Written Answers Nos. 858-877
859. Deputy Bernard J. Durkan asked the Minister for Education the amount of a shortfall from current second level places her Department anticipates for September 2021 enrolments across south County Kildare in view of the significant amount of school waiting lists at present; and if she will make a statement on the matter. [14476/21]
View answerI wish to advise the Deputy that my Department is aware of increasing pressures and demand for additional post-primary school places in a number of school planning areas (SPAs) including South Kildare.
Where capacity issues arise it may not be as a result of lack of accommodation but may be driven by the following factors:
- Duplication of applications – pupils have applied for a place to a number of schools in the area
- School of choice – pupils can’t get a place in their preferred school while there are places in other schools in the town/area
- Some towns/areas have single sex schools and while places are available in the school there are not available to all pupils
- External draw – pupils coming from outside the local area
Until these issues are discussed with the relevant school authorities the true extent of any capacity issue will only become known.
Similar to the process adopted in advance of the current academic year, my Department is engaging with patron bodies, including in the area in question, to identify particular capacity requirements for the forthcoming year(s) which may necessitate action.
As the Deputy is aware, there are a number of building projects planned for South Kildare including the following:
- It is intended that significant additional capacity to address this demand will be provided by the planned new 1000 pupil building for the existing Curragh post primary school. This is intended to provide capacity to cater for demand arising in the Kildare School planning area as well as that in the Newbridge and Curragh SPAs. Officials in the Department are currently in advanced negotiation with a landowner, in regard to the proposed acquisition of a site deemed suitable for the replacement Curragh post primary school. This negotiation is ongoing, in line with our comprehensive site selection criteria, technical consideration and input from Kildare County Council.
- St Conleth's Community College have agreed to enrol an additional 1st year class for the 2021/22 school year and the Patron has agreed to the expansion of the school to cater for a total capacity of 1,000 pupils.
- The accommodation brief for the major project for Cross and Passion College, Kilcullen has also been increased to cater for a 1,000 pupil school to provide for increased demographic growth.
860. Deputy Seán Haughey asked the Minister for Education the number of subjects second year students in post-primary schools are obliged to take; the position regarding students with dyslexia in this regard; and if she will make a statement on the matter. [14477/21]
View answerThe Framework for Junior Cycle (2015), sets out that students will study a minimum of 8 and a maximum of 10 subjects for final examination for Junior Cycle, the exact number being dependent on whether the student is also taking short courses. This has been reiterated in subsequent circulars, the most recent of which is the circular on 'Arrangements for the Implementation of the Framework for Junior Cycle (CL 76/20)', which can be found here - www.education.ie/en/Circulars-and-Forms/Active-Circulars/cl0076_2020.pdf.
Exceptions to the minimum number of 8 subjects should only be made in the cases of students with additional educational needs who may take a lower number of subjects, combined in some cases with Level 2 or Level 1 learning programmes. In the case of some individual students with special educational needs, this will be a combination of priority learning units, and/or short courses and/or subjects, suited to their individual needs.
Further information and guidelines on Level 1 Learning Programmes (L1LPs) and Level 2 Learning Programmes (L2LPs) can be found on page 14 and appendix 1 of the aforementioned circular letter 76/2020.
In the case that a student has received an exemption in Irish, as per circular letter 53/2019, due to a Specific Learning Disability such as dyslexia, it is possible that this exemption will bring the student under the minimum 8 subjects. Schools, where appropriate, should take account of the literacy learning needs of students who are exempt from the study of Irish when deploying available special education teaching resources. Students who are exempt from the study of Irish may also be allowed to substitute another subject, short course or area of learning for Irish.
The Department of Education does not give exemptions from the study of modern foreign languages, as the study of these subjects is not mandatory, which means that students do not have to study these subjects. However schools may have their own rules in relation to the study of a foreign language.
When planning its Junior Cycle programme, each school is required to take account of the school’s local context and the backgrounds, interests, and abilities of its students and to ensure that, within the school’s Junior Cycle programme, there is sufficient flexibility to cater for the individual learning needs of all students, including those with special educational needs.
Schools should be conscious of this when planning their Junior Cycle programmes in order to ensure that, as far as possible, the particular range of subjects, short courses and Priority Learning Units available is appropriate to the needs and aptitudes of each student. The individual student and his/her parents/guardians should be made aware of the feasibility and appropriateness of the curricular options available in light of the student’s ability.
862. Deputy Michael Creed asked the Minister for Education the progress being made on the provision of a new school (details supplied) arising from a meeting with school representatives recently; and if she will make a statement on the matter. [14529/21]
View answerMy Department's technical staff is considering the proposal presented by the school authority in question. When the proposal has been fully examined, my Department will be in further contact with the school. In the meantime, my Department has approved interim accommodation to the school for the 2021/2122 school year.
863. Deputy Pádraig O'Sullivan asked the Minister for Education the details of the planning that has taken place to date for 2021 summer provision programme; and if she will make a statement on the matter. [14550/21]
View answerA significantly expanded Summer Programme was provided in 2020 for children with complex needs as a discrete response to Covid-19. The programme included a number of strands and options from which parents could choose, involving either in-school, or home-based supports by teachers and special needs assistants (SNAs) to help to prevent regression among children with SEN.
The programme's aim was to support children to reintegrate/transition into their planned education setting for the 2020/21 school year with their peers.
Over 14,000 children participated in the special education summer programmes developed by the Department including 3,881 in the school based programme, 9,716 in the home based programme and 450 families in the HSE programme.
My Department is progressing work on proposals for this years Summer Provision scheme which will be influenced by the current public health emergency. These proposals will be developed based on engagement and consultation with the education partners.
I will make an announcement on this in due course.
864. Deputy Cormac Devlin asked the Minister for Education the steps and processes involved in the planning, development and construction of a new school in an urban environment, including typical timelines at each stage; and if she will make a statement on the matter. [14574/21]
View answerAt present, there are five stages of architectural planning involved in the delivery of major school projects, regardless of whether it is in an urban or suburban or rural environment. The stages reflect the Capital Works Management Framework developed by the Department of Public Expenditure & Reform. The stages and indicative timelines are as follows:
Stage 1 – Preliminary Design (5 to 6 months). The Preliminary Design stage includes reviewing all information provided as part of the Project Brief. Establishing and analysing all site factors and constraints which may impact on the projects viability.
Stage 2 - Design (which is divided into Stage 2a - Developed Sketch Scheme and Stage 2b - Detailed Design) (9 to 12 months at each stage)
The Stage 2a includes development of the design and accurately cost plan the options agreed with the Client to a stage where the project is fully cost planned and can be prepared to lodge for statutory approvals.
The Stage 2b includes obtaining all statutory approvals, preparing a set of fully detailed Tender documents, and preparing an accurate pre-tender cost plan.
Stage 3 - Tender Action, Evaluation and Award (9 to 12 months). On the completion of the examination of tenders, written authorisation of the Department must be obtained before issuing Letter of Intent and Letter of Acceptance. Once all the contract pre-conditions in the letter of intent have been met and the Department has given written authorisation to proceed to Contract, a letter of Acceptance can be issued. This forms the contract and is the contract and is the date for the calculation of the Contract period.
Stage 4 – Construction (12 to 24 months) All members of the Design Team are collectively responsible for the effective management of the project in order to achieve its completion on time and within budget.
Stage 5 - Handover of Works and Final Account (12 months minimum). The Design team individually and collectively are required to effectively manage the Project, with the co-operation of the Contractor achieve a satisfactory standard of Construction, and achieve Substantial Completion of all elements of the Projects by the Contract Section/Phase handover dates and overall Contract Completion Date.
The timelines outlined above are indicative and can be achieved by an efficient design team encountering no problems along the way. However, the period of time it takes to progress through each of these stages varies from project to project depending on its size and complexity and can often take longer than that indicated.
865. Deputy Cormac Devlin asked the Minister for Education the status of a project for a school (details supplied); and if she will make a statement on the matter. [14583/21]
View answerMy Department remains committed to providing permanent accommodation to meet the needs of the school to which the Deputy refers. As the Deputy is aware, officials in my Department have been actively engaging with officials from Dun Laoghaire Rathdown County Council via emails, phone calls and through online meeting platforms to establish all relevant information in respect of two site options so that a determination as to the optimum configuration of school sites can be made at the earliest possible date. As a result, the acquisition of this site is progressing well.
My Department has published technical guidance documents on the identification and suitability assessment of sites for schools which sets out the criteria to be used in assessing potential school sites. These guidance documents recommend that as part of the evaluation of site suitability a number of factors are taken into account including zoning, existing services, site orientation, topography, transport and access. My Department makes use of its own in-house professional and technical staff in relation to the technical assessment of sites, to ensure the suitability of a given site for the development of a school building.
As the Deputy will appreciate, the site acquisition process can be lengthy and there can be complex issues which need to be addressed during negotiations, technical assessments and conveyancing. In this regard, it is not possible to give a timeframe for delivery of the site. However, once my officials achieve agreement in principle on the final site, the Patron will be advised of the location without delay and the site acquisition will proceed to the conveyancing stage.
At all times my Department strives to obtain best value for the Exchequer and given the commercial sensitivities associated with land acquisitions generally, I am not in a position to comment further at this time.
866. Deputy Malcolm Noonan asked the Minister for Education if her attention has been drawn to correspondence to his office from a person (details supplied) with a suggestion regarding the return to school procedure; and if she will make a statement on the matter. [14646/21]
View answerIn all instances where COVID-19 is positively confirmed in a school age child in community testing (referred by G.P) or as part of close contact testing in the community, Public Health are immediately notified and a Public Health Risk Assessment (PHRA) is initiated with the school by local HSE public health Schools Teams. Where COVID-19 is detected in an adult in the community, either through symptomatic or close contact testing and when initial contact tracing confirms that they work in a school setting, Public Health are immediately notified and the Public Health Risk Assessment (PHRA) is initiated with the school by HSE School Teams in a similar way.
The findings of the Public Health Risk Assessment (PHRA), which is undertaken by a Public Health Doctor, where a confirmed case has attended school whilst infectious, assesses many different aspects of disease transmission as laid out in the Schools Pathway document and this determines the identification of close contacts. This enables the most accurate and effective determination of the relevant information allowing tailored, measured protection and prevention of Covid-19 in schools.
867. Deputy Peter Burke asked the Minister for Education the status of a matter regarding a school (details supplied); and if she will make a statement on the matter. [14663/21]
View answerI can confirm to the Deputy that following on from the meeting referenced the Department is committed to approving capital funding for the school in question, under the Additional School Accommodation Scheme ‘ASA’, as a project for the school is not included on the current school building programme.
The parameters of the Additional School Accommodation scheme allows for the provision of mainstream classroom accommodation only (this includes classrooms, specialist rooms e.g. Construction/Engineering together with Special Education Tuition rooms and a Special Educational Needs Base). The main focus of resources over the last decade and for the coming period is on provision of additional capacity to cater for increasing demographics. The immediate priority of the Department is providing new and replacement school places each year, to ensure that every child has a school place.
The second half of the NDP (from 2023 onwards) will see an increasing focus on the upgrade and refurbishment of the existing school stock. This will include a PE Hall build and modernisation programme to ensure that students in all post-primary schools have access to appropriate facilities to support PE provision.
In this regard, the Department is prepared to approve increased fees, for the proposed Design Team, to include for the master-planning of the school site to facilitate the design of a PE Hall facility which can be considered for progression when capital funding becomes available. Furthermore, the connection between the existing school and the proposed extension can be considered at design stage. Refurbishment of the existing school building will be considered in the context of the climate action retrofit programme.
868. Deputy Niamh Smyth asked the Minister for Education the status of the stage 2b report for a school (details supplied); and if she will make a statement on the matter. [14664/21]
View answerI can confirm to the Deputy that this school was granted approval and funding to build two mainstream classrooms and an Assisted-User WC under the Additional Accommodation Scheme for 2020. The delivery of this project is devolved to the school authority.
My Department's officials recently reviewed the school's Stage 2B submission and I am pleased to confirm that this project has now been approved to proceed to tender stage; the school has been informed of this positive development.
869. Deputy Aengus Ó Snodaigh asked the Minister for Education when a child (details supplied) will be accommodated in a suitable special needs school. [14670/21]
View answerEnabling children with special educational needs to receive an education appropriate to their needs is a priority for this Government.
This year, over 20% of the total Education budget or €2bn will be invested in supporting children with special educational needs. As a result, the numbers of special education teachers, SNAs and special class and school places are at unprecedented levels.
Through better planning at both national and local level, it is my objective that specialist education places should come on stream to meet emerging demand on a timely basis. However, the active collaboration of school communities is essential in this regard.
The National Council for Special Education (NCSE) has responsibility for coordinating and advising on the education provision for children nationwide. NCSE is planning a further expansion of special class and special school places nationally, to meet identified need. This process is ongoing.
Notwithstanding the extent of the investment in special education and the supports which have been put in place, I am also very conscious that there are some parts of the country, including the area referenced, where increases in population and other issues have led to concerns regarding a shortage of school places.
I can assure the Deputy that NCSE is acutely aware of these concerns and is continuing its engagement with schools, patron bodies, parents and other stakeholders to bring the required additional special education placements on stream.
My Department will continue to support the NCSE and schools through the provision of the necessary funding and capital investment to ensure all children are successful in accessing an education and I want to reassure you that the delivery of the necessary additional provision is being progressed as an absolute priority.
In circumstances, where no placement is available for a child with special educational needs, the Department can provide Home Tuition grant funding towards the provision of 20 hours home tuition per week as an interim measure until the NCSE confirms that a placement is available.
I can confirm that in the specific case referenced by the Deputy, 20 hours Home Tuition per week has been approved.
I also understand that the local SENO has been engaging with, and remains available, to support the family.
870. Deputy Seán Haughey asked the Minister for Education her plans to establish a new post-primary school in the Donaghmede, Howth, Baldoyle, Stapolin and Dublin 13 school planning area; when the patronage of the proposed new school in this area will be finalised; when the school can enrol pupils; and if she will make a statement on the matter. [14675/21]
View answerIn order to plan for school provision and analyse the relevant demographic data, my 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 and where additional school accommodation is needed at primary and post-primary level. Donaghmede_Howth_D13 is one school planning area and includes Baldoyle and Stapolin.
Where data indicates that additional provision is required at primary or post primary level, the delivery of such additional provision is dependent on the particular circumstances of each case and may be provided through either one, or a combination of, the following:
- Utilising existing unused capacity within a school or schools,
- Extending the capacity of a school or schools,
- Provision of a new school or schools.
Following such analysis, in 2018 it was announced that two new post primary schools would be established to serve the Donaghmede_Howth_D13 school planning area. The first of these, Belmayne ETSS, opened in 2019. The second new post primary school is due to be established in 2022.
A process to determine the patronage of this school will commence in the coming months. An Online Patronage Process System (OPPS) is utilised for this purpose and this provides objective information to parents in the relevant school planning areas to assist them in making an informed choice about their preferred model of patronage and language of instruction for the new school. A prospective patron can choose the school(s) it wishes to apply for and complete an application form in that regard for each school, for submission to my Department. The Department provides details on the OPPS of the school(s) and the list of applicant patrons which have applied for patronage of the school(s). Parents access the OPPS website, which allows them to access the appropriate survey for their area, to input the details of the eligible child(ren) and to select their preferred patron and language of instruction (where applicable). Parental preferences from parents of children who reside in the school planning areas concerned, together with the extent of diversity currently available in these areas, are key to decisions in relation to the outcome of the process.
The patronage process for new schools is overseen by an external independent advisory group, the New Schools Establishment Group (NSEG). Following their consideration of my Department’s assessment reports, the NSEG submits a report with recommendations to me for consideration and final decision. The assessment reports and the NSEG recommendations for all such patronage processes are made available on my Department's website.
The appointed patron of the new school will make the necessary arrangements to facilitate enrolments.
871. Deputy Sean Sherlock asked the Minister for Education if she will address a matter raised in correspondence (details supplied). [14678/21]
View answerA core recommendation of the National Council for Special Education’s (NCSE) Review of the Special Needs Assistant (SNA) scheme concerned a change in the way that SNAs are allocated to mainstream classes in both primary and post primary schools and called for the greater proportion of SNAs in these classes to be allocated on the basis of an educational profile of each school before the commencement of the school year in a similar manner to the allocation of special education teachers (SETs).
The frontloaded allocation model is intended to ensure that SNA posts are in schools and available immediately to students upon their arrival, reducing delays in accessing support. It eliminates the need for individual applications and professional assessments in order to access resources and facilitates schools allocating the available resources to those with greatest need.
It had been planned that the frontloaded model of allocation for SNAs would be rolled out to all schools from the commencement of the 2020/21 school year.
Under the frontloaded allocation model, no schools would receive an allocation of SNA support for mainstream classes which is less than their existing 2019/20 mainstream SNA allocation on the introduction of the frontloaded model and some schools will gain.
However, due to the disruption caused by Covid-19 and the closure of school buildings in March 2020. It was decided that the introduction of the model would be deferred for one year i.e. to the start of the 2021/22 school year. This will allow time for the necessary planning and training for schools.
As an interim step, SNA allocations were frozen at their current levels for 2020/21 with provision for additionality where necessary. Department Circular 30/2020 sets out the arrangements for SNA allocations for the 2020/21 school year. This meant that no school received an allocation less then what they had on the date of issue of this Circular and existing SNAs in standard SNA posts could continue in these posts.
Schools were advised in the first instance to review and reprioritise deployment of all SNAs within mainstream settings and allocate resources on the basis that those with the greatest level of need receive the greatest level of support.
Providing access to SNA support continues to be based on primary care needs as outlined in DES Circular 0030/2014. SNA allocations for special classes and special schools are not affected by this arrangement.
Where schools consider their SNA allocation to be inadequate to meet current needs, a school can seek a review by making an application to the NCSE which is available to schools throughout the current school year.
Schools will be advised, as soon as possible, in relation to the manner in which allocations of SNA support will be made for mainstream school classes for the 2021/22 school year.
872. Deputy Donnchadh Ó Laoghaire asked the Minister for Education the number of special education places currently available in Cork city; the location of these places by primary school, secondary school, special school and so on; if these places are within an ASD unit, special class or mainstream class; and the discipline related to each of these places, for example, severe intellectual disability, mild to moderate intellectual disability and so on. [14679/21]
View answer873. Deputy Donnchadh Ó Laoghaire asked the Minister for Education the number of primary schools with ASD units in Cork city. [14680/21]
View answer874. Deputy Donnchadh Ó Laoghaire asked the Minister for Education the number of secondary schools with ASD units in Cork city. [14681/21]
View answer875. Deputy Donnchadh Ó Laoghaire asked the Minister for Education the number of special schools in Cork city. [14682/21]
View answer876. Deputy Donnchadh Ó Laoghaire asked the Minister for Education the number of children on waiting lists for access to special schools in Cork city, both in primary and secondary schools. [14683/21]
View answer877. Deputy Donnchadh Ó Laoghaire asked the Minister for Education the number of children on waiting lists for access to ASD units in Cork city, in both primary and secondary schools. [14684/21]
View answerI propose to take Questions Nos. 872 to 877, inclusive, together.
Enabling children with special educational needs to receive an education appropriate to their needs is a priority for this Government. The Department of Education will spend approximately €2 Billion or over 20% of its total educational budget in 2021 on making additional provision for children with special educational needs this year.
The National Council for Special Education (NCSE) has responsibility for coordinating and advising on the education provision for children nationwide. It has well established structures in place for engaging with schools and parents. NCSE seeks to ensure that schools in an area can, between them, cater for all children who have been identified as needing special education placements.
I should clarify that the NCSE does not maintain waiting lists for schools. Boards of management of individual schools are responsible for such enrolment matters.
However, the NCSE, through its local network of SENOs (Special Educational Needs Organisers), offers advice and support to parents on the possible placement options available to their child, including mainstream placement with appropriate support, special class placement and special school placement.
All placements are supported with additional resources where required for those students with special educational needs.
NCSE is planning a further expansion of special class and special school places nationally, to meet identified need. This process is ongoing. There are 88 special classes currently open in Cork City; 63 of these classes are based in primary schools (of which 7 are Early Intervention and 45 are ASD classes); 26 in post primary schools (of which 23 are ASD classes). There are 8 special schools in the Cork City Council area.
It is open to any school to make an application to the NCSE for the establishment of a specialised provision and where sanctioned, a range of supports, including capital funding, is made available to the school. The NCSE provides a programme of teacher professional learning and in-school support to support schools in establishing special classes.
Notwithstanding the extent of this investment, there are some parts of the country where increases in population and other issues have led to concerns regarding a shortage of school places. For September 2021, the NCSE is aware of a specific identified need for special school placements in Cork City and County and is working with my Department and the education partners towards meeting that need.
Through better planning at both national and local level, it is my objective that specialist education places should come on stream to meet emerging demand on a timely basis. However, the active collaboration of school communities is essential in this regard.
NCSE is aware of those parents whose children will be seeking placement for the 2021/22 academic year, including mainstream placement with appropriate support, special class placement, Early Intervention and special school placement. The NCSE continues to work to identify any and all relevant suitable placements.
The NCSE's local Special Education Needs Organisers (SENOs) are available to assist and advise both schools and the parents of children with special educational needs. Parents may contact SENOs directly using the contact details available at: https://ncse.ie/regional-services-contact-list.
Information on the list of schools with special classes is available at www.ncse.ie.
