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Tuesday, 22 Mar 2022

Written Answers Nos. 470-494

Covid-19 Pandemic

Questions (470)

Carol Nolan

Question:

470. Deputy Carol Nolan asked the Minister for Education the cost incurred by her Department for the supply of Covid-19 related hand sanitiser since March 2019 to date; the name of the supplier involved; and if she will make a statement on the matter. [13906/22]

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Written answers

In 2020 The Government’s Roadmap for the Full Return to School set out a range of products required to facilitate the reopening of schools, including PPE such as hand sanitiser. A procurement process was undertaken to identify PPE, Consumables and Equipment Suppliers who could meet the needs of the Education Sector.

Following the successful conclusion of the procurement process in July 2020, the Department established a multi-supplier framework arrangement from which schools can choose suppliers and products which best meet their own needs. All PPE products required to support the operation of schools are available under this framework and schools are encouraged to purchase their PPE through this centralised process to the greatest extent possible to obtain value for money. Suppliers on the framework deliver directly to the schools. Whilst individual schools are best placed to identify their PPE needs based on their Covid-19 Response Plan, guidance and an information pack has been issued from the Department to set out the steps to follow when ordering PPE under the Supply Arrangement. As schools can draw from the central arrangements or from multiple suppliers at a local level, it is not possible to provide an aggregated total spend on hand sanitiser. The suppliers on the framework are: Bunzl Cleaning & Safety Supplies; JBS Group; Reach Group; Nugent Safety Ltd; WorkWear Experts; Shaw Scientific; Charles Hughes/Portwest; Lennox; Critical Healthcare; Steripack; PFG Maxxcare; Aquila Bioscience; Heterochem; PRL.

Each school was provided with an updated COVID-19 Response Plan in advance of the return to school.  More than €158 million of additional capitation funding has been made available to primary and post primary schools to provide for Cleaning, PPE and hand hygiene, Enhanced Supervision and employment of an Aide for the school year 2020/21. My Department has committed to ensuring that the full range of measures necessary to allow schools operate safely in the Covid-19 environment will continue to be available for the 2021/22 school year and has provided a further €109 million to date for Terms 1 and 2 of the 2021/22 school year. This represents a total of €267 million to date of which €122 million is for PPE and hand hygiene.

In addition the Department itself incurred a total expenditure of €29,062.67 on hand sanitiser in the years 2020-2022 from a range of suppliers. These suppliers were Bunzl Cleaning & Safety Supplies; CCS Media Ireland; JBS Group; Newspread Limited; Roschem Products Ltd.

School Admissions

Questions (471)

Joan Collins

Question:

471. Deputy Joan Collins asked the Minister for Education if a person (details supplied) will be offered a school placement in September 2022. [13942/22]

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Written answers

Enabling children with special educational needs to receive an education is a priority for this Government.

This year, my Department will spend in excess of €2 Billion, or over 25% of the Department’s budget on providing a wide range of schemes and supports for children with special educational needs. This includes additional teaching and care supports.  

The National Council for Special Education (NCSE) has responsibility for coordinating and advising on the education provision for children with additional needs nationwide. The NCSE, through the local Special Educational Needs Organiser (SENO), is available to support both families and schools regarding a suitable placement.

I can assure the Deputy that my Department is working in close collaboration with the NCSE to ensure that the necessary provision is put in place on a timely basis throughout the country. 

As the query refers to an individual placement case, I will arrange to have it referred to the NCSE for their attention and direct reply.

Education Schemes

Questions (472)

Denis Naughten

Question:

472. Deputy Denis Naughten asked the Minister for Education the total funding allocated in 2022 for professional development services for primary school teachers in reading recovery; and if she will make a statement on the matter. [13945/22]

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Written answers

Reading Recovery is a licensed, school-based, short-term early intervention programme targeting children aged around six who have specific difficulties with reading. The Department funded national teachers education support service, the Professional Development Service for Teachers (PDST) provides a Reading Recovery Initial Professional Development programme (IPD) for new teachers to this programme as well as ongoing Continuing Professional Development (CPD) for specially trained teachers. 

The programme is operational  in DEIS schools as well as being extended to non DEIS schools where children from disadvantaged communities are supported in the programme. Reading Recovery involves intensive one-to-one lessons for 30 minutes a day with a specifically trained Reading Recovery teacher. This series of lessons is individually designed for each child, based on moment by moment observations by a highly trained teacher.  The goal is for children to become effective readers and writers, and to be able to work within the average band of their class at age-appropriate levels of literacy. 

The total funding provision by my Department for the operation of the Reading Recovery programme in 2022 is estimated at €1.2m. This funding relates to the salary costs of seconding teachers to provide the programme, substitute teacher costs relating to CPD events and core programme costs. 

School Admissions

Questions (473)

Bríd Smith

Question:

473. Deputy Bríd Smith asked the Minister for Education the action she can advise parents to take in the case of a child who is due to start school in September 2022 but where a place in a co-educational school in Dublin 12 cannot be obtained (details supplied); if there are plans for the opening of a much needed new class at a school; if so, when places will be available; the steps that her Department is currently taking to increase capacity in schools in Dublin 12; and if she will make a statement on the matter. [13970/22]

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Written answers

My Department is aware of increasing pressures and demand for additional school places in a number of school planning areas, including the school planning area Dolphins Barn D12.

Where capacity issues arise it may not be as a result of lack of accommodation but may be driven by the following factors:

- Duplication of applications – pupils have applied for a place  to a number of schools in the area

- School of choice – pupils can’t get a place in their preferred school while there are places in other schools in the town/area

- Some towns/areas have single sex schools and while places are available in the school there are not available to all pupils

- External draw – pupils coming from outside the local area

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 to identify particular capacity requirements for the forthcoming years which may necessitate further action to that already in train.  My Department's priority is ensuring that there are sufficient overall school places in an area.

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. 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. The current status of these projects being delivered including in the Dolphins Barn D12 school planning area is listed on www.gov.ie  and is updated on a monthly basis to reflect their progress.

These include the following:

- Scoil Mhuire Ogh 1, Crumlin Road. A refurbishment project is ongoing to create 1 class SEN Base. The project is at stage 4.

- St. Cillians NS. Bluebell. An extension that includes 1 Mainstream Classroom and SET space with WC. The project is at stage 1.

- Scoil Mhuire Ogh 2, Crumlin Road. A temporary SEN Class project is currently at Stage 3. A permanent new extension that includes 13 Mainstream Classrooms, 4 Resource Rooms, 1 Multimedia Room, 1 Textiles  Room, 1 Art/Crafts Room, 2 Home Economics Rooms, 3 Science Labs and 2 prep Rooms, 1 Graphics Room, 1 Construction room and Prep Room, 1 Engineering Room and 4 SET Rooms. The project is at stage 1.

- Marist National School. Project ongoing for 2 Class SEN Base. The project is at Stage 2a.

- Our Lady of the Wayside NS, Bluebell. Project ongoing for 3 Class SEN Base. The project is at Stage 1.

- St. Damian's NS, Perrystown. A refurbishment project is ongoing to create 1 class SEN Base. The project is at stage 2b.

- Holy Spirit Junior Primary School, Greenhills. 1 ASD Unit and 2 Mainstream Classroom. The project is at stage 4.

- Holy Spirit Senior Primary School, Greenhills. 2 ASD Unit. The project is at stage 4.

- Scoil Una Naofa, Crumlin. A refurbishment project is ongoing to create 1 class SEN Base. The project is at stage 1. 

The annual admissions notice for each of the current 19 primary schools in this school planning area is available on the individual school websites. 

School Facilities

Questions (474)

Bernard Durkan

Question:

474. Deputy Bernard J. Durkan asked the Minister for Education the status of an application by a school (details supplied) in County Leitrim. [13984/22]

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Written answers

The school to which the Deputy refers to was approved funding under the Additional Accommodation Scheme 2015 to provide for an additional resource room. This was devolved for delivery to the school but has not been progressed to date.

The school has been informed to contact School Capital Appraisals Section of the Department if it wishes to appeal the scope of the project. I wish to advise the Deputy that my Department has no current record of receiving a further application for additional accommodation from the school in question. It is open to the school authority to make an application for additional accommodation through the 'Additional School Accommodation scheme (ASA)' which is available at www.education.ie

Special Educational Needs

Questions (475, 476)

Thomas Gould

Question:

475. Deputy Thomas Gould asked the Minister for Education the number of proposed new ASD units that will open in secondary schools in Ballincollig, County Cork in September 2022. [13985/22]

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Thomas Gould

Question:

476. Deputy Thomas Gould asked the Minister for Education the status of plans for the opening of an ASD unit in the temporary accommodation in a school (details supplied). [13986/22]

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Written answers

I propose to take Questions Nos. 475 and 476 together.

Enabling children with special educational needs to receive an education is a priority for this Government.   

This year, my Department will spend in excess of €2 Billion, or over 25% of the Department’s budget on providing a wide range of schemes and supports for children with special educational needs.

This includes additional teaching and care supports.

As a result, the number of special education teachers, special needs assistants and special class and school places are at unprecedented levels. 

The National Council for Special Education (NCSE) has responsibility for coordinating and advising on the education provision for children with special educational needs nationwide.

Throughout 2020 and 2021, my Department and the NCSE have worked closely on a more streamlined and joined up planning process which has ensured a targeted approach to meet demand for special needs placements ahead of each new school-year.

I am satisfied that this more joined up approach is delivering. Through this intensive intervention, we have seen an additional 300 special classes, providing 1,800 new places, opened nationwide for the 2021/22 school-year.

I also acknowledge that notwithstanding the extent of this investment, there are some parts of the country where increases in population and other issues have led to concerns regarding a shortage of school places.

The NCSE has well established structures in place for engaging with schools and parents and seeks to ensure that schools in an area can, between them, cater for all children who have been identified as needing special class placements.  

The NCSE is currently engaging in a process of establishing new classes for the 2022/2023 school year and beyond by looking at local information in relation to projected demand for future special class places. Budget 2022 ensured that resources are in place for 1700 additional special class places across the country in 2022. 

With specific regard to the Ballincollig area, the Department is working closely with the NCSE and schools in the area to ensure that the necessary additional provision is made as quickly as possible.  All options are being considered including making some interim accommodation arrangements if necessary to meet the local need.

The level of accommodation being planned for the school to which the Deputy refers is also intended to include for the provision of a two classroom SEN provision.  My Department has considered all options for the September 2022 interim accommodation for the school in question, including locating the school on the site of another post primary school in the town.  

In considering available space on the other school site, the proposed development can be considered exempt under the planning exemption introduced in March 2021 - Planning and Development (Exempted Development) Regulations 2021 (S.I. 114 of 2021) – School Buildings.

My Department is also engaging with another Post Primary school in Ballincollig in respect of the provision of SEN accommodation at the school, including the provision of 2 SEN classrooms in interim accommodation.

Parents seeking special class placements for their children should contact their local Special Educational Needs Organiser (SENO).

 

Question No. 476 answered with Question No. 475.

Oideachas trí Ghaeilge

Questions (477)

Donnchadh Ó Laoghaire

Question:

477. D'fhiafraigh Deputy Donnchadh Ó Laoghaire den Aire Oideachais cén dul chun cinn atá déanta ar an mbeartas don oideachas lán-Ghaeilge a chur le chéile; cathain a fhoilseofar amscála chun an beartas a chur le chéile agus cathain a roinnfear leis na geallsealbhóirí cuí é; agus cé atá ceaptha chun bheith i gceannas ar an mbeartas a chur le chéile. [13990/22]

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Written answers

Freagra

Tá polasaí nua don oideachas lán-Ghaeilge lasmuigh de cheantair Ghaeltachta á fhorbairt ag mo Roinn faoi láthair. Is í aidhm an pholasaí nua seo ná creat a chur ar fáil chun oideachas lán-Ghaeilge ar ardchaighdeán a sholáthar lasmuigh de cheantair Ghaeltachta.

Tá obair pleanála ar fhorbairt an pholasaí nua ar siúl i mo Roinn faoi stiúir an Aonaid um Oideachas Gaeltachta. Tá structúr rialachais á chur i bhfeidhm chun an obair ar fhorbairt an pholasaí a mhaoirsiú. Éascóidh sé seo ionchur ó pháirtithe leasmhara éagsúla agus déanfaidh sé maoirsiú ar phroiséas comhairliúcháin chun rannpháirtíocht fhorleathan na bpáirtithe leasmhara a spreagadh chun bonn eolais a chur faoin bpróiseas forbartha polasaí.

Táim ag súil leis an obair thábhachtach seo a thabhairt chun cinn agus tógáil ar na torthaí dearfacha atá á mbaint amach cheana féin i gcur i bhfeidhm an Pholasaí don Oideachas Gaeltachta chun an t-oideachas lán-Ghaeilge a neartú. Táim ag súil freisin le bheith ag obair leis na páirtithe leasmhara ábhartha chun na céimeanna éagsúla is gá chun an polasaí a fhorbairt a chur chun cinn.

 

 

Question PQ 13990/22

To ask the Minister for Education what progress has been made on the development of the policy for Irish-medium education; when will a timescale for the development of the policy be published and when will it be shared with the relevant stakeholders; and who has been appointed to be in charge of developing the policy

Answer:

A new policy for Irish-medium Education outside of Gaeltacht areas is being developed by my Department at present. The aim of this policy is to provide a framework for the provision of high quality Irish-medium education outside of Gaeltacht areas.

Planning work on the development of the new policy is under way in my Department under the direction of the Gaeltacht Education Unit. A governance structure to oversee the work of developing the policy is being put in place. This will allow for the input of relevant stakeholders and will oversee a consultation process to encourage the widespread participation of interested parties to inform the policy development process.

I am looking forward to progressing this important work and building on the positive results being achieved already in the implementation of the Policy on Gaeltacht Education to strengthen Irish-medium education. I am also looking forward to working with the relevant interested parties to progress the various steps that are necessary to develop the policy.

Defective Building Materials

Questions (478)

Paul Donnelly

Question:

478. Deputy Paul Donnelly asked the Minister for Education the estimated cost of works that have been undertaken to remove pyrite from some or all of the school buildings at a school (details supplied) from 2012 to date; and if she will make a statement on the matter. [13994/22]

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Written answers

Once the presence of pyrite in the school referred to by the Deputy was established, my Department's Planning and Building Unit sought legal advice as to how to proceed. The matter has been referred to the Chief State Solicitor’s Office.

The Deputy will appreciate that as this matter is still being dealt with by the Chief State Solicitors Office it is not possible for me to comment further at present.

The school have applied for funding under the Emergency Works Scheme to repair damage to fire doors and their surrounds which has been caused by Pyrite. The total amount approved to carry out these works since 2012 is circa. €273,000.

The building project for the extension to St Patricks NS Diswellstown will be delivered under the Department's ADAPT3 programme. This is a delivery programme which uses an external Project Management team to expedite progression through the design and tender stages of major school building projects.

The tender competition for the appointment of the ADAPT3 Project Manager (PM) is nearing completion and the PM is expected to be appointed shortly.

The first step to be undertaken by the PM will be the tender competitions for the appointment of design teams for a number of school building projects. This will include the appointment of the DT to progress the extension project for St Patricks NS. The DT will also be tasked with developing and progressing a remediation programme to deal with the pyrite issues in the existing school.

The legal action undertaken by the Department with regard to the pyrite issue will continue to be progressed in parallel with the above programme.

Solar Energy Guidelines

Questions (479)

Paul Donnelly

Question:

479. Deputy Paul Donnelly asked the Minister for Education the action that has been taken in relation to a change in legislation to make it easier for schools to install solar panels. [13995/22]

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Written answers

My Department is at the forefront of design with respect to sustainable energy in school buildings and this performance has been recognised at both National and International level with sustainable energy awards for excellence in Design and Specification.

Schools that are designed and built in accordance with the Departments Schools technical guidance documents must achieve an A3 Building Energy Rating A3 and have typically up to 20% higher performance than required by the current Building Regulations, along with 10% of primary energy provided via photovoltaics and infrastructure provision for electric vehicle charging.

All new technologies and approaches are tested to ensure compatibility with school design and operational requirements. Successful and repeatable results are then incorporated into all new school designs and refurbishments.

My Department’s Technical Guidance Documents set the benchmark for sustainable design in school buildings with a clear focus on energy efficiency and they are based on solid energy research projects. The Departments policy is supported by a strong research programme with forty eight research projects at various stages including its joint SEAI partnership energy website project www.energyineducation.ie .

Solar PV is also funded for schools that are having their electrical installations replaced.

Under 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 also 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.

My Department and the Sustainable Energy Authority of Ireland are involved in an energy efficient retrofit pathfinder scheme for schools since 2017. 

This Pathfinder programme is paving the way for, and informing, a much larger national schools’ programme for the energy retrofit of schools built prior to 2008 as included in the National Development Plan. It is facilitating research on a range of typical retrofit options, which will have been tried and tested. It is providing valuable development information for a solution driven delivery strategy which will be founded on a solid evidence base that has proven the robustness and scalability of renewable solutions within the schools’ sector. 

The longer-term outcome of the pathfinder will be to create an accurate and scalable model for energy efficient retrofits of schools across Ireland which will include solar PV. The deep energy retrofit programme for schools built prior to 2008 is due to be rolled out as included in the National Development Plan.

The Climate Action Plan 2021 Annex of Actions published this year includes for the introduction of  interim regulations amending solar panel planning exemptions, with defined exclusion zones around airports and aerodromes for solar installations in Q1 2022 and once published will be considered by my Department.

Traveller Community

Questions (480)

Patrick Costello

Question:

480. Deputy Patrick Costello asked the Minister for Education the actions that her Department has taken to implement the relevant recommendations from the Joint Committee on Key Issues Affecting the Traveller Community report issued in November 2021. [14001/22]

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Written answers

I am aware of the report and recommendations from the Joint Committee on Key Issues Affecting the Traveller Community report, which issued in November 2021. Officials from my Department engaged with the Joint Oireachtas Committee with regard to education matters.

With regard to the recommendations pertaining to my Department, my Department provides a wide range of supports to all schools to ensure that all students have their educational needs met, to support the inclusion of all students, including Traveller students, and to address barriers to students achieving their potential.

National Traveller and Roma Inclusion Strategy

The National Traveller and Roma Inclusion Strategy (NTRIS) provides a framework for action on Traveller and Roma issues. Actions to advance Traveller education outcomes form part of this Strategy. My Department participated in the development of the NTRIS, which contains over 30 education-related actions, from early years to further and higher education, and officials will be working with the Department of Further and Higher Education Research Innovation and Science, and engaging with and supporting the Department of Children, Equality, Disability, Integration and Youth in its review of the Strategy and development of the next iteration of the Strategy as committed to in the Programme for Government. Officials from my Department attend the NTRIS Plenary Steering Group meetings in addition to the NTRIS Education subgroup, which meet regularly throughout the year.

DEIS - Delivering Equality of Opportunity in Schools

DEIS is the main policy instrument of my Department to tackle educational disadvantage at school level. Schools in the DEIS programme avail of a range of targeted supports aimed at tackling educational disadvantage, including additional classroom teaching posts, home school community liaison coordinator posts, DEIS grant funding and access to the School Completion Programme. The DEIS Plan includes specific actions in relation to Traveller and Roma education to promote improvements in school attendance and completion.

Budget 2022 has allocated the largest-ever increase in funding for the DEIS programme, providing for an additional allocation of €18 million in 2022 and rising to an additional €32 million in 2023. This means that by 2023 my Department will target over €180 million at addressing educational disadvantage through the DEIS programme, an increase of 20%. On 9 March this year, I announced a major expansion of the programme, with the inclusion of an additional 310 schools and the reclassification of an additional 37 existing DEIS schools, making these eligible for increased supports.

The refined DEIS identification model captures a greater breadth of disadvantage than the earlier model. Importantly, it takes into consideration the significant educational disadvantage experienced by Traveller and Roma learners, as well as of students residing in direct provision or emergency homeless accommodation. Thus, the expansion has extended the additional targeted supports of the DEIS programme to those schools serving high concentrations of students at risk of educational disadvantage ensuring that the largest investment to date in the DEIS programme is being provided to those schools most in need.

Wellbeing in schools

The Department’s Wellbeing Policy Statement and Framework for Practice 2019 sets out the ambition and vision of the Department that the promotion of wellbeing will be at the core of the ethos of every school and centre for education in Ireland. It acknowledges that schools provide opportunities to develop friendships and to respectfully encounter diversity and access support structures. The policy promotes the provision of a whole-school approach to supporting wellbeing, an approach that has been found internationally to produce a wide range of educational and social benefits, including increased inclusion, greater social cohesion, increased social capital and improvements to mental health.

Schools are encouraged to use a reflective, school self-evaluation approach to identify and prioritise the needs of their own school community in relation to the promotion of wellbeing and mental health, and to respond to meeting those needs.

Anti-Bullying Measures

The 2013 Action Plan on Bullying sets out my Department's approach to tackling bullying and promoting an anti-bullying culture in schools. On 16 February, I announced the establishment of a new Steering Committee to review the 2013 Action Plan on Bullying and develop a new Action Plan. This review will take account of the significant developments and relevant research since the action plan was published.

This includes research published last week by DCU and commissioned by my Department in line with NTRIS actions on the effectiveness of the Department’s anti-bullying procedures on Traveller and Roma experiences in the school system. It is entitled A study into the effectiveness of the Anti-Bullying Procedures on Traveller and Roma pupils’ experiences in the school system, and is available here: https://antibullyingcentre.ie/wp-content/uploads/2022/03/A-study-into-the-effectiveness-of-the-Anti-Bullying-Procedures-on-Traveller-and-Roma-pupils-experiences-in-the-school-system.pdf

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, published last August. The anti-bullying procedures for primary and post-primary schools will also be reviewed and updated in parallel with this work.

Traveller Culture and History

I am fully supportive of measures to improve educational outcomes for Travellers, which includes ensuring that the school setting is a more welcoming environment. Developing knowledge and understanding of Traveller culture and history in schools will help build a recognition of the important value of Traveller culture and history to this country and help to improve a sense of belonging for Traveller children in schools. 

The National Council for Curriculum and Assessment (NCCA) published an audit of Traveller culture and history in the curriculum in 2019, which has provided the basis for further work in this area which is being progressed. A full-time Education Officer was appointed in September, 2020 to progress the next steps which include:

- identifying existing initiatives and supports across the three education sectors (early childhood, primary and post-primary) and exploring how they can be further enhanced, supported and possibly replicated; - identifying existing resources and materials and exploring the kinds of new support material and resources that need developing;

- working directly with early childhood settings and schools to identify good practice underpinned by principles of inclusion, intercultural education, and learning about Traveller history and culture.

An expert advisory group has been established by the NCCA, which includes representatives and members of the Traveller community to inform the work being carried out by NCCA.

 

Special Educational Needs

Questions (481)

Michael Creed

Question:

481. Deputy Michael Creed asked the Minister for Education if a school (details supplied) in County Cork will be successfully relocated to facilitate September 2022 enrolment; if the planning authority has confirmed that the proposed relocation is planning exempt: if ASD provision in the relocated school will proceed as planned and announced; and if she will make a statement on the matter. [14020/22]

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Written answers

My Department has considered all options for the September 2022 interim accommodation for the school in question, including locating the school on the site of another post primary school in the town. 

In considering available space on the other school site, the proposed development can be considered exempt under the planning exemption introduced in March 2021 - Planning and Development (Exempted Development) Regulations 2021 (S.I. 114 of 2021) – School Buildings. This does not require confirmation from the planning authority.

The level of accommodation being planned for the school is also intended to include a two classroom SEN provision.  My Department are in regular contact with the school in question and its patron body keeping them informed of developments.

School Admissions

Questions (482)

Niall Collins

Question:

482. Deputy Niall Collins asked the Minister for Education if advice will be provided in relation to a matter raised in correspondence by a person (details supplied) in relation to the availability of places in special schools; and if she will make a statement on the matter. [14040/22]

View answer

Written answers

Enabling children with special educational needs to receive an education is a priority for this Government.

This year, my Department will spend in excess of €2 Billion, or over 25% of the Department’s budget on providing a wide range of schemes and supports for children with special educational needs. This includes additional teaching and care supports.  

The National Council for Special Education (NCSE) has responsibility for coordinating and advising on the education provision for children with additional needs nationwide. The NCSE, through the local Special Educational Needs Organiser (SENO), is available to support both families and schools regarding a suitable placement.

I can assure the Deputy that my Department is working in close collaboration with the NCSE to ensure that the necessary provision is put in place on a timely basis throughout the country. 

As the query refers to an individual placement case, I will arrange to have it referred to the NCSE for their attention and direct reply.

School Facilities

Questions (483)

Niamh Smyth

Question:

483. Deputy Niamh Smyth asked the Minister for Education if an appeal for assisted technology for a child (details supplied) has been decided; and if she will make a statement on the matter. [14121/22]

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Written answers

Under the Assistive Technology scheme, as set out in my Department’s Circular 0010/2013, funding is provided to schools towards the cost of computers and specialist equipment, which are required for educational purposes.

All equipment provided under this scheme supports children with more complex disabilities who, in order to access the school curriculum, require essential specialist equipment.

The National Council for Special Education (NCSE) through its network of local Special Educational Needs Organisers (SENOs) is responsible for processing applications from schools for special educational needs supports. SENOs also make recommendations to my Department where assistive technology/specialised equipment is required. The NCSE operates within my Department's criteria in making recommendations for support.

In order to qualify for equipment under the assistive technology scheme, a student must have been diagnosed with a physical or communicative disability and must also have a recommendation in a professional assessment that the equipment is essential in order to allow the student to access the curriculum.

It must also be clear that the existing I.T. equipment in the school is insufficient to meet the child's needs. Where necessary, schools may also purchase new or additional equipment or software for students from normal school resources or funds.

Schools make applications directly to the SENO, providing details of the student’s special educational needs or disability, including details of the approach taken by the school in making relevant interventions.

SENOs will review the application, and professional reports provided in support of same, in order to establish whether the criteria of the scheme have been met. They will then make a recommendation to my Department as to whether or not assistive technology is required; and based on this recommendation, my Department will decide on the level of grant, if any, to be provided.

The type of equipment provided under the assistive technology scheme is varied, and includes audiological supports for students with hearing impairment, braille equipment for children with visual impairment, and computer equipment with associated modified software for students with physical or severe communicative disabilities.

Communication devices or medical or therapy related devices which are not specific educational interventions or equipment specifically required as essential for school educational access, and which have a general application outside of school, are not provided for under the Assistive Technology scheme, however. Such equipment is normally provided for children with disabilities by the Health Service Executive (HSE).

Based on the professional information provided to the SENO and in line with criteria set out in Circular 10/2013, the SENO was not in a position to recommend an Assistive Technology grant for Milltown NS on behalf of Jack.

There was insufficient evidence of a degree of communicative disability for which specialist equipment is essential to access the curriculum, clearly outlining how and when it is to be used.  

I can confirm that an appeal for assistive technology for the pupil named by the deputy was received in my Department. The principal has been informed that the appeal has been unsuccessful on the basis that the application did not meet the criteria for provision of equipment. Correspondence to this effect has issued to the school.

If new information becomes available, it is open to the school to submit a new application to the SENO for consideration.

It is also open to parents to contact SENOs directly to discuss their child’s special educational needs, using the contact details available at: www.ncse.ie/seno-contact-list

Special Educational Needs

Questions (484, 485)

Eoin Ó Broin

Question:

484. Deputy Eoin Ó Broin asked the Minister for Education the number of special classes that are situated in schools in Rathcoole, County Dublin; and the action her Department is taking to increase the number of special classes to meet demand in the area. [14126/22]

View answer

Eoin Ó Broin

Question:

485. Deputy Eoin Ó Broin asked the Minister for Education if there are plans to introduce a special class in a school (details supplied). [14127/22]

View answer

Written answers

I propose to take Questions Nos. 484 and 485 together.

Enabling children with special educational needs to receive an education is a priority for this Government.

This year, my Department will spend in excess of €2 Billion, or over 25% of the Department’s budget on providing additional teaching and care supports for children with special educational needs.

The National Council for Special Education (NCSE) has responsibility for coordinating and advising on the education provision for children with special educational needs nationwide.

It is open to any school to make an application to the NCSE for the establishment of a specialised provision and where sanctioned, a range of supports, including capital funding, is made available to the school.

Over the last two years, my Department and the NCSE have worked closely on a more streamlined and joined up planning process which has ensured a targeted approach to meet demand for special needs placements ahead of each new school-year.

I am satisfied that this more joined up approach is delivering. Through this intensive intervention, we have seen over 300 special classes, providing 1,800 new places, opened nationwide for the 2021/22 school-year.

Parents seeking special class placements for their children are advised to contact NCSE locally so that their needs can be taken into account for planning purposes.

The NCSE through their network of SENOs (Special Educational Needs Organisers) are currently engaged in a process of establishing new classes for the 2022/2023 school year and beyond. They are looking at local information in relation to projected demand for future special class places.

The local SENOs remain available to assist and advise parents of children with special educational needs. Parents may contact SENOs directly using the contact details available at: https://ncse.ie/regional-servic es-contact-list.

Information on the list of schools with special classes, the type and location of these classes is published on the NCSE website and is available at https://ncse.ie/special-classes.

As the Deputy's query refers to an individual school, I will arrange to have the details referred to the NCSE for their attention and direct reply.

Question No. 485 answered with Question No. 484.

Education Policy

Questions (486)

Aengus Ó Snodaigh

Question:

486. Deputy Aengus Ó Snodaigh asked the Minister for Education the number of primary schools in the Dublin 8, 10, 12 and 20 areas; if these are co-educational; the patronage under which they operate; the number of children attending each school; the capacity in each school; and if there are plans to expand or to carry out other remedial works on these schools in the near future. [14136/22]

View answer

Written answers

My Department publishes information in respect of all schools, including primary schools in the area to which the Deputy refers, on gov.ie DoE Statistics page: www.gov.ie/en/collection/primary-schools/#20212022. This includes details of the status of these schools as well as of enrolments.

The Statistics page also provides information on school ethos. In the city of Dublin, the majority of schools with a Catholic ethos are under the patronage of the Archbishop of Dublin, the majority of Church of Ireland schools are under the patronage of the Archbishop of Dublin and Bishop of Glendalough, while those that are multi-denominational are predominantly under the patronage of Educate Together. Should the Deputy wish to establish the patron of a particular school or schools, this can be provided.

While my Department collates a National Inventory of School Capacity from information provided by schools as part of their enrolment returns, it is a matter for school authorities to determine the available school places in any individual school and to set out the school’s Admissions Policy. 

As the Deputy may be aware for school planning purposes, my Department divides the country into 314 school planning areas and utilises a Geographical Information System (GIS) to anticipate school place demand. Information from a range of sources, including Child Benefit data, school enrolment data and information on residential development activity is used for this purpose.

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 is engaging with patron bodies, including patrons of schools in Dublin 8,10,12 and 20 to identify particular capacity requirements for the forthcoming years which may necessitate further action to that already in train. The Department's priority is to ensure that there are sufficient school places overall in a School Planning Area.

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 these, 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, including projects in the area in question, 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.

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 or where an additional teacher has been appointed. Details of schools listed on this programme (the Additional Accommodation Scheme) can also be found on my Department's website at www.gov.ie and this information is also updated regularly.

Specifically, in Dublin 8,10, 12 and 20 areas, a significant number of school building projects providing additional capacity and refurbished accommodation at primary school level are in train. A list of these projects, indicating the current status of the projects in these school planning areas, is attached for the Deputy's information. 

PrimarySchools

Defective Building Materials

Questions (487)

Pearse Doherty

Question:

487. Deputy Pearse Doherty asked the Minister for Education if eligibility for school transport will be extended to families moving to temporary homes outside the catchment area of their school while their homes with MICA are being rebuilt; and if she will make a statement on the matter. [14141/22]

View answer

Written answers

School 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.

I recognise that for families in temporary accommodation due to MICA affected homes, difficulties may arise.  I can assure the Deputy that cases referred to by the Deputy in this context will be considered as they arise on a case by case basis to assess the transport options that can be offered to the affected families.   My officials will work with Bus Éireann in considering appropriate flexible responses. 

In general, under the terms of the School Transport Schemes children are eligible for transport at primary level where they reside not less than 3.2 kilometres from and are attending their nearest national school, and at post primary level where they reside not less than 4.8 kilometres from and are attending their nearest post primary school/education centre as determined by the Department/Bus Éireann, having regard to ethos and language.

Children who are eligible for school transport and who have completed the application process and paid on time are accommodated on school transport services where such services are in operation.

Children 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.

Grants towards the cost of private transport arrangements may be paid to eligible students in certain circumstances. To be eligible for a grant, an application for transport must first be made and eligibility determined. 

Schools Building Projects

Questions (488)

James Lawless

Question:

488. Deputy James Lawless asked the Minister for Education the status of the development of a new building for a school (details supplied) in County Meath; and if she will make a statement on the matter. [14151/22]

View answer

Written answers

The permanent accommodation for the school referred to by the Deputy is being delivered under my Department’s Design and Build Programme.   This delivery programme uses a professional external Project Management team to progress the project through the stages of architectural planning, tendering and construction. 

My Department is considering the timeline for the progression to tender of a number of Design & Build projects including the permanent accommodation for the school referred to by the Deputy and will advise the school's patron body further as soon as possible. In the interim, my Department will continue to liaise with the school's patron body in relation to the school’s accommodation needs pending delivery of the permanent accommodation.

World Economic Forum

Questions (489)

Carol Nolan

Question:

489. Deputy Carol Nolan asked the Minister for Education if she or officials from her Department have engaged in any form of communication with the World Economic Forum or representatives of the World Economic Forum including by phone call, webinar, email or any event organised by the World Economic Forum from 1 January 2019 to date; if so, the details of same; and if she will make a statement on the matter. [14156/22]

View answer

Written answers

The Department of Education has not engaged in any form of communication with the World Economic Forum or representatives of the World Economic Forum

Education Policy

Questions (490, 460)

Mick Barry

Question:

490. Deputy Mick Barry asked the Minister for Education the supports that she will put in place for children and their families coming from Ukraine who will be entering the education system here; if she will be providing training and supports to teachers; the provision that is being made for special language classes; the assistance that will be given to assist parents with their adaption to the Irish education system; and if she will make a statement on the matter. [14191/22]

View answer

Dessie Ellis

Question:

460. Deputy Dessie Ellis asked the Minister for Education if she has considered putting in place regional databases of native Ukrainian speakers to assist children and young persons to successfully integrate into the education system in Ireland; and if she will make a statement on the matter. [14517/22]

View answer

Written answers

I propose to take Questions Nos. 490 and 460 together.

As part of the Department's overall planning and preparatory work, a dedicated working group has been formed to consider language and cultural resources and supports for teachers and schools. The group includes representatives of the Department (including NEPs), its inspectorate, the teacher education support services, the NCCA and the ETB sector.

The group is assessing and sharing existing relevant resources and supports and identifying any gaps which need to be addressed through the provision of additional resources and supports both in the short term and over the medium to longer term. All relevant resources and supports are currently being collated and made available on one central website for schools and teachers to access. New CPD supports are being designed and developed also and will be made available to schools and teachers shortly.  

The teacher education support services are also prioritising requests from schools who are enrolling children coming from Ukraine.

The National Educational Psychological Service will lead on the provision of support and guidance to schools on how best to meet the wellbeing, and social and emotional needs of children and young people who will be beneficiaries of the Temporary Protection Directive to promote inclusion in a multi-cultural environment. 

Departmental Schemes

Questions (491)

Donnchadh Ó Laoghaire

Question:

491. Deputy Donnchadh Ó Laoghaire asked the Minister for Education if he will provide an update on the ex-gratia scheme for survivors of childhood sexual abuse in day schools; if the scheme is still open for applications; the way in which survivors can apply for this scheme and the number of applications have been received to date. [14197/22]

View answer

Written answers

A revised ex gratia scheme to implement the European Court of Human Rights (ECtHR) judgment in O'Keeffe v Ireland, which concerned sexual abuse in day schools, opened for applications in July 2021 and is due to remain open until July 2023.

Full details in respect of the Scheme are available on www.gov.ie/en/service/90a42-revised-ex-gratia-scheme/.  Contact details for my Department for those wishing to apply to the Scheme and who require any further information are also provided.

To date, 90 applications have been received, of which 64 have been approved. 61 payments have been made so far.

School Transport

Questions (492)

Bernard Durkan

Question:

492. Deputy Bernard J. Durkan asked the Minister for Education if her Department or the relevant body under her aegis will review the circumstances whereby a number of children from Kilteel, County Kildare are being refused school transport to a school (details supplied) given that the nearest school is full (details supplied); and if she will make a statement on the matter. [14209/22]

View answer

Written answers

School 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.

All children who are eligible for school transport and who complete the application and payment process on time are accommodated on school transport services where such services are in operation.

Children who apply for school transport but who are not eligible 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. To establish that the nearest school is full parents/guardians must provide certain documentary evidence including confirmation that an application for enrolment in the nearest school was made within the deadline dates specified by the school and confirmation from the school authorities that the school was full.

As you are aware my Department commenced a review of the School Transport Scheme in February 2021. The review is being conducted with a view to examining the current scheme, its broader effectiveness and sustainability, and to ensure that it serves students and their families adequately. 

The review encompasses the School Transport Scheme for Children with Special Educational Needs and the Primary and Post-Primary School Transport Schemes in terms of how each element of the schemes currently operate, to include eligibility criteria, trends, costs and cost drivers, and overall effectiveness in meeting the objectives of the schemes. 

The review will also examine the potential for integration of different strands of the scheme and a more co-ordinated approach with other Government Departments that also use transport services. The review will consider issues such as climate action, supporting rural development and promoting where possible initiatives that encourage walking and cycling to school.

In June 2021, the Steering Group presented 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 temporary alleviation measures which allowed for the provision of transport for post-primary students who are otherwise eligible for school transport but are attending their second nearest school and had applied and paid on time. 

Wider considerations relating to operation of the scheme are now taking place in the second phase of the review.  As part of this phase of the review, my Department has conducted an extensive stakeholder engagement process. My Department is analysing the views of relevant stakeholders, including parents, guardians, students and other Government Departments, so that they may be considered as part of the assessment and in informing policy on the future operation of the scheme. 

Individual queries may be addressed to School Transport Section of my Department at  school_transport@education.gov.ie 

School Accommodation

Questions (493, 494, 495)

Kathleen Funchion

Question:

493. Deputy Kathleen Funchion asked the Minister for Education if a rental arrangement has been entered into with a school in Nenagh, County Tipperary and the local Catholic diocese; the length of time this arrangement will be in place for; and if she will make a statement on the matter. [14221/22]

View answer

Kathleen Funchion

Question:

494. Deputy Kathleen Funchion asked the Minister for Education if an arrangement has been put in place for schools that were reconfigured from Catholic patronage to Educational and Training Boards; if so, the breakdown by diocese of the amount that has been paid; and if this is the plan for future reconfigurations. [14222/22]

View answer

Kathleen Funchion

Question:

495. Deputy Kathleen Funchion asked the Minister for Education the rationale for renting buildings as well as providing funding for their upkeep given that the State already 100% funds the costs of the buildings owned by Catholic dioceses. [14223/22]

View answer

Written answers

I propose to take Questions Nos. 493, 494 and 495 together.

Ownership and control of school property is a complex issue, both constitutionally and in terms of property law and rights. Typically, it can involve religious trusts, trustees, religious orders, the bishops both as landowners and school patrons and the State.

Where a school property is in the Minister’s ownership, a leasing arrangement will not arise.

However, for historical reasons, most primary school property is in private ownership (often the Diocesan trust), with the local Bishop as patron.

Where the property owner is not the Minister for Education, lease arrangements between the property owner and new patron will be required and this will be dealt with on a case by case basis.

It is envisaged that this will take into account factors such as that following a transfer of patronage the school premises will continue to be used as a school for the benefit of local children, the property will benefit from continued State investment in the upkeep, maintenance or improvement of the premises and that the property may have benefitted from State capital investment in the past.

The cost of maintaining buildings insurance on the property by the owner will also be factored in.

In relation to Nenagh, the leasing arrangement, including rent, is being worked through as part of the work on the practical arrangements to facilitate the transfer of patronage taking place in September 2022.

In respect of the transfers of patronage which have already taken place, the rental amounts would have been agreed as part of discussions on the leasing arrangements. This would have been agreed on an individual basis, prior to the arrangements in the pilot areas being put in place, and would have taken into account local circumstances.

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