Sorca Clarke
Question:65. Deputy Sorca Clarke asked the Minister for Education if she will carry out a full and comprehensive review of the pay and working conditions of school bus escorts. [6201/24]
Ceisteanna ar Sonraíodh Uain Dóibh - Priority Questions
School Transport
I wish to ask the Minister for Education if she will carry out a full and comprehensive review of the pay and working conditions of school bus escorts.
The school transport scheme is a significant operation managed by Bus Éireann on behalf of the Department of Education. In the current school year, more than 161,600 children, including more than 135,000 pupils travelling on primary and post-primary services, 19,800 pupils with special educational needs and 6,800 pupils who arrived to Ireland from Ukraine are transported daily to primary and post-primary schools throughout the country. The total cost of the scheme in 2023 was €382.02 million. There is a facility within the special educational needs transport scheme for the appointment of a school transport escort, where a child’s care and safety needs while on school transport are such as to require the support of a school transport escort. The Department of Education provides grant funding for the employment of the school transport escort and sets the rate of pay. Under the Education Act 1998, the principal and-or board of management are responsible for the operation of the school and is the employer of the school transport escort and therefore responsible for all employment matters relating to its school transport escort.
Building Momentum, a new public service agreement for 2021-2022, was agreed between Government and unions in 2020 and was extended to run until the end of 2023. The agreement provides for a number of pay increases over the period of the agreement. This agreement only applies to public servants and does not automatically apply beyond public servants. Therefore, grant-funded school staff such as bus escorts employed directly by schools are not part of the agreement. However, it is recognised that school bus escorts play a vital role in supporting children with special educational needs in their journey to and from school. The school transport section in the Department is currently carrying out a comprehensive review of matters as they relate to bus escorts and the information provided to schools. An information pack for schools is being developed and will be reviewed and updated regularly. As part of this comprehensive review, the terms of employment and rate of pay for school bus escorts are also being examined, and the Department will continue to keep the rates under review. The Department has recently published a national survey of SNAs on www.gov.ie. This will provide valuable data to inform the first SNA workforce development plan, which will be developed over the next two years in consultation with stakeholders.
Additional information not given on the floor of the House
The survey, which is anonymous and will remain open until 27 February, will gather information on those SNAs who also work as bus escorts including data on the number of hours worked per week and the number of children they escort to school.
The SNA workforce development plan will also include an examination of the interaction of the SNA role with that of bus escort, in the context of an overall review of the SNA role. A review of the school transport scheme has recently been completed by a steering group with high level membership of relevant Government Departments and other bodies, reflecting the importance of the scheme for access to education and other wider Government objectives. The school transport scheme has been in operation for over 55 years, since its establishment in 1967, and this review is one of the most extensive investigations that has been carried out into the scheme since then. Undoubtedly, the school transport scheme is of huge importance to families. The review has been conducted with a view to examining the current scheme, its broader effectiveness and sustainability and to ensure it services students and their families efficiently and effectively. The review has also given consideration to employment-related matters for school bus escorts. Considering how to best maximise the benefits now and into the future has been a significant factor in the review of the scheme. I am aware that this review is much-awaited. It is recognised that there are improvements which need to be made to the scheme and I know the importance of doing so. I expect to be in a position shortly to bring the review to Government, and, further to Government approval, the review will be published.
I note that the first part of the Minister's response was, essentially, verbatim to a parliamentary question reply given to my colleague, Deputy Mac Lochlainn, last November. I welcome what the Minister mentioned about the SNA reviews and, let us be honest, an awful lot of school escorts are also SNAs but not all. I wish to draw the attention of the House to the reality. The education committee had the privilege and honour of visiting the Holy Family School for the Deaf Cabra recently. We had a very warm welcome from the school. The pupils out there are wonderful. One of the teachers pointed out that their school escorts who come with children from County Monaghan every morning to Cabra then spend the day, at their own cost, in Dublin. When we talk about school escorts, it is correct to review their pay because it is quite low. The Minister spoke about a pack that would go out. I ask her to give a definitive date for that. We also need to look at the conditions under which these vital people work.
I agree. I said at the outset that the contribution of school escorts is invaluable. There is no doubt about that in terms of escorting children with additional needs to and from school. She is right and I referenced the SNA workforce development plan, which will include an examination of the interaction of the SNA role with the bus escort role. As the Deputy said, many individuals cross over into both roles. A review of the school transport scheme has recently been completed by the steering group with a high level membership of relevant Government Departments and other bodies, reflecting the importance of the scheme for access to education and other wider Government objectives.
The school transport review has been conducted with a view to examining the current scheme, its broader effectiveness and its sustainability and to ensuring that it services children and their families effectively and efficiently. The review has also given consideration to employment-related matters for school bus escorts. Consideration of how best to maximise the benefits now and into the future has been a significant factor in the review of the scheme. I am aware that the review is much awaited. It will be going to a Cabinet subcommittee and then on to the Government. That will all be completed.
We all recognise that movement is needed here. I do not for a moment underestimate the impact these escorts have in allowing children to access education, as is their constitutional right, where they present with that level of need. Will the Minister confirm what I think I heard her say, which is that the school transport review is now complete? I am talking about the school transport review that has been going on since 2021. On what date will she bringing that review to the subcommittee? If it includes reference to school escorts, a significant number of people will be paying very close attention to it from the perspective of their own employment. We are asking this group of individuals, school escorts, to sign onto the dole for 69 days of the year. We are creating very similar circumstances to those school secretaries and caretakers faced. School escorts should really have been included in the movement on those other two groups.
There are 4,000 school bus escorts in the system doing incredibly valuable work. I will specifically address a number of the issues the Deputy has raised. The school transport section is carrying out a comprehensive review of matters as they relate to bus escorts. The information pack that is being developed will be made available to schools for the beginning of the 2024-25 school year. As part of this review, the terms of employment and rate of pay for school bus escorts are also being examined. The consultation on the SNA workforce development plan is open until 27 February. It is important to say that. It is anonymous and gives people an opportunity to engage with the plan. The school transport review is also giving consideration to employment-related matters for bus escorts. I commit to publishing it in the first quarter of this year.
School Admissions
Paul Murphy
Question:66. Deputy Paul Murphy asked the Minister for Education if she will increase funding and resources to ensure that no child is left without an appropriate school place; and if she will make a statement on the matter. [6684/24]
Every child in this country deserves and should be provided with an appropriate school place in their community. However, that is not what is happening. There are children in different parts of this country who are faced with having to travel far outside of their communities for a school place, whether for primary or secondary school. In some extreme circumstances, they are only left with the choice of being tutored at home. I have specific examples to give. We need action on this.
While some applicants may not yet have received an offer of a school place for 2024-25, I assure families and all children who require a school place that such a place will be provided for them for the 2024-25 school year. I do not, for one minute, underestimate the challenges and stress families are facing but we are clear that positions will be made available for students for the 2024-25 school year.
Since 2020, the Department has invested in the region of €4.3 billion in our schools throughout the country, including investment in the completion of over 800 school building projects. Construction is currently under way on approximately 300 other projects, including 34 new school buildings. It is an absolute priority of the Department to ensure every child in the State has access to a school place that is appropriate to his or her needs and we are continually investing in existing and new schools to ensure this is the case. Testament to this is that in response to demographic growth at post-primary level, school building projects completed in 2023 delivered over 7,000 additional mainstream post-primary school places. School building projects at construction involve an overall State investment of over €1.2 billion. We also have a large modular accommodation programme delivering urgently needed school places. This is a record level of investment in our schools and highlights the Government’s very strong track record of delivery in providing additional capacity and modern facilities for school communities.
This capital investment is underpinned by a robust school planning approach that 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 utilised for this purpose. In addition, Project Ireland 2040 population and housing targets inform the Department’s projections of school place requirements.
There are 1 million learners across 4,000 primary and post-primary schools. Based on primary level enrolments, growth in post-primary enrolments is projected to continue in many parts of the country. In addition, due to strong residential construction and planning activity, we can expect to see increasing demand in particular towns and areas.
Additional information not given on the floor of the House
In the area of special education, the National Council for Special Education has forecast continued significant growth in the requirements for special classes at post-primary level and my Department is working towards the provision of an average of four special classes in every post-primary school. To meet these requirements, the Department has 450 large-scale and additional school accommodation scheme projects at various stages of planning and delivery at post-primary schools across the country. Furthermore, where a requirement is identified for expedited delivery of additional capacity, my Department utilises modern methods of construction, including its modular accommodation framework, to provide required accommodation.
While there can be enrolment pressures in some areas, it is important to note this may sometimes not be a result of a lack of accommodation but may be driven by factors such as the duplication of applications and applications from outside the local area. Notwithstanding this, in some areas there can be an underlying requirement for additional school places. In that context, as part of planning for September 2024, data on applications for admission is being shared with my Department by post-primary schools across areas of enrolment pressure. The sharing of this data has been very effective in the identification of school place requirements.
In the majority of areas, through the work of schools, patrons, management bodies and the Department, there are sufficient school places available to meet the needs of children in the area. The Department is working with schools and patrons to make additional places available in areas where a need for more places has been identified.
The Minister said that every child will get an appropriate school place. Is she saying to the parents in Citywest, many of whom have contacted me to say that they do not have primary school places for their children, that they will get places for their children in Citywest? At the moment, they are being told something else. For example, one was told by a principal that her daughter could do another year in preschool and reapply next year because the schools were all oversubscribed and she is far down on the waiting list. Another parent explained to me how the only alternative her family is currently faced with is for her daughter to go to school in Brittas, which will mean her husband having to give up work to drop her out there. Is the Minister saying to me that she is going to ensure these families will have appropriate primary school places for their children in Citywest?
I am clearly saying to the Deputy that if there are specific cases he needs to bring to the attention of the Department, I will be very happy to deal with them. We in the Department are committed to ensuring that every child has an appropriate place for the 2024-25 school year, whether at primary or post-primary level. With regard to special education provision, we are equally determined to ensure that every child has a place appropriate to his or her needs. The NCSE would tell us that we have successfully achieved that for the 2023-24 school year. We have invested a considerable amount of money up to this point. We have completed more than 800 projects in the lifetime of this Government. There are 300 projects currently at various stages of construction. We will continue to engage with school patrons, management bodies and schools on the ground. If the Deputy has specific queries he wants to bring to my attention, I will ensure they are followed up on.
I thank the Minister. I will send on details of these various families in Citywest. Citywest is a very good example. I hope that by September, everyone will have an appropriate place in Citywest but the fact that we are at this point is a reflection of a lack of planning. Citywest must be one of the fastest growing areas in the country in terms of population. Development after development is going up. Planning has been developer-led and most of this has been done through the SHD process without community infrastructure and clearly without the Department of Education planning for the bulge in the number of children that was going to arise, the need for places that would arise and the need to have those places ready to go. There has been an absence of planning up to this point. That means we are in a bit of a crisis situation. The Department needs to intervene to ensure the places are there.
I want to be very clear; the Department carries out considerable forward planning. We have a geographical information system that allows us to look at current data and projected data. We engage with local authorities, school patrons and management bodies. We are consistently planning forward. That can be seen in the 300 projects currently under construction, which I have mentioned. That includes brand-new schools and additional accommodation. More than 800 school building projects have been provided for over the past number of years since the present Government was installed. Some €4.3 billion has been expended on school building programmes. We will continue to engage. I have directly engaged with local authorities, as have my officials. We have also engaged with the LDA. We engage with whoever we need to engage with.
It is a fact that a significant amount of housing is being provided for. Obviously, where housing goes education must also go. We are in the throes of ensuring this is the case.
State Examinations
Sorca Clarke
Question:67. Deputy Sorca Clarke asked the Minister for Education what engagements she has had with the State Examinations Commission with regard to the oral examinations due to take place over the Easter break. [6202/24]
Many parents and teachers have raised with me very valid concerns about the oral examinations due to take place over the Easter break. Will the Minister outline what engagements she has had with the State Examinations Commission, SEC, on those oral examinations due to take place over the Easter break?
The State Examinations Commission is responsible for the operation, delivery and development of the State examinations. The SEC is very aware, as am I as Minister, of the challenges of the timing of the oral examinations for students, parents and education partners.
Prior to the pandemic, the oral examinations in any given year were held either before or after the Easter holidays, depending on how early or late Easter fell in that particular year. Following Covid, in 2022, the full oral examinations took place outside of school time over the first week of the Easter holidays. This change in timing was made in response to the need to take steps to limit teacher absences from schools given challenges associated with sourcing substitute teachers. It was intended also to minimise further disruption to teaching and learning in schools and, in particular, for those candidates preparing for their examinations.
The SEC was requested to undertake an evaluation of the 2022 experience of holding oral and music practical examinations at Easter to advise me on future implementation. That was at my request. Following preliminary review, the SEC advised that the arrangements that applied in 2022 in respect of oral examinations in Irish and the modern foreign languages should continue for a further year in 2023 pending a more comprehensive evaluation. In 2023, it was possible to deliver these examinations for all candidates within the Easter holiday period due to the positive response to the SEC’s recruitment efforts. I thank all the staff who engaged so positively with that recruitment process to ensure there was a sufficiency of examiners.
Nonetheless, the SEC has noted it is aware of the mixed views of stakeholders about the timing of these examinations. In that regard, the SEC progressed a more extensive evaluation to fully assess the impact of holding the oral examinations at Easter. This has included research to explore parent, student, teacher, examiner and school leadership opinions about the timing of these examinations. Following completion of this wider evaluation process, the SEC will provide advice to my Department on the future timing of the leaving certificate oral examinations going forward. In the interim, the SEC considered it preferable to extend the Easter holiday timing for a further year and to mirror the arrangements that applied in 2023 again in 2024. These arrangements include additional resources for school authorities and an Easter premium payable to examiners.
The Minister said there is the extra payment to examiners. I spoke to a principal of a school with three autism classes where five students are due to sit their leaving certificate this year. When that principal spoke to the SEC oral section to inquire as to what supports would be available for those students in terms of an SNA, the principal was told that nothing would be made available. When the principal pushed for a more definitive answer the principal was told, "Well, it depends on what is wrong with them." What an horrendous sentence to use for any child. When the principal asked if the SNA could go into the room, the reply was "Absolutely, yes", as was done in previous years. When she inquired as to additional remuneration that would be made available to the SNA she was told "Nothing". It was then suggested that she apply for two discretionary days but to use them at a later date. One of these students is already doing four languages. To ask a student to do four oral languages over two days, never mind a neurodivergent student, says to me a review is needed for fixing this system. This system is simply not working.
As I have said there is a review ongoing that is being undertaken by the SEC. This was at my request. I acknowledge the huge co-operation. A premium rate has been paid to examiners and there has been additional support provided to schools in days being made available to them to support their work at that time. I acknowledge what the Deputy said that there are mixed views on the timing of it. The SEC has done an interim review and has agreed to do a more comprehensive review, which is under way at present. When that is completed, we will review the information that has been gathered. I have no doubt the SEC will revert with its findings following that review.
By arranging the exams in the first week of the Easter holidays, it does provide that examiners, candidates and school staff have a consecutive ten-day break from school after the examinations have been completed. It is important to say that, in line with traditional arrangements, candidates who miss their oral examination due to illness or close family bereavement will be facilitated with a later examination the week commencing 18 May. There is an ongoing flexibility there.
What can be put in place this year for the students with special educational needs to receive the necessary accommodations for the oral exams? It seems to me that instead of creating a system that tailors oral examinations to meet the needs of students and actually caters towards their need regardless of their educational ability, this scheme does the exact opposite.
When I asked a question of the Department I received a four page response, of which only five lines were applicable. One point about exemptions from the oral tests and if support arrangements are unsuitable stood out to me. It referred to cases such as a disability that significantly impairs a candidate's ability to speak. This says to me that these students with special educational needs are being punished because of the lack of resources that are going to be put in for that. We spoke about the RACE scheme - reasonable accommodations at State examinations - needing to be more equitable in that way, which is right. This current approach, however, is discriminatory and exclusionary. We have students who are willing and able and who want to take these oral exams but who, because of the lack of supports tailored to their needs, are simply not going to be able to do it.
To be fair, the State Examinations Commission's interim report very clearly identified the requirement for additional support being made available to schools to support students for whatever their need might be, from a well-being point of view to additional supports that might be required. As a consequence of that, in this school year school authorities are being provided with five additional examination aide days. The school authorities can appoint a member of staff specifically to provide any type of support that is required to candidates to ensure their attendance and that things are working for them as we would want them to work. This will be separate to the examination aide days provided to facilitate operational and administrative duties associated with the oral exam. The SEC has recommended, and it is being provided for, that there will be an examination aide provided for just the operation and administration of the oral exams but they will specifically provide five additional days to be used in whatever way the school deems fit to support students at that time.