Written Answers Nos. 495-519
496. Deputy Kathleen Funchion asked the Minister for Education the reason the State has entered into agreements in which a bishop can choose a school's patron in a reconfigured school; and the role parental choice has in such arrangements. [14224/22]
View answerAs the Deputy will be aware I recently announced that arrangements are being put in place in a number of towns and areas of cities that have no multi-denominational primary schools to identify potential schools and to engage with school authorities, school staff and the school communities with a view to agreeing on a transfer of patronage and change of ethos, where there is sufficient demand for this.
The Council for Education of the Irish Episcopal Conference (representing the Catholic patrons) and relevant Bishops have confirmed their willingness to engage and co-operate fully with the Department in seeking to facilitate a more diverse school patronage in these towns and cities. The pilot areas are:
|
Arklow |
Athlone |
Cork* |
Dublin* |
|
Dundalk |
Galway* |
Limerick* |
Youghal |
*parts of these cities
As part of this process, the facilitator in each area, along with the relevant patron/patron representative will review data on the schools in the area and will engage directly with the relevant school authorities to progress the initiative at a local level. The process will be shaped by the stage (if any) of consideration of reconfiguration in the area concerned and whether any schools have already been identified or have opted-in at this point.
The voice of the parent and school community is important in the context of a decision to change to a multi-denominational ethos.
Government policy as set out in the Programme for Government is to:
- “Achieve the target of at least 400 multi-denominational primary schools by 2030, to improve parental choice”;
- “Expand and prioritise the transfer of viable schools to Community National Schools”;
- ”Work with communities to ensure the provision of clear, non-partisan information on the preparation for, and the consequences of, the divestment process and to respond to queries raised.”
Prospective patrons may include existing multi-denominational providers such as the Education and Training Boards, An Foras Pátrúnachta and Educate Together.
497. Deputy John Lahart asked the Minister for Education the number of additional schools in the Dublin 6, 6W and 12 areas that have made a decision to open or already have opened an ASD unit; and if she will make a statement on the matter. [14257/22]
View answer498. Deputy John Lahart asked the Minister for Education the steps her Department has taken to ensure the opening of additional ASD units in the Dublin 6, 6W and 16 areas of an electoral area (details supplied); the position regarding this process; and her plans with regard to the provision of additional ASD units in schools in these areas. [14258/22]
View answer499. Deputy John Lahart asked the Minister for Education the schools in Dublin 6W, 6 and 16 that do not have ASD units and which have or have not made applications to provide ASD units; the stages these requests are at in terms of timelines for delivery; the reason for these schools’ refusals to provide ASD units; and if she will make a statement on the matter. [14259/22]
View answer500. Deputy John Lahart asked the Minister for Education the schools in Dublin 6, 6W, 12, 16 and 24 that have ASD units at both primary and post-primary level; and if she will make a statement on the matter. [14260/22]
View answer501. Deputy John Lahart asked the Minister for Education the steps that she has taken to persuade or oblige schools in Dublin 6, 6W and 16 to provide ASD units in their schools; and if she will make a statement on the matter. [14261/22]
View answerI propose to take Questions Nos. 497 to 501, inclusive, 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.
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: ncse.ie/regional-services-contact-list.
As the Deputy's questions refer to the engagement with schools in specific areas, I will arrange to have the details referred to the NCSE for their attention and direct reply.
502. Deputy Duncan Smith asked the Minister for Education if sewerage works qualify under the summer works scheme; and if she will make a statement on the matter. [14346/22]
View answerI wish to advise the Deputy that it is open to School Authorities to apply for sewerage works under 'Category 4 Mechanical Works' of the Summer Works Scheme.
The purpose of the Summer Works Scheme is to devolve funding to individual school authorities to undertake small-scale building works which, ideally, can be carried out during the summer months or at other times that avoid disrupting the operation of the school. Under the terms of the scheme, school authorities are empowered to manage these works with guidance from and minimal interaction with the Department of Education.
The Summer Works Scheme is a multi-annual scheme whereby all applications made when the application system is opened, are held in the system for consideration under future rounds of the scheme.
Commensurate with the level of funding set aside for the Scheme, applications are assessed on a top down basis in accordance with the prioritisation criteria outlined in the Circular accompanying the Scheme. In that regard, applications submitted for works will be considered under future rounds of the Summer Works Scheme.
It is envisaged that a new Multi-Annual Summer Works Scheme will be opened for new applications in Q2 2022.
My Department's Emergency Works Scheme is the Department's mechanism for dealing with emergency works issues at schools.
503. Deputy Cathal Crowe asked the Minister for Education the status of a school building project (details supplied). [14395/22]
View answerThe current status of the school building project for which the Deputy refers is at Site Identification Stage.
My Department remains committed to providing permanent accommodation to meet the needs of the school. As the Deputy may be aware, officials in my Department have been actively engaging with officials from Clare County Council in respect of a site in their ownership.
Clare County Council have agreed to dispose of the land on which the interim school is currently located for the provision of a permanent school. My Department are currently finalising their assessment of this site, in respect to interim and permanent accommodation, in advance of proceeding the acquisition.
504. Deputy Jennifer Whitmore asked the Minister for Education if she will meet with the five County Wicklow Members of Dáil Éireann regarding a permanent building for a school (details supplied); and if she will make a statement on the matter. [14404/22]
View answerArrangements are currently being made for officials from my Department to meet with the five Deputies concerned in respect of the school referred to in the details supplied by the Deputy.
505. Deputy Paul Donnelly asked the Minister for Education the reason that no full-time on-site behaviour therapist has been appointed to a school (details supplied) despite calls from staff and parents. [14406/22]
View answerMy Department provides support to schools through the provision of a flexible range of evidence based supports and resources with a view to building school capacity and expertise so they can respond effectively to the needs of the students enrolled. These supports are designed to meet the needs of the school team and the profile of students enrolled.
I wish to assure the Deputy that the school referred to has been targeted with additional supports since its establishment in 2019. A comprehensive support programme involving my Department (through the National Educational Psychological Service (NEPS) and the Inspectorate) and the National Council for Special Education (NCSE) Advisory Team has been developed in collaboration with the school’s leadership and Dublin Dun Laoghaire ETB, the school’s patron. This plan is reviewed and updated on a regular basis.
Having regard to the school’s current circumstances and needs, including its transition to new accommodation, the NCSE is further enhancing its support to the school in the coming weeks.
My officials have also made arrangements to ensure that the school's Board of Management is provided with an opportunity, as soon as possible, to engage with the relevant experts who have developed the school's programme of support.
506. Deputy Brendan Smith asked the Minister for Education when an application for additional services at a school (details supplied) will be approved; and if she will make a statement on the matter. [14407/22]
View answerEnabling children with special educational needs to receive an education is a priority for this Government.
This year, my Department will spend in excess of €2 Billion, or over 25% of the Department’s budget on providing 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 school, I will arrange to have it referred to the NCSE for their attention and direct reply.
507. Deputy Francis Noel Duffy asked the Minister for Education if she will consider reviewing the junior certificate examinations for 2022 to take into account the fact that three years of post-primary education have been disrupted as a result of Covid-19; if the examinations will include additional choices and omit parts of the course and examination questions similar to the changes that were made to the leaving certificate examinations; and if she will make a statement on the matter. [14429/22]
View answerI am very aware of the disruption experienced by students who are due to take their Junior Cycle and Leaving Certificate examinations this year. The State Examinations Commission, with my Department, has been progressing planning for these examinations, in consultation with the Advisory Group on Planning for the State Examinations, which met on a number of occasions to consider this matter. I also met with members of the group on a bilateral basis.
Following consideration of this matter by Government on 1 February I announced decisions regarding this year’s Leaving Certificate and Junior Cycle examinations.
I was happy to confirm that the Junior Cycle examinations will take place as normal this summer for the first time since 2019, having been cancelled in 2020 and 2021 on foot on Public Health advice due to the impact of Covid-19. I was strongly of the view that these examinations should proceed this year. 2022 is the first year that all of the new subject specifications for Junior Cycle will be assessed by the State Examination Commission.
A number of adjustments to the assessment arrangements for Junior Cycle have been published in recent months, to take account of the impact of Covid, and will provide for more teaching time in schools. These include the following:
- As part of Junior Cycle, students normally complete two classroom-based assessments (CBAs) in each subject. In this current school year, however, each student must complete a minimum of only one CBA in each subject.
- The school has autonomy in deciding which CBAs will be completed by students with two exceptions. In the case of the languages and practical subjects the CBA that students complete is specified because it is linked to the externally assessed practical examination.
- As CBAs are school-based assessments, schools have been advised that there are flexibilities in the windows for completion of the CBAs in light of particular circumstances schools may encounter due to COVID-19.
- The Assessment Task, which is usually assessed and marked by the SEC, will not be assessed in 2022 in the relevant subjects. Instead the written examination will account for 100% of the marks;
- Adjustments have been made to the requirements for practicals and coursework in subjects including for example, Music, Home Economic, Art and the Technologies.
- No changes have been made to the written examination papers because of the design of the new specifications for Junior Cycle. The Junior Cycle examination papers are completed in a booklet format with students required to answer all questions. The papers are designed to assess the subject specifications in an integrated way, reflecting the way in which teachers’ expertise is used to plan for delivering the subjects using integrated strands and elements. Any adjustments made to these papers at this stage would make them fundamentally different from expectations and would be more likely to disadvantage than to benefit students.
508. Deputy Thomas Pringle asked the Minister for Education the reason that a school (details supplied) has not been included in the new list on the DEIS schools programme; and if she will make a statement on the matter. [14436/22]
View answerI announced on 9 March, 2022 the expansion of the DEIS programme benefitting 347 schools. These schools were identified as having the highest levels of educational disadvantage. In the 2022/23 academic year there will be 1,194 schools in the DEIS Programme - 960 Primary and 234 Post Primary. This will also mean a €32million increase in my Department's expenditure on DEIS programme from 2023. This is the largest ever single investment in the programme and will extend DEIS status to schools serving the highest proportions of pupils at risk of educational disadvantage.
This announcement follows an extensive body of work by the DEIS technical group to develop the refined DEIS identification model to identify the concentrated levels of disadvantage of schools. Schools were identified for inclusion in the programme through the refined DEIS identification model which is an objective, statistics based model which uses information from the Department of Education enrolment databases and the Pobal HP Deprivation index. The DEIS identification model now takes into consideration the significant educational disadvantage experienced by Traveller and Roma learners and by students residing in direct provision or emergency homeless accommodation. Schools were not required to apply for inclusion in the DEIS programme and the model has been applied fairly and equally to all schools.
Schools that have not been included in the DEIS programme at this time will have an opportunity to have that decision reviewed. My Department will provide further information in the coming days on this appeals process on my Department’s website.
509. Deputy Patrick O'Donovan asked the Minister for Education the status of an application for additional accommodation by a school (details supplied); and if she will make a statement on the matter. [14455/22]
View answerI can confirm that my Department received a number of applications over the past few years from the school authority in question. I am pleased to advise the Deputy that my Department approved funding for the provision of permanent additional accommodation for mainstream and specialist rooms in 2019 at the school and the project is currently at tender stage.
The purpose of the ASA scheme is to ensure that essential mainstream classroom and Special Education Needs (SEN) accommodation is available to cater for pupils enrolled each year, where the need cannot be met by the school’s existing accommodation. At primary level, this situation generally arises to cater for a school’s accommodation requirements where an additional teaching post has been sanctioned by Teacher Allocation Section, or a new SEN class has been sanctioned by the NCSE, and all available alternative accommodation within the school is already being used for classroom purposes.
The main focus of resources over the last decade and for the coming period is on provision of additional capacity to cater for increasing demographics particularly at post-primary level and for special education needs provision. The Deputy will appreciate that the immediate priority of my Department is providing new and replacement school places each year, to ensure that every child has a school place.
However, the second half of the National Development Plan period will see an increasing focus on the upgrade and refurbishment of the existing school stock. This will include a PE Hall build and modernisation programme to ensure that students in all post-primary schools have access to appropriate facilities to support PE provision.
The school submitted an ASA application in 2020 for a PE hall and funding for this application was refused. The school has recently appealed this decision and once this appeal has been assessed, the school authority will be contacted directly with a decision.
511. Deputy Catherine Connolly asked the Minister for Education the details of the lease agreement between her Department and a foundation (details supplied) regarding the former school building in Newtownsmith, Galway, which is to run for five years from September 2022; the expected annual cost of leasing this building; and if she will make a statement on the matter. [14477/22]
View answerAs the information requested by the Deputy is commercially sensitive, this information cannot be provided.
512. Deputy Catherine Connolly asked the Minister for Education the status of plans for a permanent site for a school (details supplied); if a site has been identified to date; the timeline for the permanent relocation of the school; and if she will make a statement on the matter. [14478/22]
View answerMy Department have been working closely with both Galway City Council and Galway County Council to identify and acquire a Permanent Site for the Galway Educate Together Secondary School under the terms of the Memorandum of Understanding.
To date, following extensive site identification and assessment exercises, a number of permanent site options have been identified in both the East of the City and the County. Each of these site options were investigated by my Department in conjunction with officials from the Local Authorities. Unfortunately in the case of all options investigated so far, either the land could not be acquired from the landowner or the site was ultimately considered unfeasible to develop in the short term.
However, a couple of permanent site options have been identified that could be delivered in the medium term and officials in my Department are working closely with the respective Local Authorities to explore the deliverability of school facilities on these sites in the shortest possible timeframe.
In relation to the acquisition of permanent sites and as the Deputy will appreciate, the site acquisition process is very complex and subject to completion of successful negotiation and many conveyancing processes. Each acquisition is also very unique and dependant on multiple factors many of which may be outside of the control of my Department. The Deputy will also appreciate the importance of conducting a thorough appraisal of site options before proceeding with an acquisition in order to obtain best value for the Exchequer.
In this regard, it is not possible to give a specific timeframe for the completion of a permanent site acquisition.
513. Deputy Catherine Connolly asked the Minister for Education the details of all schools in Galway city and county in respect of which her Department pays a lease for the use of the school buildings in tabular form; the details of the organisations to which these leases are paid; and if she will make a statement on the matter. [14479/22]
View answerWhere the rental of buildings or land for school accommodation is deemed necessary by my Department, the contract for this is usually between the school authority and the relevant owner of the property in question. The Department then provides grant aid to the school in respect of the rental costs.
While it is the policy of my Department to ensure a high standard of permanent accommodation for all schools, in the context of a rapidly increasing school population over the last decade or more it is sometimes necessary to make use of rental of properties as interim solutions to meet the accommodation needs of schools. Furthermore, it may also be necessary to make use of temporary rented accommodation when an immediate or short term need arises. For example, a school may require a temporary site or building in circumstances where a major school construction project is planned. The rental is terminated when the major project concerned is completed. The length of time it is necessary to make use of the rented property will vary from project to project.
There are approximately 1,200 school building projects within the current pipeline across the various stages of planning, design, tender and construction - most of which are expected to be either under construction or completed in the period 2022 to 2025. The progression and completion of these projects is and will make further inroads on the replacement of rented sites and buildings with knock-on savings on the rental budget.
Many schools based in rented buildings and on rented sites are already part of the pipeline of projects under the school building programme and their longer-term accommodation will be addressed as part of these projects. Maximising the opportunities to achieve value for money involves matching, as best as possible, the accommodation requirement with the appropriate accommodation solution. This is relevant for all accommodation projects progressed by the Department.
The changing landscape in relation to enrolments means that accommodation requirements can vary regionally and between short, medium and long-term and this is a relevant factor considered by the Department in determining the type of accommodation solution to be put in place.
Following is a list of schools in Galway city & county where the Department is funding the lease of buildings and/or land.
514. Deputy Catherine Connolly asked the Minister for Education if she will provide details of plans for a major new primary school project on the site of the former school building (details supplied); if this site will be the permanent site for the new primary school; the details of any engagement she or her Department has had with the existing city centre primary school management bodies with regard to this project; the details of any planned consultation process with regard to this project; and if she will make a statement on the matter. [14480/22]
View answerI wish to advise the Deputy that my Department does not have plans for a major primary school project at Newtownsmith, Galway. My Department proposes using the property to temporarily decant an existing primary school while a permanent school building is being constructed elsewhere for the school in question.
515. Deputy Joan Collins asked the Minister for Education if an autism class has been proposed for a school (details supplied). [14486/22]
View answerEnabling children with special educational needs to receive an education is a priority for this Government.
This year, my Department will spend in excess of €2 Billion, or over 25% of the Department’s budget on providing additional teaching and care supports for children with special educational needs.
The National Council for Special Education (NCSE) has responsibility for coordinating and advising on the education provision for children 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.
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: ncse.ie/regional-services-contact-list .
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.
516. Deputy Denis Naughten asked the Minister for Education the reason that the pupils of a school (details supplied) are still without high-speed broadband even though this school has been able to connect to the fibre network since the end of October 2021; her views on whether it is acceptable for teachers and pupils to have to wait months for her Department to submit an order to a supplier; the number of other primary schools that have been left in the same predicament; the details of the schools; the dates on which her Department was contacted to say that a fibre connection was available at their door; and if she will make a statement on the matter. [14503/22]
View answerThe delivery of high quality internet connectivity for all schools is a key objective of my Department. It is accepted that good connectivity is essential to ensure that schools are facilitated to progress the embedding of digital technologies in teaching and learning and for the implementation of new and revised curriculum.
As the Deputy is aware the school referred is in the National Broadband Plan Intervention Area, for which implementation is underway. My Department is engaging with the Department of Environment, Climate and Communications on this implementation to prioritise school connectivity, with all schools in the NBP to be provided with high speed broadband infrastructure by 2023. My officials have confirmed with colleagues in the Department of Environment. Climate and Communications that this school has recently been connected to the National Broadband Ireland (NBI) infrastructure.
The Schools Broadband Programme operates subject to procurement regulations through a publicly procured Framework of Providers of Broadband Services. A process to establish a new Framework of providers has recently concluded. My Department is now working on the tender to issue for a mini competition for schools broadband services and this school will be included in that tender for upgrade to the NBI infrastructure as soon as possible.
My Department operates the Schools Broadband Programme at an annual cost of some €13m, providing connectivity to schools through a range of technologies at the best level of connectivity available based on local infrastructure. The school referred to by the Deputy will remain on their current best available service of 12mb wireless broadband connection, which is a dedicated service to the school, until connectivity to the NBI infrastructure can be implemented. The Schools Broadband Service Desk will be in contact with the school in due course to arrange the installation.
517. Deputy Peter Burke asked the Minister for Education if an application has been received from a school (details supplied) for roof repairs; and if it can be processed as a matter of urgency. [14546/22]
View answerI would like to inform the Deputy that no application has been received from the school in question.
Any such Emergency Works application should be uploaded by the school via the Department's Esinet Portal. When the application is received it will be processed as outlined in the Emergency Works Scheme circular.
518. Deputy Peter Burke asked the Minister for Education if the qualifying criteria for DEIS status can be outlined giving the different categories of qualification and the selection process involved; and if she will make a statement on the matter. [14547/22]
View answerI announced on 9 March, 2022 the expansion of the DEIS programme benefitting 347 schools. These schools were identified as having the highest levels of educational disadvantage. In the 2022/23 academic year there will be 1,194 schools in the DEIS Programme - 960 Primary and 234 Post Primary. This will also mean a €32million increase in my Department's expenditure on DEIS programme from 2023. This is the largest ever single investment in the programme and will extend DEIS status to schools serving the highest proportions of pupils at risk of educational disadvantage.
This announcement follows an extensive body of work by the DEIS technical group to develop the refined DEIS identification model to identify the concentrated levels of disadvantage of schools. Schools were identified for inclusion in the programme through the refined DEIS identification model which is an objective, statistics based model which uses information from the Department of Education enrolment databases and the Pobal HP Deprivation index. The DEIS identification model now takes into consideration the significant educational disadvantage experienced by Traveller and Roma learners and by students residing in direct provision or emergency homeless accommodation. Schools were not required to apply for inclusion in the DEIS programme and the model has been applied fairly and equally to all schools.
Schools that have not had their DEIS band reclassified at this time will have an opportunity to have that decision reviewed. My Department will provide further information in the coming days on this appeals process on my Department’s website.
519. Deputy Ged Nash asked the Minister for Education the objective evidential basis for the reason that certain schools (details supplied) were not elevated to DEIS band 1 status from DEIS band 2 in the context of the recent decisions she has made in this policy area; if she will provide all of the objective criteria including information on the metrics, precise data sets and scoring matrix her officials used to determine a school’s qualification for DEIS band 1 status; and if she will make a statement on the matter. [14585/22]
View answerI announced on 9 March, 2022 the expansion of the DEIS programme benefitting 347 schools. These schools were identified as having the highest levels of educational disadvantage. In the 2022/23 academic year there will be 1,194 schools in the DEIS Programme - 960 Primary and 234 Post Primary. This will also mean a €32million increase in my Department's expenditure on DEIS programme from 2023. This is the largest ever single investment in the programme and will extend DEIS status to schools serving the highest proportions of pupils at risk of educational disadvantage.
This announcement follows an extensive body of work by the DEIS technical group to develop the refined DEIS identification model to identify the concentrated levels of disadvantage of schools. Schools were identified for inclusion in the programme through the refined DEIS identification model which is an objective, statistics based model which uses information from the Department of Education enrolment databases and the Pobal HP Deprivation index. The DEIS identification model now takes into consideration the significant educational disadvantage experienced by Traveller and Roma learners and by students residing in direct provision or emergency homeless accommodation. Schools were not required to apply for inclusion in the DEIS programme and the model has been applied fairly and equally to all schools.
Schools that have not had their DEIS band reclassified at this time will have an opportunity to have that decision reviewed. My Department will provide further information in the coming days on this appeals process on my Department’s website.
