Richard Bruton
Question:59. Deputy Richard Bruton asked the Minister for Education if she is satisfied with the model being piloted for the transfer of patronage in schools; and if modifications in that approach are planned. [14233/23]
Ceisteanna Eile - Other Questions
Question No. 58 taken with Written Answers.
School Patronage
The question I am going to ask will be familiar to the Cathaoirleach Gníomhach. It relates to the pilot process for achieving a transfer of patronage. We had an example in our constituency recently and it went badly wrong, essentially because of a lack of anticipation of how a successful process could work.
It needs to be changed if we are to have success. In a constituency like mine, less than 15% of schools are non-denominational and they are predominantly denominational. That needs to change and we need to have a process that can do this smoothly.
I acknowledge that I had a discussion with Deputy Ó Ríordáin on this issue earlier. As I said, the Government’s objective is to have at least 400 multidenominational schools in the primary system by 2030 to improve parental choice. I fully support this commitment and the Department is working in this regard. In recent years, there has been progress towards increasing the number of multidenominational primary schools, with the vast majority of new primary schools established to cater for demographic demand in the last decade having a multidenominational ethos. That should not be lost in the discussion.
In March 2022, I announced that arrangements are being put in place in a number of towns and areas of cities that have no multidenominational 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. The schools reconfiguration for diversity process, supporting transfers of schools to multidenominational patrons in response to the wishes of local communities, has been developed in order to accelerate the delivery of multidenominational schools across the country. Where a school transfers from the patronage of one patron to another, the school remains open with the same roll number and operating from the same school property. All State-funded primary schools follow a common national curriculum and are subject to the same rules and regulations.
The ongoing pilot process is engaging with 63 schools in the cities of Cork, Dublin, Galway and Limerick and in the Arklow, Athlone, Dundalk and Youghal areas. The Council for Education of the Irish Episcopal Conference and relevant bishops have confirmed their willingness to engage and co-operate with my Department in seeking to facilitate a more diverse school patronage in these towns and cities.
The Department has made available a number of independent facilitators, who are former senior inspectors, across the pilot areas to work with the school patron and relevant school authorities at local level. This work involves engagement with school authorities, school staff and parents with a view to agreeing on a transfer of patronage and change of ethos, where there is sufficient demand. This process is about providing information and engaging with and seeking feedback from the school community. The pilot has already facilitated increased diversity, with the announcement on 12 January that a Catholic school in Athlone, Cornamaddy National School, will be transferring patronage from its Catholic patron to Longford and Westmeath Education and Training Board.
The difficulty is that many elements of the approach taken militated against consensus and, in fact, it went far further than that and has now resulted in deep divisions within the school community. Among the problem areas was, first, that a very rapid decision was expected about the next school year. Second, there were no data or surveys prior to the initiation of discussions. Third, the complexity of a campus with mixed junior and single-sex post-infant classes was not anticipated. Basic questions like how the model would work and where feeder schools would be found were not anticipated before the approach was taken. The result was that camps were created very rapidly and what could have been achieved has been frustrated. We need a new approach. I would like to hear how the Minister thinks about resolving those issues that I have outlined.
I accept the points the Deputy has made. There are 63 pilots. It is important to remember, as I said previously when it was raised with me, that in some areas it has worked much better and has been a much stronger process than it has been in other areas. There have certainly been challenges and it has been more challenging in some areas than in others. It is for that reason that the Department has given an absolute commitment that there will be a full review of the process. Any learnings that we gain, we will obviously put to good use.
It has been particularly complex in the area referenced by the Deputy. Notwithstanding that, I have also pointed to where we have had successes, for example, at Cornamaddy National School. It is the wish and the hope of the Department that there will be number of other transfers of patronage and changes of ethos to multidenominational schools in the short term. The pilots are up and running. We are awaiting the final report from the facilitator in regard to the area that the Deputy references.
Would the Minister not agree with me that some very basic design processes were absent? Give the notion of a rapid decision in a complex situation, this should have been allowed to be phased over a period. As there were no data, no surveys and no anticipation of what might be the views of parents, it ended up that one of the criteria used was the number of children opting out of religion being an indicator of preferences – that is clearly not an adequate indicator but that is what they were reduced to. There were also basic questions on feeder school arrangements. Each of these is within a planning area. The Department could look at the entire planning area and develop a more robust system that gives parents more confidence in the direction of challenge. This process needs to be seriously examined. It did not work in this instance and some of the design flaws could have been anticipated.
I cannot be any clearer. From the outset, we have been very clear that the purpose of the pilots is, obviously, that they would be successful in that they would glean for us an increase in multidenominational provision. Equally, however, we have been clear from the outset that there will be learnings from the pilots. A pilot is a pilot. There will be learnings and, obviously, we will put that to good use going forward. However, it is fair to say that the example the Deputy has given, and it was given here earlier this morning, has been particularly complex and particularly challenging. That has not been the experience in other instances. While that does not in any way diminish the challenges that have been presented in this area, notwithstanding that, it is only balanced to say that in other areas those difficulties were not found. Equally, in terms of multidenominational provision, particularly with new schools, it is important to remember that 52 of the 53 new primary schools are multidenominational and 44 of the 50 new post-primary schools are multidenominational. To conclude, there will be a full review of the process on the conclusion of the pilot scheme.
School Curriculum
Peadar Tóibín
Question:60. Deputy Peadar Tóibín asked the Minister for Education if her Department has undertaken a study to determine if the increase in those failing ordinary level maths is attributable to the removal of foundation levels maths from the junior cycle. [13576/23]
There is growing frustration among many parents around the country that the Department is focusing on ideological battles, against the will of parents, rather than focusing on the bread and butter issues of the education system. Most parents would rather that the Department focuses on having school buildings that are operational, yet the Government has paused the building of new builds at the moment. My question concerns the issue of subjects. The Irish Mathematics Teachers’ Association appeared before the Oireachtas education committee this week and voiced its concern that the fact foundation level maths has been removed from the junior cycle has caused serious difficulties for many students. I would like to know what level of research the Government has done into the causes of those difficulties.
The 2015 junior cycle framework incorporates a modernised curriculum across all subjects and a balanced range of assessment modes that more appropriately addresses the needs of students in the 21st century. It provides students with learning opportunities that strike a balance between learning knowledge and developing a wide range of skills and thinking abilities. Due to the cancellation of junior cycle examinations in 2020 and 2021 in response to the Covid pandemic, 2022 was the first year in which all subjects were examined under the junior cycle framework. Hence, while the junior cycle mathematics specification was implemented in 2018, it was examined for the first time in 2022.
While the junior cycle framework is in the relatively early stages of its implementation, the reception and impact of the new courses being studied, and their assessment, is under review and evaluation. The National Council for Curriculum and Assessment, NCCA, will conduct an early insights review of each newly introduced subject specification. These will gather feedback from school management, teacher-educators and interested parties in relation to the experience of the subject in question and associated assessment arrangements. For junior cycle mathematics, it is anticipated that this review will be initiated in the fourth quarter of this year.
In addition, a team of independent researchers from the school of education at the University of Limerick has been commissioned by the NCCA to explore the implementation and impact of the framework for junior cycle. This is a mixed methods, multidimensional longitudinal research study, exploring the experiences of schools over a period of four years. The first report of this study was published by the NCCA in October last year. Findings from this research will inform the NCCA's ongoing work to support schools' implementation of the framework for junior cycle.
Neither the State Examinations Commission, SEC, nor the Department refer to students passing or failing exam subjects. The grade achieved represents a student's achievement in the particular subject and should reflect the student's best efforts in that subject.
The language of pass or fail may not best reflect a student's achievement.
In relation to foundation level, the Deputy may be aware that under the junior cycle framework, engagement with course specifications is at a common level in most instances in the level 3 programme, which is the level taken by most junior cycle students.
One of the objectives of the Department should be, first and foremost, to listen to teachers. Teachers have a deep understanding of how different students learn and what their needs are, and most polling of teachers in this circumstance shows that they are pretty much unanimously opposed to the Government's deletion of foundation level mathematics. A recent poll showed that 87% of teachers either disagree or strongly disagree with the Government's policy.
Removing foundation level mathematics is having a serious consequence on those who struggle with mathematics. We have seen the numbers who are failing ordinary mathematics rise from 5.2% in 2019 to 7.2% in 2022. This has a significant consequence for people.
Students are being forced to undertake examinations that they will not perform well in. This will have a terrible effect on their confidence and self-esteem and will kill their passion for mathematics. I would implore the Minister to listen to the teachers.
I reiterate that June 2022 was the first time that this examination was taken. There is an absolute commitment from the Department in all subjects, including this one, that there will be the early insight review. There is equally a commitment - it is right and proper - that we would allow time for the examination to bed in, but that this review will take place in the fourth quarter of 2023. The review will involve seeking the views of school management. It will involve taking the views of teachers, educators and interested parties in this particular subject area.
It is important that the subject be allowed to run, that it be experienced and that there would be a review. There have been reviews previously and often amendments, changes and accommodations are made as a consequence where they are deemed to be necessary. It is appropriate that the review be allowed to take place this year. There will be learnings from that review. If and where necessary, accommodations, changes and amendments can be made.
I would suggest to the Minister that we front-load research in terms of the decision-making process. I welcome that there is a review but my worry is that this process will be slow and that many children will have to go through the current system with regard to foundation level mathematics and that will cause major difficulties for thousands of students around the country.
If we start with a platform of making sure we have an education system that is designed around the needs of the students, first and foremost to allow students to find a level that suits their ability, and is clearly in tune with the views of teachers, mistakes like this will not be made in the future. There is collateral damage from mistakes such as this. The collateral damage is that over a number of years, students go through a process which tells them they are failures. The pressure that puts on children is unacceptable.
I reiterate that the language of failure is not used by the Department.
I want to be clear that the early insight review will take place this year. That is important. I can give the Deputy an example of an early insight review which took place recently in terms of junior cycle Irish T1 and T2. The report of the review was available on the NCCA's website. Following the review, and informed by its findings, the Department issued a circular amending the assessment arrangements for classroom-based assessments 1 and 2. It is also planned to bring about a further review of junior cycle Irish from September 2023.
With any new subject that comes in, there is always the opportunity - it is important that the opportunity is there - for review and for amendment, addition or whatever as a consequence of the review. The review takes on board the views of school management, teachers, educators and interested parties. That is as it should be.
I confirm that the review of the mathematics will take place in the fourth quarter of 2023.
Question No. 61 taken with Written Answers.
Schools Building Projects
Pearse Doherty
Question:62. Deputy Pearse Doherty asked the Minister for Education if she is aware of the concerns of a school (details supplied); if she has taken steps to address these concerns; and if she will make a statement on the matter. [13406/23]
There has been shock right across the school community as a result of letters issued to a number of schools stating that their building projects are now stalled. It seems that as many as 16 schools in my constituency may be affected, although the details are still sketchy. I have raised with the Minister in these questions two of those schools, Scoil Chonaill in Bun Beag and Gaelscoil na gCeithre Máistrí. Gaelscoil na gCeithre Máistrí is waiting for diggers to go in. They have 24 hours left on their contract for tender. They needed a decision immediately. Can the Minister give them this reassurance today?
Specifically, Scoil Chonaill in Bun Beag, which has been referred to, received approval for a building project under the Department's additional school accommodation scheme in June 2020. The project will provide for a two-classroom special education needs, SEN, base for the school. The project has progressed through the stages of architectural planning and is currently at stage 3, which is the tender stage. The school authority submitted the tender report to the Department on 8 February 2023. We remain committed to the delivery of this important project and, indeed, the projects that the Deputy mentioned earlier.
I am appreciative of the strong support provided by Government for the education budget. My Department's published national development plan, NDP, allocation for 2023 is €860 million. High construction inflation remains a continuing feature of the construction sector for 2023. As part of its planning ahead for the remainder of 2023, the Department is engaging with the Department of Public Expenditure, National Development Plan Delivery and Reform in relation to capital funding pressures in order to continue to adequately support the operation of the school system with roll-out of school building projects to construction in 2023. I am appreciative of the support and engagement which has been offered by the Department and the Minister, Deputy Donohoe, in this regard.
We are currently at an advanced stage with these discussions. Progress has been made and I am anxious to bring this issue to resolution quickly. I want to assure the Deputy and the relevant school communities that school building projects that are currently on hold due to capital funding pressures will be progressed and delivered. It is simply a question of timing in terms of the financial resource. I am well aware of the urgency in getting these projects delivered as quickly as possible.
I know of the importance to the local school communities, two of which the Deputy referenced. We are currently in discussion and engagement with the Department of Public Expenditure, National Development Plan Delivery and Reform in relation to funding being made available and we remain 100% committed to the projects that have been outlined.
That does not give us the reassurance that the school community needs. On Tuesday, the Taoiseach stated, "I am happy to confirm and give the reassurance that funding will be provided for those 58 schools to continue construction this year." Can the Minister for Education, Deputy Foley, echo those words? Are all of these 58 schools, in the words of the Taoiseach, going "to continue construction this year"?
Gaelscoil na gCeithre Máistrí has been in prefabs since 1999. It has been waiting on the school building programme for 12 years. All of the architects' work has been done and a contractor has been appointed. The contractor has sourced its materials. Employees are ready to roll. They have 24 hours before there is a significant delay in terms of the project. This entire school community is in prefabs. It is not acceptable. Can the Minister give any assurances that within the next 24 hours positive news can flow to the board of management to allow the contractor to build the school for the pupils and teachers of that community?
I want to confirm the Department of Education has a very ambitious programme of delivery for our schools. Right throughout Covid, our school buildings continued to be built. Last year, a significant number of buildings - 180 new buildings - were provided for. This year, there are 300 projects on hand to be completed by the end of 2023 or early 2024.
We have to concede that the Department, like wider society, has been affected by the war in Ukraine, which has impacted the cost of materials. Within the Department of Education, we have provided capacity for more than 15,000 students from Ukraine, which is having its own impact, but with schools positively wanting to do that and graciously doing so. We have also accelerated the delivery of SEN. All of this is important work.
We are 100% committed to the delivery of the schools that the Deputy has referenced.
There is an issue around capital funding. We are in a positive engagement with the Minister for Public Expenditure, National Development Plan Delivery and Reform, Deputy Donohoe, and his Department on that funding being released as quickly and as soon as possible.
I hear what the Minister is saying; that she is committed to these projects, and I take her at face value on that. The big question, however, is: when is she committed to delivering them? A total of 58 schools have a pause. They have received the letters and emails and there is shock in the communities. The Taoiseach stood in the seat across from me on Tuesday and gave a reassurance that "funding will be provided for those 58 schools to continue construction this year." Does one end of government know what the other end of government is doing? Why can the Minister for Education not echo those words? Will these 58 schools, as the Taoiseach said, "continue construction this year"? Gaelscoil na gCeithre Máistrí is ready to roll and if the decision is not made in the next 24 hours, there will be significant delay because of the tender process and the contract that has been awarded. Can the Minister give any reassurances to that school in particular that a decision will be made in the next 24 hours? Crucially, will she echo the words of the Taoiseach that all 58 schools will go to construction this year? If not, was the Taoiseach talking through his hat?
I reiterate that the Department is 100% committed to these projects moving ahead and they are all at various stages.
When?
When?
I have the floor. I am fully committed to these projects going ahead. They are part of a hugely ambitious programme that we have delivered on in the past, including right through Covid, and we are determined to deliver on it this year. We need additional funding to do that and we are in discussion and communication with the Department of Public Expenditure, National Development Plan Delivery and Reform, and the Minister on it. I want to acknowledge that they also have demands across a variety of other issues and Departments. They are engaging with us on a positive basis, however, and I am confident that there will be a positive outcome to this. We are seeking to have that outcome in the shortest timeframe possible. The discussions and engagement are ongoing but we are committed to this, and at no stage have we ever said these projects will not continue. These projects will continue and the timing of them will be determined by the availability of funding from the Minister for Public Expenditure, National Development Plan Delivery and Reform.
Will the Minister look at Gaelscoil na gCeithre Máistrí in particular? There is a significant issue with its contract.
Question No. 63 replied to with Written Answers.
School Accommodation
Aodhán Ó Ríordáin
Question:64. Deputy Aodhán Ó Ríordáin asked the Minister for Education if she will expedite the building process for a school (details supplied) in Dublin 13; and if she will make a statement on the matter. [14310/23]
We still do not have a list of those 58 schools that are experiencing building delays.
The schools are aware themselves, as is appropriate.
I want to ask the Minister about a particular school that has an ongoing issue with its school building project, which is Gaelcholáiste Reachrann in Donaghmede. Can she expedite the building process for this school and will she make a statement on the matter?
The project referred to by the Deputy is at tender stage. The project brief is for the construction of a 600-pupil, two-storey, post-primary school building, including general classrooms, specialist classrooms, assembly hall and all ancillary accommodation. The stage 2b submission for this project was approved in September 2021. Dublin and Dún Laoghaire Education and Training Board and its design team were authorised to proceed to tender upon completion of the pre-qualification process in October 2022. With the original planning permission close to expiring, a decision was made that a new planning application to incorporate additional elements, such as traffic management, was required for the project. This was lodged with Dublin City Council on 26 January 2023. Dublin City Council has since requested that the entire application be recommenced and resubmitted with the additional information. This planning application was resubmitted on 9 March. This project was approved to go to tender in October 2022 but is currently on hold to proceed due to capital funding pressures and the requirement to submit a new planning permission.
My Department's published national development plan allocation for 2023 is €860 million. High construction inflation remains a continuing feature of the construction sector for 2023. Given the Department’s strong track record in recent years in delivering the school building programme, and our full utilisation of our budget every year, there is no margin to absorb inflationary pressures. As I have stated, my Department is engaging with the Department of Public Expenditure, National Development Plan Delivery and Reform on capital funding pressures to continue to adequately support the operation of the school system with the roll-out of school building projects to construction in 2023.
I am appreciative of the support and engagement which has been offered by the Department of Public Expenditure, National Development Plan Delivery and Reform, and by the Minister in this regard. We are currently at an advanced stage with the discussions. Progress has been made and I am anxious to bring this to a resolution quickly. I reassure the Deputy and the relevant school communities that school building projects that are on hold due to capital funding pressures will be progressed and delivered. I am well aware of the urgency in getting these projects delivered as quickly as possible. We will be providing an update to individual schools as soon as possible. In tandem with this, the Department’s planning and building unit will also be updating patron bodies and school management bodies at that stage.
I will return to the wider issue shortly. If the Minister was to visit Gaelcholáiste Reachrann she would be taken aback at the poor state of the buildings in which the young people are learning, which has been an ongoing issue for years. It is one of the only Gaelcholáistí on the north side of Dublin and it services quite a number of Gaelscoileanna, including one which I attended, Gaelscoil Míde. The spirit and enthusiasm of the school community is completely undermined by the State of the buildings.
I invited the Minister of State at the Department of Tourism, Culture, Arts, Gaeltacht, Sport and Media, Deputy O'Donovan, during a debate on the Irish language, to visit the school. It is one thing to make positive contributions in this House on the state of the Irish language and on what we believe in when it comes to the Irish language but it is another thing to visit a school that needs a drastic overhaul and drastic investment. I invite the Minister, therefore, to visit the school and see what can be done. She outlined the planning process but the enthusiasm and vision of this school's community is not being matched by the same level of enthusiasm or vision from the Department.
I do not for one minute underestimate the enthusiasm of the school or the good work it does every day with its students and the wider school community. Confirmation of that and of the excellence of the delivery there every day are represented by the determination of the Department to deliver on this project. I have no issue, at an appropriate time, with taking the opportunity to visit the school.
As I said, a new planning application has been submitted on the school. I want to be fair also when it comes to the constraints we have on funding but that is part of an ambitious programme of delivery that the Department has across the country. We have been impacted by a variety of different issues, including the war in Ukraine and the cost of materials. We must also make provision for more than 15,000 students from Ukraine and accelerate special educational needs provision. These are all things that everybody wanted us to do.
We are in positive discussions with the Department of Public Expenditure, National Development Plan Delivery and Reform and I am confident that those discussions will come to a positive conclusion in as fast a time as possible. I want to confirm again that this project, along with other projects, will proceed. We await the additional funding for same.
A turf or trench war between the Departments of Public Expenditure, National Development Plan Delivery and Reform, and Education is of no comfort to those who have concerns about the conditions in which their children are learning. As has been said, to anybody watching in the stark assurance given by the Taoiseach to my party leader, Deputy Bacik, on Tuesday, that these projects will be recommenced this year, is different to the reassurance the Minister has given this morning. The terminology is marked in its difference.
On Gaelcholáiste Reachrann, I appreciate the Minister's intention to visit the school because the Irish language cannot survive in an area like the north side of Dublin, which I represent, if when the children learning and experiencing, enjoying and loving the language look around them they see a level of disinterest from those who should enhance that experience. I will appreciate the Minister visiting the school to listen to the principal and the school community about how the Department can be of help. However, talking about negotiations with the Department of Public Expenditure, National Development Plan Delivery and Reform will be of cold comfort to those who are experiencing these poor facilities.
I support the Minister. We can focus on the discussions but I heard the Minister repeat continuously that those negotiations and discussions are going positively. Deputy Ó Ríordáin knows about the tictacking that necessarily goes on between Departments. I look at my constituency of Dublin South-West and the projects needed there, including Gaelscoileanna like Gaelscoil Chnoc Liamhna, which we were waiting for 25 years and which the Minister has delivered. Another six or seven school projects have opened during the lifetime of the Government.
People need to be positive and take the Minister at her word. While I am on my feet I must also plead for my constituency.
On a point of order, is it regular for a Government Deputy to contribute without asking a question and to give a statement in support of the Minister?
The Deputy indicated he would contribute so I assumed-----
The Minister is quite able to speak for herself.
The Deputy has overstepped.
There is no question. No question is being asked of the Minister.
The Deputy indicated he would ask a question.
He is eating into the time of others.
He indicated he had a question about Dublin 13. If he had other issues he should have submitted a question. I will move on to the Minister to reply.
Under Standing Orders I am entitled to contribute on a question.
The Deputy is not asking a question.
The Deputy is not speaking on a point relevant to the question.
The Minister can speak for herself and the Deputy is eating into other people's time.
I am coming in on the general question Deputy Ó Ríordáin asked-----
In fairness-----
-----but that is beside the point.
The Minister to conclude.
I am entitled to contribute. If the Deputy had allowed me to, I would have got to my question.
However, you did not. You were given 30 seconds. You decided to go down a different road.
I thought I had a minute. Under Standing Orders I have a minute.
The Minister to conclude.
I confirm once again that the projects that have been paused will go ahead. We are in constructive engagement with the Department of Public Expenditure, National Development Plan Delivery and Reform. The delays are a consequence of our ambitious programme. More than 300 projects are to be completed this year or in early 2024, in addition to the 180 projects completed last year. Our Department, similar to other Departments, has been challenged by many of the issues that have impacted on wider society including the cost of materials due to the war in Ukraine; as I have already stated, the additional number of students who we absolutely welcome into our schools - more than 15,000 of them are from Ukraine; and the excellent and most important availability of special educational needs, SEN, places, all of which I believe every Member of the House would support. I acknowledge there are capital challenges, but I also acknowledge in the midst of those challenges, we are benefactors of positive engagement with the Department of Public Expenditure, National Development Plan Delivery and Reform, notwithstanding the challenges that Department has across a variety of sectors. The engagement is positive. It is going well. It is my intention, hope and expectation that engagement will conclude as quickly as possible. I reiterate the absolute commitment of the Department of Education to each of these projects going ahead.
Oideachas trí Ghaeilge
Aengus Ó Snodaigh
Question:65. D'fhiafraigh Deputy Aengus Ó Snodaigh den Aire Oideachais an bhfuil sé i gceist aici an t-éileamh i mBaile Átha Cliath 2, 4, 6, agus 8 a shásamh agus Gaelcholáiste a bhunú sa cheantar chomh luath agus is féidir, agus an aithníonn sí gur gá an córas roghnúcháin do phatrúin iarbhunscoile a leasú chun a chinntiú nach ndéanfar leithcheal orthu siúd atá ag lorg scoil dara leibhéal lánGhaeilge. [14242/23]
An bhfuil sé i gceist ag an Aire an t-éileamh i mBaile Átha Cliath 2, 4, 6 agus 8 do Ghaeloideachas ag an dara leibhéal a shásamh chun déanamh cinnte go bhfuil an ceart atá ag daltaí oideachas trí Ghaeilge a bheith acu ag an dara leibhéal - rud atá séanta orthu agus diúltaithe ag an Stát go dtí seo - á chomhlíonadh?
Tabharfaidh mé an freagra seo idir Bhéarla agus Ghaeilge. Ba mhaith liom ar dtús mo bhuíochas a ghabháil leis an Teachta Ó Snodaigh as ucht aird a tharraingt ar an éileamh atá ar an oideachas lán-Ghaeilge faoi láthair. Mar Aire Oideachais, teastaíonn uaim a chinntiú go ndéanfar soláthar cuí do dhaoine óga ar mian leo oideachas lán-Ghaeilge dara leibhéal a bheith acu. Mar chuid den Straitéis 20 Bliain don Ghaeilge 2010-30, tá mo Roinn tiomanta do dheiseanna a chruthú chun an t-oideachas lán-Ghaeilge a leathnú lasmuigh den Ghaeltacht. Tá sé seo ag dul ar aghaidh i gcomhthéacs na bhfógraí maidir le bunú 47 scoil nua ó 2019. Tá sé deimhnithe ag mo Roinn go dtugann an próiseas chun pátrúnacht scoileanna nua a shocrú aird ar leith do bhunú Ghaelscoileanna, Ghaelcholáistí agus aonaid lán-Ghaeilge.
In order to plan for school provision and to analyse the relevant demographic data, the Department divides the country into 314 school planning areas and uses a geographical information system and data from a range of sources, including child benefit and school enrolment data, to identify where pressure for school places will arise. Where demographic data indicate additional provision is required, the delivery of such additional provision is dependent on the particular circumstances in each case and may be provided through utilising existing unused capacity in a school, extending the capacity of a school or schools or provision of a new school or schools. After it has been decided that a new school is required based on demographic analysis, a patronage process is run.
The patronage process is open to all patron bodies and prospective patrons. Parental preferences and other considerations, such as the extent of diversity of provision in an area, are key to the decision-making process. Such analysis impacts on whether a school at post-primary level would take the form of an Irish-medium Gaelcoláiste or, if it is to be an English-medium school, whether it would include an Irish-medium unit. The year of establishment, patronage, model and language of instruction have yet to be determined for the new post-primary schools that have been announced and will serve the following two school planning areas in the general south Dublin area, namely Dublin 2 and Dublin 4, including Sallynoggin, Killiney and Cherrywood. While it is expected that the existing Gaelcoláistí in the general south Dublin area have sufficient school places between them to accommodate demand in the short term given the number of new Gaelscoileanna which have opened in recent years or are planned to open in the area, the Department is keeping the position under active review as these schools grow and the number of sixth class pupils in Gaelscoileanna increases.
The opportunities for expansion of provision at existing Gaelcoláistí such as Coláiste Eoin and Coláiste Íosagáin is also relevant and the Department has written to the school patrons of Coláiste Eoin and Coláiste Íosagáin in this context.
The Department is currently developing a new policy for Irish-medium education outside Gaeltacht areas. The policy will be informed by a consultation process. Phase 1 of that process, which involved online work, ran from October 2022 to January 2023. The second phase, which includes focus groups, is currently under way. A review of national and international literature on minority language education provision has also been commissioned along with research on Aonaid in Irish-medium education. This research will also inform the policy development process.
Mar a dúirt mé, tá polasaí nua á fhorbairt ag mo Roinn don Ghaelscolaíocht taobh amuigh de na ceantair Ghaeltachta. Tá comhairliúchán agus taighde suntasach déanta againn agus beidh an taighde seo go léir mar bhonn eolais cuimsitheach don phróiseas forbartha polasaí.
Gabhaim buíochas leis an Aire. Na ceantair atá i gceist agam ná Baile Átha Cliath 2, 4, 6 agus 8. Tá seacht nGaelscoil ann agus beidh 128 nó 129 páiste i rang a sé ag fágáil na scoileanna sin ag deireadh mhí an Mheithimh. Níl spás dóibh siúd in aon Ghaelcholáiste sna ceantair sin - Baile Átha Cliath 2, 4, 6 agus 8 - mar níl aon Ghaelcholáiste ann. Níl an Rialtas ag sásamh na cearta oideachais trí Ghaeilge atá ag na leanaí sin ar fad. Sna ceantair timpeall an cheantair sin, níl spás sna Gaelcholáistí. Níl ach trí cinn ann agus fiú dá gcuirfí síneadh leo sin, ní bheadh siad sásúil ná mór go leor chun an t-éileamh atá tuartha nó fiú an t-éileamh atá ann cheana féin a shásamh. Tá an Rialtas ag loiceadh ar chearta daonna agus cearta oideachais páistí oideachas trí Ghaeilge a bheith acu.
Tá a fhios agam an obair atá ar siúl san áit seo ó thaobh an Ghaeilge a chur chun cinn agus a chaomhnú. Ní hamháin sin ach bhuail mé leis na tuistí ón bhfeachtas seo freisin. Mar a dúirt mé, ag an bpointe seo táimid ag obair ar pholasaí nua chun Gaelscoileanna, Gaelcholáistí agus mar sin de a chur chun cinn agus ní hamháin sin ach iad a neartú. Táim sásta go gcoimeádfaimid an cheist seo ó thaobh an Ghaelcholáiste faoi athbhreithniú. Tuigim an scéal agus an méid oibre atá ar siúl ar fud na háite ó thaobh na Gaeilge de. Tuigim na pointí agus an dearcadh atá ag na tuistí agus ag na múinteoirí, foireann na scoile agus na daltaí ó thaobh na Gaeilge de agus ó thaobh Gaelcholáiste a chur chun cinn. Táim sásta an cheist seo a choimeád faoi athbhreithniú.
An fhadhb is mó leis an rud a choimeád faoi athbhreithniú ná gach uile bhliain beidh páistí sa cheantar seo nach bhfuil aon bhealach acu teacht ar mheánscolaíocht trí Ghaeilge mar nach bhfuil an Stát tar éis aon phleanáil chuí a dhéanamh. Tá a fhios ag an Stát ó rang a haon nó fiú ó rang na leanaí go bhfuil na páistí seo ag freastal ar scoileanna lán-Gaeilge. Tá a fhios ag an Stát le tamall maith de bhlianta anuas go bhfuil Coláiste Eoin, Coláiste Íosagáin agus Coláiste an Phiarsaigh lán go doras cheana féin agus nach bhfuil aon fháil ar spásanna sna coláistí sin. Tá an Rialtas ag diúltú do na páistí seo spás dóibh leanúint ar aghaidh. Ní chuireann sé sin fiú san áireamh na páistí atá ag freastal ar choláistí Béarla agus atá ag iarraidh casadh ar Ghaelscolaíocht ag an meánleibhéal. Ní fiú tráithnín a rá go bhfuil an rud seo faoi iniúchadh leanúnach. Tá sé sin ráite le 20 nó 30 bliain anuas.
Tá sé in am gníomhú anois. Cá bhfuil an Gaelcholáiste atá ag teastáil do na daltaí seo?
Faoi mar a dúirt mé, tuigim go bhfuil an feachtas don Ghaelcholáiste san áit seo faoi lánseol. Faoi mar a dúirt mé freisin, bhuail mé leis na tuistí maidir leis an gceist seo agus bhíos sásta é sin a dhéanamh. Mar a dúirt mé freisin, tá gá ag an Roinn polasaí nua a chur chun cinn. Táimid ag obair ag an bpointe seo ar an bpolasaí sin. Tá gach duine ag obair le chéile chun an polasaí sin a chur chun cinn. Is polasaí é ó thaobh na Gaeilge lasmuigh den Ghaeltacht de agus go háirithe ó thaobh na Gaelscoileanna agus na Gaelcholáistí de, conas iad a chur chun cinn agus a neartú. An méid atá á rá agam inniu ná go bhfuil mé sásta athbhreithniú rialta a dhéanamh ar an gceist seo ionas go mbeadh----
Cén uair atá an polasaí nua seo ag teacht?
Tá sé faoi lánseol agus tá súil agam go mbeidh sé críochnaithe chomh luath agus is féidir. Tá sé mar phríomhaidhm agam é sin a dhéanamh.
Questions Nos. 66, 67 and 68 taken with Written Answers.
Special Educational Needs
John Lahart
Question:69. Deputy John Lahart asked the Minister for Education if she will develop a centralised application system to schools for children with ASD and additional needs; and if she will make a statement on the matter. [13889/23]
I wish to ask the Minister if she will develop a centralised application system to schools for children with autism spectrum disorder, ASD, and additional needs. If she is in a position to do so, will she comment on pilots that exist in this space already and make a statement on the matter?
I thank the Deputy for the question. As the Minister of State with responsibility for special education, me, the Department and the National Council for Special Education, NCSE, are seized in making sure every child with an additional need has an appropriate placement in whatever school that is. The Deputy will be aware that the NCSE has primary responsibility for coordinating and advising on the education provision for children with additional needs. He will also be aware that decisions on the admission of all children to school, including children with additional needs, are a matter for each school in accordance with their published admission policy. Last year, we brought in the Education (Provision in Respect of Children with Special Educational Needs) Act 2022. The main focus of that Act was around the Section 37A process. There were also a number of other provisions pertinent to the Deputy's question, which included providing additional duties on schools, patrons and boards of management to cooperate with the NCSE in relation to making additional provision for children with special educational needs, SEN. This is aimed at ensuring all schools take a child-centred approach and are open to accommodating children with special educational needs.
The new legislation also provides for a potential additional function for the NCSE to manage and coordinate admission to school for children with SEN in cooperation with parents and schools, where necessary. This provision may be somewhat aligned to the aim of the central application system referred to by the Deputy. This new function can be used to support parents and schools in specific locations where there is high demand for special class places. This would involve the NCSE engaging with schools and parents to agree a process for managing the admissions process. It is hoped that this could potentially reduce the need for schools to have to consider a large number of applications for a small number of available special class places. It could assist parents who currently may apply to a large number of schools seeking a special class place for a child with a special educational need.
I thank the Minister of State. There is a lot of food for thought. As the Minister of State knows, the scarcity of ASD places and other places for children with additional needs and special classes, notwithstanding improvements, which I wish to acknowledge, places huge financial, psychological and other unnecessary stresses on parents who are already stretched as parents of children with additional needs. I think the Minister of State will agree that the burden of application should not fall exclusively on the parents. I am sure the Minister and Minister of State are aware that many parents have to make multiple applications, which is the first point I wish to make. Those multiple applications may necessitate providing reports such as psychological assessments and doctors' reports, which cost money. The applications cost money. One parent in a group I met recently told me that the application process had already cost them €1,000 as they had applied to so many schools. Then, there is the additional issue of those schools retaining the data on their child, even though their child's application may be unsuccessful. Will the Minister of State provide information on any pilots of a centralised system working successfully at the moment?
The Deputy made very valid points. This provision I mentioned, which stems from the Act we brought in last year, is somewhat aligned to the centralised applications system referenced by the Deputy. Given the complexities involved, it is a matter that remains under review by the Department but it is something the implementation of which will take time and will require engagement by education stakeholders. Any process would have to meet the needs of parents and support schools while also ensuring compliance with the school's admissions policies, as well as respecting the ethos of schools. The process could involve the NCSE establishing an advisory committee to review applications and support a number of schools to work together through the admission process for their special class or classes.
I detect quite a lot of movement. I met the Tallaght Parents Autism Support Group recently, who are grouped together because they all have children with autism. Often, they find they are applying to the same schools for their children. They are disciplined and resilient enough not to fall into the awful trap of competitiveness with each other if there is a place available. If there was a centralised application system along the lines I am talking about and the Minister of State is gesturing towards, it would mean there would be no competition between parents. There would be a centralised system that was independent and neutral, which are some of the values of it. It would also reduce the awful costs and stress of going through the application system. If I correspond with the Minister of State separately from this, will she consider meeting this group? They have a lot of useful and productive things to say which could feed into the kind of system she is trying to develop in tandem with the NCSE in relation to streamlining the application process for children with special needs.
The Deputy will be aware that there is just one day left, I think, to input into the Education for Persons with Special Educational Needs, EPSEN, review, which may be an opportunity for the group. I have no difficulty meeting them, but if they want to input a more detailed submission they could do so through that and have their views heard. It is important that we ensure there is an appropriate placement for every child with additional needs. Some 92% of our special classes are for autistic children. The prevalence rate has increased somewhat, from approximately a 1.55% prevalence rate to approximately 3.11%. In Dublin, there are at present 474 special classes, 367 of which are in primary and 107 in post-primary. We expect to open more in September.
Special Educational Needs
David Stanton
Question:70. Deputy David Stanton asked the Minister for Education the progress made by her Department in establishing a special school in the east Cork area; her further plans in this regard; and if she will make a statement on the matter. [14155/23]
I have been signalling the need for a special school in east County Cork for quite a while. The Minister of State will be aware of the fabulous Carrigtwohill school campus which is being built at the moment, which will free up the building of Scoil Mhuire Naofa. I ask the Minister to consider establishing a special school in that building, which is already there, will not require any capital investment and with slight modification could provide for this much-needed special school in the area.
I thank the Deputy for his question. He has brought this matter up with me on a number of occasions. He is a real advocate for east County Cork in terms of trying to provide a special school. As he knows, there are 14 special schools in County Cork. In fact, there will be 15 when Rochestown opens in the near future. We have opened three new special schools in the last three years, two this year alone. That is not to say there is not a need for a special school in east Cork.
I know the Department is aware of the matter. I will bring it to the Minister's attention that the Deputy raised it today.
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Written Answers are published on the Oireachtas website.