolasaithe iontrála. Tá lánrogha ag scoileanna maidir lena gcritéir iontrála agus conas a chuirtear i bhfeidhm iad, is féidir le hiar-bhunscoileanna tús áite a thabhairt do ghaelscoil/ghaelscoileanna mar chritéar roghnúcháin, agus tá sé sin ceadaithe faoin Acht, is féidir le scoileanna é sin a chur i bhfeidhm mar chritéar más mian leo é sin a dhéanamh. Is faoi na scoileanna féin atá sé na critéir atá le cur i bhfeidhm ag scoileanna agus ord tosaíochta na gcritéar.

Tá soláthar breise san Acht trína gceadaítear do scoileanna Gaeilge, nuair is a bpolasaí é sin a dhéanamh, tosaíocht a chur san áireamh ina bpolasaí iontrála maidir le hiontráil dalta a bhfuil leibhéal líofachta cainte cuí gnóthaithe aige/aici sa Ghaeilge agus i gcás go mbeadh líofacht an dalta sin i mbaol cúlú mura n-iontrálfaí an dalta i scoil Ghaeilge. Aithnítear leis an soláthar sin na deacrachtaí a d’fhéadfadh a bheith ag iarratasóirí rochtain a fháil ar scoileanna a chuireann oideachas ar fáil trí mheán na Gaeilge.

Departmental Funding

Ceisteanna (392)

Cian O'Callaghan

Ceist:

392. Deputy Cian O'Callaghan asked the Minister for Education if she will provide additional funding for autism spectrum disorder units in mainstream schools; and if she will make a statement on the matter. [27558/22]

Amharc ar fhreagra

Freagraí scríofa

Minister of State at the Department of Education

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 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.

I can confirm that the NCSE is aware of an identified need for additional special classes for students with autism and work has been underway with stakeholders for a number of years to meet the demand for 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.

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.

The list of special schools is available on the NCSE website at the following link:

ncse.ie/wp-content/uploads/2021/12/NCSE-Special-School-Allocations-21-22-website-03-12-2021.pdf.

and for special classes at:

ncse.ie/wp-content/uploads/2022/04/Final-2021_2022-Sp-Class-list-25_03_22.pdf.

Departmental Consultations

Ceisteanna (393)

Aodhán Ó Ríordáin

Ceist:

393. Deputy Aodhán Ó Ríordáin asked the Minister for Education if her Department consulted the Data Protection Commission at any stage during the preparation for the Education (Admission to Schools) Act 2018, as required by Article 36 (4) of GDPR; if not, the reason for same; and if she will make a statement on the matter. [27571/22]

Amharc ar fhreagra

Freagraí scríofa

Minister for Education

The provisions of General Data Protection Regulation (GDPR) applies from 25th May 2018, and requires consultation under Article 36(4) of Regulation to take place prior to the proposal stage of the Bill.

The Data Protection Commission (DPC) has published a guide on the legislative consultation requirement: The Legislative Consultation Process.pdf (dataprotection.ie).

The guide provides that in order to effectively meet the requirements of Article 36(4) GDPR and section 84(12) of the Act, the DPC should be consulted on legislation during the development phase. The guide advises that an appropriate time to consult the DPC is at the stage of well-developed Heads of Bill for primary legislation and when there is a preliminary draft of a Statutory Instrument for secondary legislation.

The Education (Admissions to Schools) Bill was debated in the Dáil and had passed the Report (4th) Stage in the Dáil on 29th May 2018 and passed the Final Stage in the Dáil on 30th May. It was passed by both Houses of the Oireachtas on 4th July 2018 and signed into law on 18th July 2018.

Consultation under GDPR was not undertaken as the Education (Admissions to Schools) Bill was well advanced in the legislative process at the time.

Special Educational Needs

Ceisteanna (394)

Pearse Doherty

Ceist:

394. Deputy Pearse Doherty asked the Minister for Education when the SNA allocations for 2022-2023 will be announced; and if she will make a statement on the matter. [27621/22]