Seán Sherlock
Question:450. Deputy Sean Sherlock asked the Minister for Education if she will address the issue of rising fuel costs for the providers of school transport; and if she will make a statement on the matter. [17425/22]
View answerSchool Transport
Questions (450)
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 the Department's School Transport Scheme is, having regard to available resources, to support the transport to and from school of children who reside remote from their nearest school.
The Department of Education is considering in consultation with other relevant departments and Bus Éireann the implications that increasing fuel costs may have on the provision of school transport services. The Department is also very aware of the potential impact of the current situation unfolding in Ukraine which is impacting fuel prices further.
Government has announced a reduction in excise on fuel will result in a decrease in the cost of fuel. The reduction of 20 cent per litre on petrol and 15 cent per litre on diesel will be in place until 31 August at an estimated cost of €320m. This is a national measure aimed at easing the financial burden on contractors and families at this time.
Educational Disadvantage
Questions (451)
Seán Sherlock
Question:451. Deputy Sean Sherlock asked the Minister for Education if she plans to allow more schools to obtain DEIS status further to her recent announcement. [17427/22]
View answerWritten answers
I 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.
As outlined on the information issued at the time of the announcement, there is an appeals process. Schools will have an opportunity to have that decision reviewed. Details of how to make an appeal are on my Department’s website: www.gov.ie/en/circular/7e7ca-deis-identification-2022-appeals-process-for-schools/
School Enrolments
Questions (452)
Gerald Nash
Question:452. Deputy Ged Nash asked the Minister for Education if her Department has plans to provide a second level school in Duleek, County Meath; and if she will make a statement on the matter. [17444/22]
View answerWritten answers
I wish to advise the Deputy, that in order to plan for school provision and analyse the relevant demographic data, the Department divides the country into 314 school planning areas and uses a Geographical Information System, using data from a range of sources, including Child Benefit and school enrolment data, to identify where the pressure for school places across the country will arise and where additional school accommodation is needed at primary and post-primary level.
Major new residential developments in a school planning area have the potential to alter demand in that area. In that regard, as part of the demographic exercises, the Department engages with each of the local authorities to obtain the up-to-date information on significant new residential development in each area. This is necessary to ensure that schools infrastructure planning is keeping pace with demographic changes.
The most recent analysis undertaken by my Department projects that over 76% of the 314 school planning areas at primary level have stable or decreasing projected enrolments for the period to 2025, whereas some 88% of the school planning areas at post-primary level are anticipated to have increased enrolments for the period to 2028, with most expected to reach a peak in the next two or three years. Where demographic data indicates that additional provision is required, the delivery of such additional provision is dependent on the particular circumstances of each case and may, be provided through:
- Utilising existing unused capacity within a school or schools,
- Extending the capacity of a school or schools,
- Provision of a new school or schools.
Duleek is located in the Drogheda School Planning Area, the most recent projections indicate a slight increase in requirements at post primary level up to 2023 followed by a projected reduction in enrolments thereafter.
The requirement for additional school places is kept under on-going review in the context of available information on population, enrolments and residential development activity. Additionally, the Department will continue to liaise with Meath & Louth County Councils in respect of their County Development Plans and any associated Local Area Plans with a view to identifying any potential long-term school accommodation requirements across the counties.
School Admissions
Questions (453, 454)
Gino Kenny
Question:453. Deputy Gino Kenny asked the Minister for Education if there is a service or hotline operated by her Department for Ukrainian families or for those hosting Ukrainian families to assist with school places for children arriving into Ireland. [17485/22]
View answerGino Kenny
Question:454. Deputy Gino Kenny asked the Minister for Education if there is no service or hotline operated by her Department to assist with school places for children arriving into Ireland, if she will establish such a service to direct families to. [17486/22]
View answerWritten answers
I propose to take Questions Nos. 453 and 454 together.
Families from Ukraine arriving in Ireland are provided with information on point of entry on children’s right to education and how to find a school place. Information is being kept up to date on www.gov.ie/Ukraine in English, Ukrainian and Russian. Children aged between 4 and 18 will be supported to access public primary or post-primary education.
Guidance has issued to schools on supporting students from Ukraine that enquire about enrolling. Where children of school-going age have arrived and require access to the school system, schools that have capacity locally will welcome those children in the usual way. The information provided to schools informed them on how to respond if they don’t have capacity in their school, so that we can make accessing a school as easy as possible for these families.
My Department has set up a helpline and email address for Principals of schools where there is additional demand for places, details of which have been communicated to schools.
My Department has also established Regional Education and Language Teams (REALT) to support the needs of children from Ukraine arriving in Ireland. These teams will be hosted by the 16 regional Education and Training Boards (ETBs) and will be staffed by existing regionally-based education support personnel working closely together to ensure good coordination and alignment of supports for children from Ukraine.
The REALT will support existing services and co-ordinate the following work areas:
- Align current school capacity with the placement of Ukrainian families, as much as possible.
- Identify additional capacity within their geographic areas to prepare for situations where demand may exceed available school capacity, and work with the Department and other organisations as necessary with a view to making this additional capacity available.
- Assist schools and families with accessing information on school places for children from Ukraine who have moved into the area.
- Assist schools and families with accessing resources and supports for additional capacity, wellbeing, language and educational needs.
- Assist with work in the area of staff supply, including where required, English for Speakers of Other Languages (ESOL) tutors who would assist with the English language needs of Ukrainian children, young people and their parents/guardians.
- Liaison with other local co-ordinating structures that may be established to coordinate the delivery of public services for families from Ukraine, including Community Response Fora.
Question No. 454 answered with Question No. 453.
School Equipment
Questions (455)
Aengus Ó Snodaigh
Question:455. Deputy Aengus Ó Snodaigh asked the Minister for Education the number of primary and secondary schools in the Dublin region that have had renewable energy equipment installed in the past ten years; the number that have applied for funding; the amount of electricity being generated; the overall cost of installation; and the value of the grant availed of. [17494/22]
View answerWritten 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.
New renewable technologies and approaches are tested to ensure compatibility with school design and operational requirements under the research programme. Successful and repeatable results are then incorporated into all new school designs and refurbishments through my Department’s Technical Guidance Documents, which set the benchmark for sustainable design in school buildings with a clear focus on energy efficiency. The Department’s policy is supported by a strong research programme with fifty three research projects at various stages including the energy website www.energyineducation.ie. which is a joint partnership with the Sustainable Energy Authority of Ireland (SEAI).
Schools designed and built in accordance with the Department’s schools technical guidance documents have been achieving A3 Building Energy Ratings since 2009 with schools typically achieving 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.
These new schools include:
- A3 BER standard
- Fully evaluated natural ventilation strategy to all spaces
- 20% higher energy performance and 25% better carbon performance than required by the 2019 Building Regulations even thought it was designed pre 2019
- 10% of primary energy provided via photovoltaics
-Provision to enable Energy Supply Companies (ESCO's) to sell renewable biomass heat to the school under the Support Scheme for Renewable Heat (SSRH), as the heat as a service area matures in Ireland. SSRH is a government funded initiative designed to increase the energy generated from renewable sources in the heat sector.
- A system that automatically shuts down power to nonessential electrical power outlets when the school is closed (eliminating energy use out of hours)
- Infrastructure provision for electric vehicle charging
-Rainwater harvesting
- CO2 monitors
- Excellent daylight
- Internal and external LED lighting
- Variable speed pumping
- Building Management System control of energy including energy metering
- Zone and individual room heating control
- Educational signage draws attention to environmental aspects of design
- Support will be offered to the school in terms of understanding energy usage and optimising controls.
The A3 BER in schools is achieved using a hybrid approach of:
- Maximising nature through passive solar design, quality daylighting and quality ventilation.
- Enhanced technologies including LED lighting and controls with daylight and absence detection, digital individual room heating controls, maximum water efficiency and rainwater harvesting systems, high quality air tightness and photovoltaic panels to produce an electrical renewable energy.
- Schools have a system that automatically shuts down power to nonessential electrical power outlets when a school is closed (eliminating energy use out of hours).
In the interest of sustainability, the potential of renewables is maximised in school design, whilst ensuring that renewable applications are properly suited to needs and reflective of school opening hours and school holiday periods. It is also critical that an energy reduction plan is part of any investment in renewable energy applications.
The Department’s approach is also based on future proofing to ensure school buildings are renewable compatible and are able to take advantage of developing technologies as they become viable, thus enabling a just transition for school management, teachers, pupils and parents to include:
- Direct modulating high efficiency gas boiler systems that can support the integration of heat pump systems, in series at a base level, with controls.
- Optimum envelope fabric that will not require additional enhancement for compatibility with decarbonised heating systems, (note further enhancement of the external building fabric will result in overheating in Spring and Autumn, requiring air conditioning).
- Low water content radiators and operating temperatures for compatibility with decarbonised heating systems.
- Provision to enable Energy Supply Companies (ESCO's) to sell renewable heat to schools using biomass boilers, with provision for the ESCO to provide, operate and maintain the boiler plant system and maximise the Support Scheme for Renewable Heat.
The Department have been using test schools to evaluate the suitability of renewable energy options for schools over the past twenty plus years. Nearly 60 % of the research programme features renewable aspects. These renewables include wind generation, solar hot water heating, photovoltaics, rain water recovery, geothermal heat pumps, air source heat pumps and biomass heating systems. Results have varied with respect to their applicability in a school environment. Research continues in many areas.
My Department and the Department of Environment, Climate and Communications established a jointly funded pathfinder programme with the SEAI, testing and demonstrating energy efficiency and decarbonisation retrofit approaches. This pathfinder is a great example of collaboration ensuring the deployment of new design approaches and technologies are introduced to the educational environment on an evidence based approach.
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 Department and the Sustainable Energy Authority of Ireland are involved in an energy efficient retrofit pathfinder scheme for schools since 2017. The longer-term outcome of the pathfinder will be to create an accurate and scalable model for energy efficient retrofits of schools across Ireland. A deep energy retrofit programme for schools built prior to 2008 is due to be rolled out as included in the National Development Plan.
The pathfinder programme has retrofitted 41 schools across Ireland to date with work on an additional 9 schools added in 2021 underway. 2022 sees six additional schools undergoing deep retrofit to a Building Energy Rating (BER) of B with renewable heating systems. Each school undergoes a comprehensive assessment to ensure that the measures are suitable for that school and will deliver value to both the school and learnings for the national retrofit programme.
The pathfinder programme builds on significant investment by the Department of Education in energy efficiency through the 2009/10 Cavity and Attic Insulation/Water Conservation Scheme and ongoing Summer Works and refurbishment projects.
The schools for the 2022 programme are:
- Ennis Community College
- Bishopstown Community School
- St Marys Secondary School Killester
- Our Lady of Consolation Killester
- Scoil Mhuire NS Abbeyleix
- St Annes Primary school, Tallaght
The upgrades target a Building Energy Rating of B, 50% energy efficiency improvement and 51% emissions reduction. The works typically involves upgrades to the building fabric including wall and roof insulation, doors and windows, air tightness improvements, LED lighting and heating upgrades as well as renewable technologies.
The Department recognises that transition to full decarbonisation raises the bar even higher in terms of requirements with feedback from our pathfinder projects as noted above indicating a greater depth of challenges at a significantly enhanced cost for primary and post primary schools.
The Climate Action Plan 2021 Annex of Actions published in January this year actions the Department to confirm its decarbonisation pathway trajectory to meet 2030 and 2050 targets for the schools sector by end of 2022.
Work is ongoing on decarbonisation options for new schools with a focus on the standard of required design criteria and specification to achieve a net zero energy school building and establishing the trajectory for the integration of suitable solutions on a phased basis in a risk controlled manner providing a credible cost effective transition to zero carbon school buildings while ensuring no delays to school accommodation delivery.
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.
The total budget for the Pathfinder programme of works from 2017 - 2022 is €78m.
Schools Building Projects
Questions (456)
Paul Kehoe
Question:456. Deputy Paul Kehoe asked the Minister for Education the status of a building project (details supplied); and if she will make a statement on the matter. [17579/22]
View answerWritten answers
As the Deputy is aware, this project has been devolved for delivery to Waterford and Wexford Education and Training Board (WWETB).
I can confirm that the Design Team to deliver this project was appointed by WWETB in April 2021. The Design Team is now preparing the Stage 1 report (preliminary design), which the Department expects to be submitted in Q2 2022.
While at this early stage it is not possible to provide a timeline for completion of the project, WWETB will be engaging directly with the school authority to keep it informed of progress.
Special Educational Needs
Questions (457)
Donnchadh Ó Laoghaire
Question:457. Deputy Donnchadh Ó Laoghaire asked the Minister for Education the criteria for the allocation of SNAs under the new front-loaded model. [17591/22]
View answerWritten answers
The Special Needs Assistant (SNA) scheme is designed to provide schools with additional adult support staff who can assist children with special educational needs who also have additional and significant care needs. Such support is provided in order to facilitate the attendance of those pupils at school and also to minimise disruption to class or teaching time for the pupils concerned, or for their peers, and with a view to developing their independent living skills.
SNAs are not allocated to individual children but to schools as a school based resource. The deployment of SNAs within schools is a matter for the individual Principal/Board of Management of the school. SNAs should be deployed in a manner which best meets the care support requirements of the children enrolled in the school. It should be noted that not every student with a special educational need requires SNA support.
Where a school considers that it requires additional SNA support to meet the needs of its students, it can seek a review from the NCSE.
Public Sector Staff
Questions (458)
Michael Ring
Question:458. Deputy Michael Ring asked the Minister for Education the number of staff who are currently absent from work on full pay due to suspension or workplace disputes in her Department and in agencies and public bodies within her area of responsibility; the number who have been absent from work for up to three, three to six, six to 12 and over 12 months, in tabular form; and if she will make a statement on the matter. [17595/22]
View answerWritten answers
There are no staff at my Department or the bodies under the aegis of my Department absent from work on full pay due to suspension or workplace disputes.
School Admissions
Questions (459)
Michael Creed
Question:459. Deputy Michael Creed asked the Minister for Education if she has received correspondence from a school (details supplied) in County Cork with regard to assistance in respect of the school's response to the Ukrainian crisis; if she will be in a position to facilitate its request in this regard; and if she will make a statement on the matter. [17618/22]
View answerWritten answers
I can advise the Deputy that I have received the correspondence referred to. My officials have recently responded directly to the school in question, thanking them for their efforts to assist those affected by the war in Ukraine, and advising on the appropriate steps to take in relation to their request.
School Equipment
Questions (460)
Michael Healy-Rae
Question:460. Deputy Michael Healy-Rae asked the Minister for Education if her Department will examine the installation of domestic type solar PV in schools (details supplied); and if she will make a statement on the matter. [17635/22]
View answerWritten 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.
State Examinations
Questions (461)
Michael Lowry
Question:461. Deputy Michael Lowry asked the Minister for Education if her attention has been drawn to a request by an organisation (details supplied) that reasonable accommodations be made at State examinations for a particular provision for students with epilepsy; if examination candidates who suffered a seizure will be given the opportunity to re-sit any impacted examinations within the same examination cycle and within the same academic year; her views on whether students who suffered a seizure will have an unfair disadvantage in respect of other candidates in the same examination cycle; if she has discussed this matter with the State Examinations Commission; and if she will make a statement on the matter. [17638/22]
View answerWritten answers
The State Examinations Commission has statutory responsibility for operational matters relating to the certificate examinations.
In view of this I have forwarded your question to the State Examinations Commission for direct reply to you.
School Facilities
Questions (462)
Ciaran Cannon
Question:462. Deputy Ciarán Cannon asked the Minister for Education when she intends to begin the development of sports halls in existing schools in cases in which such schools have no indoor sports facilities or very limited facilities. [17656/22]
View answerWritten answers
I wish to advise the Deputy that the main focus of resources over the last decade and for the coming period is on provision of additional capacity to cater for increasing demographics particularly at post-primary level and for special education needs provision. The Deputy will appreciate that the immediate priority of my Department is providing new and replacement school places each year, to ensure that every child has a school place.
However, the latter part of the National Development Plan 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 ancillary accommodation needs of primary schools, such as General Purpose rooms will also be considered in this context.
Special Educational Needs
Questions (463)
Aodhán Ó Ríordáin
Question:463. Deputy Aodhán Ó Ríordáin asked the Minister for Education the level of demand for places in special classes at post-primary level in Dublin by children with a diagnosis on the autism spectrum; the number of places in special classes that are currently available; the number of pupils who require such places based on information available to her Department and the National Council for Special Education from primary school principals; and the action her Department will take to address a dramatic shortfall in such places for children with autism. [17673/22]
View answerWritten 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.
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.
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 an additional 300 special classes (primary and post-primary), providing 1,800 new places, opened nationwide for the 2021/22 school-year. Budget 2022 also provides for the creation of 287 additional special classes for the 2022/2023 school year. These additional classes will provide over 1,700 new places from September next.
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. Both my Department and the NCSE are always grateful to schools who express a willingness to open a special class to meet the educational needs of students in their local communities. It is of course open to any school to engage with the NCSE to establish a special class.
There are Special Educational Needs Organisers (SENOs) located across the country and they have a specific remit in helping and supporting parents in accessing the education necessary for their children, including in identifying suitable school placements.
The Deputy may be aware that Minister Foley and I recently announced the establishment of a new special school in Cork together with an update on the expansion of existing special class and special school capacity in Cork and Dublin.
In line with the demographics and as part of forward planning, it is envisaged that special classes will be required at most, if not all, post-primary schools.
A range of measures to meet additional SEN capacity demands have already been put in place including the utilisation of spare capacity in existing schools and delivery of additional SEN capacity within the scope of existing building projects.
Additionally, it is general practice to include a SEN Base in the accommodation brief for new school buildings, unless exceptional local circumstances indicate that it will not be required. The extent of provision made at these schools is informed by the level of demand in the area as well as the size of the school.
My Department, together with the NCSE, is monitoring the availability of places for students with special educational needs throughout the country as a priority issue and will continue to work with relevant stakeholders to ensure a supply of placements coming on stream to meet emerging demand.
I want to reassure the Deputy that my Department will continue to support the NCSE and schools through the provision of the necessary funding and capital investment to ensure all children and young people are successful in accessing an education.
State Examinations
Questions (464)
Gary Gannon
Question:464. Deputy Gary Gannon asked the Minister for Education if the alternative set of leaving certificate examinations planned for 2022 will result in a delay of results for students who wish to take up a place for further study in the academic year 2022-23; if she has engaged with the Minister for Further and Higher Education, Research, Innovation and Science regarding the matter; and if she will make a statement on the matter. [17679/22]
View answerWritten answers
The State Examinations Commission has statutory responsibility for operational matters relating to the certificate examinations.
In view of this I have forwarded your question to the State Examinations Commission for direct reply to you.
School Enrolments
Questions (465)
Gary Gannon
Question:465. Deputy Gary Gannon asked the Minister for Education if she will provide a breakdown of capacity within schools around the country by county. [17681/22]
View answerWritten answers
The question of enrolment in individual schools is the responsibility of the managerial authority of those schools. It is the responsibility of the managerial authorities of schools to implement an enrolment policy in accordance with the Education Act 1998 and the Education (Admission to Schools) Act 2018. The enrolment policy of individual schools takes account of the school's own assessment of school capacity which is influenced by each school's own characteristics.
The Department has data on potential capacity and under/over subscription at individual schools from its National Inventory of School Capacity based on schools’ annual enrolment returns, and utilises its Geographic Information System to facilitate spatial analysis of this and other data. On a national level, total primary enrolments peaked in 2018 and have been reducing since. The net overall reduction in primary enrolments by 2022/23 was projected to be in the order of 25,000 pupils. At post-primary level, demographics are generally continuing on an upward trend.
Nevertheless, at both primary and post-primary level there are significant variances in available capacity at local and regional level across the country, in both rural and urban areas.
I would also advise the Deputy 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 cannot 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 proactively engages with relevant school authorities to establish the true extent of enrolment pressures. 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.
School Inspections
Questions (466)
Gary Gannon
Question:466. Deputy Gary Gannon asked the Minister for Education the number of incidental inspections which have taken place in schools in January, February and to date in March 2022. [17682/22]
View answerWritten answers
A total of 536 incidental inspections were conducted by the Inspectorate of the Department of Education in schools from January to 28 March 2022, as follows:
- Primary and Special Schools: January -7 inspections; February -137 inspections; March to date -175 inspections
- Post-primary schools: January - 4 inspections; February - 96 inspections; March to date - 117 inspections.
Special Educational Needs
Questions (467)
Gary Gannon
Question:467. Deputy Gary Gannon asked the Minister for Education the estimated cost of increasing the current special needs assistant allocation by 10%. [17683/22]
View answerWritten answers
The provision of education for children with special needs is an ongoing priority for Government.
The numbers of special classes, special education teachers and Special Needs Assistants are at unprecedented levels.
The State currently spends in excess of 25% of its annual education and training budget (€9.2 Billion) on making additional provision for children with special educational needs.
This represents an increase of over 60% in total expenditure since 2011, at which point €1.247 Billion per annum was provided.
Budget 2022 provides funding for an additional 1,165 SNAs (in 2022) to provide support to children with special educational needs, which will bring the total number of SNAs available for allocation to 19,169 at the end of December 2022.
Provision for 19,169 SNAs as at 31 December 2022 will represent an increase of 81% since 2011 at which time 10,575 were provided.
The pay at entry of a new entrant SNA, inclusive of employer PRSI, is €30,001 so the estimated cost of increasing the current SNA allocation by an additional 10% would be €57,508,916.
National Educational Psychological Service
Questions (468)
Gary Gannon
Question:468. Deputy Gary Gannon asked the Minister for Education the number of schools that have requested training on trauma-informed practices in 2020, 2021 and to date in 2022; and the number of schools that received this training from a psychologist to date. [17684/22]
View answerWritten answers
NEPS recognises the importance of whole-school, compassionate and trauma-informed approaches in building safe and connected schools and trauma informed practice is part of the normal day to day work of the educational psychologists. Trauma informed approaches may form part of case work or part of the support and development work and NEPS psychologists work to build teacher capacity in this area. NEPS’ Support and Development work involves the provision of applied psychology services for teachers and school communities to build and maximise their capacity to respond to the needs of all students and those with particular needs. This includes trauma informed education. These professional learning activities may include the provision of training/formal professional learning opportunities including training in the delivery of evidence-informed approaches and early intervention, and working with school communities to develop supportive school structures and processes. These activities are not recorded in a format that would allow the precise data sought by the Deputy to be reported.
NEPS psychologists have engaged in extensive national training in the area of trauma in recent years to inform their practice and the development of professional learning opportunities for school staff. In order to have a greater reach to schools, NEPS has developed a series of Wellbeing and Resilience in Schools webinars, exploring the use of whole-school, compassionate and trauma-informed approaches to build safe and connected schools drawing on the existing practice of psychologists in this area.
The “Stress Factor” the first webinar in the series for all school staff will be available to all primary and post primary schools after Easter in collaboration with the Education Centre network. Officials in NEPS and in the I.T section of the Department are working to launch this webinar on the new Learning Management System (LMS) of the Department. Once launched numbers of teachers accessing this professional learning programme will be logged and monitored.
Schools Building Projects
Questions (469)
Catherine Murphy
Question:469. Deputy Catherine Murphy asked the Minister for Education the estimated amount her Department has spent to date on the major refurbishment works being carried out at a school (details supplied). [17704/22]
View answerWritten answers
The major new school construction project for the school referred to by the Deputy commenced on site in November 2021. Works are progressing satisfactorily with a contract duration of approximately 26 months.
The contract amount is in excess of €12.4m and expenditure to date is in accordance with the conditions of the contract.
Special Educational Needs
Questions (470)
Eoin Ó Broin
Question:470. Deputy Eoin Ó Broin asked the Minister for Education if she plans to provide for specific levels of qualifications for special needs assistants; and her plans for continuous professional development and upskilling for special needs assistants. [17730/22]
View answerWritten answers
Special Needs Assistants (SNAs) play a huge role in helping to ensure the inclusion of pupils with significant care needs in education and in school life. This was acknowledged in the Comprehensive Review of the Special Needs Assistant Scheme (SNAs) published by the National Council for Special Education (NCSE) in 2018.
The Review made a number of recommendations regarding SNAs including referencing the training needs of SNAs. In this regard, the NCSE recommended that a new national training programme at Level 5 of the National Qualification Framework be developed for existing SNAs who do not have the requisite level of training and for new SNAs on appointment. The NCSE also recommended that training tailored to the specific complex needs of some students being cared for by SNAs would also be provided.
The policy advice has been considered by the Department. It was decided that priority should be given to the development of a training programme for SNAs who may not have had a recent opportunity to access a training programme tailored to their role. The new first national training course for SNAs provided by UCD now in place aims to enhance the knowledge, skills and expertise of SNAs whose work is central to the inclusion of students with additional care and complex needs in school life. The programme is fully funded by the Department and delivered at no cost to the SNA.
This is the first national training programme for SNAs employed in schools and is tailored to their needs. As this is the first programme, it is appropriate to take the time to review outcomes which will inform the future approach to ongoing training and professional development of SNAs. Part of that consideration will include accreditation.
Raising the minimum qualification for appointment as a special needs assistant has been referred to the Workplace Relations Commission and the Department has been engaging in that process.
The recruitment and appointment of Special Needs Assistants is a matter for the individual school authority and the Department's circular 36/2020 and 51/2019 sets out the current educational requirements for appointment as a Special Needs Assistant (SNA). In addition, the actual requirements for a post will vary depending on the specific needs of the children and the school to which the SNA is to be appointed. The Department does not believe that the existing minimum qualifications has impacted on the calibre of person appointed and it is also the case that people with experience and/or higher qualifications than the minimum are often the successful candidate in competitions held by schools.
However, having considered the claim and, in particular, the period of time since they were set, the Department is open to reviewing the position. The Department is not yet in a position to indicate when that review might take place but is of the view that the forthcoming review of the SNA contract proposed as part of the Building Momentum national pay agreement should be carried out and implemented first.
The Department is satisfied that the approach outlined fully recognises the important place of SNAs in our schools. The forthcoming review of the SNA contract along with the new training programme for SNAs that is now in place will help to enhance the experience of children with special needs in our schools.
State Examinations
Questions (471)
Donnchadh Ó Laoghaire
Question:471. Deputy Donnchadh Ó Laoghaire asked the Minister for Education the total cost incurred each year by her Department for the running of the leaving certificate helpline in 2020 and in 2021. [17749/22]
View answerWritten answers
I can confirm to the Deputy that my Department provided €12,000 in 2020 and €20,000 in 2021 towards the running of the Leaving Certificate Helpline.
Schools Building Projects
Questions (472)
Emer Higgins
Question:472. Deputy Emer Higgins asked the Minister for Education the commencement date for phase two of a school development (details supplied); and if she will make a statement on the matter. [17818/22]
View answerWritten answers
The school to which the deputy refers received approval for a School Development Phase 2 in May 2020 under the Additional Accommodation Scheme 2020. This approval allows for the construction of 10 Mainstream Classrooms (prefab replacement), 3 SET Rooms, 2 Classroom SEN Base, 1 AU WC, 1 Staff Toilet plus ancillary accommodation.
The school authorities submitted a pre-stage 1 report in August 2021 and after its review a meeting between the school authorities, the project's Design Team and Department staff was held in October 2021. An email issued to school authorities following this meeting with outcomes and action points and follow-on work is ongoing between the school and its Design Team.
The project currently lies with the school authorities for progression.