Written Answers Nos. 702-721
702. Deputy Róisín Shortall asked the Minister for Education if her attention has been drawn to the situation in a school (details supplied); the contact her Department has had with the school; the steps taken to address this issue; and if she will make a statement on the matter. [62961/21]
View answerI wish to advise the Deputy, that 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 particularly at post-primary level and for special education needs provision. The Deputy will appreciate that the immediate priority of my Department is providing new and replacement school places each year, to ensure that every child has a school place.
However, the second half of the National Development Plan period will see an increasing focus on the upgrade and refurbishment of the existing school stock. This will include a modernisation programme including PE Halls to ensure that students in all post-primary schools have access to appropriate facilities to support PE provision. The ancillary accommodation needs of primary schools, such as General Purpose rooms will also be considered.
I can confirm to the Deputy, that to date my Department has no record of having received an application from the school in question for a GP room.
703. Deputy Thomas Pringle asked the Minister for Education the updated position on negotiations between her Department and the unions on the pay claim for school secretaries and caretakers; and if she will make a statement on the matter. [62975/21]
View answerSchool secretaries and caretakers are valued members of our school communities and my Department is fully aware of the vitally important role played by them in the running of our schools.
The majority of primary and voluntary secondary schools receive assistance to provide for secretarial, caretaking and cleaning services under grant schemes. Where a school employs a staff member to support those functions those staff are employees of individual schools and responsibility for terms of employment rests with the school.
The Department previously fully implemented and funded the 2015 recommendations of an independent arbitrator for a cumulative pay increase of 10% between 2016 and 2019 and that a minimum hourly pay rate of €13 be phased in over that period. Fórsa trade union has tabled a follow-on claim and officials from the Department and school management bodies have been engaging with Fórsa on the issues. On the 27th of October 2020, under the auspices of the WRC, an understanding was agreed on a pathway to progress the issues. Several key strands have been identified, and a phased approach is being taken to the development of proposals.
Following intensive discussions at the WRC on 13th September, there has been significant progress in this dispute. Subject to agreement on all elements of the claim, the Department has offered to move School Secretaries’ pay rates to a scale which is aligned with the Clerical Officer Grade III pay scale within education and training boards on a pro rata basis with an effective date of implementation for these new pay arrangements of 1st September 2021. Pay rates will be pro rata according to a secretary’s current working pattern. The assimilation of School Secretaries to the CO Grade III pay scale will require further dialogue between the parties and further engagement is taking place at present to progress this. My Department has also offered to improve the conditions for School Secretaries with regard to sick leave, annual leave and maternity provisions for this cohort of staff and engagement has begun on this element.
Discussions on these elements continue at present and should agreement on an overall package be reached then Fórsa would have to ballot their members and an implementation process would then begin if the ballot were passed.
While there is agreement in principle to take the same approach to the consideration of appropriate pay and conditions of grant funded caretakers there remains a deficit of data on working terms and conditions of such staff. When the final package for secretaries has been agreed and an implementation plan is in place for schools and for the Department, similar engagement, on regularising the pay and conditions of grant funded caretakers, will begin.
704. Deputy David Cullinane asked the Minister for Education if her attention has been drawn to the lack of ASD units and classes for children with additional education needs in County Waterford; if her Department will ensure that children have access to the appropriate ASD education supports; her plans to address current waiting lists for schools that provide ASD education supports; and if she will make a statement on the matter. [62988/21]
View answerEnabling children with special educational needs to receive an education is a priority for this Government.
This year, my Department will spend in excess of €2 Billion, or over 25% of the Department’s budget on providing additional teaching and care supports for children with special educational needs.
The National Council for Special Education (NCSE) has responsibility for coordinating and advising on the education provision for children nationwide.
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.
There are currently 46 special classes for students with autism in County Waterford. 30 of these are at primary level, including 3 ASD Early Intervention classes and 16 are at post primary level. Of the 46 classes, 9 were newly opened in the current 2021/22 school year – 5 at primary level and 4 at post primary level.
The NCSE through their network of SENOs (Special Educational Needs Organisers) continue to engage in a process of establishing new classes for the 2022/2023 school year and beyond by looking at local information in relation to current and projected demand for special class places to cater for students with autism who have associated complex needs. The NCSE have specific plans in place to open additional ASD special classes in the 2022/23 school year.
Parents seeking special class placements for their children are advised to contact NCSE locally so that their needs can be taken into account for planning and placement purposes.
The local SENOs remain 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.
705. Deputy Pat Buckley asked the Minister for Education if she can assist with an urgent matter in relation to school transport for a child (details supplied); and if she will make a statement on the matter. [63012/21]
View answerSchool Transport is a significant operation managed by Bus Éireann on behalf of the Department of Education. In the current school year over 121,400 children, including over 15,500 children with special educational needs, are transported on a daily basis to primary and post-primary schools throughout the country at a cost of over €289m in 2021.
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).
The pupil referred to by the Deputy is eligible for school transport under the terms of the above scheme. However, in order to progress the application, further details are required. School Transport Section has contacted the parent to request these details and once received School Transport Section will liaise with the family in regard to transport arrangements for this child.
706. Deputy Cathal Crowe asked the Minister for Education if she will provide an update arising from a referral from this Deputy's office made on 2 September 2021 relating to a school (details supplied); if core samples were taken from the school; and if pyrite or MICA was detected. [63050/21]
View answerI would like to inform the Deputy that an inspection by my Department's technical team determined that the issue to the school to which he refers is not pyrite or mica related. However, the school authority have been advised to make an application under the EWS for funding for repairs to an issue with the roof.
707. Deputy Paul McAuliffe asked the Minister for Education if there is an update on the visits by the National Council for Special Education to schools in Dublin 9 and 11 to assess the potential for extra ASD classes. [63072/21]
View answerEnabling children with special educational needs to receive an education is a priority for this Government.
This year, my Department will spend in excess of €2 Billion, or over 25% of the Department’s budget on providing additional teaching and care supports for children with special educational needs.
The National Council for Special Education (NCSE) has responsibility for coordinating and advising on the education provision for children nationwide.
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.
The NCSE continues to work closely with schools within the areas referred to by the Deputy and liaises regularly with the Planning and Building Unit within my Department as part of the process of establishing new classes for the 2022/2023 school year and beyond. As part of this process, both national and local information in relation to projected demand for future special class places for students with autism is considered. Such planning takes into consideration the current availability of special class places and focuses on locations where additional provision may be required.
There are currently 19 special classes (including 1 Early Intervention class) attached to mainstream schools providing ASD placements for students in Dublin 9 and Dublin 11 at primary and post primary level. 4 new special classes for students with autism have been established for the current 2021/22 school year, thus providing an additional 24 special class placements across 4 schools for students with autism.
My Department and the NCSE is grateful to those schools that have responded and continue to respond positively to meet the educational needs of children in their communities.
The NCSE through its network of local Special Education Needs Organisers (SENOs), having established the level of demand locally, are actively engaging with the management authorities of all schools in the Dublin area, including in Dublin 9 and 11 on the opening of additional ASD classes for 2022/23 and beyond.
Parents seeking special class placements for their children are advised to contact NCSE locally so that their needs can be taken into account for planning purposes.
The local SENOs remain 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.
708. Deputy Matt Shanahan asked the Minister for Education the way two post-primary school students who have moved to Waterford city recently could be left without available school places (details supplied); the way in which these children are to access education; and if she will make a statement on the matter. [63091/21]
View answerI wish to advise the Deputy that my Department is aware of increasing pressures and demand for additional post-primary school places in a number of school planning areas, including Waterford City school planning area.
Where capacity issues arise it may not be as a result of lack of accommodation but may be driven by the following factors:
- Duplication of applications – pupils have applied for a place to a number of schools in the area
- School of choice – pupils can’t get a place in their preferred school while there are places in other schools in the town/area
- Some towns/areas have single sex schools and while places are available in the school there are not available to all pupils
- External draw – pupils coming from outside the local area
Until these issues are discussed with the relevant school authorities the true extent of any capacity issue will only become known.
My Department is working to establish the true extent of any capacity issues through ongoing discussions with the relevant school authorities. In that context, similar to the process adopted in advance of the current academic year, my Department proactively engages with patron bodies, including patrons in Waterford City, to identify particular capacity requirements for the forthcoming year(s) which may necessitate further action to that already in train. The purpose of this engagement is to ensure that every pupil including the pupils identified has access to a school place.
Under Project Ireland 2040, my Department continues to make progress to increase the infrastructural capacity in the schools sector, in order to meet demographic and other demands. It is expected that the enrolment pressures in this, and other areas will reduce in the short-term as such planned additional capacity comes on stream and as demographic demand moves past its peak.
The Capital Programme details the school projects that are being progressed under Project Ireland 2040. The current status of large-scale projects being delivered under Project Ireland 2040, may be viewed on my Department's website at, www.gov.ie and this information is updated regularly. In addition, a list of large-scale projects completed from 2010 to date may also be viewed on the website.
709. Deputy Peter Burke asked the Minister for Education if she will consider an application by a person (details supplied) for a school bus place; and if she will make a statement on the matter. [63099/21]
View answerSchool Transport is a significant operation managed by Bus Éireann on behalf of the Department of Education. In the current school year over 121,400 children, including over 15,500 children with special educational needs, are transported on a daily basis to primary and post-primary schools throughout the country at a cost of over €289m in 2021.
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.
Children who are not eligible but who apply for school transport may be considered for spare seats that exist after eligible children have been facilitated; such seats are referred to as concessionary seats.
Bus Éireann has advised that they are not in receipt of an application for School Transport for the pupil referred to by the Deputy.
Bus Éireann has also advised that, based on the address details provided, if an application was made for school transport from this address, the eligibility criteria would not be met as the school mentioned is not the nearest school. All services from this area to the pupils school of attendance are currently operating at full capacity.
710. Deputy Pauline Tully asked the Minister for Education the details of information held by her Department regarding a fire at a convent (details supplied) in Cavan town in 1943; and if she will make a statement on the matter. [63150/21]
View answerMy Department holds records in respect of the tragic events of 23rd February, 1943 when a fire occurred at St Joseph’s Orphanage, Cavan in which 35 children and 1 adult lost their lives. The records are part of an archive of files relating to Industrial and Reformatory Schools. The records also contain details of children who were resident in the orphanage at the time including details of children who sadly lost their lives or were injured in the fire.
Records relating to the Tribunal of Inquiry into the Fire as commissioned by the Department of Local Government and Public Health are also held in addition to records in relation to fire safety in Industrial Schools and measures taken in the aftermath of the tragedy to improve fire safety.
Enquiries regarding access to any relevant records can be made to the Residential Institutions Redress Unit, Cornamaddy, Athlone, Co. Westmeath or call 090 6483625.
711. Deputy Niamh Smyth asked the Minister for Education if she will review correspondence from a person (details supplied); if she will increase the funding for same; and if she will make a statement on the matter. [63168/21]
View answerThe following response issued to Mr. McGrath on the 17th of December.
"I refer to your recent e-mail to the Minister for Education, Ms. Norma Foley TD, in relation to HEPA filters.
To provide additional support in the context of Covid-19 the payment of a minor works grant totalling €45m for primary schools and special schools, plus a once-off Covid-19 minor works funding of €17m for post-primary schools, was recently announced.
Given that each school setting is different, individual schools are best placed to decide how best to use this funding to address their particular needs. Arrangements are now being made for the payment of these grants to schools. The Department circular can be accessed here: www.gov.ie/ga/ciorclan/1f42e-cistiu-breisithe-i-gcomhair-an-deontais-mionoibreacha-le-haghaidh-bunscoileanna-cistiu-eisceachtuil-i-gcomhair-an-deontais-mionoibreacha-le-haghaidh-bunscoileanna-agus-focas-faoi-leith-aige-ar-thacaiocht-don-aerail-feabhsaithe/ www.gov.ie/en/circular/db27a-enhanced-minor-works-grant-funding-for-primary-schools-exceptional-minor-works-grant-funding-for-post-primary-schools-with-a-particular-focus-on-supporting-enhanced-ventilation/
Managing ventilation is one of a suite of public health measures in place to keep our schools safe.
The Department’s ventilation guidance for schools is very clear and practical on the steps to be taken by all schools to manage ventilation levels including in relation to the role of air cleaners in helping to deal with poorly ventilated areas. The practical steps and stepwise approach set out in the guidance are sufficient to ensure good ventilation practices in school while at the same time ensuring an appropriate balance between ventilation and comfort. 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 and partially open when classrooms are in use.
HEPA air cleaning devices are not a substitute for good ventilation but can be considered as an additional measure in conjunction with other methods of ventilation that are available pending the completion of structural interventions to address a poorly ventilated area. This is in line with the Expert Group recommendations.
There is no one solution that fits all scenarios, each application requires bespoke analysis and selection of the appropriate unit(s) matched to the specific room size and volume. If a school feels that its individual space may require specific technical specialist advice then the assistance of a Chartered Engineer or Registered Architect can be sought.
The Minor Works Grant announced can be used to address any small-scale ventilation improvement. In the event your engineer/ architect recommends a HEPA air cleaner to address a poorly ventilated area, relevant technical guidance can be found here: www.gov.ie/en/publication/c6578-room-air-cleaner-guidance-for-schools/
Should schools require larger scale ventilation work they may also apply for emergency works grant assistance in the normal way."
712. Deputy Patricia Ryan asked the Minister for Education if a new school will be built in the Curragh, Newbridge area of County Kildare in addition to the recently announced school on the Magee Barracks site in Kildare town; and if she will make a statement on the matter. [63205/21]
View answerI wish to advise the Deputy that new schools are established, by my Department, on the basis of identified demographic demand in an area, and only after consideration of the capacity of existing schools to absorb the expected school place demand.
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, 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.
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 annual demographic exercises, my Department engages with each of the local authorities to obtain the up-to-date information on significant new residential development in each area. This is necessary to ensure that schools infrastructure planning is keeping pace with demographic changes.
Where demographic data indicates that additional provision is required, the delivery of such additional provision is dependent on the particular circumstances of each case and may, be provided through:
- Utilising existing unused capacity within a school or schools,
- Extending the capacity of a school or schools,
- Provision of a new school or schools.
The requirement for additional school places in the Curragh and Newbridge school planning areas is kept under on-going review. Additionally, my Department will continue to liaise with the Local Authority in respect of its review of the Development Plan with a view to identifying any potential long-term school accommodation requirements.
713. Deputy Patricia Ryan asked the Minister for Education if she will expand the capacity of the current schools in Newbridge and Kildare to ensure that each child has a school place; and if she will make a statement on the matter. [63206/21]
View answerThe Department is aware of some local pressures and demand for additional post-primary school places in a number of school planning areas across the country including South Kildare.
However, it is important to note that where enrolment pressures arise, it may not be as a result of lack of accommodation but may be driven by the following factors:
- Duplication of applications – pupils have applied for a place to a number of schools in the area.
- School of choice – pupils can’t get a place in their preferred school while there are places in other schools in the town/area.
- Some towns/areas have single sex schools and while places are available in the school they are not available to all pupils.
- External draw – pupils coming from outside the local area.
My Department is working to establish the true extent of any capacity issues through ongoing discussions with the relevant school authorities/patrons. In that context, similar to the process adopted in advance of the current academic year, the Department is engaging with school patron bodies/school authorities to identify particular capacity requirements for the forthcoming year(s) which may necessitate action including, where required, the provision of modular accommodation solutions.
There are over 500 building projects in train for post primary schools around the country. This includes projects for 19 new post primary schools which have been announced to be established since 2018. Additionally, these building projects include a project to provide a new 1,000 pupil school building that will replace and expand the existing Curragh post primary school. Following an extensive site identification, assessment and negotiation process agreement in principle, subject to contract, has been reached for the acquisition, by the Department of Education, of a permanent school site in Kildare Town. This site will accommodate a new 1,000 pupil plus 4 SEN Unit post-primary school as a replacement for the Curragh Post-Primary School and to cater for the increased demographic growth at post-primary level due to occur in the Kildare South region over the coming years, the majority of which is projected to occur in Kildare Town. The location of this 8 acre greenfield site is next to two existing primary schools, Kildare Town Educate Together NS and Gaelscoil Mhic Aodha, within the grounds of the former Magee Barracks, Kildare Town. The development of the post primary school on this site will enhance the education facilities available to Curragh PPS and the existing primary schools in a new educational campus arrangement.
Due to commercial sensitivities it is not possible to provided further information at this time. This expansion is intended to assist in addressing the post primary school place requirements in the Kildare and Newbridge areas.
The other projects currently underway in South Kildare include projects at:
- Cross & Passion Kilcullen
- Patrician Secondary School Newbridge
- Ardscoil Rathangan
- St. Conleth’s Community College Newbridge
- St. Paul’s Secondary School Monasterevin
- Holy Family Secondary School Newbridge (application received and currently being examined)
My Department's engagement with Patrons/school authorities is ongoing and is focussed on ensuring that the start of the 2022/23 school year operates as smoothly as possible for all schools and their students.
714. Deputy Patricia Ryan asked the Minister for Education if she will establish a central applications system for schools for fourth, fifth and sixth class pupils to ensure there is an accurate measure of future demand for school places; and if she will make a statement on the matter. [63207/21]
View answerIn order to plan for school provision and analyse the relevant demographic data, my Department divides the country into 314 school planning areas and uses a Geographical Information System, using data from a range of sources, including Child Benefit and school enrolment data, to identify where the pressure for school places across the country will arise and where additional school accommodation is needed at primary and post-primary level.
The most recent analysis undertaken by my Department projects that some 88% of the 314 school planning areas at primary level have stable or decreasing projected enrolments for the period to 2025, whereas some 90% of the school planning areas at post-primary level are anticipated to have increased enrolments for the period to 2028.
New schools established since 2011 to meet demographic demand are required, in the first instance, to prioritise pupil applications from within the designated school planning area(s) which the school was established to serve. This does not preclude schools from enrolling pupils from outside of the school planning area where they have sufficient places, rather it reflects the need to accommodate in the first instance the demographic for which the school was established.
Aside from the obligation outlined above, the question of enrolment in individual schools is the responsibility of the Board of Management on behalf of the school Patron and my Department does not seek to intervene in decisions made by schools in such matters.
My Department does, however, work with patrons and school authorities to establish the true extent of any capacity issues in an area. In that context, similar to the process adopted in advance of the current academic year, my Department proactively enages with patron bodies to identify particular capacity requirements for the forthcoming year(s) which may necessitate further action to that already in train.
Under Project Ireland 2040, my Department continues to make progress to increase the infrastructural capacity in the schools sector, in order to meet demographic and other demands. It is expected that the enrolment pressures will reduce in the short-term as such planned additional capacity comes on stream and as demographic demand moves past its peak.
The Capital Programme details the school projects that are being progressed under Project Ireland 2040. The current status of large-scale projects being delivered under Project Ireland 2040, may be viewed on my Department's website at, www.gov.ie and this information is updated regularly. In addition, a list of large-scale projects completed from 2010 to date may also be viewed on the website.
715. Deputy Patricia Ryan asked the Minister for Education the details of the practical forward planning that have taken place in relation to school place demand in south County Kildare; and if she will make a statement on the matter. [63208/21]
View answerI wish to advise the Deputy that 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, 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, including South County Kildare, will arise and where additional school accommodation is needed at primary and post-primary level.
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 annual demographic exercises, my Department engages with each of the local authorities to obtain the up-to-date information on significant new residential development in each area. This is necessary to ensure that schools infrastructure planning is keeping pace with demographic changes.
Where demographic data indicates that additional provision is required, the delivery of such additional provision is dependent on the particular circumstances of each case and may, be provided through:
- Utilising existing unused capacity within a school or schools,
- Extending the capacity of a school or schools,
- Provision of a new school or schools.
The requirement for additional school places in the County Kildare school planning areas are kept under on-going review. Additionally, my Department will continue to liaise with the local Council in respect of its review of the Development Plan with a view to identifying any potential long-term school accommodation requirements. New schools are established by my Department on the basis of identified demographic demand in an area, and only after consideration of the capacity of existing schools to absorb the expected school place demand.
716. Deputy Patricia Ryan asked the Minister for Education the cost of the site for the new school at Magee Barracks, Kildare town; the area of the site; and if she will make a statement on the matter. [63209/21]
View answerFollowing an extensive site identification, assessment and negotiation process, the Department reached an agreement in principle, subject to contract, for the acquisition of a permanent school site within the grounds of the former Magee Barracks in Kildare Town.
The location of this 8 acre greenfield site is next to two existing primary schools, Kildare Town Educate Together NS and Gaelscoil Mhic Aodha, , Kildare Town. This site will accommodate a new 1,000 pupil plus 4 SEN Unit post-primary school as a replacement for the Curragh Post-Primary School and to cater for the increased demographic growth at post-primary level due to occur in the Kildare South region over the coming years, the majority of which is projected to occur in Kildare Town. The development of the post primary school on this site will enhance the education facilities available to Curragh PPS and the existing primary schools in a new educational campus arrangement.
Due to commercial sensitivities it is not possible to provide further information at this time.
717. Deputy Paul Murphy asked the Minister for Education if her Department will arrange concessionary transport for a student (details supplied); the status of the application for same; and when the transport will be provided. [63213/21]
View answerSchool Transport is a significant operation managed by Bus Éireann on behalf of the Department of Education. In the current school year over 121,400 children, including over 15,500 children with special educational needs, are transported on a daily basis to primary and post-primary schools throughout the country at a cost of over €289m in 2021.
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 School Transport Scheme for Children with Special Educational Needs, children are eligible for transport where they are attending the nearest recognised school that is or can be 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.
I am pleased to advise that the pupil referred to by the Deputy has been deemed eligible for school transport. Bus Éireann has advised that there is a service that can accommodate this child and they have liaised with family with regard to this matter. The child referred to by the Deputy is scheduled to commence on the service from 17th January 2022.
718. Deputy Robert Troy asked the Minister for Education further to Parliamentary Question No. 326 of 7 December 2021, if she will consider a waiver of the five day rule whilst unqualified teachers, that is, third and fourth year students who are substituting during the Covid-19 pandemic given the reply received did not address the question. [63215/21]
View answerAs recently announced, the Teaching Council is now working to put processes and procedures in place to support the registration and vetting of 3rd and 4th year student teachers. In addition, pending the development of those processes and procedures by the Teaching Council, the Department of Education is currently examining how the '5 day rule' is impacting 3rd and 4th year student teachers.
719. Deputy Duncan Smith asked the Minister for Education the response of her Department to the findings of the Cost of Disability in Ireland research report; the plans that will be made in quarter one 2022 in response to these findings; if she will implement an all-Department response which will be timescaled and measured to ensure everyday costs are reduced for persons with disabilities; and if she will make a statement on the matter. [63223/21]
View answerThe Programme for Government contains a commitment to use research into the cost of disability to properly inform the direction of future policy. The publication last month of the Cost of Disability in Ireland research report will enable the development of a whole of government approach to the costs of disability in Ireland.
The research suggests that in order to effectively support those living with disabilities, ongoing state support via income supplements as well as grants and direct service provision is likely to represent the most cost-effective means of achieving policy objectives to reduce poverty and improve income equality and the quality of life of individuals living with disabilities in Ireland.
This year, my own Department will invest over 25% of its overall education and training budget (€9.2 Billion) on making additional provision for children with special educational needs.
On the publication of the report, the Minister for Social Protection advised that the Government has agreed that the National Disability Inclusion Strategy Steering Group (NDISSG), will consider actions required by government Departments on foot of the report.
The National Disability Inclusion Strategy (NDIS) was developed in consultation with disability stakeholder groups and wider civil society. It is subject to the oversight of the NDISSG which is chaired by the Minister of State with responsibility for Disability and includes representatives of several government departments and agencies and the Disability Stakeholder Group
My Department is a member of the NDISSG. It will continue to participate in the work of the Group and support it to consider the actions required by Departments, including my Department, on foot of the research report to consider what actions should now follow.
720. Deputy Paul Kehoe asked the Minister for Education when the Action Plan on Bullying and related Anti-Bullying Procedures for Primary and Post Primary Schools will be updated in line with current policies on child protection, well-being, and relationships and sexuality education; and if she will make a statement on the matter. [63247/21]
View answer721. Deputy Paul Kehoe asked the Minister for Education her plans to establish a national system for the reporting of data on individual bullying cases and the outcomes of these interventions that are currently being collected by schools and reported to their boards of management; and if she will make a statement on the matter. [63248/21]
View answer722. Deputy Paul Kehoe asked the Minister for Education the number of cases of bullying that have been reported to her Department by students in schools nationally; and if she will make a statement on the matter. [63249/21]
View answer725. Deputy Paul Kehoe asked the Minister for Education if her Department plans to roll out the FUSE anti-bullying programme developed by the Dublin City University anti-bullying centre to primary and secondary schools as a model of best practice; and if she will make a statement on the matter. [63252/21]
View answerI propose to take Questions Nos. 720, 721, 722 and 725 together.
My Department is strongly supportive of the promotion of wellbeing in schools and has a key role to play in the promotion of the wellbeing of children and young people in Ireland. My Department’s Wellbeing Policy Statement and Framework for Practice sets out the ambition and vision of my Department that the promotion of wellbeing will be at the core of the ethos of every school and centre for education in Ireland and that all schools will provide evidence-informed approaches and support, appropriate to need, to promote the wellbeing of their students.
As the Deputy is aware, I have announced that my Department is commencing a review of my Department’s 2013 Action Plan on Bullying and the 2013 Anti-bullying Procedures for Primary and Post-primary Schools.
The review will reflect the significant developments and relevant research since 2013, specifically in relation to the areas of cyber bullying and gender identity bullying.
The review will also give detailed consideration to the recommendations contained in the Oireachtas Joint Committee Report on School Bullying and the Impact on Mental Health. The report includes recommendations relating to the establishment of a System for the compilation of data on the incidence of Bullying in Primary and Post-Primary Schools and relating to the expansion of the FUSE Programme.
The 2013 Anti-Bullying Procedures for Primary and Post-primary Schools outline key principles of best practice for both preventing and tackling bullying and require all schools to commit to these principles in their anti-bullying policy. In particular, they emphasise that a cornerstone in the prevention of bullying is a positive school culture and climate. In that regard, the procedures set out the need for schools to encourage and strengthen open dialogue between all school staff and pupils and to ensure that they provide appropriate opportunities for pupils to raise their concerns in an environment that is comfortable for the pupil.
The anti-bullying procedures also include specific requirements in relation to the use of prevention and education strategies and the consistent investigation, follow up and recording of bullying behaviour.
All Boards of Management are required to adopt and implement an anti-bullying policy that fully complies with the requirements of the Anti-Bullying Procedures. A template anti-bullying policy which must be used by all schools for this purpose is included in the procedures.
The procedures for schools put in place important oversight arrangements at school level that involve the school principal reporting regularly to the Board of Management and a requirement for the Board to undertake an annual review of the school's anti- bullying policy and its implementation. Confirmation that the annual review has been completed must be provided to the Parents' Association and published on the school website.
My Department’s Inspectorate, in the course of their inspection work, gathers information about how schools deal with bullying in a number of ways through:
- Review of relevant school documentation, including the school’s Code of Behaviour and Anti-Bullying policy;
- Meetings with parents and student representatives at which there is an opportunity for parents and students to raise issues where relevant and;
- The inclusion, in Inspectorate surveys of parents and students, of items relating to bullying.
During this school year this work has been extended, with my Department’s Inspectorate 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 is a focus on the priority actions of schools in relation to promoting a positive school culture and climate.
Between September and November 2021, the Inspectorate conducted a programme of incidental inspections in primary schools, special schools and post-primary schools. Those inspections included a focus on how schools prevent and tackle bullying through promoting a positive school climate and culture. Over 450 of those inspections were carried out. During 2022, the Inspectorate will also extend its monitoring of anti-bullying to other inspection types. It will also develop a model of inspection that will look in a detailed way at school culture and climate in the context of anti-bullying.
