Wednesday, 24 Mar 2021

Written Answers Nos. 878-902

School Curriculum

Questions (878)

Joe Flaherty

Question:

878. Deputy Joe Flaherty asked the Minister for Education if she will address a matter (details supplied) regarding teaching time. [14721/21]

Written answers

Minister for Education

Schools should avoid eroding teaching time and maintain the required amount of contact time with all pupils each day. In a small number of cases, staggered starting and finishing times might be the only way a school can ensure large numbers of people do not congregate outside the school setting. In these cases, all pupils should still be afforded the correct amount of teaching contact time.  

However, in most schools, the use of additional entry and exit points will ensure that classes can be admitted and released from school in a safe manner. Equally, it is important that parents maintain social distancing and adhere to public health measures when dropping off and collecting their children. This should eliminate the need to stagger starting and finishing times.

State Examinations

Questions (879)

Donnchadh Ó Laoghaire

Question:

879. Deputy Donnchadh Ó Laoghaire asked the Minister for Education when the outcome of appeals lodged after the release of the results of the written leaving certificate 2020 exams in February 2021 will be released. [14726/21]

Written answers

Minister for Education

The State Examinations Commission (SEC) has statutory responsibility for operational matters relating to the certificate examinations. 

In view of this I have forwarded your query to the State Examinations Commission for direct reply to you. 

Covid-19 Pandemic

Questions (880)

Robert Troy

Question:

880. Deputy Robert Troy asked the Minister for Education her plans to enforce the wearing of facemasks by primary school students. [14743/21]

Written answers

Minister for Education

My Department has always been guided by public health advice in relation to the infection prevention and control measure appropriate for schools. While current public health advice makes it a requirement for face coverings to be worn by teachers, non-teaching staff in primary and post primary schools and students attending post primary school, it is not a requirement for children attending primary school to wear face-coverings.

The Health Protection Surveillance Centre (HPSC) keep infection prevention and control measures under review in all sectors and have recently confirmed that the wearing of masks by primary school students is not being recommended at this time.

Covid-19 Pandemic

Questions (881)

Emer Higgins

Question:

881. Deputy Emer Higgins asked the Minister for Education if special education is classed as an essential service; and if these schools will remain open irrespective of Covid-19 numbers to align them with the EU and the UK. [14757/21]

Written answers

Minister of State at the Department of Education

Education has been deemed an essential service which means that the general public heath advice for people to stay at home does not apply to school staff providing an essential service like teachers and SNAs.

I am conscious of the fact that closing schools has hugely adverse consequences at individual, family and societal level and that the effect on children with complex special educational needs can be even greater.

For this reason, special schools and special classes were prioritised in the phased reopening and a supplementary programme was also put in place for these pupils and for pupils with complex needs in mainstream classes.

I know that the phased re-opening of schools has been particularly challenging for many children with complex special educational needs who have not yet returned to school and their families.

The purpose of managing this cautious phased return is to continue to limit the mobility of the population and curb the spread of the virus.

This approach have been developed in close collaboration with education stakeholders and follow ongoing engagement with the Department of Health and Public Health, HSE.

The safe return and sustained safe re-opening of our schools is a key priority for Government.

Special Educational Needs

Questions (882, 883)

Emer Higgins

Question:

882. Deputy Emer Higgins asked the Minister for Education if consideration is being given to extending the special education school term to the end of July 2021 to align it with the EU and the UK. [14758/21]

Emer Higgins

Question:

883. Deputy Emer Higgins asked the Minister for Education her plans for summer supports for 2021; and the eligibility criteria for same. [14759/21]

Written answers

Minister for Education

I propose to take Questions Nos. 882 and 883 together.

A significantly expanded Summer Programme was provided in 2020 for children with the complex needs as a discrete response to Covid-19.

The programme provided either in-school, or home-based supports by teachers and special needs assistants (SNAs) during the summer holidays 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 to provide supports for children with complex special educational needs during the Summer holiday period. The scheme 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.

There are no plans to extend the school term.

School Funding

Questions (884)

Pearse Doherty

Question:

884. Deputy Pearse Doherty asked the Minister for Education if it is planned to increase capacity for concessionary ticket holders for the next academic year for applicants (details supplied) in County Donegal; and if she will make a statement on the matter. [14764/21]

Written answers

Minister for Education

School Transport is a significant operation managed by Bus Éireann on behalf of the Department of Education. In the current school year over 113,100 children, including over 14,500 children with special educational needs, are transported on a daily basis to primary and post-primary schools throughout the country at a cost of over €224.7m in 2020.

The purpose of my Department's School Transport Scheme is, having regard to available resources, to support the transport to and from school of children who reside remote from their nearest school.

Under the terms of the Department's Post-Primary School Transport Scheme children are eligible for school transport where they reside not less than 4.8 kilometres from and are attending their nearest school/education centre as determined by my Department/Bus Éireann, having regard to ethos and language.

Bus Éireann has confirmed that pupils who reside in the areas referred to by the Deputy are not eligible to the Post Primary Centre they are attending. Children who apply for transport but who are not eligible are considered for spare seats that may exist after eligible children have been facilitated; such seats are referred to as concessionary seats.

The facility to apply for school transport for the upcoming school year is now open on the School Transport Section of the Bus Éireann website, www.buseireann.ie.

The terms of the School Transport Scheme are applied equitably on a national basis.

Capital Expenditure Programme

Questions (885)

Richard Bruton

Question:

885. Deputy Richard Bruton asked the Minister for Education the five most recent significant capital projects in the major functional responsibilities of her Department which have required her sanction; the time which elapsed between the initial submission of the proposal for consideration until the construction commenced; the significant elements making up this period; the time spent in assessment prior to approval in the planning process; the time spent in assessment prior to approval in the procurement process of contractors; and the way this duration compared with the targeted time to delivery set out at the outset of the process. [14774/21]

Written answers

Minister for Education

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 key drivers of the education sector capital programme are demographic change, alignment with housing provision and national planning at school planning area level, construction costs, catch-up to address legacy of underinvestment and climate action objectives including deep energy retrofit. The Department has a large pipeline of projects for delivery under the school building programme. The main elements of this pipeline currently involves in excess of 1200 projects for delivery under the Department’s Large Scale and Additional Accommodation Scheme. 

At present, there are five stages of architectural planning involved in the delivery of major school projects. 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.

Design Teams are appointed to progress major projects through the stages of architectural planning. In normal circumstances once a Design Team has been appointed, the project should be progressed expeditiously to the completion of Stage 2b i.e. the preparation of Tender Documents. The responsibility for the progression of the project from Stage to Stage (in accordance with the Project Brief and the Department's Design Guidelines) rests with the Design Team in agreement with the client, subject to the project timelines and the availability of funding. The written authorisation of the Department to proceed is always required prior to progression to stages 3 (tender) and 4 (contract award & construction).

By nature each project is significant for the local community, in answer to your query the table outlines the progress of the five most recent projects at final account agreed and paid with a cost of over €1 million.

Table: most recent school building projects with a value greater than €1 million where final account has been agreed and paid.

Roll_Number	School_Name	County	Stage1	Stage2a	Stage2b	Stage3	Stage4	Stage4 Practical Completion	Stage 5	Final Account Agreed & Paid
19850F	Ladyswell NS	Dublin	09/04/2016	21/12/2016	13/04/2017	16/05/2017	22/03/2019	30/10/2020	30/10/2020	08/02/2021
20188J	Mullingar Educate Together	Westmeath	22/11/2011	12/12/2012	28/10/2014	12/10/2016	16/03/2017	01/10/2019	20/01/2020	08/02/2021
91412M	*Clifden Community School	Galway	01/11/2005	26/01/2010	14/11/2013	15/06/2015	30/05/2016	17/10/2017	01/02/2021	08/02/2021
20124G	**Edgeworthstown NS	Longford	10/03/2009	08/03/2010	18/02/2011	07/11/2012	15/05/2013	02/09/2015	23/05/2017	06/01/2021
18734V	Realt Na Maidine	Cork	02/04/2014	07/11/2014	01/09/2015	30/10/2018	19/03/2019	03/12/2020	04/12/2020	04/12/2020

*Clifden Community School

Approval to proceed with the project was given in November 2005.  In January 2008 approval to proceed to Stage 2a was given in principle. However the project was not authorised to proceed any further as a result of the economic downturn. In January 2010, when funding became available, the project was permitted to progress through the stages.

**Edgeworthstown NS

The delay between final account agreed and final account paid was as a result of an internal Design Team dispute and as such was beyond the control of the Department.

School Curriculum

Questions (886)

Gerald Nash

Question:

886. Deputy Ged Nash asked the Minister for Education when her Department communicated to schools that leaving certificate geography students would be unable to partake in field trips as part of their geographical investigation assessment; the way in which she plans to accommodate leaving certificate geography students affected by this decision (details supplied); and if she will make a statement on the matter. [14824/21]

Written answers

Minister for Education

The State Examinations Commission (SEC) has statutory responsibility for operational matters relating to the certificate examinations. 

In view of this I have forwarded your query to the State Examinations Commission for direct reply to you.

School Transport

Questions (887)

Pádraig O'Sullivan

Question:

887. Deputy Pádraig O'Sullivan asked the Minister for Education further to Parliamentary Question No. 465 of 3 March 2021, her views on whether the results of the school transport review currently underway will inform the 2021 process and allocation; if the results of the review will be acted on by the time Bus Éireann allocates tickets for the coming term; and if she will make a statement on the matter. [14861/21]

Written answers

Minister for Education

School Transport is a significant operation managed by Bus Éireann on behalf of the Department of Education. In the current school year over 113,100 children, including over 14,500 children with special educational needs, are transported on a daily basis to primary and post-primary schools throughout the country at a cost of over €224.7m in 2020. 

The purpose of my Department's School Transport Scheme is, having regard to available resources, to support the transport to and from school of children who reside remote from their nearest school. 

In October 2019, my predecessor announced a review of the School Transport Scheme with a view to ensuring funds are being spent in the most effective way  to meet the objectives of the scheme.  Given the  evolving situation with Covid-19 the work of the Steering Group had been delayed.  However, an initial meeting of the Steering Group was held on the 11th of February in order to recommence the process, which will continue over the coming period. The review is being conducted to ensure that the school transport is fit for purpose and that it serves students and their families adequately. 

A Working Group has been established to review the School Transport Scheme as it currently operates and will make recommendations to the Steering Group. The Working Group will report initially on preliminary findings regarding eligibility, before moving to consider and report on broader issues such as the objectives of the scheme and the integration of the scheme with other initiatives.

The Review will build on the proposals in the Programme for Government as they relate to school transport, including examining the options to reduce car journeys and assessing how the School Transport Scheme can work in liaison with the Safe Routes to Schools Programme; examining the options for providing a better value and a better service for students, including and examining issues such as the nearest or next-nearest school.

National Educational Psychological Service

Questions (888)

Denis Naughten

Question:

888. Deputy Denis Naughten asked the Minister for Education the formula used to allocate educational psychological assessments to primary schools through NEPS; if there is provision for unused allocations to be reallocated to other schools during the current school year; if unused allocations can be rolled over by schools to the following academic year; if multiple schools within an area can pool allocations of psychological assessments; and if she will make a statement on the matter. [14873/21]

Written answers

Minister for Education

The National Educational Psychological Service (NEPS) is the psychological service of my Department.  It is a school-based service with an overall objective of providing an educational psychology service to all schools, through the application of psychological theory and practice, to support the well-being, and academic, social and emotional development of all learners.  NEPS prioritises support for learners at risk of educational disadvantage and those with special educational needs. 

In common with many other psychological services and best international practice, NEPS has adopted a consultative model of service.  This model does not operate on a waiting list basis.  Educational psychological assessments are not assigned to schools.  Instead an Educational Psychologist is assigned to a school.  The NEPS Model of Service is one where there is a balance between consultation and casework about individual children, and support and development work with school personnel. This model is based on what the research shows is effective in the application of psychology and facilitates a number of ways for psychologists to engage with schools.  The Psychologist works with the school to ensure the needs of children and young people are met. This often involves parents, teachers and the psychologist working collaboratively. Other agencies and other staff in the school may also be involved.  This could for example include a special education teacher, SNA or personnel from the NCSE.  The focus is on empowering teachers to intervene effectively with pupils whose needs range from mild to severe and transient to enduring.

NEPS encourages and supports schools to use a continuum based assessment and intervention process whereby each school takes responsibility for initial assessment, educational planning and intervention for pupils with learning, emotional or behavioural difficulties. Teachers may consult their NEPS psychologist should they need to at this stage in the process. Only in the event of a failure to make reasonable progress, in spite of the school's best efforts in consultation with NEPS, will the psychologist become involved with an individual child for intensive intervention or assessment.

This system allows psychologists to give early attention to urgent cases and also to help many more children indirectly than could be seen individually. It also ensures that children are not referred unnecessarily for psychological intervention.

National Educational Psychological Service

Questions (889)

Denis Naughten

Question:

889. Deputy Denis Naughten asked the Minister for Education her plans to increase the number of educational psychological assessments allocated to primary schools through NEPS; and if she will make a statement on the matter. [14874/21]

Written answers

Minister for Education

The National Educational Psychological Service (NEPS) is the psychological service of my Department.  It is a school-based service with an overall objective of providing an educational psychology service to all schools, through the application of psychological theory and practice, to support the well-being, and academic, social and emotional development of all learners.  NEPS prioritises support for learners at risk of educational disadvantage and those with special educational needs. 

In common with many other psychological services and best international practice, NEPS has adopted a consultative model of service.  This model does not operate on a waiting lists basis.  Educational psychological assessments are not assigned to schools.  Rather, Educational Psychologists are assigned to schools.  The NEPS Model of Service is one where there is a balance between consultation and casework about individual children, and support and development work with school personnel. This model is based on what the research shows is effective in the application of psychology and facilitates a number of ways for psychologists to engage with schools.  The Psychologist works with the school to ensure the needs of children and young people are met. This often involves parents, teachers and psychologists working collaboratively. Other agencies and other staff in the school may also be involved.  This could for example include a special education teacher, SNA or personnel from the NCSE.  The focus is on empowering teachers to intervene effectively with pupils whose needs range from mild to severe and transient to enduring.

NEPS encourages and supports schools to use a continuum based assessment and intervention process whereby each school takes responsibility for initial assessment, educational planning and intervention for pupils with learning, emotional or behavioural difficulties. Teachers may consult their NEPS psychologist should they need to at this stage in the process. Only in the event of a failure to make reasonable progress, in spite of the school's best efforts in consultation with NEPS, will the psychologist become involved with an individual child for intensive intervention or assessment.

This system allows psychologists to give early attention to urgent cases and also to help many more children indirectly than could be seen individually. It also ensures that children are not referred unnecessarily for psychological intervention.

I can inform the Deputy that starting from a level of 173 whole-time equivalents in 2016 and following increases allowed in Budgets 2017, 2018, 2019 and 2020 the sanctioned number for NEPS psychologist currently stands at 221 w.t.e.  This includes an additional 17 psychologist posts to support the well-being of school communities.

School Accommodation

Questions (890)

Jennifer Carroll MacNeill

Question:

890. Deputy Jennifer Carroll MacNeill asked the Minister for Education the number of schools in Dún Laoghaire, County Dublin operating partially or fully out of prefabs; the length of time each school has been partially or fully in this style of accommodation; and if she will make a statement on the matter. [14881/21]

Written answers

Minister for Education

I wish to advise the Deputy that there are 2 schools in Dún Laoghaire, County Dublin operating out of rented prefabs, one since 2015 and the other since 2018. 

While it is the policy of my Department to ensure a high standard of permanent accommodation for all schools, in the context of a rapidly increasing school population over the last decade or more it is sometimes necessary to make use of temporary accommodation to meet the accommodation needs of schools. 

The changing landscape in relation to enrolments means that accommodation requirements can vary between short-term, medium-term and long-term and this can impact on the type of accommodation solution put in place to address same. 

Covid-19 Pandemic

Questions (891, 892)

Donnchadh Ó Laoghaire

Question:

891. Deputy Donnchadh Ó Laoghaire asked the Minister for Education if permission to travel outside five kilometres for educational purposes extends to families that home-school their children and must travel to access a network of other home-schooling families, for educational trips and to access educational resources; and if she will make a statement on the matter. [14888/21]

Donnchadh Ó Laoghaire

Question:

892. Deputy Donnchadh Ó Laoghaire asked the Minister for Education if guidance on continuation of education during level 5 restrictions will be provided for families that provide schooling to their children from home all year round; and if not, the reason such guidance is not being provided (details supplied). [14889/21]

Written answers

Minister of State at the Department of Education

I propose to take Questions Nos. 891 and 892 together.

In line with the provisions of Section 14(1) of the Education (Welfare) Act, 2000, Tusla‘s Alternative Education Assessment and Registration Service (AEARS) is responsible for the regulation of provision for education in places other than recognised schools.

The AEARS does not have a role in providing guidance or advice regarding the provision of education for children who are educated in a place other than recognised schools within the specific context of the on-going Covid-19 public health restrictions, as this is a matter for the relevant public health authorities.

Children that are home-schooled, and their parents or guardians, must comply with all of the public health advice and guidance produced by the Government in order to protect their health and well-being and that of other citizens during this pandemic. There are currently no plans to provide separate or bespoke guidance for this cohort of the population.

Schools Building Projects

Questions (893)

Eoin Ó Broin

Question:

893. Deputy Eoin Ó Broin asked the Minister for Education the status of the provision of a new building for a school (details supplied); when a planning application will be made; when building work will commence; when the school will be completed; if the provision of temporary classrooms will not affect the location of another school on the site; and the timeline for the delivery of the new school. [14892/21]

Written answers

Minister for Education

The permanent school building project for the school referred to by the Deputy has been assigned to my Department’s Design & Build delivery programme.  This delivery programme uses a professional external Project Manager to progress the project through the relevant stages of architectural planning, tender and construction. 

Architectural Planning has commenced with site surveys completed and design development progressing.  A pre-planning meeting has been held with the local authority which is informing the design of the school.

The next milestone for the project will be the submission of the planning application. My Department will liaise with the school authority to arrange a meeting to share the plans in advance of lodging the planning application. It is not possible to provide an indicative timeframe for the progression of the project to tender and construction stages until such time as the necessary statutory approvals have been secured.

The delivery of the permanent school building will be managed to take account of any interim accommodation located on the permanent site.

School Accommodation

Questions (894)

Seán Haughey

Question:

894. Deputy Seán Haughey asked the Minister for Education if she has discussed capacity issues with the relevant post-primary school authorities in two school planning areas (details supplied) to establish the amount of additional capacity required for the 2021-2022 academic year; when particular capacity requirements will be identified and dealt with; if her attention has been drawn to the fact that many parents are finding it impossible to source post-primary school places for their children in these areas at this late stage; and if she will make a statement on the matter. [14895/21]

Written answers

Minister for Education

I 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 including school planning areas in Killester/Raheny/Clontarf,  Drumcondra/Marino/Dublin 1 and Donaghmede/Howth/Dublin 13.

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 patrons in Killester/Raheny/Clontarf,  Drumcondra/Marino/Dublin 1 and Donaghmede/Howth/Dublin 13, to identify particular capacity requirements for the forthcoming year(s) which may necessitate action including, where required, the provision of modular accommodation solutions.

School Admissions

Questions (895)

Colm Burke

Question:

895. Deputy Colm Burke asked the Minister for Education if her attention has been drawn to the situation in which the families of at least eight pupils in sixth class of a school (details supplied) have been informed that there is no available place for them at post-primary level in any school in the region; the measures her Department will take to resolve this matter; and if she will make a statement on the matter. [14965/21]

Written answers

Minister of State at the Department of Education

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. 

The majority of special schools cater for students up to the age of 18. However, in the event that students are transitioning from a special school to a post-primary school, such enrolment applications are a matter for each individual board of management and the NCSE does not hold such records. 

The NCSE, through its local network of SENOs (Special Educational Needs Organisers), is available to provide advice and support to parents of students that are due to transition to post-primary on the possible placement options available to their child, including mainstream placement with appropriate support, special class placement and special school placement. Post-primary placements are supported with additional resources where required. 

NCSE is planning a further expansion of special class and special school places nationally, to meet identified need. This process is ongoing.  

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, I am acutely aware that 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. A number of options are currently being explored to increase the number of places to cater for the needs of children in this area. I can assure the Deputy that this is a priority for all concerned.  

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 are seeking placement for the 2021/22 academic year, including mainstream placement with appropriate support, special class and special school placement. The NCSE continues to work to identify any and all relevant suitable placements.

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. 

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.

School Facilities

Questions (896)

Pádraig O'Sullivan

Question:

896. Deputy Pádraig O'Sullivan asked the Minister for Education if a grant scheme exists for sensory gardens in a school setting; and if she will make a statement on the matter. [15025/21]

Written answers

Minister for Education

I wish to advise the Deputy that the provision of sensory gardens form part of the accommodation brief for Special Educational Need Bases.  This information is available on the Departments website www.education.ie.

Oideachas trí Ghaeilge

Questions (897, 898)

Aengus Ó Snodaigh

Question:

897. D'fhiafraigh Deputy Aengus Ó Snodaigh den Aire Oideachais cé a rinne an cinneadh chun fáil réidh leis an riachtanas maidir le measúnú síceolaíochta a fháil sula mbronntar díolúine ó fhoghlaim na Gaeilge ar dhalta scoile; cén dáta a rinneadh an cinneadh sin; agus cad é an taighde ar bunaíodh an cinneadh. [15051/21]

Aengus Ó Snodaigh

Question:

898. D'fhiafraigh Deputy Aengus Ó Snodaigh den Aire Oideachais cén taighde atá déanta ag a Roinn maidir le díolúintí ó fhoghlaim na Gaeilge a bhronnadh ar dhaltaí scoile; agus an bhféadfaidh sí aon taighde lena mbaineann a fhoilsiú agus a roinnt leis an Teachta seo. [15052/21]

Written answers

Minister for Education

Freagróidh mé PQ 15051 agus 15052 le chéile.

Foilsíodh ciorcláin na Roinne 0052/2019 (bunscoil) agus 0053/2019 (iar-bhunscoil) i mí Lúnasa 2019 le cur chun feidhme i scoileanna ó thús na bliana acadúla 2019/20.

Fuarthas an t-eolas do na ciorcláin ó Thuarascáil Taighde na Cigireachta: Athbhreithniú ar Bheartas agus ar Chleachtas maidir le Díolúintí ó staidéar na Gaeilge atá ar fáil ar shuíomh gréasáin na Roinne www.education.ie/ga/Tuismitheoir%C3%AD/Eolas/D%C3%ADol%C3%BAine-%C3%B3n-nGaeilge/D%C3%ADol%C3%BAine-%C3%B3n-Gaeilge.html.

Bhí faill ar leith ag an gCigireacht an taighde a dhéanamh agus cuirtear ar fáil sa tuarascáil, i measc nithe eile, sonraí agus treochtaí staitistice ar dhíolúintí a cheadú le cois cás-staidéar ar fhorfheidhmiú chiorcláin na tréimhse sin i mbunscoileanna agus in iar-bhunscoileanna araon.

Lena chois sin, i gCaibidil 8 den Tuarascáil Taighde cuirtear na torthaí i láthair maidir le tuairimí agus eispéiris shíceolaithe ón tSeirbhís Náisiúnta Síceolaíochta Oideachais (SNSO) i ndáil le díolúintí ó staidéar na Gaeilge. Cuirtear na tuairimí sin i láthair i gcomhthéacs Taighde idirnáisiúnta ábhartha. Mar thoradh ar an taighde a rinneadh laistigh den SNSO thángthas an gconclúid gur cheart go sonrófaí sna ciorcláin amach anseo lena rialaítear díolúine ó staidéar na Gaeilge an gá atá le daltaí/scoláirí faoi Mhíchumas Foghlama Sonrach (MFS) tacaíocht foghlama iomchuí a fháil sa litearthacht ar feadh tréimhse sonraithe sula ndéantar díolúine ón nGaeilge a mheas i gcomhréir leis an bpróiseas um Leanúntas Tacaíochta (LT). Ní chuimsítear sa phróiseas sin ceanglas maidir le tuarascáil Síceolaíochta.

I gCaibidil 9 den Tuarascáil Taighde tugtar breac-chuntas ar roinnt príomhthorthaí ó thaighde agus ó thráchtaireacht go hidirnáisiúnta agus go náisiúnta maidir le díolúintí ó theanga iasachta/ón dara teanga. Is é an tátal, tríd is tríd, nach bhfuil ach beagán taighde ar réimse na ndíolúintí ó fhoghlaim teangacha. Mar sin féin, tugtar roinnt léargas úsáideach ón méid atá ar fáil ar fiú machnamh a dhéanamh orthu i bhfianaise bheartas agus chleachtas sa todhchaí maidir le díolúintí ó staidéar na Gaeilge.

Is ó phróiseas comhairliúcháin phoiblí a soláthraíodh tuilleadh eolais do na ciorcláin inar cuimsíodh dréachtaí de na ciorcláin a bhí beartaithe. Ní fhacthas riamh roimhe líon na bhfreagraí ar an bpróiseas comhairliúcháin phoiblí óir bhí níos mó ná 11,000 freagra ann lena n-áirítear 22 aighneacht shubstaintiúla ó raon eagraíochtaí. Tá an Tuarascáil ar an gcomhairliúchán poiblí ar fáil ar shuíomh gréasáin na Roinne: www.education.ie/ga/Foilseach%C3%A1in/Tuarasc%C3%A1lacha-Oideachais/tuarascail-ar-an-gcomhairliuchan-poibli-ar-dhioluinti-o-bheith-ag-deanamh-staideir-ar-an-ngaeilge-i-scoileanna.pdf.

Tá cóipeanna den 22 aighneacht shubstaintiúla a fuarthas ó eagraíochtaí ar fáil freisin: www.education.ie/en/Parents/Information/Irish-Exemption/submissions-to-public-consultation-irish-exemptions/.

School Admissions

Questions (899)

Brendan Griffin

Question:

899. Deputy Brendan Griffin asked the Minister for Education if she has engaged with a school (details supplied) to resolve the difficulties regarding the unavailability of school places for local children; the way in which she plans to address this problem; and if she will make a statement on the matter. [15074/21]

Written answers

Minister for Education

I can confirm to the Deputy, that the question of enrolment in individual schools is the responsibility of the managerial authority of those schools. It is the responsibility of the managerial authorities of schools to implement an enrolment policy in accordance with the Education Act 1998 and the Education (Admission to Schools) Act 2018.

I would also advise the Deputy that 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 those in the mid-Kerry area, to identify particular capacity requirements for the forthcoming year(s) which may necessitate action.

Schools Designation

Questions (900)

Paul Kehoe

Question:

900. Deputy Paul Kehoe asked the Minister for Education if she will provide details of the 92 primary schools with the title of a junior national school; the schools that only go as far as first class; if they are single gender or not; if in the case of junior schools only going as far as first class, they are legally entitled to amend their enrolment policy to include second class; the number of single gender primary schools that have opened in the past 20 years; the corresponding co-educational primary schools that opened in the same period; and if she will make a statement on the matter. [15086/21]

Written answers

Minister for Education

As requested by the Deputy, please see attached list of 92 junior primary schools.

Of these, 28 primary schools operate up to 1st class - see list attached showing the gender type. Such schools may not amend their enrolment policy to include second class.   

My Department has established 72 primary schools since 2011, all are co-educational schools. Information for the period preceding 2011 is not readily available.

Junior School and County Max First Class by Gender 2020

Roll Number	County	Official Name	Gender
01285A	Tipperary	TIPPERARY JNR BN S	Male
01795A	Dublin	CENTRAL INFS SCHOOL	Mixed
13031I	Cork	ST JOSEPHS CONVENT N S	Mixed
13662U	Cork	DUNMANWAY CONVENT INF	Mixed
15260K	Louth	S N N MAOLMHAODHAGH N	Mixed
15320C	Limerick	ST MICHAELS NS	Mixed
15816I	Dublin	ST VINCENTS INF BOYS	Male
16319W	Monaghan	Castleblayney Convent Infants National School	Mixed
16344V	Tipperary	ST MARYS JNR B N S	Male
16754R	Dublin	ST VINCENTS CONVENT INF N S	Mixed
17211H	Dublin	CLOCHAR LUGHAIDH NAOIDH	Mixed
17356K	Dublin	OUR LADY OF GOOD COUNSEL SCHOOL	Mixed
17459U	Dublin	CHRIST THE KING I G	Female
17466R	Dublin	ST CATHERINES INFANT SCHOOL	Mixed
17873H	Kildare	S N CONNLAODH NAOFA N	Mixed
17923T	Mayo	S N BEAL AN MHUIRTHEAD	Mixed
17928G	Dublin	SN N SAILBHEASTAR NFA	Mixed
17957N	Clare	HOLY FAMILY JUNIOR SCHOOL	Mixed
17978V	Dublin	NAISCOIL IDE	Mixed
18362K	Dublin	S N CAITRIONA NAIONAIN	Mixed
18405C	Westmeath	S N PHOIL NAOFA	Mixed
18424G	Carlow	SCOIL NAIS IOSEF NAOFA	Male
18494E	Monaghan	ST LOUIS INFANT SCHOOL	Mixed
18632N	Dublin	S N EOIN BOSCO NAI BUAC	Male
19007S	Dublin	EOIN BAISDE C NAOIDH	Female
19037E	Dublin	ST MONICAS N S	Female
19242F	Dublin	OUR LADY OF VICTORIES INFANT N S	Mixed
20029M	Dublin	ST BRIGIDS INFANT N S	Mixed

Junior Schools 2020 Where Max Standard = Senior, First or Second Class

Academic Year (Enrolment)	Roll Number	Official Name	County Description
2020	18424G	SCOIL NAIS IOSEF NAOFA	Carlow
2020	17957N	HOLY FAMILY JUNIOR SCHOOL	Clare
2020	18154D	S N PADRAIG NAOFA	Cork
2020	13031I	ST JOSEPHS CONVENT N S	Cork
2020	13662U	DUNMANWAY CONVENT INF	Cork
2020	18883P	S N IOSAGAIN	Cork
2020	19801P	DRIMOLEAGUE JUNIOR SCH	Cork
2020	01795A	CENTRAL INFS SCHOOL	Dublin
2020	15816I	ST VINCENTS INF BOYS	Dublin
2020	16754R	ST VINCENTS CONVENT INF N S	Dublin
2020	17104G	ST FRANCIS JUNIOR NATIONAL SCHOOL	Dublin
2020	17211H	CLOCHAR LUGHAIDH NAOIDH	Dublin
2020	17356K	OUR LADY OF GOOD COUNSEL SCHOOL	Dublin
2020	17459U	CHRIST THE KING I G	Dublin
2020	17466R	ST CATHERINES INFANT SCHOOL	Dublin
2020	17683C	MUIRE OG 2 LORETO CON	Dublin
2020	17978V	NAISCOIL IDE	Dublin
2020	18362K	S N CAITRIONA NAIONAIN	Dublin
2020	18632N	S N EOIN BOSCO NAI BUAC	Dublin
2020	19006Q	EOIN BAISDE B SOIS	Dublin
2020	19007S	EOIN BAISDE C NAOIDH	Dublin
2020	19037E	ST MONICAS N S	Dublin
2020	19242F	OUR LADY OF VICTORIES INFANT N S	Dublin
2020	19431I	ST JOSEPHS JNR	Dublin
2020	19454U	DARNDALE NS JUNIOR	Dublin
2020	19471U	ST PAULS JUNIOR NATIONAL SCHOOL	Dublin
2020	19473B	SCOIL BHRIDE	Dublin
2020	19496N	SCOIL FHIACHRA SOISIR	Dublin
2020	19538D	ST KEVINS JUNIOR N S	Dublin
2020	19546C	ST OLIVER PLUNKETT N S	Dublin
2020	20029M	ST BRIGIDS INFANT N S	Dublin
2020	20450T	Assumption Junior School	Dublin
2020	19537B	ST ATTRACTAS JUNIOR N S	Dublin
2020	19641T	SCOIL CHOLMCILLE JUNIOR NS	Dublin
2020	16333Q	ST PATRICKS JNR MIXED	Dublin
2020	16972E	S N PEADAR AGUS POL N	Dublin
2020	17928G	SN N SAILBHEASTAR NFA	Dublin
2020	19393D	MHUIRE IOSEF JUNIOR	Dublin
2020	19435Q	ST FRANCIS XAVIER J N S	Dublin
2020	19456B	ST CRONANS JUNIOR NATIONAL SCHOOL	Dublin
2020	19545A	CORDUFF N S	Dublin
2020	19578P	ST HELENS JUNIOR N S	Dublin
2020	19601H	ST PHILIP THE APOSTLE JUNIOR N S	Dublin
2020	19605P	SCOIL NAIS MHUIRE SOIS	Dublin
2020	19721R	HOLY FAMILY JUNIOR N S	Dublin
2020	20309S	Mary Mother of Hope Junior National School	Dublin
2020	20509D	Lusk Junior National School St Maccullins	Dublin
2020	19401W	S N CAITRIONA SOIS	Galway
2020	17873H	S N CONNLAODH NAOFA N	Kildare
2020	19550Q	BALLYMANY JUNIOR NS	Kildare
2020	19653D	SAN CARLO JUNIOR NS	Kildare
2020	17108O	ST JOHNS INFANTS N S	Kilkenny
2020	20270R	Holy Family Junior School	Laois
2020	15320C	ST MICHAELS NS	Limerick
2020	16913L	SCOIL NA NAOINEAN	Limerick
2020	15260K	S N N MAOLMHAODHAGH N	Louth
2020	19479N	RATHMULLAN N S	Louth
2020	17923T	S N BEAL AN MHUIRTHEAD	Mayo
2020	00885T	RATOATH JUNIOR N S	Meath
2020	12068D	OUR LADY OF MERCY NS	Meath
2020	20032B	DUNBOYNE JUNIOR N S	Meath
2020	20216L	SCOIL OILIBHEIR NAOFA	Meath
2020	16319W	Castleblayney Convent Infants National School	Monaghan
2020	18494E	ST LOUIS INFANT SCHOOL	Monaghan
2020	18797W	St. Joseph's N.S.	Offaly
2020	17899C	SCOIL CARMEL	Dublin
2020	19462T	SCOIL MAELRUAIN JUNIOR	Dublin
2020	19472W	ST MARKS JUNIOR MIXED	Dublin
2020	19474D	SCOIL COLMCILLE NAOFA	Dublin
2020	19502F	SCOIL AENGHUSA JUN NS	Dublin
2020	19509T	SCOIL NANO NAGLE	Dublin
2020	19542R	ST THOMAS JUNIOR NATIONAL SCHOOL	Dublin
2020	19556F	ST KILIANS JUNIOR SCHOOL	Dublin
2020	19569O	NEILLSTOWN N S	Dublin
2020	19575J	ST MARYS JUNIOR N S	Dublin
2020	19652B	AN CHROI RO NAOFA SOIS	Dublin
2020	19658N	BISHOP SHANAHAN NS	Dublin
2020	19702N	ST THOMAS JUNIOR N S	Dublin
2020	19743E	ST BERNADETTES JUNIOR N S	Dublin
2020	19775R	SCOIL CNOC MHUIRE JUNIOR	Dublin
2020	19782O	ST BRIGIDS N S	Dublin
2020	19865S	DIVINE MERCY JUNIOR NATIONAL SCHOOL	Dublin
2020	20463F	Holy Spirit Junior Primary School	Dublin
2020	16344V	ST MARYS JNR B N S	Tipperary
2020	01285A	TIPPERARY JNR BN S	Tipperary
2020	19879G	NAOMH PADRAIG JUNIOR	Tipperary
2020	18509O	AN TEAGHLAIGH NAOFA Girls Junior	Waterford
2020	00934G	PRESENTATION CONVENT (JNR)	Westmeath
2020	18405C	S N PHOIL NAOFA	Westmeath
2020	20481H	Bunscoil Nic Amhlaidh	Wexford
2020	17091A	S N MUIRE	Wicklow
2020	20470C	St Michael's and St Peter's Junior School	Wicklow

School Transport

Questions (901)

Richard Boyd Barrett

Question:

901. Deputy Richard Boyd Barrett asked the Minister for Education the age limit for drivers with Bus Éireann and for those contracted to drive school children; and if she will make a statement on the matter. [15106/21]

Written answers

Minister for Transport

As Minister for Transport, I have responsibility for policy and overall funding in relation to public transport. However, the day-to-day management and operational aspects of public transport are the responsibility of the individual operators - in this case, Dublin Bus and Bus Éireann.

Accordingly, I have forwarded the Deputy's question to the companies for direct reply. Please advise my private office if you do not receive a response within ten working days.

Departmental Equipment

Questions (902)

Duncan Smith

Question:

902. Deputy Duncan Smith asked the Minister for Education the number of vehicles owned or leased and operated by her Department and agencies and semi-State companies under her remit broken down by the number of ICE and non-ICE vehicles and fuel category, that is, petrol, diesel, hybrid, plug-in hybrid, electric and so on; and if she will make a statement on the matter. [15116/21]

Written answers

Minister for Education

I can confirm to the Deputy that my Department does not lease or own any vehicles.

The information in respect of state bodies within the scope of the Deputy’s question is not held by my  Department. Contact details for these bodies are set out in the attached document should the Deputy wish to contact them directly with his query.

Contact E-Mail Addresses for State Bodies under the Remit of the Department of Education

Name of Body	Dedicated Email address for the Members of the Oireachtas	Designated Official Responsible for assisting Oireachtas Members
An Comhairle um Oideachais Gaeltachta agus Gaelscolaíochta (Note 1)	[e-mail]	[e-mail]
Educational Research Centre	[e-mail]	[e-mail]
National Centre for Guidance in Education	[e-mail]	[e-mail]
National Council for Curriculum and Assessment (Note 2)	[e-mail]	[e-mail]
State Examinations Commission	[e-mail]	[e-mail]
The Teaching Council	[e-mail]	Tomás Ó Ruairc
National Council for Special Education	[e-mail]	[e-mail] and [e-mail]
Residential Institutions Statutory Fund - Caranua	[e-mail]	[e-mail].

Note 1 – The designated officer responsible within An Comhairle um Oideachais Gaeltachta is Muireann Ní Mhóráin.

Note 2 - The spelling of the NCCA e-mail address to which Oireachtas queries may be addressed has been verified with the NCCA as being accurate.