Written Answers Nos. 246-265
246. Deputy Paul Donnelly asked the Minister for Education if she will seek State funding to the yellow flag programme run by an organisation (details supplied) to build a culturally competent and inclusive school environment. [49109/21]
View answerThe funding of the Irish Traveller Movement’s Yellow Flag project is awarded through the Asylum Migration and Integration Fund, which is a matter for the Minister for Children, Equality, Disability, Integration and Youth. I understand the Deputy has put a similar question to Minister O'Gorman.
The role of the school is to provide an appropriate education for all its pupils. A stable, secure learning environment is an essential requirement to achieve this goal. Schools have autonomy in choosing the resources and programmes that best support the work within their own classrooms.
The Yellow Flag programme aims to support primary and secondary schools to become more inclusive of all cultures and ethnicities, celebrate diversity and challenge racism and discrimination. While respecting schools' autonomy to participate in such programmes, my Department has introduced a number of measures to assist schools in this matter.
My Department's ‘Wellbeing Policy Statement and Framework for Practice (2019)' acknowledges that schools provide opportunities to develop friendships and to respectfully encounter diversity and access support structures. The policy promotes the provision of a whole-school approach at both primary and post-primary level to supporting wellbeing, an approach that has been found internationally to produce a wide range of educational and social benefits for individual children and young people, including increased inclusion, greater social cohesion, increased social capital and improvements to mental health.
Last month, I attended the Oireachtas Joint Committee on Education, Further and Higher Education, Research, Innovation and Science recently to provide an update on a number of issues including the measures that are being taken to prevent and tackle bullying in schools.
During my appearance at the Joint Committee, I announced that my Department will commence a review of my Department’s 2013 Action Plan on Bullying and the 2013 Anti-bullying Procedures for Primary and Post-primary Schools.
This review will take account of developments and relevant research since the action plan and procedures were published in 2013 and will specifically consider areas such as cyber bullying and gender identity bullying. The procedures will continue to make clear that the definition of bullying behaviour includes identity-based bullying such as racist bullying.
This work will involve significant consultation and collaboration across my Department, with other Government Departments and Bodies including the Ombudsman for Children, and will also involve consultation with a broad range of education stakeholders, including parents and students.
I also announced that during this school year, my Department’s Inspectorate is prioritising monitoring and gathering information about the implementation of anti-bullying measures in schools across all its inspection types.
As part of this work, the Inspectorate will also identify and report on examples of effective practice in relation to preventing and tacking bullying in schools. This will help provide evidence of the type of bullying that is occurring in our schools and examples of approaches that can be successful in dealing with it. An important part of the Inspectorate’s work will be a focus on the priority actions of schools in relation to promoting a positive school culture and climate.
My Department will continue to address the areas of anti-racism, identity-based bullying and cultural awareness through a suite of supports including the recently revised Stay Safe Programme and the Continuing Professional Development (CPD) to teachers at Primary and Post-Primary level and in initial teacher education. It will ensure that such programmes enable teachers to deal with teaching and learning needs of all students from all cultural backgrounds and provide support for pedagogical practices that promote inclusion.
In addition, curriculum at both primary and post-primary aims to foster inclusivity where equality and diversity are promoted. The Primary Curriculum acknowledges the importance of a balanced and informed awareness of the diversity of peoples and environments in the world. Such an awareness helps children to understand the world and contributes to their personal and social development as citizens of a global community. The curriculum promotes tolerance and respect for diversity in both the school and the community. The Social Personal and Health Education Curriculum (SPHE) supports students learning in the areas of inclusion, diversity and counter racism. The SPHE content is complemented by the work carried out in social, environmental and scientific education (SESE) at primary SESE enables the child to live as an informed and caring member of local and wider communities.
Under the Framework for Junior Cycle, there are twenty four statements of learning which should inform the programme designed by all schools. One of these statements is: (The student) appreciates and respects how diverse values, beliefs and traditions have contributed to the communities and culture in which she/he lives. This junior cycle short course in CSPE focuses on supporting students in become active citizens through their learning in three strands: Rights and responsibilities, Global citizenship, and Exploring democracy.
As part of the Departments ongoing curricular reform consideration of issues in relation to inclusivity/diversity etc. will be considered as part of the ongoing reviews in relation to the primary curriculum and senior cycle at post-primary.
In 2019, the NCCA published a curriculum audit on Traveller history and culture. The audit identified areas across the curriculum where teachers could teach about aspects of Traveller history and culture. The audit addressed the curriculum from Early Years, Primary and Post-Primary. The audit is available at: ncca.ie/media/4613/travellerculturehistory.pdf
Progression of the findings commenced with the appointment of a full-time NCCA Education Officer in September 2020. The work of the NCCA on traveller culture and history arising from the audit will continue into 2022.
247. Deputy Seán Canney asked the Minister for Education the progress that is being made regarding the review of the school bus service; when the review will be completed; and if she will make a statement on the matter. [49143/21]
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.
My Department commenced a review of the School Transport Scheme in February 2021. The review is being conducted with a view to examining the current scheme, its broader effectiveness and sustainability, and to ensure that it serves students and their families adequately. The review encompasses the School Transport Scheme for Children with Special Educational Needs and the Primary and Post-Primary School Transport Schemes in terms of how each element of the schemes currently operate, to include eligibility criteria, trends, costs and cost drivers, and overall effectiveness in meeting the objectives of the schemes. The review will also examine the potential for integration of different strands of the scheme and a more co-ordinated approach with other Government Departments that also use transport services.
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 are now taking 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.
248. Deputy Pauline Tully asked the Minister for Education if she will consider raising the amount paid to parents for the special school transport grant in view of the rising cost of fuel and insurance; and if she will make a statement on the matter. [49151/21]
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.
The purpose of the Department's School Transport Scheme for Children with Special Educational Needs is, having regard to available resources, to support the transport to and from school of children with special educational needs arising from a diagnosed disability.
In general, children with special educational needs are eligible for school transport if they are attending the nearest school that is resourced to meet their special educational needs. Eligibility is determined following consultation with the National Council for Special Education through its network of Special Education Needs Organisers (SENO).
A Special Transport Grant (STG) towards the cost of private transport arrangements may be provided to families of eligible children in situations where:
- Bus Éireann is not in a position to provide a transport service
- a child's age, behavioural difficulties or medical needs are such as to make the provision of a transport service impracticable;
- an escort is considered necessary and the provision of such support is not feasible;
the cost of establishing/maintaining a service is considered prohibitive.
The rate of grant payable is calculated at 39.12 cent per kilometre from home to school for the first 6,437 kilometres and 21.22 cent per kilometre thereafter. Payment is based on the number of days that the families provided transport for their children.
There are no plans currently to increase the rate of payment for the STG.
The Deputy may be aware that my Department commenced a review of the School Transport Scheme in February 2021. The review is being conducted with a view to examining the current scheme, its broader effectiveness and sustainability, and to ensure that it serves students and their families adequately.
Wider considerations relating to operation of the scheme are taking place in the current 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.
249. Deputy Pauline Tully asked the Minister for Education if she will meet with an organisation (details supplied) to discuss the way a programme could become embedded into national education policy; and if she will make a statement on the matter. [49157/21]
View answerThe role of the school is to provide an appropriate education for all its pupils. A stable, secure learning environment is an essential requirement to achieve this goal. Schools have autonomy in choosing the resources and programmes that best support the work within their own classrooms.
The Yellow Flag programme aims to support primary and secondary schools to become more inclusive of all cultures and ethnicities, celebrate diversity and challenge racism and discrimination. While respecting schools' autonomy to participate in such programmes, my Department has introduced a number of measures to assist schools in this matter.
My Department's ‘Wellbeing Policy Statement and Framework for Practice (2019)' acknowledges that schools provide opportunities to develop friendships and to respectfully encounter diversity and access support structures. The policy promotes the provision of a whole-school approach at both primary and post-primary level to supporting wellbeing, an approach that has been found internationally to produce a wide range of educational and social benefits for individual children and young people, including increased inclusion, greater social cohesion, increased social capital and improvements to mental health.
Last month, I attended the Oireachtas Joint Committee on Education, Further and Higher Education, Research, Innovation and Science recently to provide an update on a number of issues including the measures that are being taken to prevent and tackle bullying in schools.
During my appearance at the Joint Committee, I announced that my Department will commence a review of my Department’s 2013 Action Plan on Bullying and the 2013 Anti-bullying Procedures for Primary and Post-primary Schools.
This review will take account of developments and relevant research since the action plan and procedures were published in 2013 and will specifically consider areas such as cyber bullying and gender identity bullying. The procedures will continue to make clear that the definition of bullying behaviour includes identity-based bullying such as racist bullying.
This work will involve significant consultation and collaboration across my Department, with other Government Departments and Bodies including the Ombudsman for Children, and will also involve consultation with a broad range of education stakeholders, including parents and students.
I also announced that during this school year, my Department’s Inspectorate is prioritising monitoring and gathering information about the implementation of anti-bullying measures in schools across all its inspection types.
As part of this work, the Inspectorate will also identify and report on examples of effective practice in relation to preventing and tacking bullying in schools. This will help provide evidence of the type of bullying that is occurring in our schools and examples of approaches that can be successful in dealing with it. An important part of the Inspectorate’s work will be a focus on the priority actions of schools in relation to promoting a positive school culture and climate.
My Department will continue to address the areas of anti-racism, identity-based bullying and cultural awareness through a suite of supports including the recently revised Stay Safe Programme and the Continuing Professional Development (CPD) to teachers at Primary and Post-Primary level and in initial teacher education. It will ensure that such programmes enable teachers to deal with teaching and learning needs of all students from all cultural backgrounds and provide support for pedagogical practices that promote inclusion.
In addition, curriculum at both primary and post-primary aims to foster inclusivity where equality and diversity are promoted. The Primary Curriculum acknowledges the importance of a balanced and informed awareness of the diversity of peoples and environments in the world. Such an awareness helps children to understand the world and contributes to their personal and social development as citizens of a global community. The curriculum promotes tolerance and respect for diversity in both the school and the community. The Social Personal and Health Education Curriculum (SPHE) supports students learning in the areas of inclusion, diversity and counter racism. The SPHE content is complemented by the work carried out in social, environmental and scientific education (SESE) at primary SESE enables the child to live as an informed and caring member of local and wider communities.
Under the Framework for Junior Cycle, there are twenty four statements of learning which should inform the programme designed by all schools. One of these statements is: (The student) appreciates and respects how diverse values, beliefs and traditions have contributed to the communities and culture in which she/he lives. This junior cycle short course in CSPE focuses on supporting students in become active citizens through their learning in three strands: Rights and responsibilities, Global citizenship, and Exploring democracy.
As part of the Departments ongoing curricular reform consideration of issues in relation to inclusivity/diversity etc. will be considered as part of the ongoing reviews in relation to the primary curriculum and senior cycle at post-primary.
In 2019, the NCCA published a curriculum audit on Traveller history and culture. The audit identified areas across the curriculum where teachers could teach about aspects of Traveller history and culture. The audit addressed the curriculum from Early Years, Primary and Post-Primary. The audit is available at: ncca.ie/media/4613/travellerculturehistory.pdf
Progression of the findings commenced with the appointment of a full-time NCCA Education Officer in September 2020. The work of the NCCA on traveller culture and history arising from the audit will continue into 2022.
250. Deputy Paul Kehoe asked the Minister for Education if she is considering returning school transport to full capacity; and if she will make a statement on the matter. [49159/21]
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.
Planning for school transport for the 2021/22 school year has proceeded on the basis that the public health measures in place as schools closed at the end of the last school year would remain as term began in this new school year. This includes the recommendations from Public Health that post-primary services would operate at 50% capacity. All other measures relating to hygiene, pre-assigned seating, cleaning and the wearing of masks by post-primary students are also in place. However, as the vaccination programme for children on post-primary services is rolled out and as the lifting of restrictions on public transport services proceeds, the capacity limit of 50% on post-primary school transport services will be subject to ongoing review and the Department will be considering the position in this regard over the coming weeks.
251. Deputy Colm Burke asked the Minister for Education the reason home tuition has not yet been sanctioned for a pupil (details supplied); when it is likely to be sanctioned given that this tutorage is essential for the pupil; and if she will make a statement on the matter. [49165/21]
View answerMy officials have advised that the home tuition grant application in question was sanctioned.
Correspondence to this effect issued to the applicant on the 6th October 2021. The child has been granted the maximum number of hours available under the scheme.
252. Deputy Pauline Tully asked the Minister for Education if an autism spectrum disorder, ASD, unit will be provided at a school (details supplied); the timetable for this to be announced; and if she will make a statement on the matter. [49185/21]
View answerMy Department generally include a Special Education Needs (SEN) Base in all new schools, as well as replacement school buildings and major extensions.
The National Council for Special Education (NCSE) has a statutory function to plan and co-ordinate the provision of education and support services to children with special educational needs, in consultation with the relevant education partners and the Health Service Executive. This includes the establishment of special class and special school placements in various geographical areas where there is an identified need.
In deciding where to establish a special class in an area, the NCSE takes account of the current and projected demand and the available school accommodation both current and planned. The Council ensures that schools in an area can, between them, cater for all children who have been identified as needing special class placements.
When the NCSE sanction a special class in a school, the school can apply to my Department for capital funding to accommodate the class under the Additional School Accommodation scheme.
My Department has not received an application for an ASD unit from the school in question but has recently approved funding for the provision of permanent additional accommodation for mainstream and resource teaching in the school. The NCSE has confirmed that there is available places in ASD special classes in the Milltown area for September 2022 and if there is a demand for additional places, the NCSE will be in contact with the school authority in question.
253. Deputy Paul McAuliffe asked the Minister for Education her plans to deal with the lack of second level teachers in Dublin city and county; and if she will make a statement on the matter. [49204/21]
View answerI am aware that in recent years school management bodies, school leaders and teacher unions have reported that some schools, including in Dublin city and county, are experiencing difficulties in recruiting teachers, particularly substitute teachers at both primary and post-primary levels and teachers of certain subjects at post-primary level.
In response to these difficulties in March 2018, the Teacher Supply Steering Group, chaired by the Secretary General of my Department, was established. The Steering Group is leading on the identification of issues, the development of a programme of actions on teacher supply and overseeing its implementation. It is supported by an Implementation Group and a number of working groups which are considering specific areas of policy.
The Teacher Supply Action Plan, published in November 2018, includes a range of actions under four policy headings: data/research to support teacher supply planning; higher education; policies and arrangements impacting on teacher supply; and communications / promotion of the teaching profession.
A number of measures have been put in place to increase the supply of teachers at post-primary level, particularly in subjects where difficulties in recruitment have been reported.
Following engagement with the Higher Education Authority (HEA), higher education institutions (HEIs) put in place new post-primary initial teacher education (ITE) undergraduate programmes in 2019 and 2020 in priority subject areas, including mathematics, modern foreign languages, computer science and Irish.
In addition the HEA, on behalf of my Department, issued a call to ITE providers for proposals for programmes to upskill registered teachers in targeted post-primary subjects (Spanish, mathematics and physics). The programmes, which commenced in January 2021, will run over two years on a part-time, flexible basis. There is no fee charge for participating teachers.
Earlier this year I, along with my colleague Minister Harris, announced an additional programme to upskill teachers in Irish, to begin in 2022. My Department is currently engaging with the HEA in regard to a call to ITE providers for the provision of this programme.
A number of measures have been taken by education partners which are aimed at matching teachers with teaching vacancies. Turasabhaile , a service developed by the post-primary school management bodies and the National Association of Principals and Deputy Principals, matches registered teachers, resident abroad with post-primary vacancies in schools here at home. The Irish Primary Principals’ Network is also developing a new central portal for the recruitment of teachers to long-term positions in both primary and post-primary schools. It is anticipated that this portal will be available to schools and teachers in the coming months.
In November 2019, my Department published a technical report “Developing a Teacher Demand and Supply Model for Ireland 2020-2036”. The report was updated in May 2021 with projections of teacher demand and supply to 2038. Ultimately, the intention is to establish a robust data based model for the effective projection of future teacher demand and supply across the school system.
The report projects that, at post-primary level, the demand for teachers, on a no policy change basis, will follow a largely downward trend to 2032. It is important to note that the report’s projections are based on high level demographics and to demonstrate trends in demand and supply. Work is ongoing in my Department to produce projections of post primary teacher demand and supply on a subject level basis to inform future teacher supply planning.
The various measures to support teacher supply are underpinned by the Teaching Transforms campaign, which promotes the teaching profession and encourages students to follow a career in teaching. The campaign uses digital, radio and video media, and is supported by a dedicated webpage, www.gov.ie/teachingtransforms .
My Department will continue, with the cooperation of the education partners, to develop and implement measures to support the supply of teachers to our schools.
254. Deputy Paul McAuliffe asked the Minister for Education her plans to reinstate a supply panel of substitute teachers at primary level in Dublin city and county; and if she will make a statement on the matter. [49205/21]
View answer258. Deputy Paul McAuliffe asked the Minister for Education her plans to establish supply panels on a nationwide basis; and if she will make a statement on the matter. [49219/21]
View answerI propose to take Questions Nos. 254 and 258 together.
As part of the COVID-19 supports provided to schools in 2020, additional funding of €41.2 million was allocated to provide primary schools with substitute staff.
This funding allowed for the expansion of the Substitute Teacher Supply Panel from a pilot scheme consisting of 6 base schools to 132 Substitute Teacher Supply Panels nationwide, with almost 380 newly appointed Supply Panel teachers employed, providing substitute cover to over 2,500 schools across the country. Primary schools have been informed that the Supply Panel Scheme will continue for the 2021/22 school year.
The scheme provides more certainty on the availability of substitutes for primary schools and allows for substitutions that are not covered by existing schemes.
255. Deputy Paul McAuliffe asked the Minister for Education her plans to reduce class sizes at primary level; and if she will make a statement on the matter. [49206/21]
View answerUnder the Programme for Government there is a commitment to make further progress in reducing the pupil teacher ratios in primary schools.
As part of the Budget 2021 measures, the Government have delivered on this commitment by the announcement of a 1 point change to the primary staffing schedule and the introduction of a three point reduction in the number of pupils needed to retain a teacher. For the 2021/22 school year the staffing schedule is on the basis of 1 teacher for every 25 pupils. This Budget improvement has resulted in the lowest pupil teacher ratio ever at primary school.
The latest figures in relation to pupil teacher ratio shows an improved ratio of teachers to pupils from 16:1 to 14.5:1 at primary level when comparing the 2015/16 school year to the 2020/21 school year. This compares favourably with the OECD pupil teacher ratio which is 1:15. In the same period the staffing schedule improved from 28:1 to 25:1 for this school year.
Average class sizes improved from 24.9 to 23.3 in the same period. The most recent budget announcement will continue the positive trend of improving class sizes for this school year, and statistics on this will be published later in the year.
The staffing schedule which now stands at a new historical low will also help to ensure better teacher retention in primary schools while also ensuring that less pupils are required to retain or recruit a teacher.
Any further improvement will be considered in the context of the annual budgetary process.
256. Deputy Paul McAuliffe asked the Minister for Education the progress to date in restoring middle management positions at primary level; and if she will make a statement on the matter. [49207/21]
View answerI recognise the key role school leadership has in promoting a school environment which is welcoming, inclusive and accountable.
In total 1700 additional leadership posts have been invested in our primary schools since the lifting of the moratorium on posts of responsibility in 2017, which has led to 1 in 3 teachers now holding promoted positions.
The Department has committed to annually revising the allocation of Posts of Responsibility to take into account retirements during the school year which ensures that the current level of Posts of Responsibility are maintained in the school system. The most recent update for the current school year is available on the Department's website (Circular 0025/2021).
257. Deputy Paul McAuliffe asked the Minister for Education her plans to increase the capitation grant per pupil; and if she will make a statement on the matter. [49218/21]
View answerI understand the need for improved capitation funding and I am pleased that budget 2020 has been able to provide for a further 2.5% increase in standard capitation funding for primary and post-primary schools that applied from the start of the 2020/21 school year. This builds on the 5% increase in capitation announced in budget 2019.
The combined increases given in 2019 and 2020 mean that circa 40% restoration has been achieved.
All schools have received the benefit of the capitation increases awarded to date. It is my intention to seek funding for further capitation increases in future budgets.
259. Deputy Joe McHugh asked the Minister for Education the timeframe for the commencement and progression of the deep energy retrofit for schools built prior to 2008 to deliver on 2030 and 2050 climate action targets; the mechanism that will be in place for schools to submit applications as part of the Government commitment to the €4.4 billion National Development Plan 2021-2025; and if she will make a statement on the matter. [49224/21]
View answerThe National Development Plan 2021-2030 which was published on 4th Oct 2021, provides capital funding of over €4.4bn for investment in school infrastructure during the period 2021 to 2025.
During the period 2021 to 2025, the NDP allocation for the School Education sector will provide for
- an average of 150 to 200 school building projects will be delivered annually over the period 2021 to 2025 to provide necessary additional capacity and support the modernisation of existing school facilities including as much as possible future proofing from a climate action perspective.
- proactively catering for special needs requirements with a particular emphasis at post-primary level
- a strengthened focus on refurbishment of existing school stock as part of underpinning the transition of the school system to an era of Net Zero carbon by 2050. This includes a school laboratory build and modernisation programme, a PE build and modernisation programme and the commencement and progression of a deep energy retrofit programme
- continuation of the embedding of digital technologies in teaching, learning and assessment
There continues to be a strong Climate Action dimension to the additional/modernisation programme.
My 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 with work in an additional six schools presently underway for delivering 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 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, this will inform future development and delivery of the pathfinder programme.
260. Deputy Aengus Ó Snodaigh asked the Minister for Education the reason for the recent decision by her Department to stop allowing banking special education teacher hours lost by lack of substitute availability to cover special education teacher absences given that special education teacher hours have never been returned to pre-austerity levels; and if her attention has been drawn to the difficulties this change will cause for primary schools in disadvantaged areas in particular. [49225/21]
View answerAmong the COVID-19 supports provided for the 2020/21 school year, additional measures for the provision of substitution were introduced. The Substitute Teacher Supply Panel was extended and currently almost 380 newly appointed Supply Panel teachers are employed, providing substitute cover to over 2,500 schools across the country. These substitute Supply Panels are not the sole means whereby schools source substitutes but are set up to work alongside the existing methods of sourcing substitute teachers such as through a school’s own panel of regular substitutes or the national substitution portal service "Sub Seeker", operated by IPPN.
As a measure of last resort, schools were permitted to use non-mainstream class teachers last year to provide cover for teacher absences in limited circumstances. Due to the successful roll out of the vaccination programme, teacher absences due to Covid-19 should be reduced this year. Therefore using non-mainstream class teachers should no longer be necessary and schools should revert to using the normal sequence of filling substitute positions and should plan to ensure access to substitutes in this manner. This will ensure that the disruption to teaching and learning provided by non-classroom teachers will be avoided.
DES Circular 0013/2017 for primary schools set out the details of the model for allocating special education teachers to schools. DES Circulars 0072019 set out how the allocations for schools are being updated from September 2019.
The Special Education Teacher allocation process provides a single unified allocation for special educational support teaching needs to each school, based on each school’s educational profile. Under the allocation model, schools are provided with a total allocation for special education needs support based on their school profile. The provision of a profiled allocation is designed to give a fairer allocation for each school which recognises that all schools need an allocation for special needs support, but which provides a graduated allocation which takes into account the actual level of need in each school.
Under the allocation model schools are frontloaded with resources, based on each school’s profile, to provide supports immediately to those pupils who need it without delay. This reduces the administrative burden on schools as schools no longer have to complete an application process annually and apply for newly enrolled pupils who require resource hours. Children who need support can have that support provided immediately rather than having to wait for a diagnosis. In order to minimise disruption for schools, in the current circumstances, and to provide for continuity of allocations, the Minister for Education and the Minister for Special Education and Inclusion have agreed to maintain the existing Special Education Teacher Allocations for schools for the 2021/22 school year, with re profiled allocations now due to be made from September 2022.
Additional allocations will continue to be made for new schools, schools which achieve developing status, or for exceptional circumstances arising in schools, in the interim. Schools who qualify for additional mainstream developing school posts in accordance with these criteria also qualify for additional Special Education Teaching Allocations to take account of this developing status. It is also acknowledged that there are some circumstances, which may arise in schools, which fall outside the allocations for developing school status. These relate to exceptional or emergency circumstances which could not have been anticipated e.g. where the school profile changes very significantly, or where other exceptional circumstances have arisen in a school and which may require a review of schools capacity to provide additional teaching support for all pupils who need it in the school, or of their utilisation of their allocations. A process is available where schools can seek a review of their allocations by the National Council for Special Education (NCSE), including the utilisation of their allocations, in circumstances where a school considers that very exceptional circumstances have arisen subsequent to the development of the profile. If a school wishes to make an exceptional needs review, they may do so at the following link: www.nsce.ie/for-schools
261. Deputy Fergus O'Dowd asked the Minister for Education if queries raised by a person (details supplied) in respect of a bus escort query will receive a response; and if she will make a statement on the matter. [49239/21]
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.
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.
School Transport Section funds schools for the employment of Bus Escorts at the end of each school year by way of advance grant payment for the next school year. The Board of Management of the school to which the escort grant has been allocated has responsibility for employing the escort.
As most transport services (routes) serve more than one school, it was decided by the Department to allocate escorts on transport to the schools with the largest number of pupils travelling on a particular route. Thus the escort is responsible for the supervision of all pupils travelling on transport to special schools and classes, not just the school of which the escort is an employee.
School Transport Section has been provided with the Escort's timetable and has reviewed the funding provided to the school for the escort and based on this information, the Department is satisfied that sufficient funding is provided to the school for funding the escort for the hours of duty on board the school transport service .
Any further queries the school or escort in question may have can be directed to School Transport Section.
262. Deputy Francis Noel Duffy asked the Minister for Education if her Department will undertake a full technical inspection to consider the current state of a school building (details supplied); and if she will make a statement on the matter. [49240/21]
View answerAn application under my Department’s Additional School Accommodation (ASA) Scheme was received from the school referred by the Deputy. The purpose of the ASA scheme is to ensure that essential mainstream classroom and Special Education Needs (SEN) accommodation is available to cater for pupils enrolled each year, where the need cannot be met by the school’s existing accommodation.
The main focus of resources over the last decade and for the coming period is on provision of additional capacity to cater for increasing demographics. The second half of the National Development Plan will see an increasing focus on the upgrade and refurbishment of the existing school stock.
Once the application has been assessed which shall include any necessary technical assessment, the school authority will be contacted directly with a decision.
263. Deputy Chris Andrews asked the Minister for Education if a person (details supplied) will be granted a transfer to a school in order that they can avail of a place in its ASD unit. [49243/21]
View answerEnabling 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.
The National Council for Special Education (NCSE) has responsibility for coordinating and advising on the education provision for children nationwide. The NCSE, through their local Special Educational Needs Organiser (SENO) network, is available to support both families and schools regarding a suitable placement.
As the query refers to an individual placement case, I will arrange to have it referred to the NCSE for their attention and direct reply.
264. Deputy Bríd Smith asked the Minister for Education the status of the opening of autism classes (details supplied) in Dublin 12; the expected date for opening autism classes in each of these locations; and if she will make a statement on the matter. [49246/21]
View answer266. Deputy Patrick Costello asked the Minister for Education when ASD classes are set to open in schools (details supplied). [49268/21]
View answer269. Deputy Aengus Ó Snodaigh asked the Minister for Education the reason for the delay in opening autism classes in schools (details supplied) in Dublin 12; and when they are now expected to open. [49297/21]
View answer270. Deputy Joan Collins asked the Minister for Education if she will address a matter regarding the delay to agreed autism classes in schools (details supplied). [49307/21]
View answerI propose to take Questions Nos. 264, 266, 269 and 270 together.
Updates in respect of the four schools referred to by the Deputy are as follows:
St Damien's, RN 19943M
This school was granted approval for conversion works and a partial new build to create a 1 class SEN Base in March 2021 under the Additional Accommodation Scheme 2021. It is currently at design stage and the School Authorities and their Design Team are to submit a design plan and costings to the Department for assessment. It is at the moment too early to predict when the build will commence and when the class will be open for students.
Marist School, RN 18386B
An Additional Accommodation project that includes a two classroom special needs unit and one WCAU was approved at the school. The most recent contact from the school sought an increase in Design Team fees which is being reviewed by the Department and a response will issue to the school when the review has been completed. The project is at an early stage of the design process and it is not possible at this point to give an estimation of project completion.
Holy Spirit JNS, RN 20463F
An Additional Accommodation project that includes a one classroom special needs unit was approved at the school and the project was approved to proceed to construction stage. Some issues emerged subsequently at Design Team and approved contractor level and a solution was implemented. The project is being delivered by the school authority and the Department subsequently advised the school as to how the project should be progressed. The school has advised that the project is currently being re-tendered and construction companies have until the 18th October to respond to the invitation to re-tender. An estimated completion date will be available once a contractor has been appointed.
Scoil Una Naofa, RN 20488V
My Department has been in contact with the school in question in the context of the school establishing a special class. The school has indicated that it will furnish an application for grant to the Department to facilitate the establishment of the class. The application will be considered when received and a decision will be conveyed to the school authority subsequently.
265. Deputy Bernard J. Durkan asked the Minister for Education the extent to which projects that fall within the aegis of her Department and are within the revised National Development Plan are at an advanced stage at present or are in course thereof; the extent to which preliminary work has taken place or on-site works are in hand or proposed; the expected delivery date of each; and if she will make a statement on the matter. [49250/21]
View answerThe National Development Plan 2021-2030 which was published on 4th October 2021, provides capital funding of over €4.4bn for investment in school infrastructure during the period 2021 to 2025.
This investment will build on the good progress being made on adding capacity to cater for demographic changes and provision for children with special educational needs. This investment will also facilitate an increased focus on the modernisation of existing school stock and help transition the school system for an era of net zero carbon by 2050.
Approximately 1,200 school building projects are currently in progress across the various stages of planning, design, tender and construction – most of which are expected to be either under construction or completed in the period 2021 to 2025. These projects, with a monthly status update, are listed on gov.ie
Over 200 of these projects are currently at construction, with most of these scheduled for completion in 2022.
