Written Answers Nos. 324-338
324. Deputy Bernard J. Durkan asked the Minister for Education the extent to which she is satisfied that the school building programme is sufficient to meet requirements in 2021; and if she will make a statement on the matter. [25449/21]
View answerMy Department is aware of increasing pressures and demand for additional school places for 2021 in a number of School Planning areas.
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, to identify particular capacity requirements for the forthcoming year(s) which may necessitate action including, where required, the provision of modular accommodation solutions.
In relation to the Building Programme, Project Ireland 2040 provides a funding envelope of €8.8 billion for the schools sector over the period 2018-2027.
My Department has a large pipeline of projects for delivery under the school building programme to cater for current and future educational demands. The pipeline of projects is kept under continual review to ensure alignment with Project Ireland 2040 objectives and the funding provided under the National Development Plan during the period 2018 to 2027 for the schools sector is key enabler for their successful delivery. The main elements of this pipeline currently involve over 377 projects on the Department’s Large Scale Capital Programme and circa. 800 projects for delivery under the Department’s Additional Accommodation Scheme. Good progress continues to be made with the rollout of projects, and the current status of projects being delivered is listed on a county by county basis on the Department’s website at www.education.ie and updated on a monthly basis to reflect their progress through the various stages of capital appraisal, site acquisition, design, tender and construction.
325. Deputy Bernard J. Durkan asked the Minister for Education if the number of places anticipated in the 2021 school building programme remains adequate to meet requirements in respect of all children at primary and second-level; and if she will make a statement on the matter. [25450/21]
View answer331. Deputy Bernard J. Durkan asked the Minister for Education the extent to which plans are in place or being made to provide for the extra school places required in 2021 and subsequently given the anticipated intake from both primary and second-level schools; and if she will make a statement on the matter. [25456/21]
View answerI propose to take Questions Nos. 325 and 331 together.
I wish to advise the Deputy that my Department is aware of increasing pressures and demand for additional school places for 2021 in a number of school planning areas.
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, to identify particular capacity requirements for the forthcoming year(s) which may necessitate action including, where required, the provision of modular accommodation solutions.
In relation to the Building Programme, Project Ireland 2040 provides a funding envelope of €8.8 billion for the schools sector over the period 2018-2027.
My Department has a large pipeline of projects for delivery under the school building programme to cater for current and future educational demands. The pipeline of projects is kept under continual review to ensure alignment with Project Ireland 2040 objectives and the funding provided under the National Development Plan during the period 2018 to 2027 for the schools sector is key enabler for their successful delivery. The main elements of this pipeline currently involve over 377 projects on the Department’s Large Scale Capital Programme and circa. 800 projects for delivery under the Department’s Additional Accommodation Scheme. Good progress continues to be made with the rollout of projects, and the current status of projects being delivered is listed on a county by county basis on the Department’s website at www.education.ie and updated on a monthly basis to reflect their progress through the various stages of capital appraisal, site acquisition, design, tender and construction.
326. Deputy Bernard J. Durkan asked the Minister for Education the extent to which the provision made for children with special needs teaching requirements is catered for in the 2021 school building programme; if changes are required in order to meet the demand at primary level throughout the country; and if she will make a statement on the matter. [25451/21]
View answer327. Deputy Bernard J. Durkan asked the Minister for Education the extent to which the provision made for children with special needs teaching requirements is catered for in the 2021 school building programme; if any changes are required in order to meet the demand at second-level throughout the country; and if she will make a statement on the matter. [25452/21]
View answerI propose to take Questions Nos. 326 and 327 together.
I wish to advise the Deputy that in the case of all new schools, as well as replacement school buildings and major extensions, it is general practice to include a Special Education Needs Base (SEN Base) in the accommodation brief, unless local circumstances indicate that it will not be required. Typically, a two classroom SEN Base is provided in new primary schools and a two or four classroom SEN Base is provided in new post primary schools.
The National Council for Special Education (NCSE) has a statutory function to plan and co-ordinate the provision of education and support services to children with special educational needs, in consultation with the relevant education partners and the Health Service Executive (HSE). This includes the establishment of special class and special school placements in various geographical areas where there is an identified need.
In deciding where to establish a special class in an area, the NCSE takes account of the current and projected demand and the available school accommodation both current and planned. The Council ensures that schools in an area can, between them, cater for all children who have been identified as needing special class placements.
When the NCSE sanction a special class in a school, the school can apply to my Department for capital funding to re-configure existing spaces within the school building to accommodate the class and/or to construct additional accommodation (Additional School Accommodation Scheme). Similarly, where special schools wish to expand provision, the school can apply to my Department for capital funding to accommodate additional placements.
Details of all special classes for children with special educational needs are available on www.ncse.ie.
My Department has also confirmed the establishment of two further new special schools in Cork and Dublin to open in the 2021/22 school year.
328. Deputy Bernard J. Durkan asked the Minister for Education the extent to which she remains satisfied regarding the pupil-teacher ratio at all primary and second-level schools throughout the country with particular reference to population growth areas; and if she will make a statement on the matter. [25453/21]
View answerTeacher allocations to all schools are approved annually by my Department in accordance with established rules based on recognised pupil enrolment. The criteria for the allocation of posts are communicated to school managements annually and are available on the Department website.
The key factor for determining the level of staffing resources at primary and post primary level is the staffing schedule for the relevant school year and pupil enrolments on the previous 30 September.
For the 2021/22 school year, an improvement of one point in the appointment threshold in primary schools has been introduced and schools will be provided with class teachers on the basis of 1 teacher for every 25 pupils which is a historically low ratio. In addition, a three point reduction in the retention scale has also been introduced for September 2021. These measures will help to ensure that less pupils are required to recruit or retain a teacher.
The staffing arrangements at primary level include a developing post application process which allows for schools which are projecting a significant increase in enrolment to be allocated posts on the basis of enrolments in the coming September. A staffing appeals mechanism is also available to schools, including a specific criteria aimed at schools that make a significant contribution to the provision of school places which assists the response to demographic growth in their area.
At post primary level, Teachers are currently allocated at a ratio of 19:1 in the free education system and 23:1 to schools in the fee charging sector. The criteria for the allocation of posts are communicated to school managements annually and are available on the Department website.
Schools that project an increase in enrolment may apply for an additional teacher allocation and provisional approval is sanctioned in May pending official confirmation of enrolments in September.
329. Deputy Bernard J. Durkan asked the Minister for Education the extent to which she remains confident that adequate provision has been made for the holding of exams at all second-level schools throughout the country in 2021; and if she will make a statement on the matter. [25454/21]
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.
330. Deputy Bernard J. Durkan asked the Minister for Education if she expects to be in a position to intervene to support schools at primary and second-level currently experiencing classroom overcrowding or undesirable pupil-teacher ratios; and if she will make a statement on the matter. [25455/21]
View answerThe key factor for determining the level of staffing resources at primary and post primary level is the staffing schedule for the relevant school year and pupil enrolments on the previous 30 September.
For the 2021/22 school year, an improvement of one point in the appointment threshold in primary schools has been introduced and schools will be provided with class teachers on the basis of 1 teacher for every 25 pupils which is a historically low ratio. In addition, a three point reduction in the retention scale has also been introduced for September 2021. These measures will help to ensure that less pupils are required to recruit or retain a teacher.
The staffing process contains an appeals mechanism for schools to submit a staffing appeal under certain criteria to an independent Primary Staffing Appeals Board. The staffing arrangements for primary schools for the 2021/22 school year are set out in Circular 19/2021, available on the Department website.
Teachers are currently allocated to post primary schools at a ratio of 19:1 in the free education system and 23:1 to schools in the fee charging sector. The staffing process for post primary schools includes a curricular concession process for schools to apply for additional allocation as well as an appeals process. The criteria for the allocation of posts are communicated to school managements annually and are available on the Department website.
332. Deputy Bernard J. Durkan asked the Minister for Education the degree to which her Department can plan for adequate school places at primary and second-level in all areas throughout the country given the current forecast in respect of the intake over the next two to three years; and if she will make a statement on the matter. [25457/21]
View answerIn order to plan for school provision and analyse the relevant demographic data, my Department divides the country into 314 school planning areas and uses a Geographical Information System, using data from a range of sources, including Child Benefit and school enrolment data, to identify where the pressure for school places across the country will arise and where additional school accommodation is needed at primary and post-primary level.
The most recent analysis undertaken by my Department projects that over 60% 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.
Similar to the process adopted in advance of the current academic year, my Department is engaging with patron bodies, to identify particular capacity requirements for the forthcoming year(s) which may necessitate action including, where required, the provision of modular accommodation solutions.
333. Deputy Bernard J. Durkan asked the Minister for Education the extent to which she remains satisfied regarding the adequacy of the number of special needs teachers provided for in the course of 2021 and subsequently; and if she will make a statement on the matter. [25458/21]
View answer334. Deputy Bernard J. Durkan asked the Minister for Education the extent to which she remains satisfied regarding the adequacy of the number of special needs assistants provided for in the course of 2021 and subsequently; and if she will make a statement on the matter. [25459/21]
View answerI propose to take Questions Nos. 333 and 334 together.
I wish to advise the Deputy that DES Circular 0013/2017 for primary schools and 0014/2017 for post primary schools set out the details of the model for allocating special education teachers to schools. DES Circulars 007 and 008 of 2019 set out how the allocations for schools were updated from September 2019.
The Special Education Teacher allocation process provides a single unified allocation for special educational support teaching needs to each school, based on each school’s educational profile. Under the allocation model, schools are provided with a total allocation for special education needs support based on their school profile. The provision of a profiled allocation is designed to give a fairer allocation for each school which recognises that all schools need an allocation for special needs support, but which provides a graduated allocation which takes into account the actual level of need in each school.
Under the allocation model schools are frontloaded with resources, based on each school’s profile, to provide supports immediately to those pupils who need it without delay. This reduces the administrative burden on schools as schools no longer have to complete an application process annually and apply for newly enrolled pupils who require resource hours. Children who need support can have that support provided immediately rather than having to wait for a diagnosis.
The total number of SETs has increased by 39% since 2011, from 9,740 at that time, to over 13,600 at present.
Budget 2021 provided for an additional 990 additional Special Needs Assistants (SNAs) posts for allocation to schools, bringing the total numbers to 18,000 by the end of December 2021. This allocation of SNAs is to meet the care needs of pupils in 2021 and will enable the establishment of new special classes, creation of new places in special schools, support children in mainstream classes and the transition to the new allocation model for the 2021/22 school year.
The Budget 2021 increase to 18,000 SNAs posts represents an increase of increase of 70% in the number of SNAs provided since 2011 at which point 10,575 SNAs were available.
The NCSE has published statistical information regarding SNA allocations for all schools which can be accessed on the NCSE website at www.ncse.ie or by using the following link http://ncse.ie/statistics.
I am satisfied that the very significant levels of additional provision we have made in recent years, and for 2021, to provide Special Education Teachers and Special Needs Assistants, means that all schools can be sufficiently resourced to provide for the special educational needs and care needs of children in their schools.
335. Deputy Bernard J. Durkan asked the Minister for Education the number of applications for summer works schemes in respect of schools from County Kildare received to date; the extent to which she expects to be in a position to respond favourably; and if she will make a statement on the matter. [25460/21]
View answerI would like to inform the Deputy there are currently 15 Applications under various categories, currently awaiting assessment on the Esinet Administration Application, in regards to the Summer Works Scheme for the County of Kildare .
The Deputy may be aware that in December 2020 I announced details of the schools that will receive funding in summer 2021 in respect of applications submitted for Roof Works (Category 2) in Primary schools and Toilet Facilities (Category 6) in Primary and Post Primary schools..
Commensurate with the level of funding set aside for the Scheme, applications are being assessed on a top down basis in accordance with the prioritisation criteria outlined in the Circular accompanying the Scheme. In that regard, applications submitted for other works will be considered under future rounds of the Summer Works Scheme.
336. Deputy Willie O'Dea asked the Minister for Education if her attention has been drawn to the fact that many of the texts and films on the NCCA on the prescribed list for the English curriculum in secondary schools here contain explicit graphic sexual content including sex between older adults and minors, bestiality and violence including torture and they focus on death in a macabre gratuitous way; her views on whether it would be appropriate to remove these texts from the curriculum in view of the fact that several items on the list have been previously banned from the curriculum in the UK and the USA; and if she will make a statement on the matter. [25481/21]
View answerThe curriculum is considered to be for all learners regardless of race, religion, socioeconomic background, gender or orientation. It is the aim of my Department that every child has access to equitable education and that each learner feels safe and happy in the school environment, at every stage.
At post-primary level, there are a number of prescribed texts for Junior Cycle and Leaving Certificate English.
The decision on which particular text to use rests with the school itself. They can choose whichever text best suits the context of their teaching and their students.
At national level a variety of factors influence the selection of prescribed texts including the merit of the text on grounds of excellence, the aspiration to achieve social and cultural diversity and inclusivity, the age appropriateness of texts, as well as practical factors, such as availability and cost. As prescribed lists are developed from year to year, additional factors come to the fore and influence the choices made. In addition, newly published authors are considered for inclusion. Contemporary issues and world events also impact on prescription.
The prescribed text list working groups for Junior Cycle and Leaving Certificate English is informed and guided by Criteria for the Selection of Texts which aims to achieve a balance between classic and contemporary texts; Irish and non-Irish authorship; seeks gender balance in authorship and representation; embraces diversity and inclusion; accessibility of texts; general suitability and comparative potential.
The text list working groups are convened by the National Council for Curriculum and Assessment (NCCA) Education Officer for the subject in question. Participation in the group is on a voluntary basis. In general, the group comprises teachers, third level lecturers, staff from relevant support services/support agencies and experts in children’s and young adult literature. The rationale for the approach taken towards the generation of text lists is that it is a highly deliberative and time-intensive process.
Achieving a balanced list of texts remains a challenging and worthwhile endeavour and work continues to create a broadly balanced, diverse and inclusive list every year. For example, the most recently published list of prescribed texts for Junior Cycle English is current for the student cohorts 2018-21, 2019-22 and 2020–23. This list will be reviewed in the coming months and made available to schools for the 2021-24 cohort. In a similar way, the text list for Leaving Certificate English will be reviewed for the cohort of students who will study for the Leaving Certificate examination in 2024.
The NCCA regularly receives recommendations and advice about texts for consideration and inclusion in courses. Parents, teachers, and students can make suggestions through an online facility which can be accessed on the NCCA website: All submissions are considered by the relevant text list group as they review and update the selection of texts for subsequent groups of students.
In addition, the NCCA is currently undertaking research on international best practice with regard to text selection and this will inform the ongoing review of the NCCA’s selection of texts.
337. Deputy Aodhán Ó Ríordáin asked the Minister for Education if her attention has been drawn to the increasing concern of a shortage in places, long waiting lists and the number of students with no place identified in second-level schools in north County Dublin for September 2021; and the action she is taking to resolve the issues. [25499/21]
View answerI wish to advise the Deputy that my Department is aware of increasing pressures and demand for additional post-primary school places in a number of school planning areas including school planning areas in North County Dublin.
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 North County Dublin, to identify particular capacity requirements for the forthcoming year(s) which may necessitate action including, where required, the provision of modular accommodation solutions.
338. Deputy Aodhán Ó Ríordáin asked the Minister for Education the consideration that has been given to a moratorium on the reduction of teacher and SNA allocation numbers in any school in September 2021; and if she will make a statement on the matter. [25500/21]
View answerThe key factor for determining the level of mainstream staffing resources provided at individual school level is the staffing schedule for the relevant school year and pupil enrolments on the previous 30 September.
For the 2021/22 school year, an improvement of one point in the appointment threshold in primary schools has been introduced and schools will be provided with class teachers on the basis of 1 teacher for every 25 pupils which is a historical low ratio. In addition, a three point reduction in the retention scale has also been introduced for September 2021. These measures will help to ensure that less pupils are required to recruit or retain a teacher.
The allocation of teaching posts must be done in a way that is fair to all schools, and some schools will continue to lose posts while others will gain a posts as their respective enrolments rise and fall. This is important to ensuring equity in the school system and that posts are allocated to where they are needed.
In December 2019, Government approved the national roll out of a new frontloading model for the allocation of SNAs support to primary and post-primary schools for students in mainstream classes, as part of the phased roll out of the School Inclusion Model (SIM).
In light of the disruption caused by the Covid-19 pandemic, the introduction of the new Frontloaded Allocation Model for Special Needs Assistants for students in mainstream classes in primary and post -primary schools is to be deferred for a further year to the beginning of the 2022/23 school year.
The disruption prevented the delivery of the necessary training and information workshops to support the roll out of the new allocation model which had been planned for earlier this year.
The training and workshops are designed to help school leaders and teachers in their in-school planning for the new model and their engagement with parents. These sessions will now be rescheduled by the NCSE to take place during the 2021/22 school year.
SNA allocations for 2021/22 school year will be based on the actual number of SNAs employed by a school on 30 April 2021 and the allocation on that date will be rolled over into 2021/22. No school will receive a reduced allocation.
As in previous years, there will be provision for schools to apply to the NCSE for additionality where exceptional circumstances give rise to new care needs that cannot be catered for within existing allocations. My Department will advise schools of the arrangements which will apply regarding this process shortly.
SNA allocations for 2021/22 will be published later this month as in previous years. SNA allocations for special classes and special schools are not affected by this arrangement.
