Tuesday, 5 Jul 2022

Written Answers Nos. 332-351

State Visits

Ceisteanna (332)

Violet-Anne Wynne

Ceist:

332. Deputy Violet-Anne Wynne asked the Minister for Defence if he plans to invite his German counterpart to Ireland later in 2022. [36158/22]

Freagraí scríofa

Minister for Defence

I most recently spoke with my German colleague by telephone on 10 June in relation to Ireland’s decision to conclude our engagement with MINUSMA at the end of our current commitment in September.

While I currently do not have any plans to invite my German counterpart to Ireland before the end of 2022, I anticipate that there will be an opportunity to meet fellow EU Defence Ministers, including my German colleague, at the Informal Foreign Affairs Council in Defence format in Prague at the end of August and also at the November Foreign Affairs Council meeting in Defence format in Brussels.

Appointments to State Boards

Ceisteanna (333)

Michael Ring

Ceist:

333. Deputy Michael Ring asked the Minister for Education the number of former civil servants who are currently serving on State boards under her remit; the number of former county managers and chief executive officers of local authorities who are currently on each of the State boards under her remit; and if she will make a statement on the matter. [33849/22]

Freagraí scríofa

Minister for Education

The information sought by the Deputy in regard to the bodies under the aegis of my Department is being collated and will be forwarded to the Deputy as soon as possible. 

Flexible Work Practices

Ceisteanna (334)

Paul Murphy

Ceist:

334. Deputy Paul Murphy asked the Minister for Education the reason in relation to circular No. 0039/2022 (details supplied), very high-risk persons are being forced to return to the workplace and are not being facilitated with continued remote working, considering the continued prevalence of Covid-19 and the high risk facing these workers. [35258/22]

Freagraí scríofa

Minister for Education

On 27th May 2022, the Department of Public Expenditure and Reform (DPER) published updated ‘Guidance and FAQs for Public Service Employers during COVID-19 in relation to Special Leave with Pay for COVID-19’.  My Department’s Circular Letter 0039/2022  titled ‘Coronavirus (COVID-19): Updated Working Arrangements For Staff Other Than Teachers and Special Needs Assistants employed in Education and Training Boards’, published on 13th June 2022, reflects this DPER directive.

The DPER Guidance and FAQs apply to all civil and public service employees and have been updated over time. Changes have been made to the arrangements over the course of the last two years in line with changes to public health, Government guidance and the general return to the workplace.

Ministerial Responsibilities

Ceisteanna (335)

Jennifer Carroll MacNeill

Ceist:

335. Deputy Jennifer Carroll MacNeill asked the Minister for Education the number of in-person primary and secondary school visits made by her by county, while acknowledging the impact of Covid-19 restrictions, in the years 2020, 2021 and 2022, in tabular form; and if she will make a statement on the matter. [35269/22]

Freagraí scríofa

Minister for Education

The information requested by the Deputy is not readily available in my Department in the format requested. However, all of the schools I have visited are recorded in my official diary which is updated regularly and is available online at the following link 

www.gov.ie/en/collection/6920cb-department-of-education-and-skills-ministers-diaries/ .

School Admissions

Ceisteanna (336)

James Lawless

Ceist:

336. Deputy James Lawless asked the Minister for Education if she will help in securing a school place for a child (details supplied); and if she will make a statement on the matter. [35276/22]

Freagraí scríofa

Minister for Education

To streamline the alignment of supports for Ukrainian families arriving in Ireland, I have established Regional Education and Language Teams (REALT). 

The primary role of the REALT is to assist children in finding school places and to support schools to meet the needs of these children as they emerge. The REALT also advise and support the Department in developing new capacity where required, and to co-ordinate the provision of education services to children and families across their defined area. These teams act as a liaison between schools, local education support services and national support structures in relation to Ukrainian arrivals. The REALTs are initially focusing on ensuring that children find school places when they are ready to engage with the school system.

Current data available shows that overall there is significant capacity available at both primary and post-primary level.  I am aware that some schools in certain areas are oversubscribed. The REALTs are helping to manage this; they will identify schools with capacity, assist with accessing transport, and provide feedback to the Department on progress and challenges.

Where a parent is experiencing difficulty finding a school place for their child, they should make contact with their local REALT team. Contact information for all REALT coordinators is available on my Department’s website at www.gov.ie/en/publication/48639-information-for-schools-ukraine/#regional-education-and-language-teams-realt.

With regard to the child referred to by the Deputy, I am pleased to advise that the local REALT coordinator has been engaging with the family and a place has been secured for the child.

Special Educational Needs

Ceisteanna (337)

Aodhán Ó Ríordáin

Ceist:

337. Deputy Aodhán Ó Ríordáin asked the Minister for Education if she will examine the case of two children (details supplied) who have been allocated shared summer provision reduced from 40 hours each to 60 hours due to the fact that they are siblings and despite the fact that there is a five year age gap and they have different academic needs; if her Department are able to arrange for a full 40 hours for each child; and if she will make a statement on the matter. [35282/22]

Freagraí scríofa

Minister of State at the Department of Education

Under the home-based summer programme the allocation is 10 hours per week for 4 weeks where a student’s school is not participating in a school-based programme. The allocation is done on a per household basis with adjusted allocations for siblings.

Allocations of time for siblings broadly reflect how children may be grouped if they were in the same class at school. This is where one teacher is allocated to a class of six students with complex needs in schools.

However to meet the specific needs of different siblings with special needs in the home, an increased shared allocation is provided for siblings as set out in the table below.

Number of siblings participating in home-based programme	Number of hours allocated per week to be shared between participating siblings
Two	15 hours per week shared for four weeks (60 hours shared total)
Three	20 hours per week shared for four weeks (80 hours shared total)
Four	25 hours per week shared for four weeks (100 hours shared total)
Five	30 hours per week shared for four weeks (120 hours shared total)
Six	35 hours per week shared for four weeks (140 hours shared total)

The scheme is responsive as it allows for circumstances where additional hours can be provided, as outlined below, when children have differing levels of need, school setting or residence.

Separate allocations of 10 hours per week will be provided to a child where that child is:

- Attending school at a different educational level to their sibling – (i.e. one child is primary and the other is post-primary)

- One child is in a specialised setting (i.e. one child in a special class or a special school and the  other child in mainstream)

- Where two eligible children are each in a specialised setting (i.e. a special class or a special school)

- Or where one sibling is living in a separate home. 

Officials in my Department are currently in direct contact with the family referred to by the Deputy with a view to resolving the matter.

School Curriculum

Ceisteanna (338)

Neasa Hourigan

Ceist:

338. Deputy Neasa Hourigan asked the Minister for Education the number of schools engaging in the Know the Score national drug awareness programme; the approximate number of students who have participated in the programme since its launch in 2019; and if she will make a statement on the matter. [35418/22]

Freagraí scríofa

Minister for Education

Know The Score is the first national evidence-based resource on alcohol and drugs for Senior Cycle students (15-18yrs). It is developed in partnership between the Health Service Executive (HSE) and other  health and education professionals involved in substance misuse education.  It was published in late 2019 and is available free of charge to teachers from the HSE.  It is also available online.  Since it was launched 1,016 copies of the resource have been ordered by teachers and it has been downloaded 4270 times. A one-day Teacher Training  course was offered in 2020, 4 of these courses were delivered to  a total of 70 participants before training was cancelled due to Covid 19.  Teacher training was made available again in 2022; reports on the number of teachers attending will be available shortly.    

Neither the HSE nor my Department collates the number of schools that use the Know the Score resource.  It is important to note the Know the Score is a resource for teachers to use as they consider appropriate with their students and not a “programme” that schools are required to implement, therefore it would not be correct to “measure participation”.   

Social, Personal and Health Education (SPHE) is a mandatory curriculum subject in all primary schools and at Junior Cycle and is encouraged at Senior Cycle. Substance misuse as well as relevant topics such as student decision-making skills and safety and protection form an important part of the SPHE curriculum.  My Department inspects SPHE implementation to ensure it is being implemented in line with curricular guidance.

Special Educational Needs

Ceisteanna (339)

Patrick Costello

Ceist:

339. Deputy Patrick Costello asked the Minister for Education the current status of the early intervention special therapy programme for schools which was launched in 2018; the schools currently included in the Dublin South Central area; and the plans for a wider roll-out of the scheme. [35423/22]

Freagraí scríofa

Minister of State at the Department of Education

The School Inclusion Model (SIM) is based on policy advice from the National Council for Special Education based on the principle of providing the right support at the right time delivered by a range of personnel with relevant qualifications and skill-sets.  The purpose of the School Inclusion Model (SIM) is to build the capacity of participating schools so they can support the inclusion of all children particularly those with special educational needs (SEN).

My Department recognises that the current range of supports in schools i.e. teaching and care does not on their own meet the needs of some children with special educational needs particularly children with complex needs in the areas of speech and language, communication, sensory impairments, self-regulation and positive behaviour skills. Its purpose is to help students achieve better outcomes.

The Model comprises a number of key elements in respect of building school capacity including the following:

- Provision of in-school therapies (speech and language, occupational)

- Allocation of SNAs on a frontloaded basis

- Additional professional supports for the school including psychology, behavioural and professional development

- Training of SNAs

The initial pilot of the Model took place in 75 schools and 75 early learning centres located in the HSE CH07 area in the 2018/19 school year and this was positively evaluated.  The Model was then extended to facilitate further development and evaluation but this was disrupted by Covid-19 in March 2020 and the Pilot was then paused.  At this time, the HSE withdrew the speech and language and occupational therapists and redeployed them to Covid related work. It was then extended to the 2020/21 school year which was also interrupted by Covid.  

The Pilot has now recommenced in CHO7 and therapists are working within these schools and are providing ongoing support on a responsive basis to deliver therapy-based strategies and tools. Overall there is good engagement by the schools in CHO7. Where schools commented on the overall SIM project, they were positive about their experience and expectations of the In-School Therapy Project.

Planning for an expansion of the model is underway. The Department of Education is consulting with relevant Departments including the Department of the Taoiseach, Department of Health and Department of Children, Equality, Disability, Integration and Youth.

There are a number of challenges to expanding SIM to other areas at this time. The single greatest constraint is insufficient supply of SLTs and OTs to meet health and education needs. The recruitment of therapists is also a significant issue for the Department of Health and the HSE.

Some of the issues can be more easily addressed than others which require further consideration and planning work to identify an appropriate solution.

My officials are continuing to work through proposals to address the challenges.

Departmental Funding

Ceisteanna (340)

Rose Conway-Walsh

Ceist:

340. Deputy Rose Conway-Walsh asked the Minister for Education the number of PhD positions funded by her Department or bodies under the aegis of her Department; the average stipend or salary paid to full-time PhD candidates through these funding streams; and if she will make a statement on the matter. [35429/22]

Freagraí scríofa

Minister for Education

I wish to advise the Deputy that there are no such positions funded directly by my Department.

However, there are 18 officials at my Department principally at the grade of Inspector and Educational Psychologist who are pursuing further study at PhD level under the Refund of Fees scheme as governed by Department of Finance circular 23/07.

This Scheme provides for a refund of academic fees for officers pursuing courses of study, primarily in their own time, which assist in achieving the business needs of the Department. The areas of study being pursued by the 18 officials include Doctorates in Education, Childhood studies and Educational Psychology. Circular 23/07 can be viewed at:

 circulars.gov.ie/pdf/circular/finance/2007/23.pdf.

The information in respect of bodies under the aegis of my Department is not held centrally. Contact details for these bodies are set out in the attached document should the Deputy wish to contact them directly on this matter.

Contact E-Mail Addresses for State Bodies under the Remit of the Department of Education

Name of Body	Dedicated Email address for the Members of the Oireachtas	Designated Official Responsible for assisting Oireachtas Members
An Chomhairle um Oideachais Gaeltachta agus Gaelscolaíochta	[e-mail]	[e-mail]
Educational Research Centre	[e-mail]	[e-mail]
National Centre for Guidance in Education	[e-mail]	[e-mail]
National Council for Curriculum and Assessment Note 1	[e-mail]	[e-mail]
State Examinations Commission	[e-mail]	[e-mail]
The Teaching Council	[e-mail]	[e-mail]
National Council for Special Education	[e-mail]	[e-mail] and [e-mail]
Residential Institutions Statutory Fund – Caranua	[e-mail]	[e-mail]

Special Educational Needs

Ceisteanna (341)

Kathleen Funchion

Ceist:

341. Deputy Kathleen Funchion asked the Minister for Education if she will consider reviewing the ASD allocation for a school (details supplied); and if she will make a statement on the matter. [35443/22]

Freagraí scríofa

Minister of State at the Department of Education

The NCSE has responsibility for planning and coordinating school supports for children with special educational needs including the allocation of SNAs and reviews. The Department does not have a role in making individual school determinations.

The Special Needs Assistant (SNA) scheme is designed to provide schools with additional adult support staff who can assist children with special educational needs who also have additional and significant care needs.  Such support is provided in order to facilitate the attendance of those pupils at school and also to minimise disruption to class or teaching time for the pupils concerned, or for their peers, and with a view to developing their independent living skills.

SNAs are not allocated to individual children but to schools as a school based resource. The deployment of SNAs within schools is a matter for the individual Principal/Board of Management of the school.  SNAs should be deployed by the school in a manner which best meets the care support requirements of the children enrolled in the school for whom SNA support has been allocated. 

It is a matter for schools to allocate support as required, and on the basis of individual need, which allows schools flexibility in how the SNA support is utilised. 

In relation to SNA support the NCSE have confirmed that the school has an allocation of SNA support to provide support for children with primary care needs.

The following arrangements for the allocation of SNA support in respect of students in mainstream classes for 2022/23 will apply:

a) The SNA allocations for mainstream classes in schools on 31st May 2022 will be maintained for 2022/23. This will provide greater certainty for schools.

b) A process for schools, whereby if they consider their SNA allocation is in excess of the required care needs, to engage with the NCSE. Schools should contact their local NCSE Special Education Needs Organiser (SENO) to commence the process.

c) The exceptional review process undertaken by NCSE will remain in place throughout the 2022/23 school year, where schools can seek a review of their SNA allocations which will result in one of the following outcomes:

i. No change in the level of care need identified (and no change in the resultant SNA allocation);

ii. Increase in the level of care need identified (which if significant would see an increase in the SNA allocations to the schools) ;

iii. Decrease in level of care need identified in the school (which if significant would result in a reduction in SNA allocations as the care need could be managed with less resources than are currently allocated); In relation to outcome iii, the SNA allocation will be adjusted at the end of the relevant school term.

It is expected that schools will review and reprioritise the deployment of SNAs within mainstream settings and allocate resources to ensure those with the greatest level of need receive the greatest level of support. Providing access to SNA support continues to be based on primary care needs as outlined in DES Circular 0030/2014 circulars.gov.ie/pdf/circular/education/2014/30.pdf. Following such a review and reprioritisation, it is expected that a small number of schools, e.g. developing schools, may not have a sufficient SNA allocation to meet the needs of their students. These schools can apply to the NCSE for an Exceptional Review of their allocation.

Detailed information on the NCSE Exceptional Review process is published on the NCSE website, ncse.ie/application-for-sna-exceptional-review.

The NCSE will endeavour to respond to all applications for Exceptional Review received as expediently as possible and in that regard, it will prioritise applications from schools with no current SNA allocation and developing schools. The Exceptional Review process for mainstream allocations will be available to schools throughout the 2022/23 school year.

The NCSE has developed an appeal mechanism for schools who are not satisfied with the outcome of the Exceptional Review. Local Special Educational Needs Organisers (SENOs) will provide information and clarification to schools on the outcome where requested. Where schools wish to appeal the outcome of the review, they must do so using the prescribed form provided by the NCSE, ncse.ie/ncse-appeals-process.

The NCSE have published the SNA allocations for the 2022/23 school year and they are available at ncse.ie/set-hours-and-sna-allocations.

All schools have the contact details of their local SENO, and the SENO is available to offer assistance and advice to the school. Parents may also contact their local SENO directly to discuss their child's special educational needs, using the contact details available on www.ncse.ie.

School Staff

Ceisteanna (342)

Seán Canney

Ceist:

342. Deputy Seán Canney asked the Minister for Education if her attention has been drawn to the fact that a teacher who is on exchange for a period of eight years has to revert to the original school when a permanent post is to be filled in that school (details supplied); if she will review the issue; and if she will make a statement on the matter. [35501/22]

Freagraí scríofa

Minister for Education

In February 2018 my Department introduced the “Temporary Re-Assignment Scheme for Primary Teachers”.  This Scheme was agreed under the auspices of the Teachers Conciliation Council (TCC). The Council is comprised of representatives of teachers, school management, the Department of Public Expenditure and Reform, the Department of Education and is chaired by an official of the Workplace Relations Commission.   

The purpose of the Temporary Re-Assignment Scheme is to facilitate an arrangement between two eligible teachers who, with the approval of their respective employers, wish to apply for temporary re-assignment to a different school for educational purposes. The provisions of the Scheme are set out in Chapter 9 of Circular 0054/2019. 

Paragraph 1.3 of the Circular states: 

“ A teacher may apply for temporary re-assignment to a different school for educational purposes which includes enabling teachers in primary schools to enhance their professional experience by teaching in different types of settings and enrich their personal knowledge which can then be shared with colleagues. For example, a teacher could seek a Temporary Re-Assignment between:

- an urban school and a rural school or vice versa

- a large school with a single class per teacher and a smaller school with multi-grade classes

- a junior school, that is infants to second class and a senior school where they would teach third to sixth class

- a single gender school and a mixed gender school

- a mainstream school and a special school

- a DEIS school and a non-DEIS school

- a multi-medium school and a Gaelscoil/school in a Gaeltacht area or vice versa

In accordance with the terms of the scheme, the minimum period for which a re-assignment may be facilitated is one school year and the maximum is three school years. Applications for Temporary Re-Assignment are approved by the Board of Management of each school, and details thereof are notified to my Department. On conclusion of the temporary Re-Assignment period the teacher must return to his/her original school and no further Temporary Re-Assignment can be entered into in the course of their career.  

In the first instance, the redeployment of surplus permanent and CID holding teachers is the mechanism used to fill teaching posts. Thereafter, schools are required under the panel arrangements to fill permanent vacancies from supplementary panels comprised of eligible fixed-term (temporary/substitute) and part-time teachers.  Circular 0025/2022 sets out the staffing and redeployment arrangements for primary schools for the 2022/23 school year.

Irish Language

Ceisteanna (343)

Aengus Ó Snodaigh

Ceist:

343. Deputy Aengus Ó Snodaigh asked the Minister for Education if her attention has been drawn to the decision taken in 2013 to restrict the ability to study Irish as another national language within the European schools system to Irish children enrolled in the English section only of the European schools, meaning that Irish nationals enrolled in other language sections of European schools are unable to access Irish language classes as part of their curriculum; if her predecessor as Minister for Education had a role in that decision as a member of the Board of Governors of the European schools (details supplied); and if she will take steps to rectify this issue and ensure equal access to and promotion of Irish within the European schools system as is done for other co-official languages of the European Union. [35520/22]

Freagraí scríofa

Minister for Education

European Schools (ES) are educational institutions set up in the 27 Member States of the European Union.  They follow a specific curriculum and offer the European Baccalaureate Diploma at the end of the upper secondary cycle.

Decisions in the European Schools’ System are made by its Board of Governors. Ireland is represented by my Department at senior official level on the Board of Governors, along with the European Commission and other stakeholders.

The European Schools provide children with a multilingual and multicultural education at nursery, primary and secondary cycles. Irish, as one of the Other National Languages (ONL), is available to students in Anglophone (English-speaking) sections as an additional elective, and is taught from Nursery to Secondary 7 as a protected language in European Schools. There are clearly specified rules for access to Irish for the allocation of officially timetabled teaching time.

Previous to the Board of Governors decision in 2013, different practices applied in different European Schools with regard to the teaching of Irish.  While there was flexibility in terms of providing Irish to any pupils who wished to study Irish, irrespective of the language section in which they were enrolled, there was variation in the quantity of time available. 

Since 2013,, Irish classes are provided, even where there is only one pupil/student wishing to take Irish in a particular year group. The regulations also allow for the combination of consecutive class groups where there are fewer than 7 in a group. From Secondary 4, Irish as an ONL is offered as an option. These arrangements give clear recognition to the special status of Irish as an Other National Language (ONL) within the European Schools’ System.

Pupils and students in language sections other than the English Section do not have an automatic facility to avail of classes in Irish. Notwithstanding these Board of Governors’ regulations, local arrangements have been made at nursery and primary levels where Irish students, not enrolled in the English Sections, have been facilitated to join lessons provided for Irish pupils enrolled in the Anglophone Sections.

There are particular challenges in continuing this local arrangement into the secondary cycle due to the complexities of timetabling in the secondary cycle of the ES system, the permutations relating to school size, the range of language sections and cross-section groupings for certain subjects in European Schools, and second, third and fourth mother tongue languages.  These arrangements will be kept under review.

During Ireland’s Presidency of the ES system in 2022/23, the work already underway on the language policy for the European Schools’ system, including provision for Irish as an Other National Language (ONL) across all sectors, will be progressed as part of the ES multi-annual plan.

Covid-19 Pandemic Supports

Ceisteanna (344)

Michael Ring

Ceist:

344. Deputy Michael Ring asked the Minister for Education if a special pay arrangement will be introduced for teachers and education staff who contracted the Covid-19 virus at work and now suffer from long-Covid given the changes to the Covid-19 special leave with pay for public sector workers; if an extension will be provided to those in the education sector similar to the proposal for healthcare workers; and if she will make a statement on the matter. [35556/22]

Freagraí scríofa

Minister for Education

On 27th May 2022, the Department of Public Expenditure and Reform (DPER) published updated ‘Guidance and FAQs for Public Service Employers during COVID-19 in relation to Special Leave with Pay for COVID-19 ‘.  The DPER Guidance and FAQs apply to all civil and public service employees.  My Department’s Circular Letter 0038/2022 titled ‘COVID-19: Coronavirus (COVID-19): Updated Working Arrangements for Teachers and Special Needs Assistants employed in recognised Primary and Post Primary schools’ published on 8th June 2022 reflects this DPER directive.

From 1st July 2022, the COVID-19 Special Leave with Pay entitlement for school employees will change. The maximum Special Leave With Pay entitlement is 7 consecutive days in any one instance, which is the current HSE stated self-isolation period. The terms and conditions of the Sick Leave Scheme will apply where an employee remains medically unfit for work immediately after the 7-day Special Leave With Pay period.  From 1st July 2022, an employee already absent on extended COVID-19 Special Leave With Pay (28 continuous days or more) and who remains medically unfit for work from that date, the terms and conditions of the Sick Leave Scheme will apply.

The arrangements relating to the application of COVID-19 Special Leave With Pay is temporary and will be kept under regular review by DPER.

Any proposal for healthcare workers in relation to COVID-19 Special Leave With Pay is a matter between DPER and the HSE.

School Transport

Ceisteanna (345)

Anne Rabbitte

Ceist:

345. Deputy Anne Rabbitte asked the Minister for Education the reason for a delay by her Department in responding to queries relating to school transport by persons (details supplied); if she will clarify the matters; and if she will make a statement on the matter. [35697/22]

Freagraí scríofa

Minister for Education

School 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. The cost in 2021 was over €289m.

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.

With regard to the Deputy's first query i can advise that an application for school transport for children with special educational needs was received for the pupil in question and, on review of the SENO’s report the family were advised the pupil did not meet the criteria for the school transport scheme on the basis submitted. The family were advised if there was any additional relevant information that was not submitted with the original application they should make it available to the school and the school should then consult with the SENO to establish if there are grounds for reviewing the application.

The SENO submitted an updated school transport application form and on consideration of this new application, the pupil was deemed eligible for school transport under the terms of the scheme for children with special educational needs. Bus Éireann who operates School Transport on behalf my Department advised there was an existing service operating that could accommodate the pupil and she began availing of this service on 25th April 2022.

In relation to the Deputy's second query I wish to advise the following. An eligible child for whom no transport service is available may, following an application and payment 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.

The family referred to by the Deputy resides 7.7 km from home to their school of attendance and closest school. A transport application was received from the family on 25th February 2021 for the 2021/22 school year. As there is no school transport service in the area, the family is eligible for the Remote Area Grant for the school year 2021-22, payment of which is made during the summer months. If the family in question have any queries in this regard they should contact School Transport Section directly who will aim to assist them with their query. 

School Staff

Ceisteanna (346)

Michael Lowry

Ceist:

346. Deputy Michael Lowry asked the Minister for Education the reason that a school (details supplied) has not been provided access to a further English additional language teacher; if her Department has taken into account that numerous pupils from countries such as Syria, Slovenia, Lithuania, Pakistan and Poland are enrolled in this school; the steps that will be taken to address the need for extra EAL teaching resources considering this school is continually increasing its number of EAL pupils; and if she will make a statement on the matter. [35711/22]

Freagraí scríofa

Minister for Education

Each primary school receives a Special Education Teaching allocation.  The Special Education Teaching allocation provides a single unified allocation for special educational support teaching needs to each school, based on each school’s educational profile and also encompasses the Language Support (EAL) allocation that schools were allocated in previous years.  

Further temporary Language Support is also provided, as necessary, to schools that have high concentrations of pupils that require language (EAL) support. At primary level, these allocations are made on the basis of appeals by schools to the Primary Staffing Appeals Board.  Information is available in Circular 25/2022.

The school referred to by the Deputy has been allocated additional EAL support through this appeals process and has been informed of same.

School Management

Ceisteanna (347, 348)

Pádraig MacLochlainn

Ceist:

347. Deputy Pádraig Mac Lochlainn asked the Minister for Education the position in relation to the person or body that has the ultimate decision-making power when it comes to raising rainbow pride flags at State-run schools in Ireland. [35825/22]

Pádraig MacLochlainn

Ceist:

348. Deputy Pádraig Mac Lochlainn asked the Minister for Education if a bishop may remove decision-making power from a board of management in a Catholic school within their diocese when it comes to raising rainbow pride flags showing solidarity with LGBTI+ students and staff during Pride month. [35826/22]

Freagraí scríofa

Minister for Education

I propose to take Questions Nos. 347 and 348 together.

Under the provisions of the Education Act, 1998 the Board of Management is responsible for the day to day running of a school. While schools have the autonomy to participate and support initiatives such as this, I would support and encourage all schools to implement measures that support the full inclusion of all students in all schools including LGBTI+ students and to put in place measures that foster positive learning environments for every student to reach their full potential. 

This Government is fully committed to creating safe, supportive and inclusive environments in every school and college for all students, including LGBTI+ students.  

My Department is supporting implementation of the national LGBTI Youth Strategy 2018-2020 which includes a range of actions for the education sector addressing the curriculum, professional development, school buildings and development of prevention initiatives for LGBTI+ identity-based bullying in schools.  

These actions aim to ensure the full participation by the LGBTI+ community in education, free from inequality, bullying or exclusion.  Implementation has the potential to significantly tackle the inequality faced by LGBTI+ children and young people within a clear policy framework. Focusing on inclusion in the classroom, the Strategy includes actions targeting education, relating to curriculum and the wellbeing of school personnel including LGBTI+ personnel.

Question No. 348 answered with Question No. 347.

Site Acquisitions

Ceisteanna (349)

Aodhán Ó Ríordáin

Ceist:

349. Deputy Aodhán Ó Ríordáin asked the Minister for Education the contact that her Department has had with Dublin City Council in relation to the severe overcrowding in a school (details supplied); if her Department is in any negotiations to purchase a site in close proximity; and if she will make a statement on the matter. [35831/22]

Freagraí scríofa

Minister for Education

I wish to advise the Deputy that my Department has not had contact with Dublin City Council relating to the school in question.

Under 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.

There are approximately 1,200 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.

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.

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.

It is anticipated that 150 to 200 school building projects will be completed annually during the 2022 to 2025 period.

Departmental Bodies

Ceisteanna (350)

Matt Carthy

Ceist:

350. Deputy Matt Carthy asked the Minister for Education the bodies under her aegis in which persons will receive a pay rise from 1 July 2022; the role of each, where appropriate, or the anonymised salaries bands otherwise, the current remuneration and the proposed increase; and if she will make a statement on the matter. [35848/22]

Freagraí scríofa

Minister for Education

As the Deputy may be aware, Section 20 of the Public Service Pay and Pensions Act 2017 set out that restoration for public servants with annualised basic salaries above €150,000 would be completed by Ministerial Order by 1st July 2022. In accordance with the legislation, an Order under Section 20 of the Act was laid before the Oireachtas on the 30th of June. 

The Department of Public Expenditure (DPER) recently advised departments of the process to be followed to confirm the 1st July restoration for affected posts under their aegis prior to restoration being given effect. As this process is ongoing and no pay increases under the legislation can be made until they have been verified by DPER, I have asked officials from my Department to respond directly to you with information on any pay increases to apply once this process has concluded.

School Patronage

Ceisteanna (351, 352)

Darren O'Rourke

Ceist:

351. Deputy Darren O'Rourke asked the Minister for Education the way in which a community of parents who wish to alter the existing patron of a local primary school, other than by targeting their local primary school with a campaign to persuade it to change its ethos from Christian to a multi and non-denominational patron in circumstances (details supplied) can do so. [35882/22]

Darren O'Rourke

Ceist:

352. Deputy Darren O'Rourke asked the Minister for Education the routes and alternatives available to a community of parents who wish to have their children educated in a multi and non-denominational school excluding boarding school options and unsustainable commuting distances; and if she will make a statement on the matter. [35883/22]

Freagraí scríofa

Minister for Education

I propose to take Questions Nos. 351 and 352 together.

In relation to changing the patronage of an existing school, the schools reconfiguration process is designed to support the transfer of patronage of live schools (as opposed to closed schools) from denominational to multi-denominational ethos.

As the Deputy may 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 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.

Where there is no multi-denominational school in the immediate location, transport supports may be relevant, depending on the circumstances. School Transport is a significant operation managed by Bus Éireann on behalf of the Department. In the 2021/2022 over 121,400 children, including over 15,500 children with special educational needs, are transported in over 6,000 vehicles on a daily basis to primary and post-primary schools throughout the country covering over 100 million kilometres.

Under the terms of the School Transport Scheme primary children are eligible for transport where they reside not less than 3.2 kms from and are attending their nearest national school as determined by the Department/Bus Éireann, having regard to ethos and language. Children who are eligible for school transport and who have completed the application process on time will be accommodated on school transport services where such services are in operation. Where there is no service available the Remote Area Grant will be offered towards the cost of providing private transport for children in remote areas.