Written Answers Nos. 1008-1026
1008. Deputy Neale Richmond asked the Minister for Education her plans to minimise the time new schools spend in temporary accommodation before moving to a permanent site; and if she will make a statement on the matter. [19191/21]
View answer1009. Deputy Neale Richmond asked the Minister for Education if her Department will engage in forward planning in terms of projected population growth and the corresponding need for new schools to ensure that when schools are opened they can move straight into a permanent site; and if she will make a statement on the matter. [19192/21]
View answerI propose to take Questions Nos. 1008 and 1009 together.
As the Deputy is aware, in 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.
The most recent analysis undertaken by my Department projects that some 64% of the 314 school planning areas at primary level have stable or decreasing projected enrolments for the period to 2024, whereas some 90% of the school planning areas at post-primary level are anticipated to have increased enrolments for the period to 2027.
The level of demand volume across school planning areas with an increasing net requirement ranges from small to medium increases that are likely to be accommodated by existing schools through to significant projected growth that may require additional provision.
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.
Where new school provision is required, the delivery of permanent accommodation for the school typically requires the acquisition of a suitable site and the planning, procurement and construction of a school building project. The timeframes for these processes are subject to multiple factors, many outside of my Department’s control.
While every effort is made to anticipate school place demands and to deliver permanent accommodation as early as possible, where necessary my Department makes arrangements for schools to open in suitable interim accommodation, pending delivery of their school building project.
1010. Deputy Neale Richmond asked the Minister for Education the number of primary and post-primary schools in an area (details supplied) that are operating either in temporary accommodation or in prefabs; and if she will make a statement on the matter. [19193/21]
View answerThere are 4 schools renting accommodation, either temporary prefabricated accommodation or an area within an existing permanent building in Dublin Rathdown. Of the schools renting permanent buildings one has been renting since 2009 and the other since 2019 and in respect of the rented prefabs one has been renting since 2015 and the other since 2018.
While the Department is aware that some schools are operating some classes in purchased prefabs around the country (funded by the Department and/or by the school authority), accurate information is not readily available across the entire school estate.
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. Furthermore, it may also be necessary to make use of temporary rented accommodation when an immediate or short term need arises. For example, a school may require a temporary building in circumstances where a major school construction project is planned. Such temporary accommodation is removed when the major project concerned is completed. The length of time it is necessary to make use of temporary rented accommodation will vary from project to project.
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.
1011. Deputy Eoin Ó Broin asked the Minister for Education the number of special school placements available at primary school level in Dublin 22; the number of children awaiting special school placements at primary school level in Dublin 22; and the efforts being made to ensure increased provision of special school and ASD class placements for children in the area. [19198/21]
View answerIt is my belief that children with special educational needs should receive their education in placements which are appropriate to their needs alongside their peers wherever possible unless such an approach would be inconsistent with the best interests of the individual child or other children in the school.
This approach is consistent with the provisions of the Education for Persons with Special Educational Needs (EPSEN) Act 2004.
My Department's policy is therefore to provide for the inclusive education of children with special educational needs in mainstream schools. The majority of children with special needs attend mainstream education with additional supports
This policy is supported by significant investment by this Government. The State 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.
Only where it has been assessed that the child is unable to be supported in mainstream education, are special class placements or special school placements recommended and provided for.
It is therefore not the case that special educational placements are required to support all children with special educational needs, nor is it intended that this should be the case
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.
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.
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.
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.
Through ongoing consultation at local level, the NCSE is also 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.
I should also clarify that the NCSE does not maintain waiting lists for schools. Boards of management of individual schools are responsible for such enrolment matters.
The NCSE is working with schools in the area referenced by the Deputy to encourage and support the opening of new special classes at all levels and has specific plans in place to increase the number of places available.
The Deputy will be aware of the process underway in South Dublin under Section 37A of the Education Act, 1998. Statutory notices issued under the Act together with the representations received from the schools and their patrons are published on my Department’s website.
I also announced the establishment of a new special school (Our Lady of Hope School) in Crumlin, Dublin 12 last December. Both the NCSE and my Department are working closely with the patron and the school's management team on the practical arrangements required to progress this project as speedily as possible, with the agreed objective of opening as early as possible in the 2021/22 school-year.
Finally, I can reassure the Deputy that the local Special Educational Needs Organisers (SENOs) continue to be 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, the types and locations of these classes is published on the NCSE website and is available at www.ncse.ie
1012. Deputy Eoin Ó Broin asked the Minister for Education the efforts being made by her Department and the NCSE to ensure a person (details supplied) obtains a placement in a school suitable to their specified educational needs. [19201/21]
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 understand that the local SENO is engaging with, and remains available to support the family in finding a suitable placement.
1013. Deputy Eoin Ó Broin asked the Minister for Education the efforts being made by her Department and the NCSE to ensure a person (details supplied) obtains a placement in a school suitable to their specified educational needs. [19203/21]
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.
The National Council for Special Education (NCSE) has responsibility for coordinating and advising on the education provision for children nationwide.
NCSE has confirmed that it is aware of the case referenced by the Deputy and, through the local Special Educational Needs Organiser (SENO), remains available to support both the family and the school concerned regarding a suitable placement.
1014. Deputy Paul Murphy asked the Minister for Education further to Parliamentary Question No.170 of 21 January 2021, if she will provide a copy of the notices for this ex-gratia scheme published in the press and other mass media; the number of applications to this scheme to date; the number of applicants who were previously the subject of litigation; the number of cases still open; the cost of this ex-gratia scheme to the State to date, including that for a person (details supplied); the way in which survivors that were previously unaware of this ex-gratia scheme may now make enquiries regarding same or make applications to it; and if she will make a statement on the matter. [19217/21]
View answerThe ex gratia scheme to which the Deputy refers was announced by this Press Release https://www.education.ie/en/Press-Events/Press-Releases/2015-Press-Releases/PR-%202015-%2007-%2028.html
Since the scheme was established in July 2015, a total of 50 applications were received.
Payments are being made to a number of victims of child sexual abuse in day schools on foot of the assessments made by the Independent Assessor to the ex gratia scheme, Mr. Justice Iarfhlaith O'Neill.
The current position is that sixteen offers of payment of €84,000 have been made and all sixteen have been accepted.
In response to the assessor's determinations my Department, in conjunction with the Office of the Attorney General, is examining the ex gratia scheme. The issues involved are highly sensitive and complex and require careful deliberation before proposals can be finalised and brought to Government.
It is important to have a more complete awareness of the extent of the problem, the number of people who could potentially be involved, the legal implications of any course of action, and an accurate estimate of likely costs before a new or modified scheme is considered.
Officials from my Department ere closely engaged with officials from the Attorney General’s office to work through these complex matters. Proposals will be brought to Government when this process has concluded.
Further enquiries in relation to the matter can be made to the Residential Institutions Redress Unit of my Department.
1015. Deputy Paul Murphy asked the Minister for Education if she will urgently put in place a protocol to ensure that an investigation is promptly carried out involving her Department and any other relevant bodies of the State, the school and the parents concerned, when there is a breakdown of a school placement for a child with an autistic spectrum disorder to rectify such a breakdown and to ensure that such a breakdown does not happen again. [19218/21]
View answerIt is my belief that children with special educational needs should receive their education in placements which are appropriate to their needs alongside their peers wherever possible unless such an approach would be inconsistent with the best interests of the individual child or other children in the school.
This approach is consistent with the provisions of the Education for Persons with Special Educational Needs (EPSEN) Act 2004.
My Department's policy is therefore to provide for the inclusive education of children with special educational needs in mainstream schools. The majority of children with special needs attend mainstream education with additional supports
This policy is supported by significant investment by 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.
Only where it has been assessed that the child is unable to be supported in mainstream education, are special class placements or special school placements recommended and provided for.
It is therefore not the case that special educational placements are required to support all children with special educational needs, nor is it intended that this should be the case.
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.
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.
Through ongoing consultation at local level, the NCSE is also 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.
Finally, I can reassure the Deputy that the local Special Educational Needs Organisers (SENOs) continue to be 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.
1016. D'fhiafraigh Deputy Éamon Ó Cuív den Aire Oideachais an bhfuil i gceist aici Bord Oideachais agus Oiliúna faoi leith a chur ar bun a dhéanadh freastal ar scoileanna agus ionaid oiliúna eile atá ag feidhmiú nó ag teagasc trí Ghaeilge agus atá faoi bhoird éagsula Oideachais agus Oiliúna faoi láthair ar fud an stáit le cinntiú go mbeadh na tacaíochtaí cuí ar fáil do na scoileanna seo trí Ghaeilge; agus an ndéanfaidh sí ráiteas ina thaobh. [19235/21]
View answerBeidh a fhios ag an Teachta gurb é an tAcht um Boird Oideachais agus Oiliúna, 2013 an creat reachtúil faoinar bunaíodh Boird Oideachais agus Oiliúna (BOOnna). Foráladh le hAcht 2013 go mbunófaí 16 BOO in ionad na 33 Coiste Gairmoideachais a bhí i bhfeidhm roimhe seo. Faoin Acht, tá feidhmeanna reachtúla áirithe ag gach ceann de na 16 BOO lena n-áirítear feidhmeanna a bhaineann le pleanáil, soláthar agus comhordú oideachais agus oiliúna laistigh dá réimse feidhme áirithe féin. Níl aon fhoráil sa reachtaíocht sin a ligfeadh do bhunú BOO breise cibé acu chun na gcríoch a mhol an Teachta nó ar aon bhealach eile.
Maidir le tacaíochtaí atá ar fáil do scoileanna agus ionaid oiliúna BOO, tá réimse leathan beart i bhfeidhm ag mo Roinn chun tacú le gach scoil agus ionad oiliúna atá ag múineadh nó ag feidhmiú trí Ghaeilge. Áirítear an méid a leanas ina measc sin:
- Is straitéis uile-rialtais don Ghaeilge í an Straitéis 20 Bliain don Ghaeilge 2010 – 2030 agus an Plean Gníomhaíochta 2018 – 2020 a ghabhann léi a bhfuil sé mar aidhm léi tacú le forbairt agus caomhnú na Gaeilge agus na Gaeltachta. Clúdaítear Oideachas i gCaibidil 1 agus tá 48 gníomhaíocht luaite ann, cuid acu atá tugtha chun críche agus cuid eile atá faoi lán seoil.
- Maidir le curaclam na Gaeilge, tugadh Curaclam Teanga Bunscoile nua isteach le tacaíocht ó chlár cuimsitheach FGL do Mhúinteoirí.
- Ag an tSraith Shóisearach, tá dhá shiollabas ann anois. I nGaelscoileanna is í an Ghaeilge teanga oibre na scoile agus múintear Gaeilge T1 mar ábhar iontu. I scoileanna Béarla, is é an Béarla teanga oibre na scoile agus múintear Gaeilge T2 mar ábhar iontu. Tógann na siollabais sin ar an bhforbairt teanga a tharlaíonn ar leibhéal na bunscoile. Déantar stór focal an fhoghlaimeora agus gach scil teanga a forbraíodh roimhe sin (éisteacht, labhairt, léamh, idirghníomhaíocht chainte agus scríbhneoireacht) a threisiú agus a fheabhsú. Cuirtear béim ar fheasacht a chothú agus a fhorbairt: feasacht teanga, feasacht chultúrtha chomh maith le féinfheasacht an dalta mar fhoghlaimeoir teanga.
- Chomh maith le hathbhreithniú ar an tSraith Shinsearach, tá an Chomhairle Náisiúnta Curaclaim agus Measúnachta (CNCM) ag athfhorbairt churaclam na Gaeilge faoi láthair ar leibhéal na Sraithe Sinsearaí agus d’fhoilsigh sí dréacht-sonraíochtaí athbhreithnithe le déanaí le haghaidh comhairliúcháin phoiblí a fhanfaidh ar oscailt go dtí an 31ú Lúnasa 2021: https://ncca.ie/en/senior-cycle/curriculum-developments/gaeilge/
- Bunaíodh An Chomhairle um Oideachas Gaeltachta & Gaelscolaíochta (COGG), faoi Airteagal 31 den Acht Oideachais 1998 chun freastal ar riachtanais oideachais scoileanna Gaeltachta agus Gaelscoileanna. Tá feidhmeanna in Airteagal 31 freisin maidir le múineadh na Gaeilge i scoileanna eile.
- Tá Aonad Oideachais na Gaeltachta i mo Roinnse freagrach as maoirseacht agus tacú le cur chun feidhme céimnithe an Bheartais ar Oideachas Gaeltachta 2017-2022. Is é príomhaidhm an Bheartais um Oideachas Gaeltachta 2017-2022 soláthar an oideachais a neartú trí mheán na Gaeilge i réimsí pleanála teanga na Gaeltachta. Ó cuireadh tús le cur chun feidhme an Bheartais in 2017, tá maoiniú breise de thart ar €14m curtha ar fáil chun gníomhaíochtaí an bheartais a chur chun feidhme.
- Cuireann mo Roinn, trína seirbhísí tacaíochta, forbairt ghairmiúil leanúnach (FGL) ardchaighdeáin agus ábhartha ar fáil trí mheán na Gaeilge do mhúinteoirí agus do cheannairí scoile i réimsí éagsúla oideolaíochta, curaclaim, ceannaireachta agus oideachais. Soláthraítear na seirbhísí tacaíochta scoile chomh maith le príomhthacaíochtaí FGL do scoileanna atá ag feidhmiú trí mheán na Gaeilge.
- De réir bheartas an Rialtais chun tacú leis an nGaeltacht agus leis an nGaeilge, tá socrú ann le fada trínar féidir suas le 10% d’áiteanna ar an gclár Céime Baitsiléir Oideachais (B.Oid) don bhunscolaíocht sna ceithre hInstitiúid Ardoideachais bunscolaíochta atá maoinithe ag an stát a chur in áirithe d’iarrthóirí a bhfuil cónaí orthu i nGaeltacht oifigiúil ainmnithe agus arb í an Ghaeilge a ngnáth-theanga. Le cáiliú mar iarratasóir Gaeltachta caithfidh duine a bheith ina c(h)ónaí i gceantar Gaeltachta oifigiúil, ainmnithe go hoifigiúil, agus ní mór a dhearbhú gurb í an Ghaeilge gnáth-theanga an bhaile.
- Is é príomhaidhm an Bheartais ar Oideachas Gaeltachta (2017-2022) soláthar múinteoirí nua-cháilithe a bhfuil an inniúlacht acu oideachas ardchaighdeáin trí mheán na Gaeilge a chur ar fáil do scoileanna, go háirithe i suíomhanna scoile Gaeltachta, a mhéadú. Chun oibriú i dtreo an aidhm sin a bhaint amach, d’fhógair mo Roinn go seachadfar dhá chlár nua oideachais do mhúinteoirí trí mheán na Gaeilge lena n-áirítear B.Oid. trí mheán na Gaeilge, Clár Tosaigh um Oideachas Múinteoirí (bunscolaíocht) agus Máistreacht san Oideachas trí mheán na Gaeilge agus san Oideachas Gaeltachta, a sheachadfaidh suas le 60 áit nua d’Oideachas Múinteoirí trí Ghaeilge gach bliain.
Mar a léirítear sa réimse beart atá leagtha amach, tá mo Roinn tiomanta go hiomlán chun tacaíocht a thabhairt do riachtanais na scoileanna agus na n-ionad oiliúna go léir atá ag múineadh nó ag feidhmiú trí mheán na Gaeilge.
1017. Deputy Ruairí Ó Murchú asked the Minister for Education her engagements regarding zero rate educational websites to support students and families during the Covid-19 pandemic; the actions of her Department in this regard; and if she will make a statement on the matter. [19276/21]
View answerSince the start of the Covid-19 pandemic my Department has issued extensive guidance material to assist schools with the continuity of learning. This guidance to schools was developed in consultation with all relevant stakeholders including teachers, parents and learners. The guidance included provision to support the continuity of teaching and learning in response to the Covid-19 restrictions for those learners unable to engage with online learning. This guidance is available at gov.ie.
The provision of zero rating by the telecommunications industry for educational websites is led by the Department of the Environment, Climate and Communications and Comreg. My officials have engaged with IBEC-Telecommunication industry Ireland (TII) to provide information on the relevant sites to be included under the zero rating to support students and families during the current pandemic. I am advised that the zero rating continue to be maintained by a number of telecoms providers and also that there is a range of unlimited mobile data packages on offer by the market.
Last October, a suite of guidance materials, agreed with the education partners, issued to enable schools to mediate the curriculum safely for all learners in a Covid-19 context. These documents have been complemented by Circular 0074/2020 which required all schools to put in place appropriate contingency measures to ensure that they are prepared to continue to support teaching and learning in the event of a partial or full closure of schools arising from Public Health advice. Schools were asked to make provision for learners who may not be in a position to access online facilities or technology and to adapt approaches accordingly. Schools have introduced a range of strategies and measures to ensure that the needs of these pupils are catered for, including pupils who have limited access to technology or whose parents are not in a position to support their learning.
As part of the €210m investment programme underpinning the implementation of the Digital Strategy for Schools, my Department provided €100m in grant funding to schools to address their ICT needs during 2020. Schools were advised that they can use this funding to support the continuity of teaching and learning This can include the purchase of ICT devices including laptops, etc. that can be shared with students and teachers who do not have access to devices, essential learning platforms and other ICT infrastructure to support the provision of remote learning.
ICT grant funding issues directly to schools, as schools are best placed to identify the needs of their learners and to meet those requirements. Many schools have used this funding to put in place a device loan scheme to support families.
1018. Deputy John Lahart asked the Minister for Education if her attention has been drawn to a school (details supplied) that has not been awarded sufficient special education teaching hours; if she will review the number of hours allocated to this school with a view to increasing; and if she will make a statement on the matter. [19291/21]
View answerA new model for allocating Special Education Teachers to mainstream schools was introduced from September 2017, based on the profiled needs of schools.
The allocation model, which was recommended by the National Council for Special Education (NCSE), is designed to distribute the total available level of special educational needs teachers across the school system, based on the relative need of each school, as evidenced by a number of key indicators. This includes:
- a baseline allocation for each school, based on school enrolments
- the number of pupils with complex needs enrolled to the school (number of pupils accessing HSE disability services)
- the extent of learning needs a school has, as evidenced by standardised test data,
- an allocation to take account of the social context of the school, including disadvantage and gender.
The allocations were updated for schools with effect from September 2019, with limited readjustments being applied for at that time.
The allocations have remained in place for the 2019/20 and 2020/21 school years, with some adjustments made over the course of the model for schools which achieved developing status, or successfully appealed on the grounds of exceptional circumstances arising in their schools
Allocations are also provided for new schools which open each year.
As the model is designed to distribute the total available resources across the school system based on profiled need, some schools are intended to gain under this distribution, with these gains counterbalanced by equivalent reductions in schools where the model indicates less need at each review stage.
When the model was updated with effect from September 2019, a graduated adjustment was applied which meant that a portion of the total adjustments which the re-profiled model would have provided for, was applied to schools. Gains and losses which would have occurred were capped.
For schools which would have gained or lost over 10 special education teaching hours, these gains and losses were capped at 20% of the adjustment which would otherwise have occurred.
The allocation for the school referred to by the Deputy was made on this basis, with additional allocation being made in accordance with the reallocation criteria which was applicable at that time. The school has therefore received its correct allocation, based on this criteria.
There are now over 13,600 Special Education Teachers allocated to mainstream primary and post primary schools.
This represents an increase of 40% in the total number of special education teachers allocated to schools since 2011, at which time 9740 teachers were allocated.
The allocations are based on the profiled needs of schools, and are designed to be updated, based on new school profile data, every 2-3 years.
For the coming school year, in order to minimise disruption and upheaval for schools as much as possible in light of Covid-19, and to provide for continuity of allocations, the existing Special Education Teacher Allocations for schools will be maintained for the 2021/22 school year, with re-profiled allocations now due to be made from September 2022.
This means that schools will not have to engage in an extensive redeployment of posts, or re-clustering, this year.
It also means that schools will have greater levels of certainty as to the staff that they will have in place for September.
It is therefore important to note that no school will see a cut, or reduction, to their special education teaching support next year.
Where schools have growing enrolments year on year, they will receive an increased allocation, pending the next re-profiling.
No school will receive a reduction to their current allocation.
Importantly, additional allocations will also continue to be made for new schools, schools which achieve developing status, and for exceptional circumstances. Schools that qualify for additional mainstream developing school posts also qualify for additional special education teaching allocations to take account of this developing status.If a school considers that exceptional circumstances have arisen in their school, which means that they cannot provide for the special educational teaching needs of pupils due to very significant changes to the school profile occurring, a school may seek a review of their allocations by the NCSE. Details of this review process are available at https://ncse.ie/review-of-special-education-teacher-supports-where-there-are-exceptional-circumstances-or-needs-arising-in-a-school-2
1020. Deputy Sean Sherlock asked the Minister for Education if she has held meetings with principals and education stakeholders from east Cork; if not, if she plans to hold such a meeting; if so, if all constituency members from Cork East will be invited to such a meeting; and if she will make a statement on the matter. [19308/21]
View answerI received a request from a school via the two Government TD’s in the East Cork constituency to meet with them to discuss enrolment issues which I facilitated.
1021. Deputy Thomas Gould asked the Minister for Education her plans to educate young persons on the associated risks with gambling; and if she will make a statement on the matter. [19319/21]
View answerMy Department of Education is active in the area of promotion of health and wellbeing in schools.
As a part of the Junior Cycle, all students undertake the area of learning called Wellbeing. This builds on the substantial work already taking place in schools in support of students’ wellbeing. Wellbeing incorporates learning traditionally included in CSPE, SPHE and PE. Schools may also choose to include other areas in their provision. For example, in recognition of the unique contribution that guidance can make to the promotion of students’ wellbeing, guidance provision may also be included in the hours available for Wellbeing, however, this is at the discretion of the school.
At this critical time in young people’s lives, students are exposed to a range of influences and require support to make positive, responsible decisions relating to their health and wellbeing and the wellbeing of others. Wellbeing in Junior Cycle is about young people feeling confident, happy, healthy and connected.
Wellbeing is one of the principles that underpins Junior Cycle education. It is also reflected in a number of the statements of learning that are central to planning for the student’s experience of and the evaluation of the school’s Junior Cycle programme. These statements include the following:
The student:
- has an awareness of personal values and an understanding of the process of moral decision making
- takes action to safeguard and promote his/her wellbeing and that of others
- has the awareness, knowledge, skills, values and motivation to live sustainably
- values what it means to be an active citizen, with rights and responsibilities in local and wider contexts
Schools have a role to play in supporting their students to develop the key skills and knowledge to enable them to make informed choices when faced with a range of difficult issues, including drugs, alcohol and gambling. This is mainly done through the Social Personal and Health Education (SPHE) programme. While gambling is not mentioned specifically in the SPHE syllabus, it fits readily under the Making Decisions strand at primary level, and in topics and modules which explore making decisions, and decisions and influences, at post-primary level. This allows teachers and students to explore issues, which relate to personal decision making, within SPHE lessons, in a context and age appropriate manner.
SPHE is currently mandatory in all primary schools and in Junior Cycle. It also forms part of the mandatory 'Wellbeing' area of learning for the new Junior Cycle which was introduced in September 2017. Schools are also encouraged to deliver the SPHE programme in senior cycle.
1022. Deputy Thomas Gould asked the Minister for Education the proposed education programme for primary and post-primary students on drugs and alcohol; if this will include behavioural addictions; if this will be given by schools or outsourced; and if she will make a statement on the matter. [19320/21]
View answerMy Department of Education is active in the area of promotion of health and wellbeing in schools.
As a part of the Junior Cycle, all students undertake the area of learning called Wellbeing. This builds on the substantial work already taking place in schools in support of students’ wellbeing. Wellbeing incorporates learning traditionally included in CSPE, SPHE and PE. Schools may also choose to include other areas in their provision. For example, in recognition of the unique contribution that guidance can make to the promotion of students’ wellbeing, guidance provision may also be included in the hours available for Wellbeing, however, this is at the discretion of the school.
At this critical time in young people’s lives, students are exposed to a range of influences and require support to make positive, responsible decisions relating to their health and wellbeing and the wellbeing of others. Wellbeing in Junior Cycle is about young people feeling confident, happy, healthy and connected.
Wellbeing is one of the principles that underpins Junior Cycle education. It is also reflected in a number of the statements of learning that are central to planning for the student’s experience of and the evaluation of the school’s Junior Cycle programme. These statements include the following:
The student:
- has an awareness of personal values and an understanding of the process of moral decision making
- takes action to safeguard and promote his/her wellbeing and that of others
- is a confident and competent participant in physical activity and is motivated to be physically active
- understands the importance of food and diet in making healthy lifestyle choices
- has the awareness, knowledge, skills, values and motivation to live sustainably
- values what it means to be an active citizen, with rights and responsibilities in local and wider contexts
Schools have a role to play in supporting their students to develop the key skills and knowledge to enable them to make informed choices when faced with a range of difficult issues, including drugs, alcohol and gambling. This is mainly done through the Social Personal and Health Education (SPHE) programme, which has a specific module on the use and misuse of a range of substances. The SPHE course covers student decision-making skills and safety and protection. Students learn how to exercise judgement, weigh up different possibilities, examine the steps and choices that guide them towards considered decision-making, begin to understand their own rights and the rights of others, and explore decision-making. In respect of safety, students’ ability to assess the consequences of risky behaviour is developed.
SPHE is currently mandatory in all primary schools and in Junior Cycle. It also forms part of the mandatory 'Wellbeing' area of learning for the new Junior Cycle which was introduced in September 2017. Schools are also encouraged to deliver the SPHE programme in senior cycle.
Current best practice guidelines for the delivery of SPHE indicate that the classroom teacher is the best placed professional to work sensitively and consistently with students and that individual themes such as Substance Misuse Prevention should not be treated in isolation but should be integrated with the other SPHE modules.
‘Know the Score’, launched in November 2019, is the first national evidence-based resource on alcohol and drugs for senior cycle students and was developed in partnership between public health and education professionals, with input from teachers and young people. This resource for teachers of senior cycle students is aimed at guiding and supporting them to improve their knowledge and strengthen their skills in dealing with the risks associated with alcohol and drugs.
Aimed at 15-18 year olds, the content is based on research about effective approaches to the prevention of substance misuse. Students and teachers were involved in the design of the 14 lessons and supporting digital content, which aim to facilitate informed discussions about alcohol and drugs in the classroom.
Topics addressed include building cultural awareness of attitudes towards alcohol in Ireland, the impact of alcohol on the body and the brain, the influences of alcohol branding and sponsorship and information on how to provide emergency care if they are concerned about someone who has been drinking or taking drugs.
1023. Deputy Aodhán Ó Ríordáin asked the Minister for Education if a school (details supplied) was promised an additional 50 hours in 2019; if the school has been delivered the hours it was promised; if the number of hours currently available to the school are adequate for the SEN needs of the school; and if she will make a statement on the matter. [19323/21]
View answerA new model for allocating Special Education Teachers to mainstream schools was introduced from September 2017, based on the profiled needs of schools.
The allocation model, which was recommended by the National Council for Special Education (NCSE), is designed to distribute the total available level of special educational needs teachers across the school system, based on the relative need of each school, as evidenced by a number of key indicators. This includes:
- a baseline allocation for each school, based on school enrolments
- the number of pupils with complex needs enrolled to the school (number of pupils accessing HSE disability services)
- the extent of learning needs a school has, as evidenced by standardised test data,
- an allocation to take account of the social context of the school, including disadvantage and gender.
The allocations were updated for schools with effect from September 2019, with limited readjustments being applied for at that time.
The allocations have remained in place for the 2019/20 and 2020/21 school years, with some adjustments made over the course of the model for schools which achieved developing status, or successfully appealed on the grounds of exceptional circumstances arising in their schools
Allocations are also provided for new schools which open each year.
As the model is designed to distribute the total available resources across the school system based on profiled need, some schools are intended to gain under this distribution, with these gains counterbalanced by equivalent reductions in schools where the model indicates less need at each review stage.
When the model was updated with effect from September 2019, a graduated adjustment was applied which meant that a portion of the total adjustments which the re-profiled model would have provided for, was applied to schools. Gains and losses which would have occurred were capped.
For schools which would have gained or lost over 10 special education teaching hours, these gains and losses were capped at 20% of the adjustment which would otherwise have occurred.
The allocation for the school referred to by the Deputy was made on this basis, with additional allocation being made in accordance with the reallocation criteria which was applicable at that time. The school has therefore received its correct allocation, based on this criteria.
There are now over 13,600 Special Education Teachers allocated to mainstream primary and post primary schools.
This represents an increase of 40% in the total number of special education teachers allocated to schools since 2011, at which time 9740 teachers were allocated.
The allocations are based on the profiled needs of schools, and are designed to be updated, based on new school profile data, every 2-3 years.
For the coming school year, in order to minimise disruption and upheaval for schools as much as possible in light of Covid-19, and to provide for continuity of allocations, the existing Special Education Teacher Allocations for schools will be maintained for the 2021/22 school year, with re-profiled allocations now due to be made from September 2022.
This means that schools will not have to engage in an extensive redeployment of posts, or re-clustering, this year.
It also means that schools will have greater levels of certainty as to the staff that they will have in place for September.
It is therefore important to note that no school will see a cut, or reduction, to their special education teaching support next year.
Where schools have growing enrolments year on year, they will receive an increased allocation, pending the next re-profiling.
No school will receive a reduction to their current allocation.
Importantly, additional allocations will also continue to be made for new schools, schools which achieve developing status, and for exceptional circumstances. Schools that qualify for additional mainstream developing school posts also qualify for additional special education teaching allocations to take account of this developing status.If a school considers that exceptional circumstances have arisen in their school, which means that they cannot provide for the special educational teaching needs of pupils due to very significant changes to the school profile occurring, a school may seek a review of their allocations by the NCSE. Details of this review process are available at https://ncse.ie/review-of-special-education-teacher-supports-where-there-are-exceptional-circumstances-or-needs-arising-in-a-school-2
1024. Deputy Róisín Shortall asked the Minister for Education if assistance can be provided for a child (details supplied) who needs a place in a special school; and if she will make a statement on the matter. [19329/21]
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 understand that the local SENO is engaging with, and remains available to support the family in finding a suitable placement.
1025. Deputy John Paul Phelan asked the Minister for Education further to Parliamentary Question No. 141 of 11 February 2021, if she will provide details of any contact that has taken place in 2021 (details supplied); and if she will make a statement on the matter. [19339/21]
View answerI can confirm to the Deputy that my officials communicated with the school Patron in January 2021, February 2021 and again in April 2021 regarding the amalgamation in question.
I am pleased to advise the Deputy that a project brief to facilitate the amalgamation has recently been agreed with the school Patron.
1026. Deputy Aodhán Ó Ríordáin asked the Minister for Education if her attention has been drawn to the practice of music teachers providing unpaid accompaniment and other assistance to students for their music practical examinations, many of which take place on leave days; and if music teachers are allowed to avail of the examinations aide rate of payment within their own school. [19363/21]
View answerThe State Examinations Commission 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.
