Written Answers Nos. 141-155
141. Deputy Bernard J. Durkan asked the Minister for Education the extent to which she remains satisfied that children and teachers are safely and adequately protected from Covid-19 throughout the autumn and winter months; and if she will make a statement on the matter. [45600/21]
View answerMy Department has always been guided by Public Health in relation to appropriate Covid-19 infection prevention and control measures that have been put in place in schools to operate safely and prevent the introduction of Covid-19 and also the onward of transmission of Covid-19 among the school community. These measures protect pupils/students, their parents and school staff and are very effective when adhered to.
My Department wrote to all schools in August providing details of the arrangements that are in place for this school year. These arrangements included the provision of CO2 monitors to assist schools with managing ventilation. Significant additional resources of €639m were put into schools in the last academic year to keep schools safe. These resources provided for additional principal release days for primary principals and deputy principals, expansion of teacher supply panels to provide for additional substitute requirements and additional teaching posts at post primary level to facilitate physical distancing measures in line with public health advice and these measures are remaining in place for this school year.
Each school is also required to have a COVID-19 Response Plan for the safe operation through the prevention, early detection and control of COVID-19 in line with public health advice. This guidance is focused on the practical steps schools must take to minimise the risk of transmission of infection, including physical distancing measures and reducing the risk of congregation of students. It is a matter for each individual school to implement these measures locally taking into account its individual circumstances such as school layout.
The infection prevention and control measures in place in schools have worked very effectively to prevent and control Covid-19 in schools. The Department will continue to work closely with public health officials and the education stakeholders in respect of the safe operation of schools during Covid-19.
142. Deputy Gary Gannon asked the Minister for Education the status of legislation to ensure an inclusive, relevant and age-appropriate sexual education programme for students following announcements made by her in May 2021; and if she will make a statement on the matter. [45720/21]
View answer169. Deputy Gary Gannon asked the Minister for Education when legislation will be brought forward to provide adequate, relevant and age-appropriate sexual education throughout Irish schools; and if she will make a statement on the matter. [45721/21]
View answerI propose to take Questions Nos. 142 and 169 together.
Access to sexual and health education is an important right for students. Social, Personal and Health Education (SPHE) is a mandatory curriculum subject in all primary schools and in post-primary Junior Cycle. Relationships and Sexuality Education (RSE) is required at all levels, from primary through to Senior Cycle.
All schools are required to have an RSE policy that is developed in consultation with the school community, including school management, parents, teachers and students as appropriate. The school’s programme for Relationship and Sexuality Education is developed and taught in the context of the school’s RSE policy. Schools are required to teach all aspects of the RSE programme, including family planning and sexual orientation. It is important to note that the ethos of the school should never preclude learners from acquiring the knowledge about the issues, but ethos may influence how that content is treated.
My Department continues to work closely with the NCCA to best give effect to the commitment in the Programme for Government to develop inclusive and age-appropriate RSE and SPHE curricula across primary and post-primary levels, including an inclusive programme on LGBTI+ relationships. The work of the NCCA draws on its report on the Review of Relationships and Sexuality Education in primary and post-primary schools, which was published in December 2019. Arising from recommendations in that report the NCCA has been publishing online learning resources to support teaching and learning linked to the current SPHE/RSE curriculum in schools. The resources in this online toolkit include guidance on how to create a more inclusive classroom. As well as these updated online learning resources the NCCA has recently began work on draft Junior Cycle SPHE specifications, with a draft of the updated specification planned to be available for consultation in early 2022. This will be followed by the redevelopment of the Senior Cycle and Primary curricula.
My Department continues to work closely with the NCCA to determine the approach to best give effect to the commitment regarding SPHE and RSE in the Programme for Government. Should any legislative changes be required in this context I am committed to making such changes.
143. Deputy Jennifer Murnane O'Connor asked the Minister for Education the status of the DEIS review and plans to extend the DEIS programme to schools (details supplied); and if she will make a statement on the matter. [45668/21]
View answerA key part of the DEIS Plan was the introduction of a new DEIS identification process based on an objective, statistics based model. In terms of the further extension of the DEIS Programme to more schools, an extensive body of work is being undertaken in terms of the refinement of this model, including data analysis and consultation with education partners.
Once the work on the refined DEIS ID model has been completed, all schools will be considered under this new refined model, including the school referred to by the Deputy.
Until then, it is not intended to extend the DEIS programme to any further schools.
144. Deputy Colm Burke asked the Minister for Education if additional supports will be made available to DEIS schools to assist them in the coming academic year following a prior year in which a significant amount of learning was done either remotely or through home-schooling; and if she will make a statement on the matter. [45573/21]
View answerDEIS – Delivering Equality of Opportunity in Schools is the main policy initiative of my Department to address educational disadvantage at school level.
In the 2021/22 academic year there are 884 schools in the DEIS Programme serving over 186,000 pupils - 687 Primary and 197 Post Primary.
My Department will spend over €150 million on the DEIS Programme in 2021, which includes some €26.07 million for the School Completion Programme.
The full list of supports available under the DEIS Programme for the 2021/22 school year is available on Gov.ie at the following link www.gov.ie/en/policy-information/4018ea-deis-delivering-equality-of-opportunity-in-schools/
I recently announced that a COVID Learning and Support Scheme (CLASS) has been put in place for the 2021/22 school year to help all schools mitigate the adverse impacts of Covid-19 on pupil/student learning loss and wellbeing arising from the periods of school closures in 2020 and 2021.
Under the programme, a block of additional teaching hours is being provided to each recognised school, from which schools can provide additional teaching support for the pupils/students who have experienced difficulties in settling back into school and engaging with learning.
The allocations of additional teaching hours are provided on a graduated and proportionate basis, based on school size, using the 2020/21 school enrolments data, as published on the Primary (POD) and Post Primary Online Databases (PPOD).
Enhanced allocations are also being provided for special schools and schools participating in the DEIS Programme. Schools may use the additional allocation of teaching hours in accordance with the needs of their students. This will enable schools to identify students most at risk of learning loss arising from the recent disrupted school experience and put in place specific targeted teaching supports to meet these students’ needs. The additional hours can be utilized by schools from October of this year, to the end of the 2021/22 school year.
Full detail of the programme is set out in Department circular 045/2021 which is available at www.gov.ie/en/circular/aec0a-covid-learning-and-support-scheme/.
145. Deputy Michael Moynihan asked the Minister for Education the status of the schools energy retrofit pathfinder programme including the planned measures; and if she will make a statement on the matter. [45673/21]
View answerMy Department and the Department of Environment, Climate and Communications established a jointly funded pathfinder programme with the SEAI, testing and demonstrating energy efficiency and decarbonisation retrofit approaches. This pathfinder is a great example of collaboration ensuring the deployment of new design approaches and technologies are introduced to the educational environment on an evidence based approach.
This Pathfinder programme is paving the way for, and informing, a much larger national schools’ programme for the energy retrofit of schools built prior to 2008 as included in the National Development Plan. It is facilitating research on a range of typical retrofit options, which will have been tried and tested. It is providing valuable development information for a solution driven delivery strategy which will be founded on a solid evidence base that has proven the robustness and scalability of renewable solutions within the schools’ sector.
Now in its fifth year, the pilot programme has completed retrofits in 39 schools across Ireland to date. This year sees six schools undergoing deep retrofit to a Building Energy Rating (BER) of B with renewable heating systems. Each school underwent a comprehensive assessment to ensure that the measures were suitable for that school and would deliver value to both the school and learnings for the national retrofit programme. The schools for the 2021 programme include:
- Coláiste Iósaef Community College, Kilmallock, Co. Limerick
- Cornafulla National School, Athlone, Co. Roscommon
- St. Laserian’s Special School, Carlow, Co. Carlow
- St. Mary’s Boys National School, Monaghan, Co. Monaghan
- St. Columba’s Comprehensive School, Glenties, Co. Donegal
- Maryfield College, Grace Park, Dublin 9
- The upgrades target a Building Energy Rating of B, 50% energy efficiency improvement and 50% emission reduction. The works will involve upgrades to doors and windows, insulation, lighting and heating upgrades as well as renewable technologies.
The Government’s Climate Action Plan will outline how energy efficiency and greenhouse gas emissions targets are to be achieved and is due to be published this year.
146. Deputy Paul McAuliffe asked the Minister for Education her progress to date in engaging with local schools to provide additional ASD classes at both primary and post-primary level in Dublin 9 and 11; and if she will make a statement on the matter. [45450/21]
View answerEnabling children with special educational needs to receive an education is a priority for this Government.
The level of investment in special education, at almost €2 billion, is at an all-time high.
An additional 269 special classes are being opened this school-year. This will bring the total number of special classes nationally to 2,118. The new classes provide 1,600 additional places, spread right throughout the country.
Two new special schools are also opening this year, one in Dublin and one in Cork.
Despite this unprecedented increase, I am very aware of the need for further specialist education places in a small number of areas, mainly concentrated in Dublin.
Currently, there are nineteen special classes for students with autism attached to mainstream primary and post-primary schools in Dublin 9 and 11, four of which opened this September. This also includes an Early Intervention class, providing placements for students in the area.
I acknowledge that any delay in securing a suitable school placement can cause much anguish for parents and families involved.
Delays can happen for a variety of reasons including, for example, assessment reports for children becoming available over the summer period while schools were closed. In other cases, parents may change their preference for a class placement and request that their child move from a mainstream class to a special class.
My Department and the NCSE have therefore put in place new planning structures and procedures to ensure sufficient places become available to meet local need. As new need emerges, there is a cohesive response available to ensure places become available in a timely and targeted way.
The willingness of school communities to open special classes is central to ensuring that every child can obtain a suitable placement. My Department and the NCSE can provide the necessary funding, teaching and SNA resources, professional supports and training so that the required special class places can be provided as soon as possible.
Special Educational Needs Organisers (SENOs) are working closely with parents and schools to address the needs of the Dublin 9 and 11 areas. My Department will support their work in any way necessary to ensure the required number of school places become available as quickly as possible.
147. Deputy Donnchadh Ó Laoghaire asked the Minister for Education if she will provide clear and uniform guidance to schools on the use of lockers for students to store books during the school day. [45693/21]
View answerDepartment guidance to schools in relation to infection prevention and control measures does not restrict the use of lockers by schools. Each school is required to have a COVID-19 Response Plan for the safe operation through the prevention, early detection and control of COVID-19 in line with public health advice. This guidance is focused on the practical steps schools must take to minimise the risk of transmission of infection, including physical distancing measures and reducing the risk of congregation of students, in public areas where lockers are usually located.
It is a matter for each individual school to implement these measures locally taking into account its individual circumstances such as school layout.
148. Deputy Thomas Gould asked the Minister for Education if her attention has been drawn to significant delays in the opening of a new special school in Carrigaline, County Cork, an appeal from the school due to understaffing and the fact that the school is now being forced to open without full completion of the outside garden and play areas. [45596/21]
View answerThe conversion of the Carrigaline Gaelscoil primary school building to a dedicated Special School involved significant construction and building renovation works. This work was undertaken during the months of July and August following the vacation of the Gaelscoil for the summer recess on June 25th 2021. The internal works were prioritised to ensure the school building was upgraded to create an environment suitable for the pupil’s physical, educational and sensory needs. These works have been successfully completed and the building is now available to the school community.
Similarly the external environment is specially designed to meet the needs of pupils. Due to unforeseen issues with availability of play equipment and materials, the external play areas are scheduled for completion in the last week of October. Every effort is being made to improve upon this date.
The staffing which has already been sanctioned by the National Council for Special Education (NCSE) for Carrigaline Community Special School has been recruited and currently comprises an Administrative Principal, 6 mainstream teachers and 11 Special Needs Assistants (SNAs). NCSE is working closely with the school to ensure that students are supported in their transition to the new school in accordance with their needs.
The enrolment for the 2021/22 school year is 32 students. The school will expand to 48 students over time and the staffing allocation will increase in line with the increased enrolment and in accordance with the students’ needs.
I can assure the Deputy that my Department and the NCSE will continue to work with the school authorities to ensure that it is fully operational as soon as possible.
149. Deputy Aindrias Moynihan asked the Minister for Education the progress that is being made in reviewing the current leaving certificate cycle; and if she will make a statement on the matter. [45583/21]
View answerBetween 2016 and 2020, the National Council for Curriculum and Assessment (NCCA) undertook an extensive review of senior cycle programmes and vocational pathways, to include Transition Year, the Leaving Certificate Applied, Leaving Certificate Vocational Programme and the Leaving Certificate Established.
The review involved a very broad range of research, consultations and communications with a wide range of stakeholders, on all aspects of review and redevelopment over a number of phases over the period of the review. The NCCA also commissioned external expertise to support the process, including the ESRI and the OECD.
The Advisory Report, maps out, in broad terms, an ambitious programme of work, which would enable the development and construction of the components that would make up a Framework for Senior Cycle and will involve further ongoing stakeholder engagement and consultation.
The NCCA’s Senior Cycle Review: Advisory Report has been submitted to my Department for consideration and will be published in the coming weeks.
My department is also aware of the significant impact of the Covid-19 pandemic on our education system over the past two years, including its impact on students who were due to take their Leaving Certificate examinations in those years. The systems of Leaving Certificate Calculated Grades and SEC-Accredited Grades which operated for Leaving Certificate 2020 and 2021 respectively were introduced to assist candidates in those years to progress on their journey to further or higher education, to apprenticeships or to the world of work. I expect that the lessons to be learnt from the pandemic will be considered and where appropriate, will assist in informing the redevelopment of Senior Cycle.
150. Deputy Brian Stanley asked the Minister for Education the progress made on the new building for a school (details supplied); and the estimated timeline for works. [45184/21]
View answerThe brief for the project referred to by the Deputy is to provide a new replacement school building designed for special needs pupils on a green field site. The project will deliver a single storey building, providing an 8 classroom special school and appropriate ancillary accommodation including a General Purpose room, a Home Economics Room, a Daily Living Skills room, library and resource area.
The major building project referred to by the Deputy has been authorised to progress to Stage 2b – Detailed Design which includes applications for all statutory consents, including Planning Permission, Disability Access Certificate and Fire Safety Certificate and also the preparation of tender documentation. The Planning Permission Application was received by the Local Authority on June 1st 2021. The Planning Authority has sought further information and the Design Team are finalising design proposals to deal with comments in the additional information request and hope to issue a response by the end of September.
Until the final grant of statutory applications has been received from the local authority, and the Stage 2(b) submission has been received by my Department for review, it is not possible to give a definitive timeline with regard to an expected on site date.
This major building project is included in my Department’s Construction Programme which is being delivered under the National Development Plan.
151. Deputy Aindrias Moynihan asked the Minister for Education the engagement to date with a school (details supplied) in progressing a new building and site identification; and if she will make a statement on the matter. [45582/21]
View answerMy Department is liaising with the school in question relating to a proposed site visit. Indicative dates have been proposed and my Department expects to be in a position to confirm a date to the school shortly.
In the meantime, my Department approved four additional temporary classrooms for the school and I understand that they are in the process of being constructed on site.
152. Deputy Louise O'Reilly asked the Minister for Education if funding will be allocated for the construction of a school (details supplied); and if she will make a statement on the matter. [45235/21]
View answerIn order to plan for school provision and analyse the relevant demographic data, this 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.
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.
New schools are established in response to demographic demand as identified through such analysis and a patronage process is then conducted, which takes into account parental preferences in relation to the patronage and language of instruction, i.e. Irish or English, of the new school. Parental preferences, as well as other considerations such as the extent of diversity of provision in an area (including Irish-medium provision), are key to the decision-making process and in relation to whether the new school would take the form of an Irish-medium Gaelcholáiste or whether, if English-medium, the school would include an Irish-medium unit or "Aonad".
The most recent projections for the Swords school planning area does not indicate a requirement for the establishment of a new post-primary school.
153. Deputy Christopher O'Sullivan asked the Minister for Education if she will reform the school transport scheme; and if she will make a statement on the matter. [45501/21]
View answerThe 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.
All children who are eligible for school transport and who completed the application and payment process on time for the 2021/22 school year will be accommodated on school transport services where such services are in operation. In addition all post-primary pupils who are otherwise eligible for school transport but are attending their second nearest school and who have applied and paid on time will be accommodated on school transport services where such services are in operation. This arrangement is in place for current school year pending completion of the full review of the School Transport Scheme.
Children who are not eligible for school transport may apply for transport on a concessionary basis only and are offered seats where capacity exists after all eligible children have been catered for.
My Department commenced a review of the School Transport Scheme in Februrary 2021. The review is being conducted with a view to examining the current scheme, its broader effectiveness and sustainability, and to ensure that the it serves students and their families adequately.
Following commencement of this review the Steering Group recently presented me with an initial interim report on eligibility with an examination of issues for mainstream pupils relating to the nearest and next nearest school. Following consideration of this report, I approved the extension of temporary alleviation measures for transport for post-primary students who are otherwise eligible for school transport but are attending their second nearest school and have applied and paid on time.
Wider considerations relating to operation of the scheme will take place in the next phase of the review which is now underway. The Steering Group will continue to report to me on an interim basis as the review progresses, with a view to presenting a final report with recommendations on the future operation of the Department’s School Transport Scheme.
154. Deputy Jackie Cahill asked the Minister for Education the status of the review of the senior cycle; and if she will make a statement on the matter. [45670/21]
View answerBetween 2016 and 2020, the National Council for Curriculum and Assessment (NCCA) undertook an extensive review of senior cycle programmes and vocational pathways, to include Transition Year, the Leaving Certificate Applied, Leaving Certificate Vocational Programme and the Leaving Certificate Established.
The review involved a very broad range of research, consultations and communications with a wide range of stakeholders, on all aspects of review and redevelopment over a number of phases over the period of the review. The NCCA also commissioned external expertise to support the process, including the ESRI and the OECD.
The Advisory Report, maps out, in broad terms, an ambitious programme of work, which would enable the development and construction of the components that would make up a Framework for Senior Cycle and will involve further ongoing stakeholder engagement and consultation.
The NCCA’s Senior Cycle Review: Advisory Report has been submitted to my Department for consideration and will be published in the coming weeks.
My department is also aware of the significant impact of the Covid-19 pandemic on our education system over the past two years, including its impact on students who were due to take their Leaving Certificate examinations in those years. The systems of Leaving Certificate Calculated Grades and SEC-Accredited Grades which operated for Leaving Certificate 2020 and 2021 respectively were introduced to assist candidates in those years to progress on their journey to further or higher education, to apprenticeships or to the world of work. I expect that the lessons to be learnt from the pandemic will be considered and where appropriate, will assist in informing the redevelopment of Senior Cycle.
155. Deputy Alan Farrell asked the Minister for Education the status of the work being carried out to reduce the use of workbooks in schools and encourage greater reuse or rental of schoolbooks; and if she will make a statement on the matter. [45432/21]
View answerMy Department provides a book grant to all recognised primary and post primary schools within the Free Education Scheme in order to provide assistance for books including Book Rental Schemes. Under this scheme, the Department provided funding of €17.2 million in 2021 to all of these schools.
School book rental schemes have an important role to play in reducing the cost of school books for parents and in order to support the establishment of book rental schemes my Department provided €15.7 million seed capital in 2014, 2015 and 2016 to primary schools. Circa. 96% of primary schools and 69% of post-primary schools operate a book rental scheme.
It is a matter for the Board of Management of each individual school to decide on its own policy in relation to the use of book grant funding in the school but they are expected to adopt a cost-conscious approach to the selection of books for use in their classes. The current arrangement relies on the local knowledge of the school in order to ensure a fair allocation of funds to those most in need.
Additional funding of €1million provided under Budget 2020 was allocated to 102 Primary DEIS schools for a new pilot programme for the 2020/21 school year. I have recently secured funding to continue this for the 2021/22 school year.
The aim of this pilot is to provide free school books for students in the schools involved, and to support these schools in eliminating the cost of school books for parents. It will continue to run for the 2021/22 school year and it’s effectiveness and impact will be monitored and evaluated before any decision is made as regards its possible extension or continuation. Under Circular 46/2013, DEIS schools receive a book grant of €21 per student. This pilot provided an additional €64 per student to increase the overall book grant rate to €85 per student enrolled in the school. This additional funding has issued to schools.
My Department does not hold information in relation to the cost of school books but an indicative estimate of providing free primary and secondary school books to all pupils across all fully publicly funded schools based on a survey by Barnardos is €40m.
The Department is also continuing to progress the Education (Student and Parent Charter) Bill through the Houses of the Oireachtas. The Bill has been passed by the Seanad and last July passed second stage in the Dáil. The overall aim of the Bill is to improve the level of engagement between the school community by inviting feedback, comment and observation from students and parents and by further developing a listening culture in schools. One of the key concepts of the Bill is the need for a school to consult with the school community on individual school plans, policies and activities.
This approach will help ensure that the various views of staff, students and parents will be heard and responded to by schools on policies and issues including back to school costs. The Bill also provides for schools to provide financial information to students and parents, including information regarding voluntary contributions and how they are spent.
