The Department of Education's NEPS provides a school-based, consultative psychological service in two ways: through the provision of an individual casework service for students and through a support and development service for school staff. Educational psychological assessments are not assigned to schools; rather, educational psychologists are assigned to schools. The NEPS casework service involves the provision of a psychological service for a student, with the psychologist working with the student, teachers and p…

It is important to point out that the provision of support in schools is not dependent on a NEPS assessment or diagnosis. A new model was introduced in 2016. I appreciate the Deputy acknowledging the various strands of work in which the NEPS psychologists are involved but it is very important to note that. The special education teaching, SET, model of resourcing, introduced in 2016, is a needs-based resourcing model. Schools are provided with additional resources to support pupils with additional learning needs, ca…

I acknowledge, as the Deputy has, the excellent work on the ground by our schools and special education teachers. The model as introduced in 2016 is working more effectively, in that it does allow a child without a specific diagnosis to be catered for within the school environment by virtue of the hours that have been made available through the special education teacher. Since becoming Minister I have been very conscious of the value of this work in our schools and the emphasis on well-being and inclusion in our sc…

Primary schools are currently provided with class teachers on the basis of one teacher for every 26 pupils, which is at its historically lowest level. Under the programme for Government there is a commitment to make further progress in reducing the pupil-teacher ratios in primary schools and to support small schools. As part of the budget 2021 measures, the Government has sought to deliver on this commitment by the announcement of a one-point change to the primary staffing schedule and the introduction of a three-p…

To be clear, the primary staffing appeals board is an independent board and operates independently of the Department. There is an opportunity for appeal. I cannot comment on the specific school the Deputy mentioned as I am not familiar with it or the format of its appeal. However, we did successfully reduce the pupil-teacher ratio to 26:1 this year. We also included the three-point reduction for the retention of a teacher. To be fair, that is a significant advancement for schools being able to hold onto a teacher a…

I thank the Deputy. There has been a three-point reduction in the number of pupils required to hold on to a member of staff. For many schools, that has been very successful and beneficial. For others, it might have required a reduction of four, five or six. That is the position but there has been a significant advancement. Equally, there have been advancements regarding appeals, which can be ongoing. I cannot comment on the specifics the Deputy referred to but schools are entitled, where they have further informati…

I thank the Deputy and appreciate the question. I recognise the great importance of investing in special education. A significant investment is being made in both special classes and special schools by the Department of Education. Almost one fifth of the Department's budget, amounting to €2 billion, is spent on special education annually. The National Council for Special Education, NCSE, has a statutory function to plan and co-ordinate the provision of education and support services to children with special educati…

The funding streams being made available to schools are often four times the standard rate of funding made available for mainstream students. That is as it should be. The Deputy referred specifically to smaller schools. A 60-pupil primary school receives just short of €20,000, which comprises grants spread throughout the year, including the minor works payment in July, the minor works payment later in the year and the stimulus package. That means substantial additional funding for schools in terms of minor works. O…

I thank the Deputy. I welcome the announcement by the Minister for Housing, Local Government and Heritage on the home supports being made available. It is a positive and progressive step forward. I take the Deputy's point on making the public aware of the funding streams available to special schools. I will certainly take it on board. The funding is available but I take the point that there might well be an opportunity to disseminate the information more widely and to make it more accessible to parents and guardian…

I appreciate the Deputy raising this question on the floor of the House. The Department is acutely aware of the disruption caused to students as a result of school closures resulting from the Covid-19 pandemic. From 11 January 2021, all students, including those currently in fifth year and who are due to sit the leaving certificate examinations in 2022, engaged in a programme of remote learning with their schools. However, students in fifth year were prioritised for a return to school following the return of sixth …

I reiterate that I am conscious of the particular difficulties and stresses for students throughout the Covid pandemic. In the context of the well-being of and supports for students, I acknowledge that schools and everybody involved in the school community have very much taken a well-being approach to supporting, mentoring, catering to and encouraging students with regard to school. We are all conscious of issues. Much of the advice about well-being issues, as the Deputy pointed out, has been highlighted by NEPS, a…

I reiterate the particular interest that I have, as has the Deputy, in the well-being of students and, beyond that, for the entire school community. It is important to consider that the experience of Covid-19 has created challenges for us all, so I include the wider school community when considering the need to provide resources and support for well-being. As the Deputy has referenced the cohort of students who will take the leaving certificate examinations next year, I want to be clear that even in the budget in O…

I appreciate the Deputy raising the question. As he will be aware, it was previously raised by another Deputy. It is a priority of mine and has been since I became Minister to reduce the pupil:teacher ratio, which we succeeded in doing, and also to address the points required for the retention of a teacher, which have fallen by three points this year. That is important and has proven to be of significant benefit to schools. Primary schools are currently provided with class teachers on the basis of one teacher to 26…

I reiterate that, as the Deputy has graciously acknowledged, we are reducing the pupil-teacher ratio. This will be at an historic low, 25:1, when pupils return to school in September. It is a point consistently missed that we have reduced by three the number of students required for a school to hold on to a teacher. Again, that was a bold, brave and positive measure in respect of the overall number of staff available in a school at any given time. I again reiterate that, for every 25 pupils, one teacher is provided…

I again reiterate that we are making progress in terms of the size of classes within our school environments. I will say again that the ratio will be at an historic low in September. We are making steady progress in that regard. For every 25 pupils in a school, there will be one teacher available. That represents significant progress. Schools who need to retain a teacher will now require three pupils fewer than they would have heretofore, a measure which will be of benefit to many schools, particularly small school…

I appreciate that; it is the nature of the job, is it not? The current national development plan, NDP, as part of the Project Ireland 2040 framework, provides for an €8.8 billion investment in schools during the period from 2018 to 2027. The increased investment under the NDP is positioning the State to focus on adding and modernising capacity in the school system. During the NDP period 2018-2020, 526 building projects were completed under the large-scale capital programme and the additional school accommodation sc…

I thank the Deputy. I appreciate the need to expedite these projects and to commence them as soon as possible. I also appreciate how important they are. The Department has done considerable work to progress the projects despite the pressures of Covid-19 and the impact this has had on advancing projects. We were fortunate in the Department of Education in that we were able to continue with the provision of school buildings as an essential service. As the Deputy has acknowledged, we were also able to continue notifyi…

I thank the Deputy. I will guarantee that this information will be made available to him. I acknowledge his ongoing and consistent commitment to the provision of education services in Tipperary. I will ensure that information is made available to him.

I thank the Deputy for posing this question and highlighting this matter. On 17 February, I confirmed that leaving certificate 2021 examinations would proceed, guided by public health advice, and that students would also have the alternative option of applying for grades accredited by the State Examinations Commission, SEC, to be known henceforward as SEC-accredited grades. This decision was taken by the Government to provide choice and clarity for students. Students will by now have registered for the traditional …

All steps that have been necessary thus far have been taken. I have outlined for the House all the various aspects, for example, the orals and music practicals, that have already taken place and worked well, largely due to the considerable support provided by schools on the ground, the resources put in place by the Department and the strong, collaborative and supportive approach taken to making accommodations for exams of that nature. LCA orals took place between 3 and 12 May and proficiency tests for out-of-school…