Written Answers Nos. 943-966
944. Deputy Alan Kelly asked the Minister for Education the volume of extra teachers that have been taken on by schools to cater for the enrolment of Ukrainian students, by county, in tabular form, for both primary and secondary level. [20845/22]
View answerIn response to the invasion of Ukraine by Russia, and the activation of the Temporary Protection Directive, the Government has adopted a whole of government approach to supporting the people who arrive here. My Department is working with the whole education sector, including aegis bodies and education partners in regard to access to education for school-aged children and providing supports both to their families and schools.
As set out in a letter issued to all schools on 5th April, EAL support is available to schools that have enrolled Ukrainian pupils. With reference to the table of allocations set out in that letter, 262 primary schools have been allocated EAL support equating to 30 WTEs (Whole time Equivalents) and 58 post-primary schools equating to 5 WTEs.
945. Deputy Cathal Crowe asked the Minister for Education if she will issue an update on the application by a school (details supplied) for additional accommodation. [20950/22]
View answerThe school to which the Deputy refers has been approved funding in 2021 for a building project under my Department’s Additional School Accommodation (ASA) scheme that will provide additional specialist rooms.
The purpose of the ASA scheme is to ensure that essential mainstream 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.
I wish to confirm that my Department recently received a further application from the school authority in question under the ASA scheme. Officials in my Department are engaging with the school authority regarding this second application When the assessment process has been finalised, the school authorities will be notified directly.
946. Deputy Cathal Crowe asked the Minister for Education the status of an application by a school (details supplied) for additional accommodation. [20953/22]
View answerI can confirm that my Department is in receipt of an Additional School Accommodation (ASA) application form from the school referred to by the Deputy.
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 the requirement for a new class for pupils with special education needs has been identified by the National Council for Special Education (NCSE), and all available alternative accommodation within the school is already being used for classroom purposes.
Officials from my Department have engaged with the school authority regarding required information. Once this has been received and the assessment completed, a decision will be conveyed directly to the school authority.
947. Deputy David Stanton asked the Minister for Education if she has considered reminding schools of circular letter prim 16/05 and the associated guidelines on the use of school buildings outside of school hours that was issued in October 2017; and if she will make a statement on the matter. [21049/22]
View answerThe policy of my Department is to support the use of school premises and facilities outside of school hours for community, recreational and education-related purposes. The 2017 guidance to which the Deputy refers, was developed in consultation with school authorities. This guidance provides information for schools considering requests for use of school buildings outside of school hours. A copy of this guidance is available on my Department's website.
My Department plans to undertake a review of these guidelines in Q3 of 2022. As part of this review process my Department will consult with relevant stakeholders, including representatives of schools and other government Departments which engage with the community and voluntary sectors. As part of this review my Department intends to undertake a survey of a representative sample of schools as regards their experience in engaging with community and recreational groups seeking to use school property.
Following this review my Department in consultation with school authorities will update the guidelines. All schools will be notified of the updated guidelines.
948. Deputy Holly Cairns asked the Minister for Education the steps that she is taking to put in place updated curriculums in primary and secondary schools regarding sexuality and relationships. [21078/22]
View answerAccess to relationships and sexuality education is an important right for students. Schools have a responsibility to provide for this, in consultation with parents, having regard to the ethos of the school. Social, Personal and Health Education (SPHE) is a mandatory curriculum subject in all primary schools and in post-primary Junior Cycle. Relationships and Sexuality Education (or RSE) is required at all levels, from primary through to senior cycle. My Department has set out the content for each of these programmes in SPHE syllabuses and guidelines.
The Programme for Government states that ‘this Government will develop inclusive and age appropriate curricula for Relationships and Sexuality Education (RSE) and Social, Personal and Health Education (SPHE) across primary and post-primary schools, including an inclusive programme on LGBTI+ relationships’.
In April 2018, the then Minister for Education and Skills asked the National Council for Curriculum and Assessment (NCCA) to undertake a major review of RSE in schools across all stages of education to ensure that it is fit for purpose and meets the needs of young people today in modern Ireland.
The Report on the Review of Relationships and Sexuality Education (RSE) in primary and post-primary schools was published by the NCCA in December, 2019.
The NCCA was asked to look at a number of specific issues in respect of RSE and the curriculum. These included but were not limited to consent; developments in relation to contraception; healthy positive, sexual expression and relationships; safe use of the Internet and social media and its effects on relationships and self-esteem; and LGBTQ+ matters.
The NCCA has established two development groups, one for primary and one for post-primary, to oversee the work in this area and support the development of guidance material for schools.
The immediate focus of the work of the NCCA has been on creating support materials for teachers for publication online as part of an Interim Guidance Toolkit. The toolkit's purpose is to support effective teaching and learning of SPHE/RSE linked to the current curriculum and to provide guidance on how SPHE/RSE may be approached in a more holistic way. This work is progressing well and sections of the toolkit (a portal repository of teaching and learning resources linked to the Primary SPHE Curriculum, the SPHE JC Short Course and SC SPHE Framework) have now been published.
The NCCA online SPHE toolkits will be expanded during 2022 to include age and stage appropriate guidance for teachers on how to address issues of consent, gender and sexual discrimination and violence, and related topics within the SPHE classroom.
In tandem with the development of the online Toolkit, preparation for redeveloping and updating the SPHE curriculum is progressing. Updated curricula will be developed for Primary, Junior Cycle and Senior Cycle. A draft revised Junior Cycle specification is due to be agreed at NCCA Council by the summer, with a public consultation to follow when schools return in September. The final revised specification is due to be completed by the end of 2022 and rolled out in schools from September 2023. The Senior Cycle updated syllabus will be rolled out in schools in September 2024 followed by the update at Primary level.
In addition to this, I have recently announced my Department's intention to provide funding for a new postgraduate programme to upskill registered post-primary teachers teaching SPHE/RSE.
This programme will provide a pathway for progression for post-primary teachers interested in developing their skills in teaching SPHE/RSE and in so doing build capacity and leadership within the teaching profession in relation to the teaching of SPHE/RSE.
The intention to provide teachers with access to a new postgraduate course to be developed for teachers in post-primary schools teaching SPHE/RSE. Schools and teachers will be supported to access the upskilling programme and course fees will be covered by Department funding.
This programme will upskill registered post-primary teachers in SPHE/RSE. In the course of the programme, it is intended that each participant will be provided with high quality pedagogical content knowledge and will be empowered to become an effective and enthusiastic teacher of this subject. The design and delivery of the programmes should recognise recent curricular and other reforms.
My Department has recently engaged with higher education institutions (HEIs) and it is hoped that a number of HEIs will be interested in designing and developing an upskilling programme.
949. Deputy Niall Collins asked the Minister for Education if consideration will be given to an appeal by a school (details supplied); and if she will make a statement on the matter. [21105/22]
View answerI recently announced that from next September the DEIS programme will be extended to an additional 310 schools. 37 schools will also benefit from additional supports following reclassification. Schools were identified for inclusion in the programme through the refined DEIS identification model which is an objective, statistics based model. Schools were not required to apply for inclusion in the DEIS programme and the model has been applied fairly and equally to all schools.
My Department is committed to ensuring that all schools are treated equally and fairly in the manner in which they have been identified for inclusion in the DEIS programme. Schools who were not satisfied with the outcome following the application of the DEIS identification model to their school enrolment data will now have the opportunity to have that outcome reviewed.
Circular 0019/2022 outlining the details of this appeals process was published recently by my Department and is available at www.gov.ie/en/circular/7e7ca-deis-identification-2022-appeals-process-for-schools/
My Department notified all schools of the appeals process on 30th March 2022. Schools have until 5pm on Friday April 29th to submit an appeal.
950. D'fhiafraigh Deputy Éamon Ó Cuív den Aire Oideachais cén fáth nár tugadh stádas Deis do bhunscoil (sonraí tugtha) nuair atá stádas Deis ag gach scoil thart orthu agus ag an meánscoil a bhfreastalaíonn iar-dhaltaí na scoile uirthi; agus an ndéanfaidh sí ráiteas ina thaobh. [21118/22]
View answerD’fhógair mé le déanaí go ndéanfar an clár DEIS a leathnú chuig 310 scoil bhreise ó mhí Mheán Fómhair seo chugainn. Bainfidh 37 scoil leas as tacaíochtaí breise i ndiaidh an athaicmithe chomh maith. Sainaithníodh scoileanna lena gcuimsiú sa chlár trí shamhail bheachtaithe aitheantais DEIS ar samhail oibiachtúil, bunaithe ar staitisticí í. Ní raibh sé ceangailte ar scoileanna iarratas a dhéanamh ar chuimsiú sa chlár DEIS agus cuireadh an tsamhail i bhfeidhm go cóir cothrom i ngach scoil.
Tá mo Roinn tiomanta dá chinntiú go gcaithfear go cóir agus go cothrom le gach scoil ar an mbealach a sainaithníodh iad lena gcuimsiú sa chlár DEIS. Beidh deis anois ag scoileanna nach raibh sásta leis an toradh nuair a cuireadh an tsamhail aitheantais DEIS i bhfeidhm ar a sonraí rollaithe scoile le hathbhreithniú a dhéanamh ar an toradh sin.
D’fhoilsigh mo Roinn Imlitir 0019/2022 ina dtugtar breac-chuntas ar shonraí an phróisis achomhairc sin le déanaí agus tá sé ar fáil ag www.gov.ie/en/circular/7e7ca-deis-identification-2022-appeals-process-for-schools/
Thug mo Roinn fógra faoin bpróiseas achomhairc do gach scoil ar an 30 Márta 2022. Tá go dtí 5pm Dé hAoine 29 Aibreán ag scoileanna chun achomharc a chur isteach.
951. Deputy Thomas Gould asked the Minister for Education the funding and resources available for schools to assist children with epilepsy. [21122/22]
View answerThe Department provides for a range of placement options and supports for schools, which have enrolled pupils with special educational needs, in order to ensure that wherever a child is enrolled, s/he will have access to an appropriate education.
The National Council for Special Education (NCSE) is a statutory body and its functions include planning and co-ordinating the provision of education and support services to children with special educational needs in conjunction with schools and the Health Service Executive (HSE). The NCSE, through its network of local Special Educational Needs Organisers (SENOs), is responsible for processing applications from schools for special educational needs supports as required. The NCSE operates within the Department's criteria in allocating such support.
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.
Circular 0030/2014 provides details of the primary care needs for which SNA support will usually be provided and sets out the types of secondary care associated tasks which SNAs may often perform, but only once they have been allocated on the basis of a requirement to provide for primary care needs.
The care needs must be of such significance that they are beyond that which would normally be expected to be provided to a child by the child’s class teacher, support teacher, or other school teachers. SNAs are recruited specifically to assist in the care needs of pupils with disabilities in an educational context.
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 by the school in a manner which best meets the care support requirements of the children enrolled in the school for whom SNA support has been allocated.
It is a matter for schools to allocate support as required, and on the basis of individual need, which allows schools flexibility in how the SNA support is utilised.
Under the provisions of the Education Act 1998, the Board of Management is the body charged with the direct governance of a school. The Board of Management of each school is responsible for the care and safety of all of the students in their school and care and safety should be at the centre of all policy and practices. Schools are required to take all reasonable precautions and to provide training for teachers to ensure the safety and welfare of their pupils.
It is a matter for the Board of Management to ensure that SNAs are in a position to effectively meet the care needs of students for whom SNA support has been allocated in the school. Where specific training is required, the Board of Management should liaise with the Health Service Executive (HSE) in order to ensure that the HSE provides guidance and training that enables the SNA to meet the care needs of the pupil in an appropriate manner. It is a matter for individual school authorities to make such arrangements locally.
The availability and provision of health-related supports, including therapy services, is the responsibility of the Health Service Executive, and matters in relation to the provision of health-related services should be directed to that body or to the Department of Health.
Nursing support for children with complex needs in school is provided directly by the HSE or through a HSE funded provider. Where a school has identified children with complex needs who require nursing support, the school should contact the HSE.
“Managing Chronic Health Conditions at School - a resource pack for teachers and parents” was produced jointly by the Diabetes Ireland, the Asthma Society of Ireland, Brainwave the Irish Epilepsy Association and Anaphylaxis Ireland to help teachers and parents to work together and provide a safe and enjoyable school environment for students with any one of these conditions. The resource pack is available at the following link:
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I trust this information is of assistance to you.
952. Deputy Alan Dillon asked the Minister for Education is she will provide an update on a redeployment application by a person (details supplied); and if she will make a statement on the matter. [21145/22]
View answerThe core function of the redeployment arrangements is to facilitate the redeployment of surplus permanent second-level teachers to other schools where vacancies exist. The redeployment of all surplus permanent teachers is key to the Department's ability to manage within its payroll budget.
A voluntary redeployment scheme has operated on a pilot basis in specific regions in recent years. Permanent second-level teachers employed in these regions were given an opportunity to volunteer for a transfer to other areas if such a transfer would free up a vacancy that would facilitate the redeployment of a surplus permanent teacher in the region.
A Pilot Voluntary Redeployment Scheme is available in 2022 to permanent/CID teachers who are employed in a post primary school:
- In counties Clare, Cork and Mayo, and who wish to be considered for redeployment to a school in any location;
- Outside of Dublin and who wish to be considered for redeployment to a school in Dublin
The redeployment process takes place each year during the month of May and it is at this stage that voluntary applicants will be contacted if a suitable vacancy is located in their chosen area.
953. Deputy Niall Collins asked the Minister for Education if a devolved additional accommodation project for a school (details supplied) can now proceed following a submission by the school; and if she will make a statement on the matter. [21147/22]
View answerThe school to which the Deputy refers was granted approval under my Department's Additional Accommodation Scheme 2018 for 1 x 80m2 Classroom with en-suite toilets, 2 Classroom SEN Base, 1 x GP Hall.
The school is requesting approval to combine this project with a new project of 1 mainstream classroom and 1 SET room. The Department's Professional & Technical team is currently reviewing this request and the school will be contacted directly as soon as a decision is made.
954. Deputy Michael Healy-Rae asked the Minister for Education if students who must complete the Gaeltacht for their Masters in Primary Education, PME, degree with a college (details supplied) will be given an opportunity to complete this online like 2021; and if she will make a statement on the matter. [21182/22]
View answerUnder the Teaching Council Standards for initial teacher education (ITE) at primary, all student teachers must complete a 4 week Gaeltacht learning period (GLP) (2x 2 weeks) as part of their programme. This is compulsory in order to graduate. Due to the Covid-19 pandemic, the traditional Gaeltacht learning periods could not go ahead as planned and the Department and Teaching Council agreed that these could take place online. This ensured that there were no barriers to students completing their ITE programme and graduating as planned in 2020 and 2021. While the online alternative programme worked well, the shared aim of all stakeholders was to return to a normal in person GLP as soon as possible.
While the primary responsibility for the overall administration of Gaeltacht-based Irish language courses rests with the relevant Gaeltacht college authorities – both my Department and the Department of Tourism, Culture, Arts, Gaeltacht, Sport and Media (D/TCAGSM) together play a key role in overall support of the sector. My Department has had a number of meetings with D/TCAGSM, the Teaching Council, representatives from the HEIs and CONCOS (the representative body for Gaeltacht colleges) recently and the shared aim of all stakeholders continues to be for the normal in person Gaeltacht placement to take place this year.
The Tréimshe Foghlama sa Ghaeltacht is a rich immersive experience that forms part of the overall requirements for programmes of primary initial teacher education. My Department and the D/TCAGSM has confirmed to the HEIs and CONCOS that there is no public health advice to prevent Irish language courses from being run for student teachers in the Gaeltacht and it is expected that the normal in person GLP will be provided.
955. Deputy Colm Burke asked the Minister for Education the current employment position in respect of teachers providing home tuition under the home tuition scheme in view of the fact that a large number of private companies that had employees who were employed under a similar type arrangement were in breach and persons who were regarded as subcontractors were deemed to be employees; and if she will make a statement on the matter. [21183/22]
View answerMy Departments Home Tuition Grant Schemes provide funding towards the provision of a compensatory educational service for children who, for a number of specific reasons, are unable to attend school. By its nature, it is intended to be a short term intervention.
Under the Home Tuition Schemes, Home Tutors are engaged by the parents/guardian of the child who is to receive tuition. Home tutors do not have a contractual relationship with the Department of Education.
In accordance with instructions from the Revenue Commissioners, payments under the Home Tuition Grant Scheme are subject to statutory deductions at source. In order to facilitate parents, my Department acts solely as payroll agents on behalf of the parents/guardian.
The Department of Social Protection has determined that Home Tutors are engaged under a contract for service and are therefore self-employed and subject to PRSI Class S.
Payments to group providers of home tuition, are made directly to the provider on a monthly basis in arrears in accordance with my Department’s policy in this regard. Claim forms are submitted to my Department at the end of the month in which tuition has been provided.
956. Deputy Aodhán Ó Ríordáin asked the Minister for Education her plans for Irish language exemptions for Ukrainian students; and if she will make a statement on the matter. [21184/22]
View answerI can advise the Deputy that, as set out in Section 2.2. of Circulars 0052/2019 (primary) and 0053/2019 (post primary), students from abroad can apply to their school for an exemption from the study of Irish if they meet the criteria as set out in the following exceptional circumstance i.e.: “pupils whose education up to 12 years of age (or up to and including the final year of their primary education) was received outside the State and where they did not have opportunity to engage in the study of Irish”.
It is anticipated that all Ukrainian students enrolling in recognised English-medium post-primary schools will meet these criteria.
As in all other cases where a pupil does not meet the criteria for the granting of an exemption from the study of Irish, schools should provide pupils with a differentiated approach to language learning as provided for in the Primary Language Curriculum in an inclusive school environment. As is the case with all pupils who have significant learning difficulties that are persistent, pupils moving from Ukraine may also be granted an exemption from the study of Irish as outlined in subsection 2.2.c of the Circulars.
All pupils should be supported to learn the language at a level appropriate to their needs and ability. Schools, as set out in the circulars, are advised to inform parents/guardians and students of the option not to exercise the exemption granted without any loss of the right to exercise it at a future time.
In accordance with Section 8 of Circular 0052/2019 and Section 7 of Circular 0053/2019, the Department is currently undertaking an initial review of the operation of these circulars.
957. Deputy Aodhán Ó Ríordáin asked the Minister for Education the reason that section 2.4 of circulars 52 and 53 of 2019 refers to an appeal of an Irish exemption refusal when it is only a review of the procedure followed by the school and not a review of the substance of the appeal; and if she will make a statement on the matter. [21185/22]
View answerI can advise the Deputy that the exceptional criteria for granting an exemption from the study of Irish are set out in section 2.2. of both circular 0052/2019 (primary) and circular 0053/2019 (post primary). Therefore the appeal that can be made is based on a review of whether the school administered the Circulars correctly in coming to its decision.
For the Deputy’s information, in line with other department policies in the area of special educational needs, the 2019 circulars move away from a diagnostic categorical model to a needs-based model. The circulars require the school to demonstrate evidence of intervention and differentiated support for those children/students who struggle with literacy, as well as the current level of in-school testing on discrete tests of word reading, reading comprehension or spelling. This includes using evidence of needs over time. As part of this process the school will administer discrete tests to identify the needs of the student. It is these test results which inform intervention and need for any additional support, including an exemption from the study of Irish.
Where a pupil does not meet the criteria for granting an exemption from the study of Irish, then the school is required to provide a differentiated approach to language learning in accordance with the curriculum, to enable the pupil to engage with their learning in an inclusive school environment and at a level appropriate to their individual needs and ability.
As set out in Section 8 of circular 0052/2019 and Section 7 of circular 0053/2019, the Department is currently carrying out an initial review of the operation of the circulars.
958. Deputy Aodhán Ó Ríordáin asked the Minister for Education the law, Act or any other constitutional document under which the teaching of Irish in schools is made mandatory; and if she will make a statement on the matter. [21186/22]
View answerThe Irish language is accorded special status in Ireland and is protected by various pieces of Legislation and in particular Article 8 of our Constitution which states that “The Irish Language as the national language is the first official language”. The language has particular social, historical and educational importance and is part of the unique cultural heritage of the Irish people. Irish is also an official language of the European Union. It is an aim of Government to increase on an incremental basis the use and knowledge of Irish as a community language.
In recognising the linguistic, social and cultural importance of Irish and English in Ireland, both languages are included as core subjects in the national curricula for recognised primary and secondary level schools and centres for education in Ireland. This has been the case since the foundation of the State and the importance of the teaching of Irish in this way has been re-affirmed on a number of occasions by the State, including most recently in the 20-Year Strategy for the Irish Language 2010-2030. All students in Primary and Second Level schools are required to study Irish unless they have been granted a Certificate of Exemption from the study of Irish.
The long-standing practice of the Department has been to use circulars as a means for communicating a number of matters including schemes, rules and other conditions associated with the recognition and funding of schools, and setting the terms and conditions of school staff. Much of that practice evolved in the absence of primary legislation governing the education sector. Following a national convention in the mid-1990s, a programme of educational reform was initiated. For the first time, this included the enactment of landmark pieces of primary legislation governing the school system. This included the Education Act 1998, the Education (Welfare) Act 2000 and the Education for Persons with Special Educational Needs Act 2004. While such legislation does permit of the making of regulations in a number of areas, regulations are not required in all situations. The practice of using administrative circulars which is familiar to schools, teachers and other school staff, and which allows for a necessary degree of flexibility and responsiveness has continued.
In addition, the Education Act 1998 recognises the particular responsibility of the education system with regard to supporting the Irish language. Section 6 of the Act provides that every person concerned with the implementation of the Act shall have regard to objects specified therein. These objects include contributing to the realisation of national policy and objectives in relation to the extension of bilingualism in Irish society and in particular the achievement of a greater use of the Irish language at school and in the community (Section 6(i)) and contributing to the maintenance of Irish as the primary community language in Gaeltacht areas (Section 6(j)). The responsibilities of the Department in respect of the teaching and promotion of Irish are also apparent from Sections 7(2)(d); 9(f) and (h); 13(3)(f); 31, 41(2)(g); 62(7)(h) and 62(9) thereof.
Rule 70(3) of the Rules for National Schools (1965) lists Irish as an obligatory subject for pupils in National Schools and Curricula for Irish are prescribed by the minister in accordance with Section 30 of the Education Act 1998. Rule 21(1) of the Rules and Programme for Secondary Schools 2004/2005 provides that the approved course for a post-primary school student must include not less than five of the subjects of which one must be Irish. Students are not required to sit an Irish examination nor is it a requirement to pass an Irish Examination in order to complete the Junior Cycle or the Leaving Certificate. In that context, the most recent curricular changes at primary and junior cycle level have emphasised not only the importance of learning both languages but also the wider benefits of bilingualism. The development of these new language curricula reflects my department’s reassertion of its commitment to the Irish language and to progressing the language education related actions of the 20-Year Strategy for the Irish Language 2010-2030.
959. Deputy Aodhán Ó Ríordáin asked the Minister for Education if her attention has been drawn to the fact that a document that is available on her Departmental website, Rules for National Schools, states that subjects of laundry, needlework and domestic economy are for girls; her views on whether this is demeaning and undermines the role of female students in society; her further views on whether such a document should be updated; her views on whether making such a document available on the website could give the impression that the ethos of her Department is outdated; and if she will make a statement on the matter. [21187/22]
View answerIt is the aim of my Department that every child has access to equitable education and that each learner irrespective of background feels safe and happy in the school environment, at every stage.
I acknowledge that much of the language in the document published in 1965 is outdated and does not reflect this ambition. However, many aspects of the Rules for National Schools have been superseded by circulars since then.
Currently, the 1999 Primary Curriculum is undergoing review and redevelopment, led by the National Council for Curriculum and Assessment (NCCA). The consultation on the Draft Primary Curriculum Framework closed on February 28th, 2022. Feedback from teachers, school leaders, parents/guardians, children and national stakeholder groups during the consultation will play an important role in finalising the details within the Primary Curriculum Framework. Upon completion in early 2023, this framework will then guide the NCCA’s work in developing a specification for each curriculum area. A timeline for the introduction of the redeveloped curriculum will be set out by the Department of Education.
960. Deputy Michael Ring asked the Minister for Education if a wage increase for a sector will be applied to the retired members of that sector (details supplied); and if she will make a statement on the matter. [21196/22]
View answerUnder the Building Momentum agreement, 2021-2022, two general round increases in annualised basic salary of 1% or €500, whichever is greater, are scheduled on 1 October 2021 and 1 October 2022.
I can advise the Deputy that these general round increases will be applied to qualifying pensions in line with the current pension increase policy, effective from the same date as the related pay increases.
961. Deputy Fergus O'Dowd asked the Minister for Education the current support services and targeted information classes and advice on existing mental health supports for children in the Louth and east Meath school catchments area; if she will identify the planned expansion of support services into the future; and if she will make a statement on the matter. [21200/22]
View answerThe Department of Health and the HSE has responsibility for mental health services. My Department has built strong links with the Department of Health and both Departments are exploring ways to improve wellbeing and mental health supports for young people, including around increased awareness, promoting help-seeking behaviour and sign-posting to the wide range of available services.
My Department’s approach to supporting wellbeing and mental health of young people is set out in its Wellbeing Policy Statement and Framework for Practice first published in 2018 and refreshed in 2019. The approach proposed is a whole school and preventative approach which has multiple components that include providing children and young people with opportunities to:
- build core social and emotional skills and competencies
- experience supportive relationships within the school setting
- be part of a school environment and culture that feels both physically and psychologically safe, in which they feel a sense of belonging and connectedness, that their voice is heard, and they feel supported
Embedded in the whole-school approach is the recognition that members of the school community may have different needs at different times and that a continuum of support in relation to wellbeing should be made available.
The National Educational Psychological Service (NEPS) of my Department provides educational psychological support to all primary and post-primary schools. Psychologists work within a regional and local office structure serving the needs of schools in their immediate vicinity. This involves direct support in the event of a critical incident, access to national and regional support and development work to build school capacity to support students, access to a NEPS psychologist for responses to queries arising, and access to individual pupil casework where there is need via a NEPS psychologist. NEPS works closely with the HSE and its agencies to ensure those who may require further support are referred on to the appropriate clinical services for intervention and support.
The NEPS Support and Development service, reaching an estimated 25,000 teachers annually, is an applied psychological service for school staff to help build their capability to respond to the wellbeing, academic, social and emotional needs of all students, and particularly those who are experiencing barriers to their wellbeing, learning, inclusion and participation. Professional learning activities to support children/young people with social/emotional/mental health difficulties and to promote positive wellbeing in school include the FRIENDS programmes. These are evidence-based anxiety prevention and resilience building programmes, which foster self-concept and a sense of school belonging using Cognitive Behavioural Therapeutically-informed approaches. Friends programmes help students to develop resilience by teaching them effective strategies to cope with, problem solve and manage all kinds of emotional distress, including worry, stress, change and anxiety. The Incredible Years Teacher Classroom Management programme is an evidence-based programme that equips teachers to manage their classrooms effectively to prevent and reduce behavioural problems while promoting children’s wellbeing and emotional and social competence.
NEPS have developed a series of webinars on the promotion of wellbeing and resilience in schools, including on trauma-informed approaches. The approaches outlined in the webinars are based on research findings, on the experience of experts in their fields and on the experience of practicing psychologists working in schools. The workshops will be available to build the capability of school staff in both primary and post-primary settings, including for school leaders, teachers and SNAs.
962. Deputy Paul Murphy asked the Minister for Education further to Parliamentary Question No. 105 of 6 April 2022, if she will request the National Council for Special Education, NCSE, to provide a response given that none has issued to date. [21206/22]
View answerI can assure the Deputy that officials from my Department will follow up with the NCSE to request that a response issues as soon as possible.
963. D'fhiafraigh Deputy Éamon Ó Cuív den Aire Oideachais i bhfoirm tábla ainmneacha na scoileanna iar-bhunoideachais ar fud na tír a bhfuil stádas “Scoil Bheag” acu agus an lion scoláirí i ngach scoil acu; an bunús faoin ar bronnadh an stadas sin orthu; agus an ndéanfaidh sí ráiteas ina thaobh. [21214/22]
View answerFoilsítear na criteir a úsaidtear chun múinteoirí a leithdháileadh ar scoileanna go bliantúil ar shuíomh Gréasáin mo Roinne (is é 0024/2022 an ciorclan abhartha)
Cuireann mo Roinn buiséid pá agus neamhphá ar fáil do gach Bord Oideachais agus Oiliúna (BOO) chun tacú lena scoileanna BOO aonair, coláistí, ceannoifig agus ionaid oideachais eile. Is faoi gach Bord Oideachais agus Oiliúna atá sé na hacmhainní seo a chaitheamh sna scoileanna ina réigiún.
Cuirtear leithdhaileadh foirne ar fail do gach Scéim BOO bunaithe ar na criteir i gciorclan 0024/2022 agus is ceist do Phríomhfheidhmeannach scéim an BOO an leithdhaileadh foirne seo lena n-áirítear poist stadais “scoileanna beaga”.
Tá miondealú ar phoist stadais “Scoil Beaga” leis seo.
The criteria used for the allocation of teachers to schools is published annually on my Department's website (the relevant circular being 0024/2022).
My Department provides each Educational Training Board (ETB) with pay and non-pay budgets to support its individual ETB schools, colleges, head office and other centres of education. It is a matter for each ETB how best to utilise such resources across the schools in their region.
Each ETB Scheme is provided with a staffing allocation based on the criteria in circular 0024/22 and the distribution of this staffing allocation including “small school” status posts is a matter for the Chief Executive of the ETB scheme.
The breakdown of “Small School” status posts is attached.
964. Deputy David Stanton asked the Minister for Education the estimated number of prospective first-year students for second level schools in Midleton and Carrigtwohill, County Cork who have yet to secure a second level place for September 2022; her plans to ensure that places for these students will be available in September 2022; and if she will make a statement on the matter. [21224/22]
View answerAs 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.
My Department is aware of increasing pressures and demand for additional school places in a number of school planning areas including in east Cork.
However, it is important to note that where enrolment pressures arise, it may not be as a result of lack of accommodation but may be driven by the following factors:
- Duplication of applications – pupils have applied for a place to a number of schools in the area
- School of choice – pupils can’t get a place in their preferred school while there are places in other schools in the town/area
- Some towns/areas have single sex schools and while places are available in the school they are not available to all pupils
- External draw – pupils coming from outside the local area
My Department is proactive in 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 east Cork to identify particular capacity requirements for the forthcoming years which may necessitate further action to that already in train.
Under Project Ireland 2040, my Department continues to make progress to increase the infrastructural capacity in the schools sector, in order to meet demographic and other demands. It is expected that the enrolment pressures in 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) including schools in East Cork can also be found on my Department's website at www.gov.ie and this information is also updated regularly.
Specifically, in east Cork, there are a number of significant school building projects providing additional capacity at post primary level:
- Carrigtwohill Community College (76333G) is a co-educational post primary school with an enrolment of 535 for the 2021/2022 school year. A project to provide a permanent school building for 1,000 pupils is currently at Stage 3. Interim accommodation has been approved for the 2022/23 school year consisting of 6 general classrooms, 1 home economics room, 1 Class SEN base and 2 social spaces pending delivery of the new build.
- St Aloysius College, Carrigtwohill, (62140P) is an all girls post primary school with an enrolment of 792 for the 2021/2022 school year. A project to facilitate its expansion to cater for 1,000 pupils has been devolved to the school authority for delivery.
- Christian Brothers Secondary School Midleton (62360G) is an all-boys post primary school with an enrolment of 907 pupils for the 2021/22 school year. A project to facilitate its expansion to cater for 1,000 pupils has been devolved to the school authority for delivery.
- St Mary’s High School, Midleton (62380M) is an all girls’ post primary school with an enrolment of 758 pupils for the 2021/2022 school year. In respect of the 2022/23 academic year, the Department is working closely with CEIST as patron of St. Mary’s High School, Midleton, to deliver interim accommodation at this school and facilitate provision of the required school places. The Department continues to engage with the school patron in respect of a project for a new school building for St. Mary’s High school to cater for 1,000 pupils.
- Pobailscoil na Trionóide, Youghal, (91513S) is a co-educational post primary school with an enrolment of 1005 pupils for the 2021/2022 school year. A project to facilitate its expansion to cater for 1,200 pupils has been devolved to the school authority for delivery. Interim accommodation was approved for the 2021/22 school year to facilitate school expansion (6 classroom units)
- Coláiste Mhuire, Cobh (62180E) is a co-educational school which had an enrolment of 702 pupils for the 2021/2022 school year. A devolved grant has been approved to the school to facilitate its expansion.
My Department is continuing to engage with all patrons of schools in the area referred to in order to identify any additional required interim solutions to meet the need for post primary places. My Department will continue its focus on advancing these and other projects in East Cork and to ensure sufficient mainstream and SEN school places at both primary and post primary level.
965. Deputy Catherine Murphy asked the Minister for Education if a piece of surveillance technology (details supplied) is being used by her Department or any agencies under her remit in view of the fact that there are security and privacy concerns associated with the use of same; the data protection policies on the use of artificial intelligence with respect to instances in which this technology is being used; and if she will make a statement on the matter. [21231/22]
View answerI can confirm to the Deputy that neither my Department nor its Agencies operate any surveillance technology equipment with facial recognition as outlined in the details supplied.
966. Deputy Neasa Hourigan asked the Minister for Education the requirements that exist for schools to have space for physical education; the guidelines on the space itself, availability and accessibility; and if she will make a statement on the matter. [21292/22]
View answerI wish to confirm to the Deputy that my Department’s Design Guidelines for all new schools provides for outdoor multi use games areas (hard play areas) and the level of play space provided varies with the size of school. For example, a new 24 classroom primary school with Special Education Needs classes is provided with 3 ball courts (1,755m² in total), 2 junior play areas (600m² in total), as well as secure hard and soft play area (300m²) and a 100m² Sensory Garden. In respect of new post-primary schools, a new 1,000 pupil post-primary school will be provided with 6 ball courts (3,060m² in total) and a 200m² secure hard and soft special education play area. The majority of schools have a general purpose room / Physical Education hall and practically all schools have outdoor play areas. In addition, many schools, use adjacent local facilities, including community halls, public parks, playing fields and swimming pools.
My Department provides general purpose and PE halls with the construction of all new primary and post primary schools respectively. The provision of outdoor hard play areas such as basketball courts form part of the accommodation brief for all new school buildings. These facilities may also be provided where a major building or refurbishment project is being delivered for an existing school.
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 stages 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.
The current status of approved projects under the school building programme is listed on a county by county basis on my Department's website at www.gov.ie and is regularly updated to reflect progress through the various project stages. This includes both large-scale projects and projects in receipt of devolved funding under the Additional Accommodation Scheme.
