Norma Foley (Kerry, Fianna Fail) | Oireachtas source

I am very pleased to be here to provide Senators with an update on the important measures that have been taken to address the continuing impact of Covid-19 on the educational experience of our children and young people. The continued safe and sustainable operation of schools has been a key priority for the Government and broader society. This simply could not have been achieved without the sheer hard work, creativity and leadership of every single school across the country. I know that it has been both challenging and exhausting for principals, teachers, SNAs, school staff, boards of management and everybody involved in the school community sector but it has been vitally important for all of our children and young people that our schools have continued to operate throughout the pandemic. In doing so, we have worked intensively with the Department of Health and with public health officials who continue to monitor the situation in schools and to advise on the management of the Covid-19 virus within our sector.

The Department of Health and the HSE, working in collaboration with the Department of Education, recently announced a programme in which antigen tests will be made available to children in primary schools when a case of Covid-19 arises with effect from Monday of this week. Schools have been provided with letters for parents on the opportunity to avail of antigen testing for children in primary schools where there is a confirmed case of Covid-19. Translations of these materials have been made available in 21 languages and further work is ongoing to make these available in even more languages. The HSE has prepared a video for parents on administering antigen testing and has also created child-friendly guidance. Parents and guardians of a primary school child who is a confirmed case of Covid-19 following a PCR test are asked to inform their school's principal. The school principal will then inform the parents of other children in the pod of a confirmed case, advising them of the option to access antigen tests for their children through a HSE helpline should they wish to do so. These antigen tests will be delivered to the child's home. Where there are two cases in a class in more than one pod within a seven-day period, antigen testing will be offered to every child within the class setting. It is important that parents inform principals quickly if a child receives a PCR "detected" test result for Covid-19. By doing this, the choice to participate in antigen testing can be offered to other parents quickly. It is important that everyone continues to follow all the public health advice in using this new programme. It is also important that everyone continues to accept the advice regarding those experiencing Covid-19 symptoms that it is vital that they restrict their movements and seek medical advice or a PCR test. Children who are in a pod where a child has tested positive for Covid-19 can continue to attend school whether they participate in antigen testing or not.

As Senators will be aware, last week NPHET strongly recommended the wearing of face masks or coverings by children aged over 9 on public transport and in retail settings, as already required for children aged 13 and over. The team also recommended that this is introduced for children in third class and above in primary schools. NPHET has advised that this measure is being introduced on a temporary basis and is subject to review in mid-February 2022. This public health recommendation was accepted by the Government on Tuesday. This is not a decision that was taken lightly. I recognise that it presents yet another challenge for students, their school communities and their families but it was taken in order to support the continued operation of our schools and to offer the best possible protection to our students and school communities.

Having worked for many years in the school sector, I know how important it is that students and staff are advised clearly of any additional measures being asked of them. I am also deeply conscious that no two students are the same and that it is paramount that we support the needs of all of our students. As such, schools will adopt a practical and flexible approach in implementing this new recommendation. It will take a number of days for schools to implement this new measure as they engage with their students, parents and guardians on the matter. Students who have medical needs or additional needs such that mask wearing would be uncomfortable or not possible will be exempt from the general requirement to wear a mask. Schools know their students best and where a school is aware that this may be the case, no certification is required. Again, while I know we would wish that it would be otherwise, we must do all we can to support the continued operation of our schools for our children and young people and to mitigate against any further school closures. The Department continues to be available to support any principal or school where issues arise.

Managing ventilation is just one of a suite of public health measures in place to keep our schools safe. Updated guidance for schools on practical steps for the deployment of good ventilation practices in schools was provided at the end of May following the work of an expert group that carefully considered the role of ventilation in managing Covid-19. This guidance outlines the steps that should be taken to ensure that classrooms are well ventilated. Furthermore, the guidance outlines that carbon dioxide or CO2 monitors can play a part in providing a useful general indication that areas or rooms may be adequately ventilated. As such, a number of portable CO2 monitors have been provided to every primary and secondary school in the free scheme. In excess of 35,400 monitors were delivered to almost 4,000 schools across the country.

Where the measures in the guidance have been undertaken and poor ventilation continues to exist in a particular room or area, air cleaners or HEPA filters may be considered as an additional measure in conjunction with other methods of ventilation that are available. This is in line with the report of the expert advisory group. Schools that identify inadequate ventilation in a room can also apply for emergency works grant assistance to address these ventilation issues.

I am very clear that there is no one solution that fits all scenarios so each application requires bespoke analysis and selection of the appropriate unit matched to the specific room size and volume. If a school believes that its individual space may require specific technical specialist advice, the assistance of a chartered engineer or registered architect can be sought. Schools can also avail of technical assistance from the Department.

I am aware and appreciate that there has been interest in the arrangements for teacher substitution and the shortages that have emerged in recent weeks. I have recently announced a number of additional measures to provide enhanced substitution cover in the context of current challenges arising from the Covid-19 emergency. Higher education institutions have introduced increased flexibility in their initial teacher education programmes in order to allow third and fourth year bachelor of education students and master's in primary education students to enhance their availability to undertake substitution work. A further 200 posts are being allocated to the primary substitution teacher supply panel in existing or, indeed, new areas where significant challenges in sourcing substitution has continued, bringing the total posts allocated to 680 covering approximately 2,600 schools.

Qualified primary and post-primary teachers on secondment to the Department's teacher education support services have been asked to make themselves available to provide substitute cover in schools also. Continuing professional development at primary and post-primary levels where substitution is required has been postponed until after the February 2022 mid-term. This measure is being taken on an exceptional basis.

Post-primary teachers can now work more than 22 hours per week, working extra hours to provide substitution cover up to a total of 35 additional hours to the end of February 2022. There are a number of other measures, including teachers who are on career break, where the restrictions have been lifted. For teachers who are on job share, restrictions have been lifted also so that they can work additional hours in their own school or can choose to do it in another schools. Retired teachers can also work unrestricted until the end of the year without it impacting on their pension. My Department will continue to engage with education stakeholders to identify solutions to the current challenges in recruiting substitute teachers.

Covid-19 has impacted all aspects of education but we must remember that some have been impacted more than others. I acknowledge that school closures have had a greater impact on the education of some students. My Department aims to mitigate the adverse impacts of Covid-19 on student learning loss. The Department, from the outset, has focused on providing additional resources and measures to assist schools in supporting all students but, in particular, students with special educational needs and those most at risk of educational disadvantage. I have worked closely with the Minister of State, Deputy Josepha Madigan, in this regard.

The Department spends over €150 million annually to provide a suite of supports aimed at tackling educational disadvantage as part of a school's Delivering Equality of Opportunity in Schools, or DEIS, programme. Budget 2022 allocated €18 million for 2022 and €32 million in 2023 to extend this programme for further schools.

In order to address the impact of Covid-19 the opportunity to offer summer provision was extended to all primary and post-primary schools this year, at a cost of up to €40 million. This was in addition to €10 million allocated to a supplementary education programme aimed at students with complex educational needs. In addition, the Covid learning and support scheme, CLASS, has been put in place for the 2021-22 school year to help mitigate the adverse effects of school closures on students. Provision of €52 million has been made available to provide additional teaching hours to all recognised schools on a once-off basis.

Schools have the flexibility to identify the pupils who have been most affected by school closures and guidance has been provided by the Department. The additional hours have been available since 11 October 2021. For example, a primary school with 250 students enrolled will be entitled to 15 weeks' additional teaching time. A secondary school with 850 students enrolled will benefit from 47 weeks' additional teaching time.

In relation to students with special educational needs, the Department put in a place a supplementary programme in February to provide additional support to pupils with complex needs during the period of a phased reopening. The programme was delivered in the pupils' homes by teachers and special needs assistants, SNAs, and over 14,000 pupils availed of the scheme. In May of this year, the Government announced the expanded programme that built further on the programme for 2020. For the first time, all schools had the opportunity to run a summer programme. The home-based programme was available for eligible pupils where their school was not in a position to provide the programme. The total number of pupils who availed of the summer programme either at school or in a home setting rose from 22,851 in 2020 to 36,672 in 2021, an increase of 60%.

The Covid-19 pandemic has been challenging for many of us, including children and young people. Many normal rites of passage have been disrupted and it has been difficult at times for students to access their usual support systems, be those supports with school friends, with school itself or outlets such as sport or creativity. It has never been more important to emphasise well-being and supports available to students through their schools. I acknowledge the work of all of the support services and school staff in supporting students' well-being through a whole-school team approach ensuring that students feel safe and secure.

While the Department of Health has overall responsibility for mental health services in Ireland, the Department of Education has an important role to support the well-being and positive mental health of all our young people. The approach proposed is a whole-school and preventative approach, which has multiple components that include providing children and young people with opportunities to build core social and emotional skills and competencies; experience supportive relationships within the school setting; and be part of a school environment and culture that feels both physically and psychologically safe, in which they feel a sense of belonging and connectedness and where their voice is heard and they feel supported. A broad range of supports, resources and professional learning opportunities is being provided to support schools to promote and support well-being and resilience by the Department's support services. These services support schools to provide strong universal support at the level of whole school and classroom, more targeted support for some children and young people who may be at risk, and more individualised support for those with greatest need. The well-being of school staff is also paramount. My Department has put in place a comprehensive employee assistance service as a supportive resource for all school staff.

On 30 June last, I announced that adjustments would be made to the 2022 leaving certificate and junior cycle examinations. As with previous years, adjustments were developed in conjunction with the leaving certificate advisory group, which includes representation from students, parents, teachers and schools. These adjustments ensure that the overall familiar structure of exams remains intact but it allows for greater choice. Guidance has been issued to schools to reflect these changes. The level of adjustment will be similar to that applied by the assessment arrangements for junior cycle and leaving certificate examinations in 2021. I also announced that an alternative set of leaving certificate examinations would be run in 2022, shortly after the conclusion of the main set of examinations, and would be limited to certain students who are unable to sit the main set of examinations due to close family bereavement, Covid-19 illness and certain other categories of serious illness.

The State Examinations Commission will issue further details regarding the 2022 examinations guided by prevailing public health advice.A meeting of the examination's advisory group will take place shortly to discuss the timing of leaving certificate oral examinations in 2022.

I am grateful for the invitation to attend the Seanad today. I assure Senators that I and officials in my Department continue to work hard to address the challenge of Covid-19 to support students and school communities throughout the country. I acknowledge and express my thanks for the hard work being done by school communities to support all the children and young people whom we serve every day in the education sector. I thank Senators for their ongoing positive and proactive engagement with me and my Department on issues of education.