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Tuesday, 27 Jul 2021

Written Answers Nos. 934-953

Special Educational Needs

Questions (934)

Bríd Smith

Question:

934. Deputy Bríd Smith asked the Minister for Education the progress that has been made to secure an autism class in schools (details supplied); and if she will make a statement on the matter. [39193/21]

View answer

Written answers

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 (SEN). As a result, the numbers of special education teachers, SNAs and special class and school places are at unprecedented levels.

For the coming school year there will be over 13,600 Special Education Teachers allocated to mainstream schools, who will support class teachers to address the special educational needs and learning needs of pupils who attend mainstream schools.

This year we are also providing for two new special schools and 269 new special classes. We will have a total of 2,118 special classes in 2021/22, which is the largest number of special classes that we have ever had, and compares to 548 classes available in 2011.

18,000 Special Needs Assistants will be available to support the care needs of pupils with special educational needs in our schools.

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. 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.

Planning for future needs takes into consideration the current availability of such places and focuses on those locations where additional provision is required. However, the active collaboration of school communities is essential in this regard.

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.

In establishing new special classes, the NCSE is required to satisfy itself that the class is both sustainable and available to all of the students who may need special class placements in a particular area.

I have requested the NCSE to engage with the schools in question regarding future expansion of SEN provision in their schools.

The local Special Educational Needs Organisers (SENOs) are available to assist and advise parents of children with special educational needs. Parents may contact SENOs directly using the contact details available at: ncse.ie/regional-servic es-contact-list.

I can assure the Deputy that my Department will continue to prioritise investment in special education.

School Accommodation

Questions (935)

Bríd Smith

Question:

935. Deputy Bríd Smith asked the Minister for Education her views on whether forward planning is needed for Dublin 12 given that there will be an increase of over 6,000 new residents in the area in next two years; if she has spoken to her Department regarding a new school for the area which will include autism classes; and if she will make a statement on the matter. [39194/21]

View answer

Written answers

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, utilising data from a range of sources including information on planned and current residential development, to identify where the pressure for school places across the country will arise. Dublin 12 is situated in the Dolphins Barn_Dublin12 school planning area. As the Deputy is aware, major new residential developments in a school planning area have the potential to alter demand in that area. In that regard, as part of the demographic exercises, my Department engages with each local authority to obtain the up-to-date data on residential development activity. 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.

My Department's most recent projections do not indicate significant increases in school place requirements at either primary or post primary level in the Dolphin's Barn_D12 school planning area. Planned residential development is included in these projections. Nevertheless, my Department will continue to work to ensure that there is sufficient capacity in the area to meet school place demand and will keep the requirements in Dublin 12, as with all other school planning areas, under review.In respect of provision for pupils with special educational needs, my Department has approved the following 2 projects were for ASD provision in Dublin 12 in 2021 under the Additional Schools Accommodation (ASA) scheme: St. Damian’s NS, Perrystown, Dublin 12 – a one class Special Education Needs roomOur Lady of the Wayside NS, Bluebell, Dublin 12 – three class Special Education Needs rooms.In addition, a new special school will be established for the 2021/2022 school year in the former Scoil Colm, Crumlin. The school will operate under the patronage of the Archbishop of Dublin and will be known as Our Lady of Hope School. Reconfiguration works are currently being undertaken in the building to facilitate the school’s establishment. The school will offer places to students with autism and general learning disabilities with priority given to children with no offer of a placement for September next. Requirements for special education provision will continue to be kept under review.

Special Educational Needs

Questions (936)

Bríd Smith

Question:

936. Deputy Bríd Smith asked the Minister for Education her views on whether early start requires an overhaul and that autistic children need additional support to be able to fulfil their potential; her plans in this regard; and if she will make a statement on the matter. [39195/21]

View answer

Written answers

The Early Start programme was established in 1994, and is a one-year intervention to meet the needs of children aged between 3 years and 5 years who are at risk of not reaching their potential within the school system. It involves an educational programme to enhance overall development, help prevent school failure and offset the effects of social disadvantage.

Since the inception of Early Start, the early childhood education and care landscape has changed significantly with the introduction of the Early Childhood Care and Education (ECCE) scheme in 2010, and the extension of this scheme to a two year programme in 2018. The ECCE scheme is under the remit of my colleague the Minister for Children, Equality, Disability, Integration and Youth, and officials of my Department and its agencies co-operate closely with that Department, particularly in relation to Síolta and Aistear , the national quality and curriculum frameworks for early years care and education.

While the ECCE scheme is the national universal two-year pre-school scheme available to all children, the Early Start programme continues to run in 40 primary schools in designated areas of urban disadvantage, and has capacity for 1,620 children each year. Early Start units attached to primary schools are staffed by teachers and child care workers, and the role of the child care workers is to meet the care needs of all the children in the unit, including those children with special educational needs. The programme opens each year to new child enrolments.

My Department also plays a key role in the ongoing development of the Access and Inclusion Model (AIM) which was launched in June 2016 by the Department of Children, Equality, Diversity, Integration and Youth (DCEDIY). AIM is a model of supports designed to ensure that children with disabilities can access the ECCE scheme. AIM supports are provided through the ECCE scheme. The main supports are grouped into universal or targeted supports. Where universal supports are not enough to meet the needs of an individual child, targeted supports are available to ensure the child can meaningfully participate in pre-school.

My Department has made provision for Autism Spectrum Disorder (ASD) classes for children of pre-school age for whom places aren’t available from providers of the ECCE scheme. These classes are attached to mainstream schools. There are currently 135 of these ASD classes across the country providing targeted supports for 737 pupils. Moreover, where places in those classes are not currently available to pupils my Department provides Home Tuition grants to enable access to pre-school education for those children. In the last school year there were 522 pre-school children being supported by the Home Tuition scheme.

The National Council for Special Education (NCSE) is available to provide further advice and assistance in respect of the supports available which are delivered locally through their national network of Special Educational Needs Organisers (SENOs) who interact with parents and schools and liaise with the HSE in providing resources to support children with special educational needs.

Special Educational Needs

Questions (937)

Patrick Costello

Question:

937. Deputy Patrick Costello asked the Minister for Education the progress that has been made to secure an autism class in a school (details supplied); and if she will make a statement on the matter. [39197/21]

View answer

Written answers

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 (SEN). As a result, the numbers of special education teachers, SNAs and special class and school places are at unprecedented levels.

For the coming school year there will be over 13,600 Special Education Teachers allocated to mainstream schools, who will support class teachers to address the special educational needs and learning needs of pupils who attend mainstream schools.

This year we are also providing for two new special schools and 269 new special classes. We will have a total of 2,118 special classes in 2021/22, which is the largest number of special classes that we have ever had, and compares to 548 classes available in 2011.

18,000 Special Needs Assistants will be available to support the care needs of pupils with special educational needs in our schools.

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. 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.

Planning for future needs takes into consideration the current availability of such places and focuses on those locations where additional provision is required. However, the active collaboration of school communities is essential in this regard.

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.

In establishing new special classes, the NCSE is required to satisfy itself that the class is both sustainable and available to all of the students who may need special class placements in a particular area.

I have requested the NCSE to engage with the schools in question regarding future expansion of SEN provision in their schools.

The local Special Educational Needs Organisers (SENOs) are available to assist and advise parents of children with special educational needs. Parents may contact SENOs directly using the contact details available at: ncse.ie/regional-services-contact-list .

I can assure the Deputy that my Department will continue to prioritise investment in special education.

Special Educational Needs

Questions (938)

Patrick Costello

Question:

938. Deputy Patrick Costello asked the Minister for Education the plans that have been put in place for the provision of new schools for the Dublin 12 area and in particular ASD education given the expansion of the area with over 6,000 new residents in the next two years. [39198/21]

View answer

Written answers

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, utilising data from a range of sources including information on planned and current residential development, to identify where the pressure for school places across the country will arise.

Dublin 12 is situated in the Dolphins Barn_Dublin12 school planning area.

As the Deputy is aware, major new residential developments in a school planning area have the potential to alter demand in that area. In that regard, as part of the demographic exercises, my Department engages with each local authority to obtain the up-to-date data on residential development activity.

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.

My Department's most recent projections do not indicate significant increases in school place requirements at either primary or post primary level in the Dolphin's Barn_D12 school planning area. Planned residential development is included in these projections.

Nevertheless, my Department will continue to work to ensure that there is sufficient capacity in the area to meet school place demand and will keep the requirements in Dublin 12, as with all other school planning areas, under review.

In respect of provision for pupils with special educational needs, my Department has approved the following 2 projects were for ASD provision in Dublin 12 in 2021 under the Additional Schools Accommodation (ASA) scheme:

St. Damian’s NS, Perrystown, Dublin 12 – a one class Special Education Needs room

Our Lady of the Wayside NS, Bluebell, Dublin 12 – three class Special Education Needs rooms.

In addition, a new special school will be established for the 2021/2022 school year in the former Scoil Colm, Crumlin. The school will operate under the patronage of the Archbishop of Dublin and will be known as Our Lady of Hope School. Reconfiguration works are currently being undertaken in the building to facilitate the school’s establishment. The school will offer places to students with autism and general learning disabilities with priority given to children with no offer of a placement for September next.

Requirements for special education provision will continue to be kept under review.

Special Educational Needs

Questions (939)

Patrick Costello

Question:

939. Deputy Patrick Costello asked the Minister for Education the proposed reforms that are planned by her Department for the early start system to aid autistic children. [39199/21]

View answer

Written answers

The Early Start programme was established in 1994, and is a one-year intervention to meet the needs of children aged between 3 years and 5 years who are at risk of not reaching their potential within the school system. It involves an educational programme to enhance overall development, help prevent school failure and offset the effects of social disadvantage.

Since the inception of Early Start, the early childhood education and care landscape has changed significantly with the introduction of the Early Childhood Care and Education (ECCE) scheme in 2010, and the extension of this scheme to a two year programme in 2018. The ECCE scheme is under the remit of my colleague the Minister for Children, Equality, Disability, Integration and Youth, and officials of my Department and its agencies co-operate closely with that Department, particularly in relation to Síolta and Aistear , the national quality and curriculum frameworks for early years care and education.

While the ECCE scheme is the national universal two-year pre-school scheme available to all children, the Early Start programme continues to run in 40 primary schools in designated areas of urban disadvantage, and has capacity for 1,620 children each year. Early Start units attached to primary schools are staffed by teachers and child care workers, and the role of the child care workers is to meet the care needs of all the children in the unit, including those children with special educational needs. The programme opens each year to new child enrolments.

My Department also plays a key role in the ongoing development of the Access and Inclusion Model (AIM) which was launched in June 2016 by the Department of Children, Equality, Diversity, Integration and Youth (DCEDIY). AIM is a model of supports designed to ensure that children with disabilities can access the ECCE scheme. AIM supports are provided through the ECCE scheme. The main supports are grouped into universal or targeted supports. Where universal supports are not enough to meet the needs of an individual child, targeted supports are available to ensure the child can meaningfully participate in pre-school.

My Department has made provision for Autism Spectrum Disorder (ASD) classes for children of pre-school age for whom places aren’t available from providers of the ECCE scheme. These classes are attached to mainstream schools. There are currently 135 of these ASD classes across the country providing targeted supports for 737 pupils. Moreover, where places in those classes are not currently available to pupils my Department provides Home Tuition grants to enable access to pre-school education for those children. In the last school year there were 522 pre-school children being supported by the Home Tuition scheme.

The National Council for Special Education (NCSE) is available to provide further advice and assistance in respect of the supports available which are delivered locally through their national network of Special Educational Needs Organisers (SENOs) who interact with parents and schools and liaise with the HSE in providing resources to support children with special educational needs.

School Accommodation

Questions (940)

Mark Ward

Question:

940. Deputy Mark Ward asked the Minister for Education if her Department will consider leasing land at a location (details supplied). [39201/21]

View answer

Written answers

This proposal would need to be examined by my Department in the context of current and future requirements for education provision for the school and the area. Any proposal submited through the school should clearly demonstrate how the future expansion of the school could be provided for if the proposed arrangement went ahead.

Education Schemes

Questions (941)

Thomas Gould

Question:

941. Deputy Thomas Gould asked the Minister for Education if a list will be provided of the schools in County Cork providing the July provision for children who were educationally disadvantaged due to the Covid-19 programme; and the details of the programme for the children involved in tabular form. [39216/21]

View answer

Written answers

In May 2021 the Government announced a package of supports to allow primary and post primary to offer a summer programme for students with complex special educational needs and those at greatest risk of educational disadvantage, as a COVID-19 pandemic response measure, for summer 2021.

The total funding available to provide summer programmes this year is up to €40 million, a one hundred per cent increase on the allocation for summer programmes in 2020.

The programme was developed following extensive engagement with education stakeholders, parent and disability advocacy groups.

The programme aims are to support pupils to maintain their connection with education, to build their confidence and increase their motivation, promote wellbeing and for those who are at key transition stages, help to ensure that they continue their education journey in September either in school or in further/higher education or training.

The programmes on offer this summer include a new 2-3 week summer programme available to all primary schools and an expansion of the existing programmes in special schools and classes and in DEIS schools.

Schools were required to register their interest in participating as of 25 June 2021. The registrations as of this closing date are as follows:

Post primary (no of schemes proposed to be run)

Inclusion programme

Special classes

120

4

A total of 124 post primary schools have registered

Primary (number of schemes proposed to be run)

Special Class Programme

Special School

Inclusion Programme

DEIS Primary School Literacy and Numeracy Camps

356

48

466

352*

A total of 844 primary schools (including special schools have registered as providing at least one scheme.

Totals

Total Post-Primary Schemes

Total Schemes

124

1346

A total of 968 primary and post primary schools registered for the programme

The final list of schools which participate in the 2021 summer education programme will not be available until after the programmes have concluded and claim forms have been processed by the Department. At that stage the full list of schools, including details of the breakdown of participating schools for individual counties, can be made available.

Covid-19 Pandemic

Questions (942)

Seán Sherlock

Question:

942. Deputy Sean Sherlock asked the Minister for Education if her Department is providing CO2 monitors to schools ahead of the new school term; the cost of providing these monitors; and the tender process that was involved in same. [39290/21]

View answer

Written answers

Managing classroom ventilation is one of a number of prevention and control measures in place to ensure schools are safe.

Practical steps for the deployment of good ventilation practices was provided to the school system in the context of re-opening for September 2020. This guidance recognises that there is no “one size that fits all” and that ventilation is best managed at local individual school level. The guidance was reviewed and updated in November 2020 and in May 2021.

The May 2021 update took account of the work of an expert group on ventilation that was established to assess the role of ventilation in reducing transmission of Covid-19 across many settings. This included guidance on the role that portable CO2 monitors can play in providing schools with a useful general indication that areas/ rooms may not be adequately ventilated and can enable occupants to become familiar with the impact of activities, outdoor weather and window openings on ventilation levels.

The Department is supporting the provision of CO2 monitors to the school system through a central competitive procurement process outlined below.

On 14 June 2020 the Department of Education and Skills published a Request for Information (RFI) to identify PPE, Consumables and Equipment Suppliers to support the education sector. This procurement was managed as a negotiated procedure under Article 32 for the 2016 Procurement Regulations in order to secure supplies in time to reopen the sector’s schools and institutions.

The process identified a number of suppliers that are capable of providing the suite of products required by the Government’s Roadmap for the Full Return to School and this is considered the most favourable solution to meet the aggregated needs of the number and geographic spread of educational institutions – including schools – right across the State. That procurement process concluded in July 2020 with supply agreements signed and the award notice published.

CO2 monitors for distribution across schools in advance of (and during) the forthcoming academic year, including output performance specifications, quantities and delivery requirements, have been procured by the Department following a competitive process under the PPE, Consumables and Equipment Supplier Framework at an estimated overall cost of circa €4 million.

Education Schemes

Questions (943, 945)

Holly Cairns

Question:

943. Deputy Holly Cairns asked the Minister for Education the actions she is taking in response to the poor take-up of the summer provision by special schools in 2021; and if she will make a statement on the matter. [39297/21]

View answer

Holly Cairns

Question:

945. Deputy Holly Cairns asked the Minister for Education the number of schools which have participated in the July summer provision annually since 2016. [39299/21]

View answer

Written answers

I propose to take Questions Nos. 943 and 945 together.

In May 2021 the Government announced a package of supports to allow primary and post primary to offer a summer programme for students with complex special educational needs and those at greatest risk of educational disadvantage, as a COVID-19 pandemic response measure, for summer 2021.

The total funding available to provide summer programmes this year is up to €40 million, a one hundred per cent increase on the allocation for summer programmes in 2020.

The programme was developed following extensive engagement with education stakeholders, parent and disability advocacy groups.

The programme aims are to support pupils to maintain their connection with education, to build their confidence and increase their motivation, promote well-being and for those who are at key transition stages, help to ensure that they continue their education journey in September either in school or in further/higher education or training.

The programmes on offer this summer include a new 2-3 week summer programme available to all primary schools and an expansion of the existing programmes in special schools and classes and in DEIS schools.

Existing programmes:

- Literacy and numeracy camps in DEIS primary schools

- A school-based summer programme in primary special classes and special schools.

- Home-based provision for students with complex needs where no school based programme is available.

New programmes:

- All primary schools had the opportunity to provide a 2 week summer programme for mainstream pupils with complex needs and those at greatest risk of educational disadvantage.

- All Post Primary Schools had the opportunity to provide a 2 week summer programme for students with complex needs and those at greatest risk of educational disadvantage

Similar to last year children with complex needs entering primary school next September are also eligible to participate in summer programmes.

This range of programmes on offer builds on the success of the expanded programmes that ran last year and incorporates feedback from education stakeholders as to how to better support the programme for all involved in summer 2021.

The Department has addressed concerns previously raised by stakeholders by introducing measures to support schools to encourage schools to offer the programme, funding for a Programme Overseer, preparation time, faster payments of staff, ease of administrative burden on schools and greater guidance materials on programme content.

In addition the programmes can be run at any time over the summer providing schools with autonomy to split the programme weeks to best meet the needs of pupils and staff participating in the programme. Schools were also given the opportunity to appeal any element of the resource allocation for the programme.

A home-based summer programme is available for students with complex special educational needs where a place on a school-based programme is not available to them. Under the home-based strand grant funding is made available so that parents/legal guardians can engage the services of a Teacher or an SNA to provide tuition or care support as appropriate in the child’s home. Parents of eligible children may arrange their programme over the school summer holidays to best suit their needs. An additional 10 hours has also been made available to pupils who were eligible for the Supplementary Programme earlier in the year but were unable to avail of any hours under that programme.

Further details on the different strands including available supports are available at gov.ie/summerprovision. This includes promotional materials such as posters for parents, and information videos for schools. A dedicated helpline and email address has also been available to schools since the launch of the programme.

The registrations for the 2021 programme as at the closing date for registrations of 25 June 2021 are as follows:

Post primary (no of schemes proposed to be run)

Inclusion programme

Special Classes

120

4

A total of 124 post primary schools have registered

Primary (number of schemes proposed to be run)

Special Class programme

Special School

Inclusion programme

DEIS Primary School Literacy and Numeracy Camps

356

48

466

352*

A total of 844 primary schools (including special schools have registered as providing at least one scheme.

Totals

Total Post-Primary Schemes

Total Schemes run by Primary Schools

Total Schemes

124

1222

1346

A total of 968 primary and post primary schools registered for the programme

Claim forms for the home-based strand are submitted at the end of the programme, with a closing date of 03 September 2021, so actual participation numbers will not be available until late October/early November.

Between 2016 and 2020, the number of schools which participated in the school-based programme for Special Schools and Special Classes is broken down as follows

Year

2016

2017

2018

2019

2020

Special Schools/Schools with Special Classes

208

219

241

232

255

Last week I wrote to all schools that that had registered for the programme, to thank them for their interest and inviting them to provide feedback on their experience.

In line with policy advice received from the NCSE, a review of the July Provision programme was commenced in 2019. This review process was paused due to the impact of COVID, during which the summer education programme was significantly enhanced and expanded to take into account the effect of school closures. The review of the programme will recommence at the earliest possible stage.

Question No. 944 answered with Question No. 922.
Question No. 945 answered with Question No. 943.

Special Educational Needs

Questions (946)

Richard Boyd Barrett

Question:

946. Deputy Richard Boyd Barrett asked the Minister for Education if a school (details supplied) has the space for an ASD class; if this facility will be supported by her Department in order allow the school to pursue a lease on a local hall while other options of buying a hall for the purpose are pursued; and if she will make a statement on the matter. [39313/21]

View answer

Written answers

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, special class and special school places are at unprecedented levels.

My Department aims to ensure that there are sufficient school places available to meet the needs of all children throughout the State. Department policy is that students with special educational needs should be included where possible and appropriate in mainstream placements with additional supports provided. In circumstances where children require more specialised interventions, special class or special school places are provided for.

The National Council for Special Education is responsible for planning and coordinating provision at both a local and a national level and advising my Department in this regard.

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.

Irish mainstream schools have a tradition of providing places which respond to the needs of the families in their areas. This is evidenced by the growth in special classes over recent years, with an increase of 286% over the last decade.

There are now 2,118 special classes in place providing approximately 12,700 places for children with special educational needs.

Issues have however arisen in recent years regarding a shortage of suitable school places for students with special educational needs – primarily driven by the very significant increase in demand, and the shortage of suitable school accommodation in which to open special classes and expand special school provision.

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. The active collaboration of school communities is essential in this regard.

NCSE is continuing its engagement with schools, patron bodies, parents and others across South Dublin, including the school referred to by the Deputy, to bring the required additional special education placements on stream. My Department and the NCSE are grateful to schools who continue to respond positively to meet the educational needs of children in their communities.

I can confirm that my Department has been in contact with the Parish in relation to the potential acquisition of Booterstown Parish Hall.

A valuation of the hall has been received and assessed by Department officials. My Department is currently negotiating with the owners for the potential acquisition of the Hall.

Due to commercial sensitivities it is not possible to provide further information at this time. The acquisition is a priority for my Department and my officials will keep the patron informed of any key developments regarding the acquisition.

School Transport

Questions (947)

Martin Kenny

Question:

947. Deputy Martin Kenny asked the Minister for Education if a concessionary school bus ticket will be granted to a person (details supplied); and if she will make a statement on the matter. [39383/21]

View answer

Written answers

The School Transport Scheme is a significant operation managed by Bus Éireann on behalf of the Department. In the 2020/21 school year there were over 114,100 children, including over 14,700 children with special educational needs, were transported on a daily basis to primary and post-primary schools throughout the country at a cost of over €224.7m in 2020.

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

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

Bus Éireann has confirmed that the child to whom the Deputy refers is not eligible for school transport as he is not attending his nearest post primary school.

Children who are not eligible for school transport under the terms of the scheme may apply to Bus Éireann for transport on a concessionary basis. Concessionary transport is subject to a number of conditions including the appropriate annual charge is paid. The Medical Card waiver is not applicable to children who are not eligible for school transport.

School Curriculum

Questions (948)

Claire Kerrane

Question:

948. Deputy Claire Kerrane asked the Minister for Education if her attention has been drawn to concerns raised in relation to the impact of the syllabus changes to agricultural science on leaving certificate students in the 2021 examination; the action she proposes to take to alleviate the concerns raised with her by teachers; if action can be taken for students affected by this in their exam; and if she will make a statement on the matter. [39438/21]

View answer

Written answers

A new specification for Leaving Certificate Agricultural Science was introduced in September 2019. There has been an increase in numbers of students opting to take the Agricultural Science in recent years, with a greater proportion of students taking higher level and there is strong support for the subject. Agricultural Science is a crucial element of the science curriculum at Leaving Certificate level. Integral to the specification development was the retention of the practical component, which is viewed as core to the subject. Irish Agricultural Science Teachers' Association (IASTA) representatives were part of the National Council for Curriculum and Assessment (NCCA) Subject Development group contributing to the development of the new specification.

The core strand underpinning the specification is “Scientific Practices”, and the completion of the Individual Investigative Study is supported by this strand. The importance of this strand is demonstrated through the current award weighting of 25% of the total mark to the candidates for their Individual Investigative Study. The remaining 75% is awarded for their terminal written examination.

The other 3 strands of the specification are broken into areas which are familiar to teachers: Soils, Crops and Animals, all of which were contained in the previous curriculum specification. The format of the new agricultural science specification is based on learning outcomes rather than a list of content. Teachers are being supported in engaging with a specification in this format through the Support Services programme of Continuing Professional Development (CPD). Aligning relevant content from the old curriculum to that of the new specification will aid some teachers in their understanding of the learning outcomes and in turn enable them to identify where the various cross cutting themes would be applicable.

In January of this year, members of the NCCA Executive and officials from my Department met with the IASTA to discuss a submission from IASTA on issues regarding the specification for Agricultural Science.

At this meeting, IASTA welcomed the new specification, noting that for many students their first experience of agriculture is through their engagement with their Agricultural Science teacher. They raised concerns regarding the Individual Investigative Study component of the specification and about support material and the challenges teachers face when using learning outcomes to plan for teaching and learning in a high stakes environment.

They advised that they had a useful engagement with the State Examinations Commission (SEC) on some issues regarding the papers and that clarifications had been provided regarding aspects of the paper, and that these had been relayed to IASTA members.

I understand that IASTA wished to have the coursework element of the assessment process cancelled or made optional for the 2021 examinations. If this request had been acceded to, it would have raised very significant issues of equity and fairness, not only in this subject but in other subjects where there is a coursework requirement in the final assessment.

The adjusted assessment arrangements for post-primary students taking certificate examinations in the 2020/21 school year were designed to take account of the disrupted learning experienced by students. As schools have significant autonomy in determining how to sequence and pace learning for students in their schools, no centrally prescribed adjustment of the curriculum and courses of study would have been effective for students taking the certificate examinations in 2021. Consequently, the most appropriate way to reflect and take account of the challenges for students that have occurred in 2019/20 and 2020/21 was to incorporate adjustments to the certificate examinations in 2021.

Following my Department's meeting with IASTA in January, IASTA attended a meeting in February 2021 of an 'Agricultural Science in Practice Group' convened by the NCCA. The purpose of the 'Agricultural Science in Practice Group' is to be a forum that can be used to generate and collate early insights and authentic examples from practice of Agricultural Science as it is enacted in classrooms, and to publish these in an NCCA document.

Covid-19 Pandemic

Questions (949)

Seán Crowe

Question:

949. Deputy Seán Crowe asked the Minister for Education if each school in an area (details supplied) will receive CO2 monitors before the 2021-2022 academic year commences. [39485/21]

View answer

Written answers

Managing ventilation is just one of a suite of public health measures in place to keep our schools safe.

The Department has updated its guidance for schools on Practical Steps for the Deployment of Good Ventilation Practices in Schools.

This was done at the end of May and followed on from work done centrally by an expert group that was looking at the role of ventilation in managing Covid-19.

A copy of the guidance is published at www.gov.ie/en/publication/ad236-guidance-on-ventilation-in-schools/.

The over-arching approach in the guidance is for schools to have windows open as fully as possible when classrooms are not in use (e.g. during break-times or lunch-times and also at the end of each school day) and partially open when classrooms are in use.

The guidance outlines the role that Carbon Dioxide (CO2) monitors can play a part in providing a useful general indication that areas/rooms may not be adequately ventilated and can enable occupants to become familiar with the impact of activities, outdoor weather and window openings on levels of good ventilation.

In this regard, the Department is procuring a number of portable monitors which will be distributed to schools in August and September – between 2 and 20 at primary level and between 20 and 35 at post-primary level depending on school size. This will ensure that a CO2 monitor will be available for use in every classroom in Ireland, including those in Dublin South West.

School Admissions

Questions (950)

Seán Crowe

Question:

950. Deputy Seán Crowe asked the Minister for Education when she plans to hold the three-year review of the need for schools to open special education classes under the Education (Admission to Schools) Act 2018. [39486/21]

View answer

Written answers

As Minister, I have powers under Section 37A of the Education Act to direct a school to provide additional places but this power is only used as a last resort and where all reasonable efforts have failed.

This legal power to compel schools to provide additional places is only used where the following criteria apply:

- there is established need for additional places in an area

- it is considered that the schools involved in the Section 37 process have capacity to provide additional places and

- all reasonable efforts have been made to support these schools in making the required provision.

The legislation has been used twice to date. Firstly, in respect of the Dublin 15 area in 2019. Significant progress has been made in that area on foot of action taken under Section 37. A new special school was established and six schools agreed to open special classes thereby meeting the need for additional places in the area.

The legislation has been used for a second time in the South Dublin area in 2020. This legal process is still underway and it would not be appropriate for me to comment further at this stage.

However, I would like to reassure the Deputy that progress is being made and 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.

I can also reassure the Deputy that the local Special Education Needs Organisers (SENOs) continue to be available to assist and advise parents of children with special educational needs

In accordance with section 37A(21)(a) of the Education Act 1998 a review of the operation of section 37A of the 1998 Act Is scheduled to be initiated towards the end of this year and plans are being advanced in this regard.

Education Schemes

Questions (951)

Thomas Gould

Question:

951. Deputy Thomas Gould asked the Minister for Education the location of each of the 40 early start programmes currently operating in tabular form. [39490/21]

View answer

Written answers

Early Start Units are in operation in Cork, Limerick, Dublin, Galway, Louth, Waterford and Wicklow. The full list of schools that have an Early Start Unit are listed in the table below which includes location, county and the school’s roll number.

Roll No

Name of School

Location

County

17024I

Scoil Chroise Naofa

Mahon

Cork

18217B

Scoil Padre Pio National School

Churchfield

Cork

18587L

Scoil Mhuire Banrion

Mayfield

Cork

19714U

St. Mary's on the Hill

Knocknaheeny

Cork

20036J

North Presentation National School

Gerald Griffin St.

Cork

20038N

Scoil Aiseiri Chroist

Farranree

Cork

18968A

St. Malachy's National School

Edenmore

Dublin 5

19298J

Scoil Ide

Kilmore Road West

Dublin 5

13611D

Presentation National School

Warrenmount

Dublin 8

16786H

St Brigid's Primary School

The Coombe

Dublin 8

19302U

Virgin Mary National School

Ballymun

Dublin 9

18342E

St. Louise de Marillac National School

Ballyfermot

Dublin 10

18585H

Queen of Angels National School

Ballyfermot

Dublin 10

19197D

St. Kevin's Boy's National School

Barry Avenue

Dublin 11

19489Q

St. Finian's National School

Glenties Park

Dublin 11

19546C

St. Oliver Plunkett Junior National School

St. Helena's Drive

Dublin 11

20029M

St. Brigid's Infants National School

Wellmount Road

Dublin 11

20059V

Mother Of Divine Grace

Holy Faith National School

Dublin 11

18386B

Marist National School

Clogher Road

Dublin 12

20014W

St. Agnes National School

Armagh Road

Dublin 12

19545A

St. Patrick's Junior National School

Corduff

Dublin 15

19605P

Scoil Naomh Mhuire Junior National School

Blakestown

Dublin 15

19850F

Ladyswell National School

Ladyswell

Dublin 15

19524P

Our Lady Immaculate National School

Darndale

Dublin 17

19509T

Scoil Nano Nagle Junior National School

Bawnogue

Dublin 22

19569O

Neilstown National School

St. Peter Apostle JNS

Dublin 22

19743E

St. Bernadette's Junior National School

Quarryvale

Dublin 22

19652B

An Croi Ro Naofa Junior National School

Killinarden

Dublin 24

19702N

St. Thomas' Junior National School

Jobstown

Dublin 24

19641T

Scoil Colmcille Junior National School

Wyattville

Co. Dublin

19840C

Holy Family NS

Monkstown

Co. Dublin

19960M

St. John's National School

Ballybrack

Co. Dublin

17782E

Scoil Bhride

Shantalla

Galway

17737W

Our Lady Queen of Peace National School

Janesboro

Limerick

19667O

Our Lady of Lourdes National School

Rosbrien

Limerick

20184B

Galvone National School

Kennedy Park

Limerick

19247P

Redeemer Girls' National School

Ard Easmuinn

Co. Louth

19479N

Rathmullen National School

Rathmullen

Co. Louth

19511G

St. Saviour's Junior National School

Ballybeg

Waterford

19508R

St. Fergal's Junior National School

Ballywaltrim

Co. Wicklow

Education Schemes

Questions (952)

Thomas Gould

Question:

952. Deputy Thomas Gould asked the Minister for Education the reason applications for new early start programmes are closed; and when they will reopen. [39491/21]

View answer

Written answers

The Early Start programme was established in 1994, and is a one-year intervention to meet the needs of children aged between 3 years and 5 years who are at risk of not reaching their potential within the school system. It involves an educational programme to enhance overall development, help prevent school failure and offset the effects of social disadvantage.

Since the inception of Early Start, the early childhood education and care landscape has changed significantly with the introduction of the Early Childhood Care and Education (ECCE) scheme in 2010, and the extension of this scheme to a two-year programme in 2018. The ECCE scheme is under the remit of my colleague the Minister for Children, Equality, Disability, Integration and Youth, and officials of my Department and its agencies co-operate closely with that Department, particularly in relation to Síolta and Aistear , the national quality and curriculum frameworks for early years care and education.

While the ECCE scheme is the national universal two-year pre-school programme available to all children, the Early Start programme continues to run in 40 primary schools in designated areas of urban disadvantage, and has capacity for 1,620 children each year. Early Start units attached to primary schools are staffed by teachers and child care workers. The programme opens each year for new child enrolments.

School Transport

Questions (953)

Michael Ring

Question:

953. Deputy Michael Ring asked the Minister for Education the outcome of the calibrated measurement of a school transport route for a person (details supplied); if this pupil will qualify for school transport; and if she will make a statement on the matter. [39497/21]

View answer

Written answers

The School Transport Scheme is a significant operation managed by Bus Éireann on behalf of the Department. In the 2020/2021 school year over 114,100 children, including over 14,700 children with special educational needs, were transported on a daily basis to primary and post-primary schools throughout the country at a cost of over €224.7m in 2020.

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

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

Bus Éireann, who operate school transport on behalf of my Department, has advised that they carried out a calibrated measurement as requested on the distance from home to school for the child referred to by the Deputy, and have advised that the child in this case is residing 4.69 kms from their home to the school referred of attendance.

As the measurement remains under the distance criteria, the child referred to in this case in deemed concessionary for school transport to the school they are attending.

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