Written Answers Nos. 722-741
723. Deputy Paul Kehoe asked the Minister for Education the number of school inspectors that will also be asked to carry out specific anti-bullying inspections in schools; if these inspections will be published; and if she will make a statement on the matter. [63250/21]
View answerThe Inspectorate will continue to monitor the implementation of anti-bullying measures in schools in 2022. There are currently 103.4 whole-time equivalent primary and post-primary inspectors serving in the Inspectorate and almost all will be involved in the monitoring of the implementation of anti-bullying measures in schools as part of the range of evaluation and advisory work that they will be carrying out in recognised schools and centres for education. A number of these inspectors will also be involved in the analysis of the data arising from this work for reporting to the Department and Minister.
724. Deputy Paul Kehoe asked the Minister for Education when an online cyberbullying and internet safety training programme will be introduced; if it will be mandatory; and if she will make a statement on the matter. [63251/21]
View answerThere are extensive training and curricular supports already available to schools, including through the Social Personal Health Education (SPHE) curriculum, the Professional Development Service for Teachers (PDST), Webwise.ie and the Department funded national anti-bullying website www.tacklebullying.ie to assist schools in the development of policies and practices on the prevention of bullying and harassment, including cyberbullying, and on the safe and responsible use of the internet. The Report on the Review of Relationships and Sexuality Education in primary and post-primary schools places a strong focus on issues such as safe use of the internet, social media and its effects on relationships and self-esteem.
There is a wide range of training material available through the Webwise Internet Safety Programme to support teachers, students and parents on online safety. Funded by the Department of Education and the EU Internet Safety Initiative webwise.ie promotes the autonomous, effective and safe use of the internet by young people through a sustained information and awareness strategy targeting school leaders, teachers, parents and children themselves with consistent and relevant messages. The webwise.ie resource includes a dedicated School/Teachers Hub with extensive SPHE curricular supports, a Parents Hub and Youth Hub which gives practical information and advice on the safe, ethical and responsible use of the internet and addresses key issues such as cyberbullying, sexting, image sharing, respectful communication, social media, popular apps and more. A new online course for primary and post-primary teachers addressing the topic of cyberbullying is planned for 2022. The course will be provided by the PDST Technology In Education on their online platform Teacher CPD.ie.
The Digital Strategy for Schools 2015-2020 also promotes the development of digital literacy in our young people and the importance of respectful online communications. A new digital strategy is under development with planned publication in the coming weeks. Online safety will be an important feature of the new strategy.
My Department’s Wellbeing Policy Statement and Framework for Practice sets out the ambition and vision that the promotion of wellbeing will be at the core of the ethos of every school and that all schools will provide evidence-informed approaches and support, appropriate to need, to promote the wellbeing of their students and that Ireland will be recognised as a leader in this area.
As the Deputy may be aware, I recently 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.
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 also provides funding to the National Anti-Bullying Research and Resource Centre (ABC) in DCU towards its research and training programmes, an annual grant to the National Parents Council (Primary) for anti-bullying training and information for parents and funding to BeLonG To Youth Services to support delivery of the annual Stand Up campaign in post primary schools. An annual grant is also provided by my Department to ABC to meet the running and development costs of the national anti-bullying website, www.tacklebullying.ie providing a single point of information on the types and methods of bullying as well as supports and information on how to deal with it for young people, parents and teachers.
A ‘Research Observatory on Cyberbullying’ has been established at DCU which is focused on providing up-to-date research, advice and resources related to cyberbullying, cyberhate, and online harassment, and the implementation of Coco’s Law. The Observatory team has put together an outline of an online research repository of resources on cyberbullying, cyberhate and online harassment which will be made available in early 2022 for researchers and the general public.
726. Deputy Paul Kehoe asked the Minister for Education the funding allocations to combat bullying in schools; the details of future funding for cyberbullying programmes; and if she will make a statement on the matter. [63253/21]
View answerThe Action Plan on Bullying, which was published in January 2013, sets out my Department's approach to tackling bullying and promoting an anti-bullying culture in schools. It recommends 12 actions that focus on support for schools, teacher training, research and awareness raising and aims to ensure that all forms of bullying are addressed. A number of these actions have been implemented in full while others, which by their nature involve continuous action, are the subject of ongoing implementation.
I attended the Oireachtas Joint Committee on Education, Further and Higher Education, Research, Innovation and Science last September 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 before the Committee, I announced that my Department will commence a review of the 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.
In relation to funding of anti-bullying measures, my Department provides funding to a number of organisations to raise awareness of safer internet use and for the delivery of support and information through various anti-bullying initiatives. This includes the provision of an annual grant to the National Parents Council (Primary) for anti-bullying training and information for parents. €31,620 was provided in 2021.
My Department also provides funding for Stand Up! Awareness Week , an anti-homophobic and anti-transphobic bullying campaign, organised by BeLonGTo, the National Youth Service for Lesbian, Gay, Bisexual and Transgender young people in Ireland. €58,000 was provided to BeLonGTo in 2021.
An annual grant is also provided by my Department to the National Anti-Bullying Research and Resource Centre (ABC) in DCU towards funding its research and training programmes and to meet the running and development costs of the national anti-bullying website, www.tacklebullying.ie. This website provides a single point of information on the types of bullying as well as supports and information on how to deal with bullying for young people, parents and teachers. €73,280.04 was provided to the ABC in 2021.
In addition to direct funding provided to external organisations, I want to reassure you that there are also currently extensive training and curricular supports, including through the Social Personal Health Education (SPHE) curriculum, the Professional Development Service for Teachers (PDST) and the Webwise Programme, to assist schools in the development of policies and practices on the safe use of the internet and on the prevention of bullying including cyber-bullying.
The PDST and its Webwise team have developed dedicated resources for teachers, parents, children and young people which gives practical information and advice on the safe, ethical and responsible use of the internet and addresses key issues such as cyberbullying, sexting, image sharing, respectful communication, social media, popular apps and more. The Webwise resources are available at www.webwise.ie.
The Digital Strategy for Schools 2015-2020 also promotes the development of digital literacy in our young people and the importance of respectful online communications. A new digital strategy is under development with planned publication early this year. Online safety will be an important feature of the new strategy.
In 2021, on Safer Internet Day, the Harassment, Harmful Communications and Related Offences Act 2020 (Coco’s Law) was enacted. On that day, the Minister for Justice also announced that an agreement had been reached between her Department, ABC and my Department, to establish a ‘Research Observatory on Cyberbullying’ focused on providing up-to-date research, advice and resources related to cyberbullying, cyberhate, and online harassment, and the implementation of Coco’s Law.
The Observatory team has put together an outline of an online research repository of resources on cyberbullying, cyberhate and online harassment which will be made available in early 2022 for researchers and the general public. It hosted an online webinar last December where national and International experts shared their knowledge on cyberbullying and online abuse with researchers and with the broader general public, including teachers, parents, and young people. The Observatory is also designing an interview study to collect data on teenagers’ experiences of cyberbullying, cyberhate and online harassment, within an Irish context.
727. Deputy Alan Kelly asked the Minister for Education the criteria used for the recruitment of teachers, principals, SNAs and boards of management in school settings; if this recruitment could be done on the public jobs forum; and if she will make a statement on the matter. [63269/21]
View answerThe recruitment and appointment of teachers to fill teaching posts is a matter for the individual school authority, subject to procedures agreed under Section 24(3) of the Education Act 1998 (as amended by the Education (Amendment) Act 2012).
In accordance with Department Circular 31/ 2011 and Circular 0044/2019 schools are required to employ appropriately qualified and registered teachers and ensure that unemployed teachers should be offered employment in preference to those who have retired. Circular 31/2011 and Circular 0044/2019 details a cascade of measures for the recruitment of teachers, prioritising registered teachers over retired registered teachers and unregistered people. These measures were taken in an effort to increase employment opportunities for unemployed teachers.
For post primary schools , Circular 04/98, Circular PPT05/02, Circular PPT06/02, Circular PPT07/02 sets out the recruitment and appointment procedures for Principals and Deputy Principals. Circular 20/2012 states the post of Principal and Deputy Principal should be advertised on www.publicjobs.ie. All other teaching posts should be advertised on www.educationposts.ie. Any changes to the list of websites are a matter for the management bodies.
For primary schools , Circular 0044/2019 sets out the recruitment and appointment procedures for teaching posts (chapter 2) and for Principal and Deputy Principal posts (chapter 4). This circular sets out the advertising procedures for Principal and Deputy Principal posts and states “Vacancies must be advertised on at least one of the websites as approved by the Management Bodies and should be notified to all teaching staff in the school including teaching staff on approved leave.” While the advertising procedures for teaching posts are set out as: “All vacancies anticipated to be of a duration of 24 calendar weeks or more shall be advertised on at least one of the websites approved by the Management Bodies and shall be notified to all fixed-term primary teaching staff in the school/ETB including those on leave of absence.” As provided for in the Action Plan for Teacher Supply, a new central portal for the recruitment of teachers to long term positions is at an advanced stage of development.
Department Circulars 26/2021 and 51/2019 sets out the recruitment and appointment procedures for SNA appointments . All standard SNA vacancies and cover SNA vacancies of 24 weeks or more must be advertised on one of the websites below. SNA vacancies may also be advertised locally as deemed necessary.
- www.educationposts.ie
- www.staffroom.ie
- www.educationcareers.ie
- www.educatetogether.ie
- www.jobsireland.ie
- Any Education and Training Board websites
In accordance with the provisions of the Education Act 1998, the appointment of a board of management of a school is a matter for the relevant school patron. The Act provides, inter alia, that it is the duty of the Board to manage the school on behalf of the patron. Boards of management are required to comply with the provisions of the Education Act 1998, the relevant rules for schools and the terms of circulars issued by my Department.
All Department circulars are available on the gov.ie website.
728. Deputy Cathal Crowe asked the Minister for Education if he will provide an update on the progression of all capital works being undertaken at this time in County Clare. [63272/21]
View answerUnder Project Ireland 2040, the education sector will receive a total of approximately €4.4 billion capital investment over the period 2021-2025. This significant investment allows us to move forward with certainty on our ambitious plans and deliver high quality building projects, with a real focus on sustainability, for school communities across Ireland.
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.
There are currently in excess of 250 school building projects at construction (on site) with a continuous stream of other projects at or near the tendering stage. These are being progressed as quickly as possible.
During the period 2018 to 2020 526 school building projects were completed under the Large Scale Capital Programme (LSCP) and the Additional School Accommodation Scheme (ASA). These projects delivered in excess of 48,000 school places.
13 of these projects delivered were in County Clare; 11 of those were primary schools including one special school and 2 were post-primary school building projects.
The Department has a significant existing pipeline of projects to be delivered over the coming years to meet capacity needs managed under the Large Scale Capital Programme and the Additional School Accommodation Scheme. Overall there are 28 school building projects that are in County Clare at various stages of planning, design and in construction. 9 of these projects are on the Large Scale Capital Programme and a further 19 projects on the Additional School Accommodation Scheme .
The current status of these projects being delivered is listed on a county by county basis on www.gov.ie and is updated on a monthly basis to reflect their progress through the various stages.
729. Deputy Louise O'Reilly asked the Minister for Education if her attention has been drawn to school place shortages in a school (details supplied); and if she has plans to address the situation. [63291/21]
View answerI wish to advise the Deputy that my Department is aware of increasing local pressures and demand for additional post-primary school places in a number of school planning areas, including the school planning area in which the school referred to by the Deputy is located.
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. 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 the relevant school planning area, 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 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.
730. Deputy Sean Sherlock asked the Minister for Education if there is an application for school transport for a person (details supplied); and if consideration can be given to same. [63311/21]
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.
The Primary School Transport Scheme supports the transport to and from school of pupils who reside not less than 3.2 km from and are attending their nearest national school, having regard to ethos and language.
Bus Éireann have confirmed that the pupil referred to by the Deputy resides 4.3 km from home to their closest school and school of attendance.
Once Bus EIireann process an application and a pupil is deemed eligible for a service, the provision of that service continues to the next school year once the annual payment has been received.
Bus Éireann has advised that while the first application for the pupil in question was received on 14 July 2017 for the 2017/18 school year and rolled on by the Bus Éireann system to following years, no payment was received for the 21/22 school year. The current service is a 33 seater service and there is no availability on board this service to offer the pupil.
731. Deputy Sorca Clarke asked the Minister for Education if school transport will be provided to the children of a person (details supplied). [63346/21]
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, children are eligible for transport where they reside not less than 3.2kms at primary and 4.8kms at post-primary and are attending their nearest School/Education Centre as determined by the Department/Bus Éireann, having regard to ethos and language.
Children who are not eligible for school transport may apply for transport on a concessionary basis only. Concessionary transport is subject to a number of terms and conditions including the availability of spare seats on an existing service once all eligible children have been accommodated.
Bus Éireann is responsible for the planning and timetabling of school transport routes and endeavours, within available resources, to ensure that each eligible child has a reasonable level of school transport service in the context of the Scheme nationally.
Bus Éireann has confirmed that two members of the family in question reside 3.6km from their primary school of attendance and are eligible for transport under the terms of the scheme. The family resides 0.6km from the pick up point. Tickets issued to both pupils in August 2021. Bus Éireann has also advised that the pick-up point has been assessed as being suitable as a pick-up point under the School Transport Scheme and that diverting the service is not operationally feasible as the service is operated with a large 54 seater coach and there is no safe turning point at the family home or close by.
With regard to the family member who attends post-primary school Bus Éireann has confirmed that they have not received an application for school transport for this child. There is no suitable service to cater for this pupil to the school in question as the closest pick up point is approximately 10 km from where this pupil resides.
732. Deputy Mark Ward asked the Minister for Education the reason the proposed school in the new development of the Grange and Kilcarberry, Dublin on the Nangor Road will now not go ahead; and if she will make a statement on the matter. [63389/21]
View answerThe planned establishment of a new primary school in the Clondalkin_D22 School Planning Area was announced in 2018 as a result of a countrywide demographic exercise which included an assessment of data on residential development activity, including the planned development at Kilcarbery. As indicated in its submission to the South County Dublin draft development plan 2022-2028, the Department intends to locate this school on a Minister-owned site at Deansrath Community College, which is close to the Kilcarbery development. The timing of the establishment of the schools announced in 2018, including the school to serve Clondalkin_D22, has been kept under review taking into account a number of factors, including the pace of delivery of the expected additional residential development in the school planning areas, associated enrolments and the capacity in existing schools in the areas.
The Department continues to monitor the planned residential development at Kilcarbery and includes the assessment of the anticipated school place requirements associated with that future population in its reviews of school accommodation needs. The pace of delivery of additional residential development in this school planning area, along with updated enrolment data and demographic data will be kept under review and this will inform the timing of school requirements.
733. Deputy Sorca Clarke asked the Minister for Education the number of applications to her Department by primary and post-primary schools for funding for air filtration systems by county in tabular form; and if she will make a statement on the matter. [63413/21]
View answerManaging ventilation is just one of a suite of public health measures in place to keep our schools safe. Updated guidance for schools on Practical Steps for the Deployment of Good Ventilation Practices in Schools was provided at the end of May following the work of an expert group that carefully considered the role of ventilation in managing COVID-19. The updated guidance for schools is also fully in line with the most recent guidance on non-healthcare building ventilation during COVID-19, published by the Health Protection Surveillance Centre November 2021.
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 issued in December 2021. All schools in the free scheme have received their grants. To date 3 applications from fee charging schools have been received, these are being assessed.
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. Specialist advice/assistance of a Chartered Engineer or Registered Architect is an important source of support for schools. This will help ensure that appropriate solutions are being put in place to address ventilation issues including advice on whether a HEPA Air Cleaner Unit is required to deal with a poorly ventilated room.
Air cleaning devices are not a substitute for good ventilation but can be considered pending the completion of interventions/works where poor ventilation persists. This is in line with the Expert Group recommendations. Air filtration does not negate the need for natural ventilation and opening windows as required. Furthermore Mike Ryan of the World Health Organisation’s Health Emergencies Programme has advised schools not to rely solely on air filters.
In the case where a school has difficulty engaging a Chartered Engineer or Registered Architect the Department can assist, with a dedicated ventilation team available to support school principals in this regard. Schools that identify inadequate ventilation in a room can utilise their minor work grant or apply for emergency works grant assistance to address ventilation enhancements where the minor work grant does not cover the full cost of the works required.
To date 17 schools have applied for additional funding under the emergency works scheme to assist with ventilation. Of these, 11 have been approved, 1 was returned to the school to review the scope of the application, 2 were incorrectly classified as ventilation related and assessed separately, 1 was rejected as the application form was not fully completed and 2 are currently being assessed by a member of the Department’s technical team.
734. Deputy Chris Andrews asked the Minister for Education her plans for the junior certificate in 2022; if it will go ahead; if so, if there will be an option for students to opt in for predicted grades; and if she will make a statement on the matter. [63418/21]
View answerI am conscious that students who are due to take their Junior Cycle/Leaving Certificate examinations in 2022 have experienced a degree of disruption to their learning.
On 30 June 2021, I announced that adjustments would be made to the 2022 Leaving Certificate and Junior Cycle examinations. As with previous years, adjustments were developed in conjunction with the Advisory Group on Planning for State Examinations. This Group includes representation from students, parents, teachers and schools.
Details of these adjustments were issued to schools on 19 August 2021 to ensure that students and staff could familiarise themselves with any changes. These arrangements acknowledge the disruption faced by these students because of the COVID-19 pandemic. The Minister considers that these arrangements are proportionate to the students’ experience and loss of learning, and are educationally appropriate. The adjustments ensure that the overall structure of exams remains intact but allows for greater choice for students. The level of adjustment will be similar to that applied by the Assessment Arrangements for Junior Cycle and Leaving Certificate Examinations 2021, as announced in December 2020.
I made a further announcement on 20 December 2021 regarding the arrangements for Leaving Certificate Oral Examinations in Irish and the Modern Foreign Languages and the practical performance tests in Leaving Certificate Music.
These examinations will take place outside of school time over the first week of the school Easter holidays, with the examinations running in schools during the six-day period Saturday 9 April to Thursday 14 April inclusive. Working with the State Examinations Commission (SEC), and the SEC examiners assigned to the school in each subject, schools will have some flexibility in scheduling the examinations during this period based on local needs.
Providing clarity to students on the timing of the examinations will assist them in planning their study and break times. Running the oral examinations before Easter will leave students free over the second week of the Easter holidays.
All aspects of the examinations will be conducted in accordance with the prevailing Public Health advice.
Holding these examinations over Easter and outside of school time will minimise disruption for schools and students.
It is planned that the Junior Cycle Music practical performance test and the Home Economics practical test will take place during school time as normal.
As part of the adjustments for the 2022 examinations, I also announced that an alternative set of Leaving Certificate examinations would be run in 2022, shortly after the conclusion of the main set of examinations. These examinations will be limited to certain students who are unable to sit the main set of examinations due to close family bereavement, COVID 19 illness and certain other categories of serious illness to be determined, with due regard for the principles of equity, fairness and integrity, which govern all aspects of the examinations system.
The State Examinations Commission will issue further details regarding the 2022 examinations, guided by prevailing public health advice.
By way of further information, the Department of Education has provided a suite of guidance materials, agreed with the education partners, to enable schools to mediate the curriculum safely for all pupils/students in a COVID-19 context. These are available at www.gov.ie/backtoschool
The website also contains information on wellbeing supports for Leaving Certificate students. This includes a series of supports on managing wellbeing, coping with uncertainty and managing stress and anxiety, developed by the National Educational Psychological Service in the Department, to support students. The webpage has links to more individualised support for students to access, should these be needed. The Department worked with the Department of Health and the HSE to ensure the most appropriate services and resources are clearly signposted for students. These are available here: www.gov.ie/en/publication/af24b-wellbeing-guidance-documents-for-parents-students-and-schools/?referrer=www.gov.ie/en/publication/0722b-wellbeing-resources/
735. Deputy Neale Richmond asked the Minister for Education the number of primary school children expected to need junior infant places in September 2022 versus the number of spaces in local primary schools for an area (details supplied); and if she will make a statement on the matter. [63435/21]
View answerThe two areas referred to by the Deputy are located in two separate school planning areas.
There are three primary schools located in the first area referred to by the Deputy. The projected junior infant requirement for this area for 2022/23 school year is 278 places and it is expected that this number can be catered for within the projected intake for the 3 primary schools.
The second area referred to by the Deputy is part of the Blanchardstown village/Clonsilla school planning area. There are 11 primary schools within this school planning area, of which 3 are senior primary schools, leaving 8 primary schools catering for junior infants. The projected junior infant requirement for this school planning area for the 2022/23 school year is showing a need for 563 junior infant places.
The adjoining Blanchardstown West school planning area has 6 primary schools catering for junior infant classes. Projections indicate a need for 404 junior infant places for the 2022/23 school year.
It is expected that the schools in both these school planning areas can cater for projected demand.
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 the relevant school planning area, to identify particular capacity requirements for the forthcoming year(s) which may necessitate further action to that already in train.
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
In relation to school admissions, it is the responsibility of the managerial authorities of all schools to implement an enrolment policy in accordance with the Education Act, 1998 and the Education (Admission to Schools) Act 2018. My Department's main responsibility is to ensure that schools in an area can, between them, cater for all pupils seeking school places in that area.
Under the provisions of the Education (Admission to Schools) Act 2018, all schools are required to have drafted new admissions policies, which have been approved by the patron, following consultation with staff and parents of children who are attending the school. The newly revised school’s admissions policy is published on the schools website. It is a key requirement of the act that all school admission policies are fair and transparent.
736. Deputy Neale Richmond asked the Minister for Education the number of primary school children expected to need junior infant places in September 2022 versus the number of spaces in local primary schools for an area (details supplied); and if she will make a statement on the matter. [63436/21]
View answerThe areas referred to by the Deputy are part of the Scribblestown/Finglas West Primary School Planning Area.
There are 8 primary schools in this school planning area offering junior infant places and the projected requirement for junior infant places for the new school year, 2022/23 is 229. My Department understands that there is sufficient capacity in the schools in the school planning area to meet this need.
In relation to school admissions, it is the responsibility of the managerial authorities of all schools to implement an enrolment policy in accordance with the Education Act, 1998 and the Education (Admission to Schools) Act 2018. My Department's main responsibility is to ensure that schools in an area can, between them, cater for all pupils seeking school places in that area.
Under the provisions of the Education (Admission to Schools) Act 2018, all schools are required to have drafted new admissions policies, which have been approved by the patron, following consultation with staff and parents of children who are attending the school. The newly revised school’s admissions policy is published on the schools website. It is a key requirement of the act that all school admission policies are fair and transparent.
737. Deputy Niall Collins asked the Minister for Education if the mock junior certificate fee is waived for a student (details supplied) with a medical card; and if she will make a statement on the matter. [63441/21]
View answerI refer to your recent correspondence to the Minister for Education, Ms. Norma Foley TD, in relation to Junior Certificate Mock Examinations.
Decisions to hold mock Junior Cycle examinations are taken by individual schools. The format of these examinations varies from school to school and not all schools run mock examinations.
Neither the Department nor the State Examinations Commission has any role in relation to the setting, running or marking of mock examinations or the charging of fees for same.
738. Deputy Marc Ó Cathasaigh asked the Minister for Education if the minor works grant for both primary and secondary schools will or can be used for the purchase of HEPA air filtration systems for classrooms and common areas and so on; if not, if there are other grants available to primary and secondary schools to purchase HEPA air filtration systems for classrooms and common areas; and if she will make a statement on the matter. [63452/21]
View answerThe minor Works Grant funding for schools which issued in December enables schools to address both their minor works requirements and also to address small-scale ventilation improvements at school level as a short-term mitigation measure, should they require to do so.
The Departments Guidance is clear that where the recommended measures in the Practical Steps and poor ventilation continues to exist in a particular room/area, air cleaners may be considered as an additional measure in conjunction with other methods of ventilation that are available. This is line with Expert Group guidance which identifies that in areas with poor ventilation that structural interventions and measures to increase natural ventilation should be completed.
There is no one solution that fits all scenarios, each school requires bespoke analysis and an appropriate ventilation solution matched to the specific room size and volume. 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 in line with the Department’s Guidance. Specialist advice/assistance of a Chartered Engineer or Registered Architect is an important source of support for schools. This will help ensure that appropriate solutions are being put in place to address ventilation issues is required to deal with a poorly ventilated room. In the case where a school has difficulty engaging a Chartered Engineer or Registered Architect the Department can assist.
HEPA air cleaning devices are not a substitute for good ventilation but can be considered pending the completion of interventions/works where poor ventilation persists. This is in line with the Expert Group recommendations. HEPA air filtration does not negate the need for natural ventilation and opening windows as required. Furthermore Mike Ryan of the World Health Organisation’s Health Emergencies Programme has advised that schools should not to rely solely on HEPA air filters.
The minor works grant funding provides good flexibility to address issues at local school level. Where costs exceed the funding provided through their Minor Works Grant, an Emergency Works Application can be submitted.
739. Deputy Marc Ó Cathasaigh asked the Minister for Education if a school that is part of an education and training board can make an independent financial decision on the purchase of HEPA air filtration systems for classrooms and common areas in the school; and if she will make a statement on the matter. [63453/21]
View answerThe Deputy may be aware the Department of Education provided 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.
Managing ventilation is one of a suite of public health measures in place to keep our schools safe.
The Expert Group note in its own report that very good advice is contained in the Department of Education’s Practical Steps for the Deployment of Good Ventilation Practices in Schools.
They also note that it must be emphasised that ventilation should be delivered as part of a layered strategy of protective measures to control the spread of the virus that causes COVID-19. Along with these preventative actions, ventilation further reduces the risk of COVID-19 transmission 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.
The Departments Guidance is clear that where the recommended measures in the Practical Steps and poor ventilation continues to exist in a particular room/area, air cleaners may be considered as an additional measure in conjunction with other methods of ventilation that are available. This is line with Expert Group guidance which identifies that in areas with poor ventilation that structural interventions and measures to increase natural ventilation should be completed. Where such structural interventions or measures are not possible in the short term, that consideration should be given to using stand-alone HEPA filter devices in poorly ventilated spaces pending the completion of structural interventions.
The updated guidance for schools is also fully in line with the most recent guidance on non-healthcare building ventilation during COVID-19, published by the Health Protection Surveillance Centre on 18th November 2021.
There is no one solution that fits all scenarios, each school requires bespoke analysis and an appropriate ventilation solution matched to the specific room size and volume. 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 in line with the Department’s Guidance. In this context the requirements for each school will be determined locally by schools, who may get specific advice/assistance of a Chartered Engineer or Registered Architect on the appropriate measures they should take for enhancing ventilation.
HEPA air cleaning devices are not a substitute for good ventilation but can be considered pending the completion of interventions/works where poor ventilation persists. This is in line with the Expert Group recommendations. HEPA air filtration does not negate the need for natural ventilation and opening windows as required. Furthermore Mike Ryan of the World Health Organisation’s Health Emergencies Programme has advised schools not to rely solely on HEPA air filters.
Ireland’s 16 Education and Training Boards provide support on all matters to schools under their remit and in all cases ETB schools should contact their local ETB Building Officer before committing to any purchases to improve ventilation.
740. Deputy Emer Higgins asked the Minister for Education the criteria on which DEIS status is awarded to a school; the rationale for excluding a school (details supplied); and if she will make a statement on the matter. [63454/21]
View answerBudget 2022 has provided for an allocation of €18million for 2022 and €32million for 2023 to extend the DEIS programme to further schools with the highest levels of disadvantage. This represents an increase of over 20% in funding for the DEIS programme and will enable an expansion in 2022 to additional schools.
This package follows an extensive body of work which has been under taken by the DEIS technical group in relation to the development of a model to identify the concentrated levels of disadvantage of schools. The refined model is an objective, statistics based process, based on school enrolment data and data available from Census 2016 under the HP Deprivation Index. It is important to note that there is no application process for the DEIS programme and all schools will be considered when the refined model is applied.
741. Deputy Denis Naughten asked the Minister for Education the progress to date in finalising the pay and conditions for school secretaries and caretakers with a union (details supplied); the timeline for the finalisation of these issues; and if she will make a statement on the matter. [63497/21]
View answerSchool secretaries and caretakers are valued members of our school communities and my Department is fully aware of the vitally important role they play 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 allow this to be finalised. 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 is ongoing on these elements.
Discussions are continuing at present; should agreement on an overall package be reached, Fórsa would have to ballot their members and an implementation process would then begin if the ballot was passed.
I encourage all parties to focus on finalising an agreement.
