Vol. 1041 No. 2
85. Deputy Sorca Clarke asked the Minister for Education when the last tender for educational books in Braille happened; and what action she intends to take to end the inordinate delays experienced by students requiring these books. [31617/23]
Last month, representatives of the National Council for the Blind of Ireland, NCBI, were before the Oireachtas education committee. They outlined the extraordinary delays some students experience in receiving their necessary schoolbooks in Braille. It is almost beyond belief what these students go through to get these books. Can the Minister please inform the House of the last time a tender for educational books in Braille happened and what actions she intends to take to end these inordinate delays that are being experienced by students who require these books?
I thank the Deputy for her question. It is important to stress at the outset, as the Minister of State with responsibility for special education, that this year’s budget for special education was €2.6 billion. That was a 10% increase from last year. It is also 27% of the entire education budget. Part of that funding includes support for children and young people in our schools who rely on Braille. I have met the NCBI myself on many occasions to discuss supports for the blind and the visually impaired.
I can confirm that the Department has had in place a service level agreement with the charity ChildVision since 2015 to produce Braille books through their reading services area, which was formerly known as the National Braille Production Centre. There is an annual grant of €1.28 million to ChildVision. Through the service level agreement, ChildVision is provided with the grant to provide transcription services for textbooks into Braille books. As Minister of State, I am acutely aware of and committed to ensuring that all children and young people in our education system who have a visual impairment are provided with the tools they require to access the curriculum, whether this is via Braille books or other technology. In 2023, for example, a new pilot scheme was introduced to allow students who are visually impaired to access their leaving certificate exams in a digital format. I met with the NCBI about that, as well as with Féach.
It is acknowledged in many countries that there are particular challenges in delivering through Braille production and this is also the case in Ireland. There are specialist codes that are used in mathematics, sciences, music and languages, including Irish. Ensuring that texts adhere to the highest standard that is required involves significant quality control. This is a very specialised area and books are produced to order on a case-by-case basis.
The Minister of State referred to a case-by-case basis but did not say when the service level agreement, SLA, was signed or the last time this tender went out, which is what the question relates to. Approximately 4,700 schoolchildren are visually impaired. That is a relatively low number, but it is unquestionably a high-needs disability and children need supplementary tools relating to the curriculum.
When speaking at the education committee in respect of inclusive and accessible education, Ms Toni O’Dwyer stated:
We have recent examples of students who received books once they had finished the cycle – someone received in transition year his books that should have been available for his junior cycle. This means he received his books three years late. I do not know of any other cohort of children in education that wait months or years to get the books that they rely on to access their education.
It is true, particularly of young children, that a combination of learning materials is key. The importance of having these books in Braille cannot be overstated. Reliance on digital devices can be difficult for anyone.
When was the SLA signed and when was the last time this went out to tender?
The SLA was signed in 2015. I concur with the Deputy’s statement that blind or visually impaired children need to be supported in every way possible to ensure that they reach their full potential in our education system. Due to the complexity of Braille, though, orders generally need to be placed for books by the November before the school year in which they are required. However, if there are changes to the book list or the versions of books being used in a school or if a student amends his or her subject choices, it can cause delays in receiving a revised book, particularly for the subjects I mentioned. I acknowledge that such a delay causes considerable difficulties for the students affected and I am determined to ensure that progress is made on this matter in order that these materials can be with students as soon as possible. The National Council for Special Education, NCSE, has informed me of these delays. It is therefore important that the review take the tender into consideration.
When is that review due to commence and end? Is the Minister of State satisfied that the current SLA, which was signed in 2015, is fit for purpose? If a child is receiving his junior cycle books in transition year, then it is not fit for purpose. He is not the only child in this situation. A child who is blind or visually impaired needs to be able to access books in Braille. There can also be significant difficulties in schools accessing assistive technologies like overhead projectors for children.
If these children are not given the opportunity to learn in a combined and comprehensive way, not only will they lose out on their education, but they will lose out on the skills that are required to be able to develop a learning style as they go through school from a young age. The NCSE does not have a trained pool of teachers and filling vacancies can be difficult, which places an additional emphasis on the need for books in Braille.
Departmental officials have commenced the initial stage of the review of the provision of Braille books and will meet ChildVision to discuss the matter this week. All potential options that are available will be examined to ensure that quality provision is in place for all children who need it and that delays in the delivery to students are avoided. A part of the review will examine options that may be available in the marketplace to provide the services required by our students. Currently, the Department is not aware of any other suppliers that are supplying this volume of Braille books, but the review will examine the availability of suppliers and, therefore, tendering will be examined as a potential option.
87. Deputy Robert Troy asked the Minister for Education if she will provide an update on the school divestment programme. [31594/23]
Will the Minister update the House on her Department’s school divestment programme?
The programme for Government contains a commitment to expand the plurality of our schools to reflect the full breadth of society and improve parental choice. Among the commitments are: to achieve the target of at least 400 multidenominational primary schools by 2030 in order to improve parental choice; to expand and prioritise the transfer of viable schools to community national schools; and to work with communities to ensure the provision of clear, non-partisan information on the preparation for, and consequences of, the divestment process and to respond to queries raised.
In recent years, there has been considerable progress towards increasing the number of multidenominational schools, with 52 of the 53 new primary schools and 44 of the 50 new post-primary schools established since 2011 having a multidenominational ethos. A number of patronage transfers have taken place in recent years, resulting in the provision of an additional 12 multidenominational community national schools. In addition, a Gaelscoil in Dublin transferred patronage from its Catholic patron to An Foras Pátrúnachta in 2021. This school offers parents of junior infants the choice of undertaking an ethics and morality programme or a Catholic programme. Separately, a Gaelscoil in Gorey under the patronage of An Foras Pátrúnachta changed to a multidenominational ethos on a phased basis from September 2022. Twelve primary schools have been established under the patronage divesting process, all of which have a multidenominational ethos. In two of the patronage divesting areas, the demographics increased sufficiently to warrant the establishment of new schools outside of the divesting process and new multidenominational schools have been established. While the focus of the Department is on progressing the schools reconfiguration process, the Department is continuing its efforts to identify suitable solutions in the remaining patronage divesting areas.
In 2022, there were 166 primary schools with a multidenominational or interdenominational ethos. In March 2022, I announced that arrangements were being put in place in a number of towns and areas of cities that had no multidenominational primary schools to identify potential schools and engage with their school managements, staff and school communities with a view to identifying demand for a transfer of patronage. The pilot areas were across the cities of Cork, Dublin, Galway and Limerick and also Arklow, Athlone, Dundalk and Youghal. The council for education of the Irish Catholic Bishops Conference and the relevant bishops confirmed their willingness to engage and co-operate with the Department. The engagement at local level across the seven pilot areas was largely concluded at the end of quarter 1 of 2023. Two schools - one in Athlone and another in Dublin - will be transferring from Catholic patronage to the local education and training boards, ETBs, becoming multidenominational community national schools for the 2023-24 school year.
Additional information not given on the floor of the House
The Department is hopeful that there will be a number of other transfers of patronage and changes of ethos to multidenominational in the short term.
My Department is reviewing the pilot and considering the lessons and the process for providing multidenominational options for parents in other areas of the country. It is envisaged that the review will be undertaken over the course of the summer and, following consultation with relevant stakeholders, will be finalised and published in the autumn. The review will include any lessons from the process and outline a strategy and framework for delivering on the Government commitment to increase multidenominational provision.
I welcome the Minister's reply. It is right to acknowledge that we live in a much more diverse and pluralistic society. In that context, it is important that we improve parental choice.
The Minister referred to two schools that recently transferred from a Catholic ethos to ETBs. She might correct me if I am wrong, but I believe that was part of a 60-school programme. Two out of 60 seems small. Where is the resistance to making this change? Is the Education (Admission to Schools) Act meeting resistance in some instances? What engagement has the Minister had with the key stakeholders? What plans has she to identify the locations where there is a need and a want for change? Clearly, people want this change, but whenever it is proposed, it does not appear to be responded to positively.
I thank the Acting Chair for allowing me to contribute on this question. These processes are being set up to fail. Two processes in my constituency have failed because, even though the Minister promised that the parents of potential pupils in the areas around the schools would be consulted, that did not happen. The archdiocese can press all the buttons it wants and then get what it wants, which is the status quo. In a ridiculous situation, someone whose child is in sixth class has more of a say in the future of the school than someone living locally who has preschool infants. Indeed, the latter has no say. The status quo remains as a result. I still do not have the report into what happened in Raheny. I understand that a similar process happened in Edenmore.
These processes are being set up to fail, not by the Minister, but by those with a vested interested in preserving the status quo. It is ridiculous that someone living in an area who has a one-year-old or a three-year-old has no say in the future of the local primary school when someone whose kid is leaving the school in two months’ time has all the say.
I agree with previous speakers. We are living in a diverse society. The issue I am raising is one that is common to all schools. We are living with people, going to schools and telling them we are cutting class sizes, yet I know of a school that is going to lose a teacher. More than 20 students are going to be put into classes around the school. It does not make sense.
I want to raise another issue because I have to leave. In the past three weeks, I have met with different schools about DEIS status. There is DEIS 1 and DEIS 2. There are boys in DEIS 1 and girls in DEIS 2. That has brought confusion. There are children from the same family going to different schools. The Minister needs to get these issues sorted. They are becoming huge issues across all schools on the ground.
Deputies Troy and Ó Ríordáin referred to divestment. I absolutely appreciate their bona fides in relation to advancing this programme as quickly as possible. I acknowledge that there is a Government commitment to do that and that there has been co-operation from various partners, in the first instance, in respect of the pilot programme. Somewhere along the line it gets lost that 52 of the 53 new primary schools are multidenominational, and 44 of the 50 new post-primary schools are multidenominational. I hear the frustrations of Deputies Troy and Ó Ríordáin, and we have discussed the matter previously. Putting that to one side, significant learning will come from the pilot scheme. There is no doubt that it worked in some areas, but it did not work at all in other areas. That is being reviewed. Out of that there will be an action plan to do things differently and more proactively where we feel it did not work, and also to take the learnings from where it worked well. This is just one step in a longer process. We have the vision and the determination to advance it as quickly as possible.
I do not know how DEIS found its way into this discussion.
I had to get it in.
Congratulations on doing that. It was very dextrous of the Deputy altogether.
I was just asking myself the same question.
The DEIS programme is extremely important. It speaks to educational disadvantage. We have the single greatest number of schools now involved in the DEIS programme. There was a very clear and transparent process for schools that did not meet the criteria. There was an appeals process and significant resources were put in place. I acknowledge that there will be children who are attending schools that are not DEIS schools, and they are also at risk of educational disadvantage, so we have universal targets on free books, as I mentioned earlier, and we are running pilots. One of the pilot projects to provide counselling services in primary school is being run in the Deputy's area.
We need to look at not just targeted measures, but also universal measures.
I thank the Minister for coming back to us. It is important that we acknowledge that learnings will be taken from the initial pilot scheme, which delivered only three out of 60 schools. In certain locations there is a desire to divest, but we must also acknowledge that in other locations people do not want to divest. They should not be bullied into divesting by people who have a particular narrative or agenda of their own. It would be helpful if the Minister could confirm that there is good engagement with the key stakeholders in this area. It would also be helpful if she could outline what her plans are in terms of learning from the lessons of the pilot scheme that has just concluded. She might also indicate how she is going to move that forward into the future to ensure that in the locations where there is a desire for divestment, it can happen and that in locations where there is no desire for divestment and where the desire is to maintain the status quo, those students and the choice made by their parents will be equally respected.
I appreciate the Minister's bona fides in this as well. I know there will be learnings from the pilot divestment programmes. However, we must acknowledge that those whose agenda is to keep the status quo know what buttons to press with the local parental body. They know what to say, and they know about information and disinformation. They know how to shrug their shoulders when questions are asked. They know about timelines being truncated so that people feel under pressure to make a decision. They know that the issue of the mixing of genders is being overlapped with the divestment from one patron to another. Again, I state bluntly to the Minister that it is ridiculous, in any geographic location, that those who have the say are those whose children are currently in school and those whose children are not currently in school, who could be facing it and looking right across the road at it, have no say in this process whatsoever. That has to change. I think the Minister will acknowledge that.
I want to be very clear at the outset. There is to be no bullying or coercion here. The pilot that has concluded was purposefully set out to gather the thoughts and the views. I acknowledge that in some instances there was no desire for change, and in others, there was huge desire for change. I absolutely accept that there must be a balanced approach. I also accept what Deputy Ó Ríordáin has said in terms of the validity of those who are being consulted and delivering the widest type of consultation. I do not wish to keep repeating myself, but it is important that we can make an informed decision. Therefore, the pilot has been important so that we can see what worked, what did not work and, indeed, what might have worked if it had been done differently. That is the purpose of having the pilot. That is the purpose the current review of the pilot. We will then formulate an action plan going forward to fulfil the commitment that has been made.
88. D'fhiafraigh Deputy Éamon Ó Cuív den Aire Oideachais cad é beartas na Roinne maidir le bunú Gaelscoileanna agus Gaelcholáistí; agus an ndéanfaidh sí ráiteas ina thaobh. [30560/23]
An cheist atá agam ná cad iad na beartais atá ag an Roinn maidir le bunú Gaelscoileanna agus Gaelcholáistí agus céard iad na critéir a thógtar san áireamh len é sin a dhéanamh?
Ba mhaith liom buíochas a ghabháil leis an Teachta Ó Cuív, as ucht aird a tharraingt ar an éileamh atá ar oideachas lán-Ghaeilge faoi láthair. Mar Aire Oideachais, teastaíonn uaimse a chinntiú go ndéanfar soláthar cuí do dhaoine óga ar mian leo a gcuid oideachais a fháil trí mheán na Gaeilge. Mar chuid den Straitéis 20 Bliain don Ghaeilge, tá mo Roinn tiomanta do dheiseanna a chruthú chun oideachas lán-Ghaeilge a leathnú lasmuigh den Ghaeltacht. Tá sé seo ag dul ar aghaidh i gcomhthéacs na bhfógraí maidir le bunú daichead is a seacht scoil nua ón bhliain 2019. Tugann an próiseas atá ann chun pátrúnacht na scoileanna nua seo a shocrú aird ar leith do bhunú Ghaelscoileanna, Gaelcholáistí agus aonaid lán-Ghaeilge.
In order to plan for school provision and analyse the relevant demographic data, the Department divides the country into 314 school planning areas and uses a geographical information system, using data from a range of sources, including child benefit and school enrolment data, to identify where the pressure for school places across the country will arise. Where demographic data indicate that additional provision is required, the delivery of such additional provision is dependent on the particular circumstances of each case and may be provided through utilising existing unused capacity within a school or schools, extending the capacity of a school or schools, or the provision of a new school or schools.
A patronage process is run after it has been decided, based on demographic analysis, that a new school is required. The patronage process is open to all patron bodies and prospective patrons. Parental preferences, as well as other considerations such as the extent of diversity of provision in an area, are key to the decision-making process. Such analysis impacts whether, at post-primary level, a school will take the form of an Irish-medium Gaelcholáiste or whether, if English-medium, the school will include an Irish-medium unit. Where there is demand for an Irish-medium school, but not at the 600 to 1,000 pupil level, a lower threshold of 400 students may apply to Gaelcholáistí. Alternatively, an Irish-medium aonad may be established in an English-medium school.
In 2019, measures were announced to increase access to Irish-medium education as part of the patronage process for primary schools, including that five new primary schools being established from 2020 have been designated for Irish-medium education. Outside of the patronage process for new schools, it is also possible for any post-primary school patron to contact my Department with a view to establishing an aonad. As regards the new policy for Irish-medium education outside of the Gaeltacht, public consultation concluded on 30 June.
There is a lot of information there. The Minister mentioned 47 new schools. How many of those schools were either Gaelscoileanna or Gaelcholáistí? The Minister mentioned the figure of 400 in relation to the setting up of a Gaelcholáiste.
Can the Minister tell me the difference in criteria between setting up a Gaelcholáiste and an aonad in a scoil Bhéarla?
The Deputy is correct. Where there is a desire to set up a school, the normal criteria is that it should have between a 600 and 1,000 pupil level available to it within the community. However, for the Gaelcholáistí, 400 is required. The aonaid are open to any school. They are entitled to approach the Department with the request to establish an aonad within the existing school.
I know and accept that it is not everybody's preference in terms of the aonaid, and we had this discussion previously at committee, but there are opportunities maybe for us to look at how the aonaid could be supported in schools and how the differentiation between the main school and the aonad could work. The strategy is currently being worked on for oideachas Gaeilge lasmuigh den Ghaeltacht. A singular key focus of that is how best to support the growth of the Gaelscoileanna and Gaelcholáistí.
The Department keeps quoting this figure of 47. What I am trying to find out is how many of those schools were Gaelscoileanna or Gaelcholáistí. That is the first point, and it is specific because some people, including me, got fooled when the figure of 47 was mentioned because they were all Gaelscoileanna and Gaelcholáistí. I do not think they were, however.
The second question is about whether any study has been done on the linguistic effectiveness of the aonad versus the Gaelcholáiste and whether they deliver what the parents desire them to deliver, that is, an Irish-speaking school community. If it has not been done, would the Minister commission a study on the effectiveness?
There is a third part to the question, if the Chair gives me a little indulgence. Do I understand that aonaid are only set up at the request of a school and not at the request of parents or parents who are not in the school? In other words, it would be the existing school population, including the school and parents of the children there, but not other people in the community who might like Irish-language education.
I will take the last question first. The Department has a huge openness to working with anybody. Where there would be seen to be an interest and enthusiasm to establish an aonad, in the first instance, obviously, the school itself can approach the Department. If a need is identified in an area not associated with the school, however, I would like to think there would be an openness in terms of collaboration for all of us to work together to maybe source an appropriate school or whatever the case might be. We want this to work. We will, therefore, take a very open and flexible approach but, obviously, we will need the co-operation of everybody in the education sector in an immediate area to support it. We will take a very proactive and definite approach in which we include as many people as possible.
In terms of the aonaid, from my own experience, I am aware that even within my constituency, schools started out as aonaid and then developed into Gaelcholáistí. Indeed, we have seen that across the country. I will come back to the Deputy on the study. For example, part of the strategy is looking very specifically at ways of maybe supporting the aonaid, Gaelscoileanna and Gaelcholáistí. That is very much intrinsic in the strategy. I am happy to do any body of work that might be required. I will come back to the Deputy on the figure of 47 because I do not want to set him astray.
The Minister might do that.
89. Deputy James O'Connor asked the Minister for Education to provide an update on the school building programme in County Cork; if she is satisfied with its progress to date; and if she will make a statement on the matter. [31658/23]
I would like to get some information from the Department and Minister about what the intentions are regarding the school building programme, predominantly in my constituency of Cork East. It would be greatly helpful to get some degree of an update.
Through Project Ireland 2040, we are investing €4.4 billion over the period 2021 to 2025 to add capacity and develop and upgrade school facilities across the country for the almost 1 million students and more than 100,000 staff involved in the education sector.
The Department has a proven track record of delivery. During the period 2018 to 2022, just under 900 school buildings were completed. This includes nearly 100 building projects across County Cork and a total investment of more than €433 million in schools in the county. The key drivers of capital investment in the schools sector are demographic change, including keeping pace with delivery of necessary special educational needs accommodation and accommodation for Ukrainian pupils, particularly at post-primary level, alignment with housing provision, obviously, and climate action objectives.
The Department completed more than 180 projects last year, including 20 in County Cork, within a challenging construction sector environment of high inflation, labour shortages and supply chain issues. This year alone, in excess of 300 school building projects are currently under construction, including 40 new school buildings and 260 projects at existing schools across the country. Some 25 school building projects are under construction in County Cork. There are a further 1,000 school building projects in the pipeline at various stages of planning and design and tender, of which 165 are projects in County Cork.
Where accelerated delivery of accommodation is required, the Department utilises its modular accommodation framework to provide critical mainstream school places and places for students with special educational needs. There are currently 33 projects in this area under way in County Cork.
In order to plan for school provision, the Department divides the country into 314 school planning areas. A geographical information system is used to analyse data from a range of sources, including Central Statistics Office, CSO, census data and child benefit and school enrolment data, to identify where the pressure for school places across the country will arise.
Requirements for additional school places, including in County Cork, are kept under ongoing review. The Department will continue to work with patrons and school authorities to support the operation of the school system in Cork and across the country, adding necessary capacity to cater for special educational needs provision, mainstream classroom requirements and accommodation for students from Ukraine and other countries under the international protection system.
I thank the Minister for the information. It is very helpful and beneficial that we know what is going on. I have worked hand in hand with the Minister since she became a member of Cabinet with responsibility in this area. However, we acknowledge that in east Cork, and particularly across Cork county, there is rapid population growth. For example, the Fermoy area now has a deficit of school places for the first time. We knew this was a big issue around the Carrigtwohill and Glanmire areas and down to Midleton, which Deputies Pádraig O'Sullivan and Stanton and I represent across our two respective constituencies. It is an area with enormous population growth. It is worrying to see this problem now in the Fermoy area and in Fermoy town. It is imperative that the Department's building unit and, hopefully, the Minister as well can acknowledge that this population growth is causing problems and we need additional school places and to deliver the promised school projects, which are fantastic. They take some time to deliver, however. Progress has been made, but we are asking for further progress in areas where issues are now starting to occur for the first time.
I support my colleague, Deputy O'Connor, on his points. East Cork is a rapidly growing area. I have spoken with the Minister about the issue of about 40 students who do not have second level school places in Midleton. I know there are some in Fermoy as well. The schools have now closed and they have no place in September. I have written to the Minister about this and I am not sure what the answer is. I have also been tabling parliamentary questions over recent months. It has now reached a situation where we have parents who are really distraught with no place for their children. Will the Minister use her good offices to ensure that places are made available and that contact is made with the schools as soon as possible?
The other issue I want to bring to the Minster's attention is that many schools in east Cork are getting very big. They are growing to 1,300 and 1,400 pupils. Is there a limit? As Deputy O'Connor also suggested, should we be looking at another second level school in east Cork, maybe an Educate Together school, in the Midleton-Carrigtwohill area? This brings in the discussion we had earlier on diversity and that whole issue.
I support my colleagues in the Chamber. It is an issue in east Cork but it is also an issue right across Cork city and county. I am dealing with families from Glanmire to Blarney to Ballincollig who do not have school places for their children. There are people on waiting lists. The problem now is that secondary schools are closed for the summer. Where is the contingency in order that there can be communication with parents? I am dealing with parents who do not know where their children are going to go. The schools are back in the last week of August, which is not that far away. A contingency plan needs to be put in place for those children and families so this can be worked through.
I add my voice to what the previous speakers said. I spent 15 years teaching in Cork city and the east Cork area. We have debated this issue with the Minister in the past. I echo the sentiments of both Deputies O'Connor and Stanton regarding the lack of places that are available. I understand the modelling will show there might be a fall-off in 2026 or 2027.
There is definitely pressure at the moment. I got a phone call as late as yesterday evening to say a child had been offered a place but I know there are still dozens of children who do not have one, particularly in that north Cork area and east Cork, where there is particular pressure. That said, even the Cork Education and Training Board would say privately to us that an extra school is probably required in the greater east Cork area. I ask the Minister if she can clarify any assessment that has been taken in the last year to assess the need for that school.
I thank all Deputies. I reiterate that more than 300 building projects are under way, including 40 new school buildings and 260 projects at existing schools across the country. Twenty-five of those school buildings are based in County Cork. That is almost 9%. A further 1,000 school building projects are in the pipeline at various stages, of which 165 are in Cork, which is almost 17% of all the building projects that are happening. Equally, in the modular accommodation framework, 33 projects are under way in County Cork. County Cork is being significantly catered for with ambitious projects.
The Deputies raised specific issues on school places in the east Cork area. I acknowledge that there are difficulties with school of choice and availability of places in other schools too. That must be taken into consideration. In many instances, there is a preferred school but there are also other schools in the area that have availability. Notwithstanding that, we keep everything under review. I point to a particular example in the east Cork area, of Carrigtwohill Community College, CCC. The single biggest project of delivery of school buildings is happening in the three-school campus in Carrigtwohill. It is significant. I know my time is up and I will come back in.
I thank the Minister. That information is good and positive. I acknowledge the positives. It is great to see there are so many projects in the pipeline but the problem is that they are in the pipeline and we need to get them delivered. The Minister referred to one that is approaching delivering after a painful, arduous process, long predating her own appointment as a Cabinet Minister. We are glad to see that happening. The Minister taught in Carrigtwohill and is familiar with that community. Back when she was in Carrigtwohill, the population of the village was about 1,400. It is expected that the population of Carrigtwohill could double from its existing size in the next ten to 15 years, which has already seen exponential growth from what it was in the early 2000s and late 1990s. These communities are just not the same as they were, with the original schools that were in place predating the CCC's construction.
We desperately need to see an additional secondary school, perhaps looking at areas such as the greater Midleton area, whether it is the east of Midleton, servicing Castlemartyr, Ladysbridge, Dungourney and the community in that area, or potentially looking at an additional school in the Midleton-Carrigtwohill region. That will be needed in the long term. It is all to do with population growth, growth in housing, growth in services, and an area that will, overall, see extraordinary population growth in the next ten years. We need to deal with that.
I have one brief question for the Minister. What do we say to the 40 young children who do not have secondary school places for September or August? What message can we give them? They have tried everything. The schools have waiting lists. They are all full. What can be done?
Deputy O'Connor referred to Carrigtwohill, which I am familiar with, as he said, and the need for further development in that east Cork area. Looking at east Cork, it includes Christian Brothers School, St. Colman's Community College and St. Mary's High School Midleton as part of the programme.
Could I have the floor? Pobalscoil na Tríonóide in Youghal, Coláiste Muire and Carrignafoy Community College in Cobh and Dromahane National School in Mallow are part of the programme. I did not mention the Patrician Academy in Mallow. Scoil An Athar Tadhg in Carrignavar and Ringaskiddy Lower Harbour National School are part of the programme. I am saying there is considerable work and all of the schools that have been referenced have made considerable accommodation and additionality with regard to places. The Deputy referred to a specific number. It may well be the case going forward and I accept that there may be a requirement for an additional school in the area. That is kept under constant review by the Department. It is very much to the fore of my mind. Specifically on places, the Department is doing analysis of whether there are issues with school of choice or availability of places in other schools in the east Cork area the Deputy referred to.
Deputy Gannon has apologised. He will not be here for Question No. 90.
91. Deputy Barry Cowen asked the Minister for Education the estimated number of children and families who will benefit from the free schoolbooks scheme in primary schools in counties Laois, Offaly, Longford and Westmeath, respectively, for 2023 to 2024; and if she will make a statement on the matter. [31508/23]
I am asking this question on behalf of Deputy Cowen. I ask the Minister to give us an estimate of the number of children and families who would benefit from the free books scheme in primary schools in Counties Laois, Offaly, Longford and Westmeath, respectively, for 2023 to 2024. Since I am taking the question, if the Minister has figures for Cork too, I would appreciate it.
I think they will be getting worried to hear Deputy O'Sullivan is crossing into a different constituency.
As Minister, I believe it is crucially important that children and young people are actively supported to access education in its fullest forms. The Government recognises that the cost of preparing children for school each September can be a cause of financial difficulty and worry for many families. Earlier this year I announced the establishment of Ireland's first national primary schoolbook scheme. More than 558,000 pupils, enrolled in approximately 3,230 primary schools, including more than 130 special schools, will benefit from this new measure. This includes some 37,345 pupils enrolled in 248 primary and special schools in counties Laois, Offaly, Westmeath and Longford. In March, the Department issued extensive guidance to schools on the operation of the scheme. This is a landmark moment in Irish education and one that furthers our goal to provide free education for all and ensure that every child can benefit from free education.
At a minimum, the scheme will provide free schoolbooks, workbooks and copybooks for all children and young people in recognised primary schools and special schools and will eliminate the cost of schoolbooks, workbooks and copybooks for parents of children and young people enrolled in the schools. Parents should not be asked to purchase, or to make a contribution to the school towards the cost of schoolbooks, workbooks or copybooks.
The €53 million investment into schools is specifically for the cost of textbooks, workbooks and copybooks. Additional funding has been made available to schools to administer the programme. Depending on the size of the school, a certain number of days have been allocated to the school to ensure that the burden is not placed, for example, on the principal. Schools are free to employ anyone, whether a member of staff, somebody from outside the school or somebody on the board of management. It makes no difference. Those days are made available for them.
The free schoolbooks measure builds on previous schemes like the book rental scheme, which was significant. More than 96% of primary schools engaged in that. Therefore, there is considerable experience in schools already. I acknowledge the work that is done every single day by schools on school book rental and now in this new sphere too.
I thank the Minister. Unlike the previous question, the Minister will not find any criticism from this quarter. As I said, I spent 15 years teaching. It is one thing that puts parents, families and schools under pressure, particularly during the summertime. It is a welcome initiative. I am glad the Minister has specified that it can be used for not just textbooks but copybooks and other stationery that may be required too. I know the Minister referred to the fact that parents should not be asked for contributions towards this but already a debate is raging about whether, if there is a shortfall, schools will come back looking for that gap to be filled. Will the Minister reiterate what she mentioned about how parents should not be asked to make any contribution? Will she clarify whether additional classes, such as one-on-one resource classes, ASD classes, and so on, which require additional textbooks, copybooks or workbooks can avail of that additional facility under the scheme?
I thank the Deputy. I want to confirm that the provision is for all of our primary schools and special schools. There is no question. They are all included in it. Where there might be a need for additional resources or if the school finds it has additional students, or whatever the case might be, then as we have said in the guidelines that went out to the schools, direct contact has been made by the Department and provision has been made for that. I want to be clear that not a single penny is to be provided by parents or guardians for the schoolbooks. Specifically, this covers textbooks, workbooks and copybooks. That is meant to lift the burden from parents and guardians of costs of going back to school. It is an acknowledgement by Government of the need to support parents as they send their children to school. No moneys are to be paid for the books by parents or guardians.
Any queries from individual schools should be directed to the Department.
As I said, this is probably one of the most welcome achievements of the Minister in the few years she has been in office and she is to be commended on the initiative. Most schools and parents are very grateful for the Government providing for that educational need for schoolbooks.
Inevitably, once the scheme has been delivered for primary schools, we will face a call in respect of second level. I will not try to prejudge any budgetary consideration but it is inevitable we will face those calls. What are the Minister's plans for the future in regard to second level? It is estimated to cost in the region of €70 million or €80 million to make such a provision. Second, what is the Minister's opinion on extending the scheme into the future?
I agree; this is a landmark moment in education. It is the right thing to do. A huge financial investment is involved, but we had to take the first step and the Department deemed it appropriate that that would relate to primary education. I am conscious of the benefit the scheme provides for parents and guardians because I meet them frequently and visit schools throughout the country. It has been universally welcomed as a positive step forward.
I acknowledge that when there has been a first step, one would hope there will be a second step. I have never made any apology in that regard, but I am conscious everything has to fit within a budgetary consideration. There are many competing demands across government and equally within my Department and, therefore, while it will be a matter for consideration, I cannot say when that will be or when we can achieve it. It is certainly an ambition, but I cannot give any commitment or guarantee as to when we will achieve it.
92. Deputy Fergus O'Dowd asked the Minister for Education in response to the Central Statistics Office, CSO, population publication, which shows significant increases in population in County Louth and, in particular, the east Meath settlement area, the total number of pupils currently accessing SEN units in primary and post-primary schools in the Louth and east Meath catchment areas; her plans to increase capacity in these areas; and if she will make a statement on the matter. [31638/23]
In view of the significant increase in the population of County Louth, by 10,000 since the previous census, and also in east Meath, where a district electoral division area has increased from 22,000 to 28,000 citizens, a huge demand for SNAs and SEN units in primary and post-primary schools is coming. I welcome the money that has been spent so far this year on special education, amounting to €2.6 billion. What is the expectation in this regard and what might the Government be able to provide?
I thank the Deputy. As Minister of State with responsibility for special education, this is an area I am tasked with daily, as are the Department and the NCSE. It is imperative that every child with an additional need have a special class place in all counties. Over the past two to three years, the Department and the NCSE have introduced a number of strategic initiatives to plan for and provide special class and special school places. As the Deputy will know, we now have 600 classes sanctioned at primary level and almost 300 new special classes sanctioned at post-primary level, while five new special schools have been established over the past three years. That indicates the progress made.
Forward planning is critical to this, not least in light of the increase in population to which the Deputy referred. To plan for school provision and analyse the relevant demographic data, the Department divides the country into 314 school planning areas and employs a geographical information system, using data from a range of sources, including CSO census, child benefit and school enrolment data, to identify where the pressure for school places will arise and where additional school accommodation is needed at both primary and post-primary level.
The Department is engaging intensively with the NCSE in respect of the forward planning. In Louth, 18 new special classes will open for the 2023-24 year, comprising 12 at primary level and six at post-primary level, bringing the total number of special classes in County Louth to 88 and accommodating approximately 528 students. At present, there are 70 special classes, comprising 55 at primary and 15 at post primary, and that will increase by 18 to 88 special classes. Likewise, in Meath, 24 new special classes will open this year, comprising 17 at primary and 7 at post-primary level, bringing the total to 133 classes providing for 798 students.
I thank the Minister of State for her response and welcome the increased provision. Indeed, I welcome her personal involvement in Tullydonnell national school, where the principal, Anne-Marie Ford, was especially active and successful in working with the Minister of State to get increased provision. I await a response to a letter sent in April to the Department regarding a special education unit for Ballapousta, just outside Ardee, where a new school is being built. It will provide a special education unit, but it thinks the money should be provided now before the school proceeds with the plan.
The Minister of State indicated she is making provision, which I accept. I acknowledge that in her prepared response, she might not have been given the clarity she might need regarding specifically the east Meath electoral division area. Will she drill down on that at another point, if not today? The population in that area has increased by 6,000, in comparison with the entire county of Louth, which has had an increase of 10,000. In east Meath alone, comprising Bellewstown, Julianstown, Mornington and so on, the population has increased by 6,000. There is a rapidly increasing population in the area and I believe there will be a significant increase in the demand for SEN units in particular.
I thank the Deputy. As I mentioned, in Meath, 24 new special classes will open for the 2023-24 year, comprising 17 at primary and seven at post primary, amounting to a provision of 133 special classes providing for 798 pupils.
In regard to the census figures, there has been an increase in population of 8% since 2016, but any change arising from the census is taken into account when we forward-plan not just for special classes but for school accommodation in general. That is because we already have the precise enrolment numbers for all the children covered by the census. The only immediate change, therefore, is likely to relate to the projected intake for infant classes next September, but that will have been tracked through the monitoring of child benefit data.
That might give the Deputy some comfort in the context of the forward planning for Louth and east Meath. I outlined the number of new special classes that will be sanctioned for September.
I thank the Minister of State. Does the Deputy wish to respond or can I bring in Deputy Durkan, who has been waiting for some time, for one final question?
Bring in Deputy Durkan.
94. Deputy Bernard J. Durkan asked the Minister for Education the extent to which she expects to be in a position to ensure an adequate supply of primary and second-level school places throughout north Kildare and the wider country to meet the growing needs of a rapidly increasing population in terms of school places, additional and new accommodation and the supply of teachers to meet these needs in line with the demand arising from negotiation with the various school authorities; and if she will make a statement on the matter. [31614/23]
I thank my party colleague for giving way. My question relates to an ever-pressing subject in north Kildare and several other locations throughout the country, namely, school places, which are much sought after at both primary and second level. The pressure continues. I acknowledge the Minister's important work in this area over recent years, but pressing issues remain.
As the Deputy may be aware, for school planning purposes, the Department divides the country into 314 school planning areas and uses a geographical information system to anticipate school place demand. Information from a range of sources, including child benefit data, school enrolment data and information on residential development activity, is used for this purpose. Additionally, Project Ireland 2040 population and housing targets inform the Department’s projections of school place requirements.
Having considered the projected requirements in each school planning area, including north Kildare, the Department makes an assessment of the existing capacity and identifies any requirement for additional provision. Where enrolment pressures arise, it may not always be as a result of lack of accommodation but may be driven by factors such as a duplication of applications, where pupils have applied for a place to a number of schools in the area; the school of choice, where pupils cannot get a place in their preferred school while places in other schools in the town or area are available; some towns or areas having single-sex schools that do not have places available to all pupils; and external draw, where pupils come from outside the local area.
Through engagement with school authorities and patrons and having accounted for factors such as the duplication of applications, the Department has established a requirement exists for increased provision at schools in north Kildare. Officials are leading engagement with the relevant school patrons and authorities to put the necessary solutions in place for the 2023-24 and future school years. These include the use of existing spare capacity, the sanctioning of works for existing accommodation and the accelerated provision of modular accommodation. The close working between officials and schools and patrons in north Kildare has resulted in a significant number of additional places being made available. It is expected these will meet requirements, but the Department is continuing to monitor the situation.
In addition to these immediate measures, the Department has been progressing a number of significant building projects in north Kildare.
These projects include recently completed new school buildings in Maynooth and Naas. Additionally, a number of further new school buildings and extensions are at construction or planned, including in Prosperous, Kilcock, Maynooth, Celbridge, Leixlip, Naas and Clane. I assure the Deputy that the Department will continue to work with schools and patrons to ensure there is appropriate provision for all students in north Kildare and throughout the county for the 2023-24 school year and into the future.
Additional information not given on the floor of the House
Teacher supply is a priority area of action for the Department given the importance of ensuring every child's experience in school is positive and he or she has available to him or her qualified, engaged and supportive teachers to support that child in his or her learning. The Department is undertaking a comprehensive programme to support the supply of teachers, including the provision of additional places in primary initial teacher education, ITE, programmes and additional places on post-primary teacher upskilling programmes in maths, physics and Spanish. The Teaching Transforms campaign continues to promote the teaching profession and encourage students to follow a career in teaching. It should be noted that at this point CAO first preference choices for post-primary teaching have increased this year by 11%. The Department meets regularly with the school management bodies and the teacher unions on this very important issue, and we will continue to work intensively with all stakeholders to develop and implement creative solutions to address the teacher supply challenges facing schools.
