Written Answers Nos. 81-100
81. Deputy Bernard J. Durkan asked the Minister for Education the extent to which she expects to be in a position to address issues of teacher shortages at all primary and or second-levels schools throughout the country with particular reference to the need for locums; and if she will make a statement on the matter. [4653/22]
View answerIn recent years the Department has established a comprehensive programme of work to support the supply of teachers at both post-primary and primary levels, including the introduction of new programmes of initial teacher education and teacher upskilling programmes in targeted subject areas and the Teaching Transforms campaign, which encourages young people to follow a career in teaching.
In the current school year a number of additional measures have been put in place to enhance substitute cover.
At primary level significant additional posts have been allocated to the primary substitute teacher supply panels in areas where significant challenges in sourcing substitution continue, bringing the total to 680 posts on 142 panels, covering approximately 2,700 schools.
The supply panels work alongside the existing methods of sourcing substitute teachers, such as Sub Seeker, the national substitution portal service operated by the Irish Primary Principals' Network and schools can also make local arrangements to have their own regular substitutes to call on if needed.
Continuing professional development (CPD), where substitution is required has been suspended until after the February mid-term break, with the exception of planned CPD relating to reforms in senior cycle. This measure has allowed for teachers on secondment to my Department’s education support services to be available to provide substitute cover in schools through Sub Seeker.
Higher education institutions (HEIs) providing undergraduate programmes of primary and post-primary initial teacher education (ITE) have agreed to facilitate the release of 3rd and 4th year student teachers to support schools. To support this measure the Teaching Council has recently made regulations for the registration of these student teachers and is currently developing a system for their registration.
In addition, the HEIs providing professional master of education (PME) programmes have ensured flexibility in programme delivery to enhance the availability of PME students for substitute work. PME students have been advised to register with the Teaching Council and with Sub Seeker.
These measures are in addition to changes to the career break scheme, to permit teachers on career break to do unlimited substitution and changes to the job sharing scheme to permit job sharing teachers carry out substitute work on the days they are rostered off.
Primary schools with teaching principals have also been asked to cluster their allocations of principal release days to form a full-time fixed-term posts to minimise the requirement for substitute teachers.
The Department and its Inspectorate continue to provide support to schools where they continue to experience difficulties in sourcing sufficient substitute cover.
82. Deputy Jackie Cahill asked the Minister for Education if she plans to address the funding shortfall that some schools are experiencing between the cost of the air filters required for classrooms and the funding being made available to schools by her Department given that in some situations the value of State funding is considerably less than the cost of the filters; and if she will make a statement on the matter. [4606/22]
View answerIn December 2021 in order to provide additional support in the context of Covid-19 my Department issued 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.
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 or assistance from 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 any ventilation issues.
Managing 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.
A copy of the guidance is published on the Gov.ie website.
A dedicated team has been established in the Department to support schools that may have concerns about ventilation. Officers are also available to contact schools where required, walking through the steps the schools should take to deploy good ventilation practices etc. Where it is not possible for a school to access the expertise of an engineer or architect, and where necessary, a technical assessment to assist the school can be facilitated through the Department.
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.
83. Deputy Alan Dillon asked the Minister for Education the status of the provision of a school extension at a special needs school (details supplied); the remaining steps in the approval process; the average timelines for those steps; and if she will make a statement on the matter. [4709/22]
View answerA project for St Brid's Special School is included in the Department's school building programme to be delivered as part of the National Development Plan (NDP). It is intended that this project will provide modern accommodation to meet the needs of the school, including the complex needs of its pupils. It is also intended that the project will include additional capacity to address future special school demand in the area.
The Department has acquired a property that is co-located on the school site in order to extend the area available for the development of the school. This property also provides additional interim accommodation for the school pending the development of the full site.
As part of the preparatory work associated with advancing a project, the Department carried out a technical site visit to the school. The next steps include devising the accommodation brief for the project and this process is in train. The Department will keep the school advised of progress in this regard.
My Department is very much aware of the needs of the pupils and wider school community at St. Brid's Special School and of the importance of delivering improved accommodation for this school. The provision of appropriate accommodation for all pupils with special edcuation needs is an absolute priority for my Department. Since 2018, my Department's total investment to date in building projects at special schools is in excess of €125m. This includes completed projects and projects under construction under the Large Scale Capital Programme and the Additional School Accommodation scheme. Currently, there are 54 school building projects at special schools which are in progress across the various stages of planning, design, tender and construction.
My Department will continue to work to advance all of these projects, including the project at St Brid's Special School, as quickly as possible.
84. Deputy Christopher O'Sullivan asked the Minister for Education if she will report on the progress under the STEM Education Policy Statement 2017-2026; and if she will make a statement on the matter. [4677/22]
View answerThe Department of Education’s STEM Education Policy Statement 2017–2026, published November 2017, sets out ambitious goals and actions required to achieve and improve the STEM education experience and outcomes for all learners. The Policy Statement acknowledges that while there are many strengths in STEM education provision at present, a number of challenges also exist. These include the need to
Ensure the continued improvement in Irish students’ learning in STEM disciplines, including the further development of skills such as problem-solving, inquiry-based learning and team working to address demands from the world of work
Increase the number of students choosing STEM subjects in post-primary schools, those progressing to STEM pathways in Further or Higher Education and those who take up careers in STEM
Increase participation of females in STEM education and careers
Raise interest in, and awareness of the range of exciting careers in STEM
The STEM implementation plan 2017-2019 built on a range of reforms and initiatives already underway in STEM, in areas such as curriculum and assessment reform, teacher professional development, embedding digital learning and advances in initial teacher education.
Some achievements to date include:
Guidelines with accompanying toolkit in relation to forming industry –school partnerships ongoing STEM awareness campaign in conjunction with Science Foundation Ireland (SFI).
A Continuous Professional Development (CPD) Framework which supports the cross – sectoral design and delivery of STEM CPD. This informs the Professional Development Service for Teachers STEM professional development design.
STEM related curricular reform to include introduction of Computer Science for Leaving Certificate.
A Review of Literature to include an assessment of current interventions on addressing gender based barriers to STEM education in order to Identify Effective Interventions for Addressing Gender Balance in STEM in Early Years, Primary and Post-Primary Education Settings - published in November 2020. TImminent publication of Gender Balance in STEM recommendations.
A Literature review of STEM and the Arts at Early Years, Primary and Post-Primary Education Settings
Ongoing support of informal STEM education such as BTYSTE, Scifest and Science Blast
STEM resources for the Aistear Síolta practice Guide to support STEM practices within early years settings were developed
Collaboration with SFI on their Discover Programme call to create opportunities for increased participation and engagement with STEM.
Strategic Lead for Ireland in the Erasmus+ funded project ‘Assessment of Transversal Skills (ATS) in STEM’ conducted across 8 EU countries and involving a partner network of 12 educational institutions. ATS STEM aims to provide teachers and students with necessary and efficient digital assessment approaches in development of students’ transversal skills in STEM education.
85. Deputy Neale Richmond asked the Minister for Education the status of a permanent site for a school (details supplied); and if she will make a statement on the matter. [4688/22]
View answerThe acquisition of the permanent site for the school referred to by the Deputy was completed by my Department in June 2019. The zoning on the site reserves 60% of the site for "open space” – that is, it cannot be built upon. The overall site is circa 10 acres.
My Department made a submission to the Dun Laoghaire Rathdown County Draft Development Plan 2022-28 in April 2021 seeking to have the zoning on the school site changed from Objective F Open Space to Objective SNI purposes (Sustainable Neighbourhood Infrastructure) ‘to protect, improve and encourage the provision of sustainable neighbourhood infrastructure’ which would have effectively removed the 60% open space requirement. However this was unsuccessful.
The site will provide for a campus development of a 1,000 pupil post-primary school with 4 class Special Education Needs Unit (SENU) and a 16 classroom primary school with a 2 class SENU.
The project has been assigned to my Department’s Design & Build delivery programme. This delivery programme uses a professional external Project Manager to progress the project through the relevant stages of architectural planning, tender and construction.
A pre-planning meeting with the Planning Department of the local authority was held on 23rd June 2021 to discuss the design proposals for the permanent school building project. Further clarification was sought from the local authority and all of these discussions will inform the plans for developing the planning application documentation.
The next key milestone for the project will be the submission of the planning application. It is not possible to provide a timeframe for the progression of the project to tender and construction stages until such time as the necessary statutory approvals have been secured.
My Department will continue to address the interim accommodation requirements for the schools and will continue to keep the patron body and the school community updated as the project progresses.
86. Deputy Denis Naughten asked the Minister for Education her plans to address large classes in primary schools; and if she will make a statement on the matter. [4010/22]
View answerUnder the Programme for Government there is a commitment to seek to make further progress in reducing the pupil teacher ratios in primary schools.
At primary level, the annual staffing schedule determines the allocation of teachers to schools. The current allocation is on an average ratio of 1 classroom teacher for every 25 pupils. Budget 2022 has implemented a further 1 point reduction for the 2022/23 school year so that primary schools will be allocated teaching posts on an average basis of 1 classroom teacher for every 24 pupils in September 2022. Lower thresholds apply to DEIS Urban Band 1 schools. This Budget measure has brought the teacher allocation ratio in all primary schools to the lowest ever seen at primary level.
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.
87. Deputy Pádraig O'Sullivan asked the Minister for Education the status of the review of the Education for Persons with Special Educational Needs Act 2004 which is due to commence in January 2022; when the review is likely to be completed; if the review will be carried out as expeditiously as possible; and if she will make a statement on the matter. [4603/22]
View answerAs announced in December 2021, I have sought a review of the Education for Persons with Special Educational Needs Act, 2004, which provides for the education of children aged under 18 years with special educational needs. The EPSEN Act 2004, is now in place for more than 17 years and there have been many significant changes and developments to policy relating to the education of children with special needs in that time.
The purpose of the review is to ensure that legislation on education for students with additional needs is up-to-date, fully operational, and reflective of the lived experiences of students and families.
Initial steps have been taken by my Department in relation to this important review of legislation. Establishment of a Steering Group and Advisory Group to oversee the process is due to commence in the coming weeks. Open collaboration and consultation will be at the heart of the review and all stakeholders will be invited to engage with the process.
There will be a formal consultation process as early as possible in this review and input at all stages from the Advisory Group, which will include representatives of key stakeholders, including parent and advocacy groups. Details shall be communicated as soon as possible in relation to these various stages of consultation and how submissions can be raised. It is envisaged that the full review will be completed by early 2023.
88. Deputy Jennifer Carroll MacNeill asked the Minister for Education the percentage increase and monetary increase in the funding for special education per annum over the past decade; and if she will make a statement on the matter. [4612/22]
View answerThe provision of education for children with special needs is an ongoing priority for Government.
The numbers of special classes, special education teachers and Special Needs Assistants are at unprecedented levels.
The State currently spends in excess of 25% of its annual education and training budget (€9.2 Billion) on making additional provision for children with special educational needs.
This represents an increase of over 60% in total expenditure since 2011, at which point €1.247 Billion per annum was provided.
The main supports this funding provides for are:
Special Needs Assistants
Budget 2021 provided an additional 990 Special Needs Assistants.
This resulted in 18,004 SNAs having been allocated to schools by 31st December 2021
Budget 2022 provides funding for an additional 1,165 SNAs (in 2022) to provide support to children with special educational needs, which will bring the total number of SNAs to 19,169 at the end of December 2022.
Provision for 19,169 SNAs as at 31stDecember 2022 will represent an increase of 81% since 2011 at which time 10,575 were provided.
Special Education Teachers (SETs)
Budget 2021 provided for an additional 145 special education teachers which brought the total provision to 13,765 in 2021.
Budget 2022 provides for an additional 620 new SET posts in special education. This new investment is required to meet the needs of students with special educational needs enrolled in mainstream classes; students to be enrolled in new special classes and new special school places and the needs of new and developing schools.
This will bring the total number of SET in the mainstream school system to 14,385 in 2022
Provision for 14,385 SET’s as at 31 st December 2022 will represent an increase of 48% since 2011 at which time 10,575 were provided.
Special Classes
Special Classes to support children with special educational needs.
Since 2011, the number of special classes in mainstream schools has increased from 548 to 2,118 for the 2021/2022 school year.
There are now 1,854 special classes for children with Autism in place: 133 Early Intervention, 1,205 primary and 516 post primary autism special classes.
Budget 2022 provided for the creation of 287 additional special classes for the 2022/2023 school year. These additional classes will provide over 1,700 new places in 2022.
This provision for 287 additional Special Classes will bring the total to 2,405 in the 2022/2023 school year.
Special Schools
126 special schools currently providing specialist education for children with special educational needs.
Two new special schools in Cork and Dublin opened for the 2021/22 school-year.
Budget 2022 provided for an additional 23 teaching posts and 46 SNA posts in special schools which will create an additional 140 class places.
This will provide specialist education to over 8,000 pupils in 2022.
89. Deputy Colm Burke asked the Minister for Education if the steering group and advisory group have been established as part of the review of the Education for Persons with Special Educational Needs Act 2004; and if she will make a statement on the matter. [4608/22]
View answerAs announced in December 2021, I have sought a review of the Education for Persons with Special Educational Needs Act, 2004, which provides for the education of children aged under 18 years with special educational needs. The EPSEN Act 2004, is now in place for more than 17 years and there have been many significant changes and developments to policy relating to the education of children with special needs in that time.
The purpose of the review is to ensure that legislation on education for students with additional needs is up-to-date, fully operational, and reflective of the lived experiences of students and families.
Initial steps have been taken by my Department in relation to this important review of legislation. Establishment of a Steering Group and Advisory Group to oversee the process is due to commence in the coming weeks. Open collaboration and consultation will be at the heart of the review and all stakeholders will be invited to engage with the process.
There will be a formal consultation process as early as possible in this review and input at all stages from the Advisory Group, which will include representatives of key stakeholders, including parent and advocacy groups. Details shall be communicated as soon as possible in relation to these various stages of consultation and how submissions can be raised. It is envisaged that the full review will be completed by early 2023.
90. Deputy Johnny Guirke asked the Minister for Education if her Department has identified an immediate solution to the significant lack of placements for new students from the local catchment area attempting to enrol in 2022 at a school (details supplied) in County Meath; and if she will make a statement on the matter. [4624/22]
View answerMy 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 Trim Co. Meath.
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.
The Department is working to establish the true extent of any capacity issues across a number of school planning areas through ongoing discussions with the relevant school authorities/patrons. Through this engagement with the schools in Trim, it has been confirmed that there is currently a deficit of school places for the 2022/23 academic year. The Department has been working closely with representatives of Boyne Community School to deliver an appropriate solution to provide the required school places, including the provision of necessary accommodation. On this basis, the Department understands that Boyne Community School has now issued further offers of first year places for 2022/23 and that the identified need in Trim has now been addressed.
My Department's engagement with patrons/school authorities is focussed on ensuring that the start of the 2022/23 school year operates as smoothly as possible for all schools and their students.
91. Deputy Paul Murphy asked the Minister for Education the number of classrooms in primary and post-primary schools that have HEPA filters; when she expects all classrooms to have HEPA filters; and if she will make a statement on the matter. [4693/22]
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 recognised schools in the free scheme have received their grants.
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. 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.
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 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 that schools not 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 19 schools have applied for additional funding under the emergency works scheme to assist with ventilation. Of these, 12 have been approved, 2 were returned to the school to review the scope of the application, 2 were incorrectly classified as ventilation related and assessed separately, 2 were rejected as the application form was not fully completed and 1 is currently being assessed by a member of the Department’s technical team. None of the 12 approved identified a need for an air filter.
92. Deputy Emer Higgins asked the Minister for Education if there are transport supports available to students who have to travel outside of their county for school due to the fact they cannot find a school place in their county; and if she will make a statement on the matter. [4659/22]
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.
In general children are eligible for school transport if they meet the distance criteria and are attending their nearest school.
Children who are eligible for school transport and who complete the application process on time are accommodated on school transport services where such services are in operation.
Children who are eligible for school transport but for whom no service is available may, following an application process for transport within the prescribed time limits, receive a Remote Area Grant towards the cost of private transport arrangements. The grant amount is distance related and is payable annually at a fixed daily rate (from €1.30 - €5.10 per day), to each eligible family, regardless of the number of children from the same family, travelling to a particular school.
Children who apply but who are not eligible for school transport are considered for spare seats that may exist after eligible children have been facilitated; such seats are referred to as concessionary seats.
In cases where the Department is satisfied that the nearest school is full, eligibility for school transport will be determined based on the distance that children reside from their next nearest school having regard to ethos and language. If a family require further information in regard to the closest school being full they can contact School Transport Section of my Department. Further information in this regard is available on my Department's website www.education.ie.
93. Deputy Marian Harkin asked the Minister for Education if a resolution has been found on the provision of pensions for school secretaries since the recent progress made on their pay and conditions; and if she will make a statement on the matter. [4221/22]
View answerSchool secretaries 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 with school management bodies have been engaging with Fórsa on a claim on terms and conditions for grant-funded school secretaries and caretakers. 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 were identified, and a phased approach is being taken to the development of proposals.
Following intensive discussions at the WRC on 13th September 2021, there was 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 on a pro rata basis according to a secretary’s current working pattern. The 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.
Further dialogue has taken place between the parties on these issues since 13 September with the aim of reaching an overall agreement. The talks continue, most recently at a meeting at the WRC on 26 January; the parties are to meet again next month, following reflection on the matters discussed at that meeting.
I welcome the continued engagement between the parties and I encourage all stakeholders to focus on finalising an agreement.
94. Deputy Louise O'Reilly asked the Minister for Education if her attention has been drawn to a shortage of secondary school places across north County Dublin; and if she has plans to address this issue. [4400/22]
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, to identify where increasing school place requirements and associated accommodation needs will arise.
However, it is important to note that where local enrolment pressures emerge, 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 with relevant school authorities to establish the extent of enrolment pressures 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 is engaging with patron bodies, including those of schools in North Dublin, to identify particular capacity requirements for the forthcoming years which may necessitate further action to that already in train.
Where it is determined 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, or
Provision of a new school or schools.
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. The Capital Programme details the school projects that are being progressed under Project Ireland 2040. It is expected that the enrolment pressures in North Dublin, and in other areas will reduce in the short-term as such planned additional capacity comes on stream and as demographic demand moves past its peak. In terms of projects, there has been significant investment under the Major Capital Programme in the North Dublin area in recent years. Bremore ET, Balbriggan has a new school building for 1,000 pupils completed in 2018. Coláiste Glor na Mara, also in Balbriggan was completed in 2019 and also has accommodation for 1,000 pupils. In addition there are 13 other major projects at post primary level in the North Dublin area, including at Belmayne, Malahide, Portmarnock, Swords, Dublin 15 and Rush which are at various stages of the design and build process, and will greatly contribute to the supply of school places in the area.
Additionally, the Capital Programme also provides for devolved funding for additional classrooms, including accommodation for pupils with special educational needs, if required, for schools where an additional enrolment need has been identified.
Included among additional accommodation projects are Dominican College, Drumcondra, Coláiste Dhúlaigh, Coolock and Santa Sabina Dominican College, Sutton. Clonturk Community College has been approved a significant amount of modular accommodation to cater for their needs. St. Aidan’s, Whitehall has also been approved for a significant project, which has been devolved to the school authorities for delivery. My Department is also engaging with school authorities at Castleknock Community College and Luttrelstown Community College in order to consider their accommodation needs.
95. Deputy Kathleen Funchion asked the Minister for Education the reason that a school (details supplied) has not been profiled for DEIS designation in the most recent review given that Tullow, County Carlow is listed on the Pobal HP Deprivation Index as a town of disadvantage; if the school will be considered in the next review; and when this review will commence. [4600/22]
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 inclusion in the DEIS programme and all schools will be considered for inclusion when it is applied.
In advance of the implementation of the refined DEIS identification model, there will be further engagement with relevant stakeholders. The purpose is to ensure that, as far as possible, the refined DEIS identification model can provide an objective and independent means of identifying schools serving high concentrations of pupils at risk of educational disadvantage and also to ensure there is a full understanding of the refined model and its potential application.
96. Deputy Matt Carthy asked the Minister for Education if she will report on her efforts to ensure that all students who have been deemed eligible for school transport, including those that missed the original payment deadline will be facilitated with places on school buses. [4622/22]
View answerThe School Transport Scheme is a significant operation managed by Bus Éireann on behalf of the Department. 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.
All children who are eligible for school transport and who completed the application and payment process on time for the 2021/22 school year are accommodated on school transport services where such services are in operation. In addition all post-primary pupils who are otherwise eligible for school transport but are attending their second nearest school and who have applied and paid on time are accommodated on school transport services where such services are in operation. This arrangement is in place for current school year pending completion of the full review of the School Transport Scheme.
Children who are not eligible for school transport may apply for transport on a concessionary basis only and are offered seats where capacity exists after all eligible children have been catered for.
My Department commenced a review of the School Transport Scheme in 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.
Following commencement of this review the Steering Group 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 in the current school year 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 currently underway. The Steering Group will continue to report to me on an interim basis as the review progresses.
97. D'fhiafraigh Deputy Catherine Connolly den Aire Oideachais céard é stádas an Pholasaí don Oideachas Gaeltachta 2017 – 2022 agus a iarraidh uirthi soiléiriú a thabhairt ar aon athbhreithniú ar an bPolasaí atá críochnaithe nó atá beartaithe, go háirithe agus deireadh na tréimhse ama atá leagtha amach don Pholasaí ag teannadh linn; agus an ndéanfaidh sí ráiteas ina thaobh. [4723/22]
View answerSheol mo Roinn an Polasaí don Oideachas Gaeltachta in 2016 mar fhreagairt straitéiseach chun dul i ngleic leis na dúshláin sochtheangeolaíocha atá roimh limistéir phleanála teanga na Gaeltachta. Tá dul chun cinn suntasach déanta i ngach gnéith den pholasaí ó cuireadh tús lena chur i bhfeidhm.
Is í an Scéim Aitheantais Scoileanna Gaeltachta, atá á gcur i bhfeidhm in 105 bunscoil agus 29 iar-bhunscoil sa Ghaeltacht, bunchloch an Pholasaí. Faoin Scéim, tá réimse tacaíochtaí agus acmhainní spriocdhírithe breise curtha ar fáil chun tacú le soláthar oideachais trí mheán na Gaeilge d’ardchaighdeán sna scoileanna Gaeltachta seo.
Tá síneadh dhá bhliain curtha le téarma na Scéime Aitheantais Scoileanna Gaeltachta go dtí deireadh na scoilbhliana 2023/2024 de bharr tionchar na paindéime ar a cur i bhfeidhm. Ciallaíonn sé seo go leanfaidh scoileanna sa Scéim ag fáil tacaíochtaí breise chun na critéir theangabhunaithe a chomhlíonadh chun aitheantas a fháil mar Scoil Ghaeltachta.
Tá Staidéar Taighde agus Meastóireachta trí bliana ar siúl faoi láthair ag an Foras Taighde ar Oideachas (FTO) i gcomhar le Cigireacht mo Roinne chun tionchar agus éifeachtacht na Scéime a mheas.
Mar chuid den taighde seo, d’fhoilsigh mo Roinn Tuarascáil Cás-Staidéir chuimsitheach ar 12 bhunscoil agus 7 n-iar-bhunscoil i Meán Fómhair 2021. Rinne an FTO na cás-staidéir seo i gcomhar leis an gCigireacht.
Tá an FTO ag leanúint le taighde a dhéanamh ar ghnóthachtáil na scoláirí agus ar thuairimí tuismitheoirí, scoláirí, múinteoirí agus príomhoidí na scoileanna rannpháirteacha. Foilseoidh mo Roinn tuarascáil ar na torthaí taighde sin in 2022.
98. Deputy Paul Murphy asked the Minister for Education if she will ensure that the wearing of face masks of an FFP2 or higher standard is mandatory in all school settings; and if she will make a statement on the matter. [4695/22]
View answerMy Department has always been guided by public health advice in relation to appropriate COVID-19 infection prevention and control measures in place in schools. These measures protect students/pupils, their parents and school staff and are very effective when adhered to.
More than €122 million of capitation funding has been made available to primary and post primary schools to cater for PPE/Hand Sanitiser requirements in the school years 2020/21 and 2021/22 to-date.
Schools have been advised of the latest NPHET advice around mask wearing where it is acknowledged that significant protection is afforded by cloth face-coverings but that some people may prefer to wear higher grade medical or respirator masks which offer more protection. Details of suppliers and codes on the PPE procurement framework for these masks have been provided to schools by the Department should they wish to avail of these masks.
99. Deputy Paul Murphy asked the Minister for Education if she will initiate the centralised purchasing by her Department of HEPA filters to ensure all primary and post-primary classrooms are equipped with HEPA filters as soon as possible; and if she will make a statement on the matter. [4694/22]
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 recognised schools in the free scheme have received their grants.
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. 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. The requirement for air cleaners in schools will depend on advices provided to schools by their Architect/Engineer. As part of contingency planning, the Department has put arrangements in place for a small reserve of air cleaners to facilitate quick deployment to any primary or post-primary school which has an immediate need and has been unsuccessful in sourcing locally.
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 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 that schools not 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.
100. Deputy Gary Gannon asked the Minister for Education the status of the framework for sustainable funding for a centre (details supplied); the date of the last meeting between her Department and the centre; when the framework is expected to be completed; and if she will make a statement on the matter. [4815/22]
View answer181. Deputy Gary Gannon asked the Minister for Education when the review of alternative education which started in 2018 will be published; when the review was received by her Department; and if she will make a statement on the matter. [4814/22]
View answerI propose to take Questions Nos. 100 and 181 together.
Under Action 88 of the DEIS Plan my Department has undertaken a review of out-of-school education provision. This review was carried out by a Working Group chaired by my Department and comprised of representatives from stakeholders including the Department of Children, Equality, Disability, Integration and Youth, Tusla, Solas, Education and Training Boards Ireland and the National Educational Psychological Service.
This review has been informed through the use of questionnaires, submissions from stakeholders and a public consultation process, including consultation with students.
My Department has ongoing engagement with the Centre referred to by the Deputy and is committed to a sustainable framework for out of school provision. I expect to soon be in a position to publish the report of the review and it is envisaged that the report will inform future policy in this area.
