Written Answers Nos. 202-221
202. Deputy Cathal Crowe asked the Minister for Education her plans to deal with contracting issues on the Bus Éireann school transport scheme that have resulted in pupils being left without transport in areas in County Clare (details supplied). [53957/22]
Amharc ar fhreagraThe School Transport Scheme is a significant operation managed by Bus Éireann on behalf of the Department. In the last school year over 121,400 children, including over 15,500 children with special educational needs, were transported on a daily basis to primary and post-primary schools throughout the country at a cost of over €289m in 2021.
In July 2022, Government announced funding for the waiving of school transport scheme fees for the coming school year as part of a wider package of cost-of-living measures.
Ticket registration for the 2022/23 school year closed on 29 July by which time almost 130,000 applications/registrations were received for mainstream school transport. This figure includes 44,299 new applications as well as roll-overs from the previous school year.
Bus Éireann has advised that due to unforeseen circumstances, the route mentioned by the Deputy was unable to operate for a number of days. I am pleased to advise that Bus Éireann have sourced an alternative contractor to operate this route. The service has resumed operation on the 24th of October 2022 and all families were notified prior to the resumption of the service.
203. Deputy Michael Ring asked the Minister for Education the reasons that a primary school (details supplied) has not been granted DEIS status; and if she will make a statement on the matter. [53958/22]
Amharc ar fhreagraIn March this year I was glad to be able to announce a major expansion of the DEIS – Delivering Equality of Opportunity in Schools programme. This means that, for the first time since 2017, the programme has been significantly expanded to an additional 322 schools. Those schools are now gaining access to targeted supports to address educational disadvantage. This will add an additional €32million to my Department’s expenditure on the DEIS programme from 2023, bringing the 2023 allocation to in the region of €180million.
Schools with the highest levels of concentrated educational disadvantage 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. The model uses information from the school’s individual enrolment database and 2016 national census data as represented by the Pobal HP Deprivation index. It also takes into consideration the significant educational disadvantage experienced by Traveller and Roma learners and by students residing in direct provision or emergency homeless accommodation. A detailed paper on the refined DEIS identification model is available on gov.ie.
Schools that were not satisfied with the outcome following the application of the DEIS identification model to their school enrolment data were provided with the opportunity to have that outcome reviewed. The DEIS appeals process was applied fairly across all appellants and the results are final. My Department will continue to support schools to deliver high quality, inclusive teaching and learning to students and young learners.
It is possible for two neighbouring schools to have a different profile in terms of proportion of students from disadvantaged backgrounds and the relative weighting of disadvantage apportioned in each. The designation of neighbouring schools to different DEIS bands does not mean that there is no educational disadvantage present in one school, but that the concentrated level of educational disadvantage of the two schools is different.
It is important to note that the extension of the DEIS programme to new schools is just one phase of work in my vision for an inclusive education system which supports all learners to achieve their potential. While the DEIS programme supports those schools with the highest levels of concentrated educational disadvantage, I recognise that there are students at risk of educational disadvantage in all schools. Conscious of this, and recognising the need to target resources to those schools that need them most, the next phase of work will explore the allocation of resources to schools to tackle educational disadvantage. Part of this programme of work will involve consultation with all relevant stakeholders.
In addition to this, following the National Census 2022 held on the 3rd April last, it is envisaged that an updated HP Deprivation Index will be generated by Pobal and will be available in Q3 of 2023. My Department will engage with Pobal in relation to this process. The updated HP Deprivation Index, when available, can be considered by my Department to inform future resource allocation to tackle educational disadvantage.
204. Deputy Cathal Crowe asked the Minister for Education if she will directly intervene in the cases of two school transport routes (details supplied) where children are left without a means to get the school; and if she will make a statement on the matter. [53959/22]
Amharc ar fhreagraThe School Transport Scheme is a significant operation managed by Bus Éireann on behalf of my Department. In the last school year over 121,400 children, including over 15,500 children with special educational needs, were transported on a daily basis to primary and post-primary schools throughout the country at a cost of over €289m in 2021.
Bus Éireann is responsible for the planning and timetabling of school transport routes on behalf of my Department. Safety of children travelling on the school transport services is of paramount importance to the Department and to Bus Éireann. Bus Éireann endeavours, within available resources, to ensure that each eligible child has a reasonable level of school transport service in the context of the Scheme nationally.
I am happy to advise that the first route referred to by the Deputy has recommenced service and the second route is due to recommence service on the 7th of November 2022. Bus Eireann has advised that parents have been notified regarding the resumption of the services.
205. Deputy Rose Conway-Walsh asked the Minister for Education the pathway that is available to registration with the Teaching Council for a person (details supplied) that has completed a masters in teaching English to speakers of other languages; and if she will make a statement on the matter. [53960/22]
Amharc ar fhreagraUnder the Teaching Council Acts 2001-2015 the Teaching Council is the body with the statutory authority and responsibility for the regulation of the teaching profession in Ireland including the registration of teachers in the State.
It is a function of the Council under the Teaching Council Acts (s7(2)) to act as the competent authority for recognition of qualifications obtained by a person who has applied under this Act for registration as a teacher. The Council registers teachers in accordance with the Teaching Council Acts and the Teaching Council Registration Regulations, 2016.
As set out in the Schedule of the Regulations, the Council registers teachers under five routes of registration: Route 1 - Primary, Route 2 - Post-primary, Route 3 - Further Education, Route 4 - Other and Route 5 - Student Teacher. In order to be entered on the Register of Teachers, and depending on the route of registration, all registrants are required to hold, or attain within 3 years, an accredited initial teacher education qualification.
Since 25 July 2016, in accordance with Route Three of the Registration Regulations, 2016, applicants for registration for the further education sector, must attain a Council approved further education teacher education qualification. The minimum registration requirements for Route 3 – Further Education as set down in the schedule are as follows:
An Honours Bachelor’s Degree at Level 8 or higher on the National Framework of Qualifications (NFQ) which has a ECTS credit weighting of at least 180 credits,
or
An Ordinary Bachelor’s Degree at Level 7 on the NFQ which has a ECTS credit weighting of at least 180 credits AND either
i. An appropriate additional qualification, or
ii. A minimum of three years’ experience in a workplace or instructional setting which is relevant to the qualification(s)
AND
A Teaching Council accredited Further Education teacher education qualification (TEQ).
Applicants who meet the degree qualification requirements set out above and who have not completed an accredited TEQ will be eligible for conditional registration for a period of three years in which time this requirement must be completed. If applicants have not addressed this condition of TEQ within the three years, they can apply for an extension of time to meet the condition. Details on how to apply for an extension are available on the Teaching Council website: www.teachingcouncil.ie/en/registration/forms-and-fees/forms/.
A Masters in Teaching English to Speakers of Other Languages is not an accredited teacher education qualification.
The list of accredited Further Education TEQs are listed on the Teaching Council website: www.teachingcouncil.ie/website/en/teacher-education/initial-teacher-education/providers-of-initial-teacher-education/
In order to receive grant funding under the Student Universal Support Scheme Ireland (SUSI), you must be progressing in your education (increasing your NFQ level).
206. Deputy Ged Nash asked the Minister for Education when a decision will be made on an appeal filed by a person (details supplied) in County Louth on a decision not to provide school transport; and if she will make a statement on the matter. [53963/22]
Amharc ar fhreagraThe School Transport Scheme is a significant operation managed by Bus Éireann on behalf of the Department. In the last school year over 121,400 children, including over 15,500 children with special educational needs, were transported on a daily basis to primary and post-primary schools throughout the country at a cost of over €289m in 2021.
In July 2022, Government announced funding for the waiving of school transport scheme fees for the coming school year as part of a wider package of cost of living measures.
Ticket registration for the 2022/23 school year closed on 29 July by which time almost 130,000 applications/registrations were received for mainstream school transport. This figure includes 44,299 new applications as well as roll-overs from the previous school year.
Decisions made by, or on behalf of, the Department of Education regarding the provision of school transport services and/or grant-aid under the terms of the School Transport Schemes may be appealed to the School Transport Appeals Board.
Parents or guardians of children, or children who have reached the age of 18 years, may make an appeal. Appeals can be made on-line at www.schooltransportappeals.ie.
When received, the Board will liaise directly with the appellant regarding the appeal date and our subsequent deliberations.
To date, an appeal has not been submitted to the School Transport Appeals Board.
207. Deputy Sean Sherlock asked the Minister for Education her views on a matter in relation to incremental credit (details supplied). [53964/22]
Amharc ar fhreagraSalary progression automatically occurs for teaching service where a teacher is registered with the Teaching Council for the sector in which they are teaching in. My Department also operates a scheme where a person can apply for recognition of relevant teaching and non-teaching service for the purposes of progression along the salary scale which is not already remunerated by my Department or an Education and Training Board.
Staff in my Department have checked the employment records to the person referred to by the Deputy for the period September 2006 to February 2007. Our records show that at that time, the person was not registered with the Teaching Council. Only teaching service where a person is registered with the Teaching Council (or registration with the Teaching Council’s predecessor, the Registration Council) will be considered for progression further along the salary scale. Therefore, the person referred to by the Deputy is not eligible to receive incremental progression for this time worked.
My Department has considered an application from the person under the scheme for further incremental progression. My Department has been in contact with the teacher concerned and she has been informed that she does not meet the criteria under this scheme.
208. Deputy Colm Burke asked the Minister for Education if consideration will be given to instituting a review to classify home tutors as employees of her Department in view that continuity of work is not recognised even when a home tutor has worked for a number of years with students in providing home tuition; and if she will make a statement on the matter. [53973/22]
Amharc ar fhreagra209. Deputy Colm Burke asked the Minister for Education if her Department will carry out a review as to the employment status of home tutors (details supplied); and if she will make a statement on the matter. [53974/22]
Amharc ar fhreagra210. Deputy Colm Burke asked the Minister for Education the reason that home tutors are not regarded as employees of her Department in view of the fact that the Revenue Commissioner regard them as employees of her Department; and if she will make a statement on the matter. [53975/22]
Amharc ar fhreagra211. Deputy Colm Burke asked the Minister for Education if she will confirm that consideration will be given to instituting a review to ensure that home tutors governed by the home tuition scheme, would be afforded the right and made eligible for sick pay and holiday pay; and if she will make a statement on the matter. [53977/22]
Amharc ar fhreagra212. Deputy Colm Burke asked the Minister for Education if she will confirm that consideration will be given to instituting a review of an amendment to current working conditions for home tutors as set out by her Department ensuring that home tutors governed by the home tuition scheme will be afforded the right to secure similar work outside of the official school calendar; and if she will make a statement on the matter. [53978/22]
Amharc ar fhreagra213. Deputy Colm Burke asked the Minister for Education if consideration will be given to instituting a review on amending current working conditions for home tutors as set out by her Department in order that they can claim travel expenses such as those made available for Leaving Certificate and Junior Certificate supervision; and if she will make a statement on the matter. [53979/22]
Amharc ar fhreagraI propose to take Questions Nos. 209 to 213, inclusive, together.
My Departments Home Tuition Grant Schemes provide funding towards the provision of a compensatory educational service for children who, for a number of specific reasons, are unable to attend school. By its nature, it is intended to be a short term intervention.
The Home Tuition Grant Schemes are governed by annual circulars which sets out the purpose, eligibility criteria and details of the scheme. Circular 0046/2022 provides information in relation to the 2022/2023 Home Tuition Grant Scheme and can be accessed by clicking on the following link: www.gov.ie/en/circular/22b2a-home-tuition-grant-scheme-20222023-special-education-component/
As the Scheme is an educational service it is based on the school year. Therefore the periods which are covered for tuition and payment purposes reflect the school terms and do not include school holidays, bank holidays and weekends. This does not preclude tutors from securing similar work outside of the school calendar, such as providing tuition for other schemes such as the summer program.
For children and students who qualify under the Home Tuition Grant Schemes, sanction is given to approve a grant towards the engagement of a tutor who will provide home tuition for the child/student in question. Home tutors are engaged by the parents/guardian of the child who is to receive tuition and the tutor has no contractual relationship with the Department of Education.
In accordance with instructions from the Revenue Commissioners, payments under the Home Tuition Grant Scheme are subject to statutory deductions at source. In order to facilitate parents, my Department acts solely as payroll agents on behalf of the parents/guardian. The Department of Social Protection has determined that Home Tutors are engaged under a contract for service and are therefore self-employed and subject to PRSI Class S.
As outlined in Circular 0046/2022 tutor should ensure that they are fully aware of how the grant will issue under this scheme before any tuition is provided. A separate, detailed payment information note on which includes information on conditions of the scheme, rates and deductions can be accessed by clicking on the following link: www.gov.ie/pdf/234505/?page=null
This note informs tutors that Home Tuition Grant Scheme only pays for actual tuition provided. It does not provide payment in respect of Travel costs incurred, expenses, tuition offered but not availed of by the student, sick pay, holiday pay and any period in which tuition is not pre-approved.
As tuition takes place outside the usual school structure it is important that home tutors are qualified to provide an educational programme. Accordingly, it is a condition of the scheme that parents/legal guardians recruit a tutor who is qualified in the sector in which tuition is being provided, and is registered with the Teaching Council for the duration of the approved tuition, up to and including issue of final payment. Where all efforts have failed to secure the services of a teacher qualified to teach in the sector concerned, the Department may consider the engagement of a person who is registered with the Teaching Council and has a primary degree (minimum Level 7 on the National Framework of Qualifications) in a relevant area, e.g. Psychology.
The scheme is governed by annual Circulars, which are released during the summer each year. The circular is examined each year prior to its release, with work on the 2023/2024 Home Tuition scheme due to commence early next year.
214. Deputy Eoin Ó Broin asked the Minister for Education when a school (details supplied) will be provided with ten extra classrooms as agreed with her Department; if the delivery of the classrooms will be expedited in order to avoid the school having little capacity for intake of new students for the 2022-2023 school year; and if she will make a statement on the matter. [53981/22]
Amharc ar fhreagraThe school to which the Deputy refers was approved funding under the ASA scheme for the provision of Modular mainstream and special education accommodation.
The project is devolved to the school for delivery and the school’s design team are using the Department’s modular accommodation framework.
The Department has contacted the modular accommodation provider in order to assist the school’s design team to expedite the completion of the project and the school have been advised of this.
215. Deputy Róisín Shortall asked the Minister for Education if she will consider funding all trainee educational psychologists, as has recently been announced for trainee counselling psychologists; the reason that only a cohort of third-year students will receive some funding; and if she will make a statement on the matter. [53983/22]
Amharc ar fhreagra216. Deputy Róisín Shortall asked the Minister for Education the timeline that she is working towards for holding interviews to provide financial support to students of educational psychology currently on training placements in the National Educational Psychological Service, who are due to complete their doctoral training programme in 2023; and if she will make a statement on the matter. [53984/22]
Amharc ar fhreagra225. Deputy Louise O'Reilly asked the Minister for Education if the contribution provided for final-year trainee educational psychologists this year will be put on a permanent footing for all final-year students; and if it is her Department's intention to make State contributions to trainee educational psychologists contingent on said students committing to working for a fixed term for her Department or the HSE in the future. [54069/22]
Amharc ar fhreagraI propose to take Questions Nos. 215, 216 and 225 together.
The National Educational Psychological Service (NEPS) of my Department provides a school-based psychological service to all recognised primary and post-primary schools through the application of psychological theory and practice to support the well-being, and the academic, social and emotional development of all learners.
A working group in the Department has been examining the matter of how the National Educational Psychological Service (NEPS) can continue to recruit adequate numbers of suitably qualified staff and continue to respond to the educational psychological needs of children in recognised primary and post-primary schools across the country.
The group has agreed on a number of actions that must be taken to address supply issues in the medium to long term. These include the development of a workforce plan for educational psychologists within the Department of Education and work has begun with other Government Departments to advance this.
A number of options were considered to address some immediate supply issues. Following analysis of these, it was decided that the Department would use some available NEPS funding to sponsor a cohort of third year students of the Educational Psychology Doctoral programme in University College Dublin (UCD) and Mary Immaculate College (MIC) University of Limerick, for the academic year 2022/23 by providing a contribution towards their fees and associated expenses. The workforce planning group referred to above will be asked to make some interim recommendations in Q2 of next year regarding any other short-term measures required in advance of their final report. It is envisaged that funding supports for students on the educational psychological doctorate programme will be considered as part of this process.
In the interim, given the particular time pressures for students in third year of the programme, interviews will be held in the coming months to provide financial support to those students of Educational Psychology, currently on training placements in NEPS who are due to complete their doctoral training programme in 2023. Details will be made available in the coming weeks.
217. Deputy Pádraig O'Sullivan asked the Minister for Education if there are Departmental guidelines in relation to the length of classes at second level (details supplied); and if she will make a statement on the matter. [53999/22]
Amharc ar fhreagraMy Department requires post-primary lessons to be a minimum of 40 minutes. This is laid out in Circular 59/2021, which states
"To facilitate this learning and the implementation of good formative assessment practices, a minimum class period of 40 minutes is required. Certain subjects require double class periods (2 x 40 minutes) during the school week. Schools must ensure that class periods of less than 40 minutes are no longer timetabled.
Some schools may find the use of longer class periods of up to 60 minutes (rather than 40 minutes) more suited to the learning needs of their students and the subjects they study, or alternatively a combination of class periods of 40 minutes and longer class periods of up to 60 minutes."
Each school has the autonomy to design their timetable to ensure minimum time is provided for subjects and programmes. Issues concerning one-hour lessons should be raised with the board of management of the school.
There is support available for teachers in relation to planning lessons through JCT and for school leaders in their role from the Centre of School Leadership through mentoring and coaching.
218. Deputy Réada Cronin asked the Minister for Education her views on a matter (details supplied); and if she will make a statement on the matter. [54003/22]
Amharc ar fhreagraThe Teaching Council have responsibility to determine the procedures that apply to the conduct of inquiries, in accordance with their legislative mandate to conduct inquiries. As the sanctions that may result must be referred to the High Court for approval, a higher burden of proof is applied.
Section 42(9) of the primary legislation refers to the Investigating Committee considering whether there is a prima facie case. The word "serious" does not appear in the primary legislation. However, assessing whether there is a prima facie case involves considering the seriousness of the complaint. There is case law which emphasises the fact that there is a threshold of seriousness to be met when a complaint screening committee is deciding whether to refer the complaint for an inquiry. These cases include Corbally v the Medical Council and a more recent case of B.M. v the Fitness to Practice Committee of the Medical Council [2019] IEHC 106 where the Court noted that "before deciding to take further action on a complaint, the PPC (i.e. the equivalent to the Investigating Committee of the Teaching Council) must be satisfied as to the seriousness of the complaint".
Where a complaint is refused at complaint screening stage by the Investigating Committee, there is no right of appeal in the legislation. This is consistent with the legislation for many other professional regulators such as the Medical Council, the Nursing and Midwifery Board and CORU.
Guidelines on the complaints procedure can be found on the Teaching Council website.
219. Deputy Niall Collins asked the Minister for Education if she will confirm the schedule now being followed in respect of plans for a new school building at (details supplied); if she will appreciate the local interest in the matter; and if she will make a statement on the matter. [54031/22]
Amharc ar fhreagraI wish to advise the Deputy that the schedule of accommodation for purpose of the school's project brief, is currently being devised and my Department will be in further contact with the school authorities when this process has been completed.
220. Deputy John Lahart asked the Minister for Education if she will provide an update on the status of the major building works for Pius X Templeogue Dublin 6W; and if she will make a statement on the matter. [54034/22]
Amharc ar fhreagraI can confirm to the Deputy, that my Department is in receipt of an application for capital funding in respect of the school in question.
My Department's priority continues to be the provision of essential mainstream classroom and Special Education Needs (SEN) accommodation to meet school place requirements.
The application from the school is under assessment by my officials currently and the school authorities will be notified of a decision directly, as soon as the assessment process has been completed.
221. Deputy Seán Crowe asked the Minister for Education the reason behind the change to assessment of need applications as recently communicated to schools by the NCSE; her views that it is appropriate for school principals to make these referrals; the additional resources that will be provided to schools to compensate for these additional duties; and if she will make a statement on the matter. [54044/22]
Amharc ar fhreagraThe Assessment of Need (AON) process is provided for under the Disability Act 2005. Assessment Officers under the remit of the HSE are charged with organising the Assessment of Need. The Assessment Officer makes the determination as to whether or not a child or young person meets the definition of disability contained in the Act and the HSE Assessment Officer co-ordinates and completes the Assessment Report.
Following on from a court ruling in October 2021 there is now a legal obligation on the education system to assist the HSE as part of the HSE’s Assessment of Need Process (AON).
The Department of Education and NCSE have worked intensively to ensure the process put in place adheres to legal obligations arising from the HSE’s AON process and is one that is rooted in existing good practice in schools. Under the Disability Act (2005) the NCSE is obliged to nominate a person with appropriate expertise to assist in the education assessment process.
Where the child is enrolled in a school the Education of Persons with Special Education Needs Act (EPSEN) 2004 names the principal as the person the NCSE should contact.
Assessment in education is an evaluation of a child’s education need.
Identification of education needs is central to the way schools operate. Schools provide for the inclusion and participation of all students and provide an education which is appropriate to a student’s abilities and needs.
In that regard, it is important to note that schools routinely identify students’ needs. This is embedded in school practice. This aligns with the obligations on schools arising from the Education Act 1998. They use a range of assessment practices as part of the Continuum of Support process. The Continuum of Support framework enables the school to identify, address and review progress in meeting the academic, social and emotional needs of the pupil, as well as physical, sensory, language and communication needs.
Schools have been provided with a range of resources to ensure that the education needs of all students, including those with a disability or other special education needs, are identified and supported. The Department of Education issued Guidelines for Primary and Post Primary schools (2017) as to how they should identify and provide for the special education and learning needs of students.
Information derived from the schools’ assessments in education are recorded in a ‘Student Support File’. In line with best educational practice, the Student Support file details a student’s education needs as identified by the school. The information contained in the Student Support File is used in completing the educational component of the AON form which is returned to the HSE via the NCSE.
The Department of Education and the NCSE are conscious of the workload on schools and on school leaders and, in that regard, an extensive consultation process on the educational component of the AON was undertaken prior to its introduction. This process involved schools, advocacy groups, management bodies and unions. The Department of Education and the NCSE worked with a small number of schools on a draft of the documents required as part of the HSE’s AON process. The schools provided valuable feedback on the form and guidance documents which was used to inform the documents which have been issued to schools.
The Department of Education and the NCSE have put in place a suite of supports to assist schools in completing the educational component of the HSE’s AON process. These include:
- Detailed guidance,
- Short video for use by schools setting how to comply with the process;
- Email support,
- Dedicated support line – this line is staffed by education professionals who will assist schools in completing the process.
I think it is important to note that this remains a HSE process. The information retained in schools on a student’s education needs, are transferred into a Report Form that will be returned to the HSE to feed into the overall AON process. The education system is assisting the HSE on the educational component only, as part of the HSE’s Assessment of Need Process (AON).
Ensuring that students with the greatest level of need receive the greatest level of support, is a top priority.
My Department is satisfied that the educational component of the AON process is child centred, in line with educational good practice and ensures that schools, who hold all of the relevant information on the child, are supported in providing this detail to the HSE.
