Tuesday, 15 Jun 2021

Written Answers Nos. 802-826

School Attendance

Questions (802)

Kathleen Funchion

Question:

802. Deputy Kathleen Funchion asked the Minister for Education the estimated cost to restore the school completion programme to 2010 levels. [31671/21]

Written answers

Minister for Education

The School Completion Programme (SCP) is a key support under my Department’s Delivering Equality of Opportunity in Schools (DEIS) programme.

In 2010, €31m was allocated to SCP. In the interim the SCP programme transferred out of my Department. In recent years, SCP was under the remit of the Minister for Children, Equality Disability Integration and Youth.

SI 588 of 2020 which came into operation on January 1, 2021, transferred the functions vested in the Minister for Children, Equality, Disability, Integration and Youth in relation to the administration of the School Completion Programme to the Minister for Education.

The announcement I made on 1 March, 2021 provided for an additional allocation of €2.3m to the School Completion Programme as part of Budget 2021 measures, increasing the SCP full year budget to €27m from 2022, encompassing extension of SCP to an additional 28 schools and incorporating a 5% increase in budget to current SCP funding overall.

Departmental Properties

Questions (803)

Paul Murphy

Question:

803. Deputy Paul Murphy asked the Minister for Education if her Department has conducted a valuation for the land at Harold’s Cross bought by her Department from the Irish Greyhound Board; the value of the land at present; the value of the land when it was bought from the Board; and if more was paid for the land than its worth at the time of purchase. [31673/21]

Written answers

Minister for Education

Yes, the Valuations Office carried out the valuation of the Harolds Cross site in April 2017.

The formal offer made by the Department to the Irish Greyholund Board was in line with the binding valuation provided by the Valuations Office.

The protocols provided for under Circular 11/15 (Protocols for the Transfer and Sharing of State Property Assets) form part of the Government’s programme of reforms in relation to the management of the State’s property portfolio and require the Valuation Office to provide a binding estimate of value.

In March 2018, following the conveyancing process, the Valuations Office confirmed to the Department and the IGB that their opinion of value as at April 2017 remained unchanged.

No valuation has taken place since the acquisition was confirmed.

School Curriculum

Questions (804)

Marc Ó Cathasaigh

Question:

804. Deputy Marc Ó Cathasaigh asked the Minister for Education the number of hours per week of physical education class should secondary school children participate in under the curriculums for junior cycle and senior cycle level; and if she will make a statement on the matter. [31686/21]

Written answers

Minister for Education

In Junior Cycle, Physical Education is recognised as part of the Wellbeing area of learning as outlined in the Framework for Junior Cycle. Physical Education is allocated a minimum of 135 hours across the three years of Junior Cycle. Schools develop their programme of study based on the physical activity areas of Health Related Activity, Athletics, Adventure Activities, Aquatics, Dance, Gymnastics and Games. A new Junior Cycle Physical Education specification that is designed for a minimum of 135 hours, aligned to the Framework for Junior Cycle, is based on the current NCCA short course and draws from the Junior Cycle Physical Education Syllabus is currently under development by the NCCA. The consultation on the Background Paper and Brief for Junior Cycle Physical Education specification is now open.

At Senior Cycle, PE is available through both the examinable subject, Leaving Certificate PE (LCPE) and the non-examinable subject, Senior Cycle PE. After a phase 1 introduction, any school that wishes to offer LCPE from September 2020 is able to do so. LCPE is designed to be taught in a minimum of 180 hours across 5th and 6th year. A Framework for Senior Cycle Physical Education (SCPE) has been published by the Department and is designed to support teachers in planning quality learning in Physical Education for all students in Senior Cycle. The non-examinable Framework will assist schools in designing a physical education programme for Senior Cycle students, including students who do or do not elect to take Physical Education as a subject for their Leaving Certificate examination. From September 2020, the new Framework replaced the existing guidelines for PE at Senior Cycle. All students in Senior Cycle should be studying SCPE. However, if a student is studying the optional LCPE specification, they are not required to also study the SCPE Framework, although this is not prohibited.

School Admissions

Questions (805)

Pauline Tully

Question:

805. Deputy Pauline Tully asked the Minister for Education if an issue raised in correspondence by a person (details supplied) who cannot find a place in a special school for their child will receive a response; and if she will make a statement on the matter. [31716/21]

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.

This year, just under 25% 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.

In relation to the particular case raised by the Deputy, I understand that the relevant support services and agencies, including NEPS and the National Council for Special Education (NCSE) are aware of the case and are working towards ensuring that the student can be reintegrated into a school placement.

The Deputy will also be aware that the NCSE has responsibility for coordinating and advising on the education provision for children nationwide. NCSE continues to be available to provide support to this family.

State Examinations

Questions (806)

Willie O'Dea

Question:

806. Deputy Willie O'Dea asked the Minister for Education if advice will be provided in relation to the case of a student (details supplied); and if she will make a statement on the matter. [31722/21]

Written answers

Minister for Education

The 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.

School Facilities

Questions (807)

Bernard Durkan

Question:

807. Deputy Bernard J. Durkan asked the Minister for Education the progress to date in respect of the provision of replacement new school facilities at a school (details supplied); the next stages in the process with a view to acceleration of project; and if she will make a statement on the matter. [31742/21]

Written answers

Minister for Education

The project to which the Deputy refers has been devolved for delivery to the Board of Management of the school.

The Service Level Agreement (SLA) has been issued to the Board of Management. The Board is currently in the process of procuring a Design Team for the project. Thereafter, it will ensure that the project progresses to design stage, obtains the necessary statutory planning permission, and moves the project onward to tender and construction in due course.

As the project is at an early stage in the delivery process, it is not possible at this time to give a date for its completion.

Schools Building Projects

Questions (808, 809, 810, 811, 812, 813)

Bernard Durkan

Question:

808. Deputy Bernard J. Durkan asked the Minister for Education further to Parliamentary Question No. 544 of 13 January 2021, the extent to which the various projects referred to therein have progressed in the intervening period to date; her expectations in respect of the early progress of each project in the future having particular regard to the ongoing demographics of the area and the likely pressure for school places now and in the future; and if she will make a statement on the matter. [31743/21]

Bernard Durkan

Question:

809. Deputy Bernard J. Durkan asked the Minister for Education further to Parliamentary Question No. 545 of 13 January 2021, the extent to which the various projects referred to therein have progressed in the intervening period to date; her expectations in respect of the early progress of each project in the future having particular regard to the ongoing demographics of the area and the likely pressure for school places now and in the future; and if she will make a statement on the matter. [31744/21]

Bernard Durkan

Question:

810. Deputy Bernard J. Durkan asked the Minister for Education further to Parliamentary Question No. 546 of 13 January 2021, the extent to which the various projects referred to therein have progressed in the intervening period to date; her expectations in respect of the early progress of each project in the future having particular regard to the ongoing demographics of the area and the likely pressure for school places now and in the future; and if she will make a statement on the matter. [31745/21]

Bernard Durkan

Question:

811. Deputy Bernard J. Durkan asked the Minister for Education further to Parliamentary Question No. 547 of 13 January 2021, the extent to which the project referred to therein has progressed in the intervening period to date; her expectations in respect of the project in the future having particular regard to the ongoing demographics of the area and the likely pressure for school places now and in the future; and if she will make a statement on the matter. [31746/21]

Bernard Durkan

Question:

812. Deputy Bernard J. Durkan asked the Minister for Education further to Parliamentary Question No. 548 of 13 January 2021, the extent to which the various projects referred to therein have progressed in the intervening period to date; her expectations in respect of the early progress of each project in the future having particular regard to the ongoing demographics of the area and the likely pressure for school places now and in the future; and if she will make a statement on the matter. [31747/21]

Bernard Durkan

Question:

813. Deputy Bernard J. Durkan asked the Minister for Education further to Parliamentary Question No. 549 of 13 January 2021, the extent to which the various projects referred to therein have progressed in the intervening period to date; her expectations in respect of the early progress of each project in the future having particular regard to the ongoing demographics of the area and the likely pressure for school places now and in the future; and if she will make a statement on the matter. [31748/21]

Written answers

Minister for Education

I propose to take Questions Nos. 808 to 813, inclusive, together.

I refer to previous Parliamentary Questions dated 13th January 2021 to which the Deputy refers. Details of the progression of the school building projects in question in the intervening period at primary and post-primary level are available on my Department website www.education.ie and this information will continue to be updated on a regular basis.

Question No. 809 answered with Question No. 808.

Question No. 810 answered with Question No. 808.

Question No. 811 answered with Question No. 808.

Question No. 812 answered with Question No. 808.

Question No. 813 answered with Question No. 808.

School Curriculum

Questions (814)

James Lawless

Question:

814. Deputy James Lawless asked the Minister for Education the reason Irish sign language has not been included as a curricular subject (details supplied); and if she will make a statement on the matter. [31785/21]

Written answers

Minister for Education

The National Council for Curriculum and Assessment (the NCCA) is currently reviewing and redeveloping the Primary Curriculum Framework. The NCCA has had continued engagement with member’s of the deaf community in recent years and will continue this engagement in the context of the review and redevelopment of the Framework. One of the competencies proposed is 'Communicating and using language' which means being able to understand, interpret and use different forms of communication including gesture, expression, spoken language (English, Irish and other languages), printed text, broadcast media, and digital media.

Phase one of the consultation on the draft Primary Curriculum Framework is complete. Phase two will take place in Q4 2021 during which time the NCCA will be working with children, teachers, school leaders and parents, so there will be an opportunity for children and teachers who use ISL in schools to provide learning from their experiences in their engagement with the NCCA. It is expected that the finalised Framework will be published by end Q2 2022 and the specifications for individual curricula will be developed in the following years.

In addition, a 6 week sampler module of languages in primary schools has recently been announced with schools invited to express an interest in participating. A budget of €200,000 has been provided to support the module which will support the participation of at least 100 schools. The module will include Irish Sign Language (ISL) and will run towards the end of the first term of the 2021/22 school year. Feedback from this module will also be used to inform the development of the Framework. It is expected that the finalised Framework will be published by end Q2 2022 and the specifications for individual curricula will be developed in the following years.

At post primary school level, The Post-Primary Languages Ireland (PPLI) has developed a specification for a short course in Irish Sign Language (ISL) which is available as part of the new Junior Cycle. The emphasis is on developing communication skills in ISL at level A1 (Common European Framework of Reference for Languages). This course develops students' ability to understand ISL in live, and in recorded situations, to produce the language and to interact with other signers in a simple way and on familiar topics. A link to the course is available at: http://languagesinitiative.ie/images/ISL/MFL_Gen_Spec_ISL_28_May__Short_Course.pdf.

Currently, there are four modules on Sign Language available as part of the Leaving Certificate Applied Programme. This course introduces students to Irish Sign Language and aims to develop their expressive and receptive communication skills. The course also develops awareness and appreciation of the Irish deaf community and its culture. There are four modules in this course. Deaf students may take all four modules instead of the Gaeilge and Modern Language courses. The first two modules of this course may be taken as elective modules by all students.

There is also an opportunity for students to learn sign language in the course of Transition Year. Each school designs its own Transition Year programme, within set guidelines, to suit the needs and interests of its students. In establishing its own distinctive programme content, the school takes into account the possibilities offered by local community interests.

Question No. 815 answered with Question No. 777.

Question No. 816 answered with Question No. 777.

Third Level Admissions

Questions (817)

Donnchadh Ó Laoghaire

Question:

817. Deputy Donnchadh Ó Laoghaire asked the Minister for Education if she will intervene to ensure that students in Northern Ireland are not disadvantaged from accessing third-level places here due to the delay in leaving certificate results in 2021 given that the UCAS offers will be released a number of weeks before the CAO; if she has met with her counterpart in Northern Ireland to discuss this; and the ongoing engagement between the two jurisdictions on this issue. [31900/21]

Written answers

Minister for Education

I can confirm to the Deputy that the latest date for the acceptance of conditional offers within the UCAS system is 8th September 2021. The publication of the Leaving Certificate results will take place on 3rd September.

I can also confirm that there has been contact at official level with the offices of the Vice Chancellors and Principals of Queens University Belfast (QUB), University of Ulster (UU), St Mary’s University College (SMUC) and Stranmillis University College to confirm that Irish Leaving Certificate candidates will be processed without any difficulty. To date, QUB and UU have confirmed that no issue will arise.

Based on last year’s experience, when the Leaving Certificate results were published on 7th September 2020, I do not anticipate any issues with the remaining two higher education institutions.

School Discipline

Questions (818)

Réada Cronin

Question:

818. Deputy Réada Cronin asked the Minister for Education the number of expulsions that have been recorded from special schools in each of the past five years by county in tabular form; and if she will make a statement on the matter. [31909/21]

Written answers

Minister of State at the Department of Education

In accordance with the Education (Welfare) Act, 2000 schools are obliged to report on school attendance, and data on non-attendance in primary and post-primary schools at the aggregated level are collected by Tusla through the Annual Attendance Report (AAR) and, also at the student level through the Student Attendance Report (SAR).

This latest report published presents data for the academic year 2017/18 and is available on Tusla’s website at https://www.tusla.ie/uploads/content/Analysis_of_School_Attendance_Data_in_Primary_and_Post-Primary_Schools_2017-2018.pdf

All special schools are recognised primary schools. Expulsions are rare, particularly in primary schools. In the 2017/18 school year there were only 30 expulsions in primary schools. It is not possible to provide the expulsion figures requested by the Deputy by county in order to protect the anonymity of the students expelled.

Special Educational Needs

Questions (819, 820)

Réada Cronin

Question:

819. Deputy Réada Cronin asked the Minister for Education the arrangements her Department has in place to assist the seamless transfer of a child expelled from a special needs school to another; and if she will make a statement on the matter. [31910/21]

Réada Cronin

Question:

820. Deputy Réada Cronin asked the Minister for Education her views on whether it is acceptable that a teenage child with severe ID, ASD and a genetic disorder has been without a school place for over a year; and if she will make a statement on the matter. [31911/21]

Written answers

Minister for Education

I propose to take Questions Nos. 819 and 820 together.

Enabling children with special educational needs to receive an education appropriate to their needs is a priority for this Government.

This year, just under 25% 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.

In cases such as those referenced by the Deputy, the relevant support services and agencies, including NEPS and the National Council for Special Education (NCSE), will work with the family towards assiting the student to be reintegrated into a suitable school placement.

NCSE has responsibility for coordinating and advising on the education provision for children nationwide. I can reassure the Deputy that the local Special Educational Needs Organisers (SENOs) are available to assist and advise both schools and the parents of children with special educational needs.

Question No. 820 answered with Question No. 819.

State Examinations

Questions (821)

Willie O'Dea

Question:

821. Deputy Willie O'Dea asked the Minister for Education if alternative arrangements are being put in place for leaving certificate students who miss exams due to a positive test for Covid-19; and the way the ten days of self-isolation are counted. [31913/21]

Written answers

Minister for Education

The 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.

Special Educational Needs

Questions (822, 823, 824, 825, 826, 827)

Catherine Connolly

Question:

822. Deputy Catherine Connolly asked the Minister for Education further to Parliamentary Question No. 456 of 18 May 2021, when the NCSE policy advice on education provision in special classes and special schools will be completed and published; and if she will make a statement on the matter. [31950/21]

Catherine Connolly

Question:

823. Deputy Catherine Connolly asked the Minister for Education her plans to provide each school in the country with a dedicated reading unit; the analysis carried out by her Department into the costs of same; and if she will make a statement on the matter. [31951/21]

Catherine Connolly

Question:

824. Deputy Catherine Connolly asked the Minister for Education her plans to provide each school planning area in the country with at least one reading unit or reading school; the analysis carried out by her Department into the costs of same; and if she will make a statement on the matter. [31952/21]

Catherine Connolly

Question:

825. Deputy Catherine Connolly asked the Minister for Education the details of the analysis her Department has carried out into the adequacy of supports at primary school level for children with severe dyslexia particularly in schools that do not have a reading unit; and if she will make a statement on the matter. [31953/21]

Catherine Connolly

Question:

826. Deputy Catherine Connolly asked the Minister for Education the primary schools in each county that have a dedicated reading unit in tabular form; and if she will make a statement on the matter. [31954/21]

Catherine Connolly

Question:

827. Deputy Catherine Connolly asked the Minister for Education the details of each reading school in the country by county and by school planning area; the student number capacity of each of these schools in tabular form; and if she will make a statement on the matter. [31955/21]

Written answers

Minister of State at the Department of Education

I propose to take Questions Nos. 822, 823, 824, 825, 826 and 827 together.

A new model for allocating special education teachers (SETs) to mainstream schools was introduced from September 2017, based on the profiled needs of schools. Over 13,600 SETs are currently provided to mainstream schools to support the learning needs of pupils who have additional needs in literacy, including those arising from specific learning difficulties (SLD). No new reading classes or schools have been established since the introduction of the new allocation model.

It is the policy of my Department, in accordance with the principles of inclusive education, that pupils with such additional learning needs are supported in mainstream classes with additional provision made by a special education teacher.

In September 2018, the National Council for Special Education (NCSE) was requested to develop Policy Advice on Education Provision in Special Classes and Special Schools to examine whether placement in specialist settings brings about improved educational outcomes and experiences, relative to their ability, for students with special educational needs.

This Policy Advice is expected to be completed in the coming weeks.

My Department is also arranging for a review of the policy on reading classes and schools. This review will inform future policy for supporting children with special educational needs and the place of this specialist provision in those supports.

There are currently four SLD special schools/reading schools and 13 SLD special classes in primary schools.

Information on the list of schools with special classes, the type and location of these classes is published on the NCSE website and is available at www.ncse.ie

Question No. 823 answered with Question No. 822.

Question No. 824 answered with Question No. 822.

Question No. 825 answered with Question No. 822.

Question No. 826 answered with Question No. 822.