Thursday, 12 May 2022

Written Answers Nos. 106-121

Special Educational Needs

Questions (106)

Neale Richmond

Question:

106. Deputy Neale Richmond asked the Minister for Education the status of the provision of special needs assistants for a school (details supplied); and if she will make a statement on the matter. [23813/22]

Written answers

Minister of State at the Department of Education

The NCSE has responsibility for planning and coordinating school supports for children with special educational needs including the allocation of SNAs and reviews. The Department does not have a role in making individual school determinations.

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 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.

Where circumstances change during the course of the 2021/22 school year that materially increase the level of care need in a school to the extent that the school can clearly demonstrate that it cannot be met within the existing SNA allocation, the school may apply to the NCSE for a review. Detailed information on the NCSE exceptional review process is published on the NCSE website ncse.ie/for-schools

In relation to school in question the NCSE have confirmed that the schools current SNA allocation is 8.83 posts. There are 4.5 SNAs allocated to 2 ASD Special Classes and there are 4.33 SNA posts allocated to mainstream.

The NCSE state the school applied for an SNA exceptional review in June of 2021 – this application was incomplete and the school as advised accordingly on 10th of June 2021. The school applied for another SNA exceptional review in June 2021. This application was reviewed by a SENO and deemed invalid an outcome letter was issued to the school and the ticket was closed on the 9th July 2021.

The school submitted an appeal of the outcome of the Exceptional review, this was processed in line with NCSE procedure and the appeal was not upheld.

The NCSE have confirmed that the school has submitted 5 requests for support in the past 2 years. Support calls/visits were completed for all of these with the exception of the most recent one which was submitted in April 2022 and currently has an Advisor assigned who will engage with the school in due course.

The NCSE manages the exceptional review process and handles each case individually. Some review requests can be concluded as an office based exercise, whilst others require a school to be visited in order to observe the current deployment of SNA support in the school setting.

The timeframe for concluding a review can vary depending on the school context or the nature of the information provided.

Where a school is dissatisfied with how their exceptional review has been processed or is dissatisfied with the outcome of their exceptional review they can appeal. Applications for Appeal may be submitted through the NCSE Schools Portal: ncse.ie/school-support.

All schools have the contact details of their local SENO, and the SENO is available to offer assistance and advice to the school. Parents may also contact their local SENO directly to discuss their child's special educational needs, using the contact details available on www.ncse.ie.

I hope the above is of some assistance to you.

Special Educational Needs

Questions (107)

Paul Murphy

Question:

107. Deputy Paul Murphy asked the Minister for Education if her attention has been drawn to the fact that there is only one secondary school in Tallaght with an autism class; the steps that she is taking to ensure that secondary schools in Tallaght have the training and resources necessary to meet the needs of all children with autism in the area; and if she will make a statement on the matter. [23803/22]

Written answers

Minister of State at the Department of Education

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 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 over 300 special classes, providing over 1,800 new places, opened nationwide for the 2021/22 school-year.

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

In terms of the Tallaght area, I can confirm that the NCSE is aware of an identified need for additional special classes for students with autism in this area. This is also the case in the broader South Dublin region where work has been underway with stakeholders for a number of years to meet the demand for places.

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.

NCSE is continuing to engage with schools regarding the establishment of additional special classes for 2022/23 and beyond. There are specific plans in place to open additional special classes and every support will be made available to progress their opening in the shortest possible timeframe with a particular focus on September next.

It is of course open to any school to engage with the NCSE to establish a special class.

The Deputy will also be aware of increased special school provision generally with two new special schools opened in Carrigaline and Crumlin in the current school-year and further expansion planned in 2022/23 which Minister Foley and I were pleased to announce in March.

We have also secured funding for the opening of 287 new special classes from September next.

My Department is committed, in conjunction with the NCSE, to continue to work with parents, schools, patrons and all stakeholders to ensure that there are sufficient appropriate places for students with additional needs and to support all students to achieve their potential.

I want to reassure the Deputy also 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 are successful in accessing an education.

School Transport

Questions (108)

Marian Harkin

Question:

108. Deputy Marian Harkin asked the Minister for Education if she will review the request for a change of bus route to a school (details supplied); and if she will make a statement on the matter. [23802/22]

Written answers

Minister for Education

School Transport is a significant operation managed by Bus Éireann on behalf of the Department of Education. In the current school year over 121,400 children, including over 15,500 children with special educational needs, are transported on a daily basis to primary and post-primary schools throughout the country at a cost of over €289m in 2021.

The purpose of my Department's School Transport Scheme is, having regard to available resources, to support the transport to and from school of children who reside remote from their nearest school.

Under the terms of my Department's Post Primary School Transport Scheme children are eligible for school transport where they reside not less than 4.8 kilometres from and are attending their nearest education centre as determined by my Department/Bus Éireann, having regard to ethos and language.

Children who are eligible for school transport and who complete the application process on time (apply on time and pay on time) are accommodated on school transport services where such services are in operation.

In addition, all post-primary pupils who are otherwise eligible for school transport but are attending their second nearest school and who have applied and paid on time have been accommodated on school transport services in the current school year. This arrangement is in place for current school year pending completion of the full review of the School Transport Scheme.

Children who are not eligible but who apply for school transport are considered for spare seats that may exist after eligible children have been facilitated; such seats are referred to as concessionary seats.

Bus Éireann, who operates the school transport scheme on behalf of the Department, review all school transport services over the summer months. Arising from this review, routes may be altered, extended or withdrawn depending on the number and location of eligible children who will be availing of school transport for the following school year.

As the Deputy is aware, the Department commenced a review of the School Transport Scheme overall in February 2021. The review is being conducted with a view to examining the current scheme and how it currently operates, its broader effectiveness and sustainability and that it adequately supports the provision of services to students and their families.

Wider considerations relating to operation of the scheme are now taking place in the current phase of the review which is currently underway. The Steering Group will continue to report to me on an interim basis as the review progresses.

Special Educational Needs

Questions (109)

Niamh Smyth

Question:

109. Deputy Niamh Smyth asked the Minister for Education the steps that her Department is taking to ease the delays in assessment of need waiting times for children; her plans regarding the delivery of ASD units in counties Cavan and Monaghan and nationwide; and if SNA provision forms part of this plan. [23550/22]

Written answers

Minister of State at the Department of Education

The Assessment of Need (AON) process is provided for under the Disability Act 2005. Assessment Officers under the remit of the HSE are charged with organising the Assessment of Need. The Assessment Officer makes the determination as to whether or not a child or young person meets the definition of disability contained in the act and coordinates and completes the Assessment Report.

Following a recent High Court ruling in October 2021 there is now a requirement on the education system to provide an assessment of Education Needs as part of the Assessment of Need Process. My Department is considering its implications. The Department are working with the Department of Health, the NCSE and the HSE and taking legal advice. I expect to receive a proposal on the matter shortly.

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 co-ordinating and advising on the education provision for children nationwide.

Throughout 2020 and 2021, my Department and the NCSE have worked closely on a more streamlined and joined up planning process which has ensured a targeted approach to meet demand for special needs placements ahead of each new school-year. I am satisfied that this more joined up approach is delivering. Through this intensive intervention, we have seen an additional 300 special classes, providing over 1,800 new places, opened nationwide for the 2021/22 school-year.

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

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

In terms of Cavan and Monaghan, I can confirm that the NCSE is aware of an identified need for additional special classes for students with autism in primary and post-primary schools. Work has been underway with stakeholders for a number of years to meet the demand for places. We are always grateful to those schools that have responded, and continue to respond positively to meet the educational needs of children in their communities.

There is currently a network of 57 special classes for students requiring an autism class placement in counties Cavan and Monaghan of which 44 are primary (including 8 Early Intervention ASD classes) and 13 are post primary. These 57 classes include 6 new autism special classes (3 at primary and 3 at post primary level) which opened in September 2021 providing 36 additional places.

Budget 2022 provided for the creation of 287 additional special classes for the 2022/2023 school year. These additional classes will provide over 1,700 new places in 2022.

The NCSE is continuing to engage with primary and post-primary schools throughout Cavan and Monaghan regarding the establishment of additional special classes for 2022/23 and beyond. There are specific plans in place to open additional special classes and every support will be made available to progress their opening in the shortest possible timeframe with a particular focus on September next. It is of course open to any school to engage with the NCSE to establish a special class.

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 are successful in accessing an education.

Special Educational Needs

Questions (110)

Jennifer Carroll MacNeill

Question:

110. Deputy Jennifer Carroll MacNeill asked the Minister for Education if she will address the concerns of a school (details supplied) in relation to the reduction of special education teaching support and difficulties being faced by schools particularly with the new special education teaching support allocation model; and if she will make a statement on the matter. [23678/22]

Written answers

Minister of State at the Department of Education

The Special Education Teaching allocation provides a single unified allocation for special educational support teaching needs to each school, based on each school’s educational profile.

Under the allocation model, schools have been provided with a total allocation for special education needs support based on their school profile.

The SET allocation model has been in place since 2017.The allocation model, which was recommended by the National Council for Special Education (NCSE), is designed to distribute the total available number of Special Education Teachers across primary and post primary schools based on the relative need of each school, as evidenced by a number of key indicators.

Special Education Teachers provide additional teaching support for students with special educational needs enrolled in mainstream classes in primary and post primary schools.

The SET model is a fairer and more transparent way of allocating teaching resources to schools.

The number of teaching posts to support the SET model continues to increase. Budget 2022 provided an additional 620 new SET posts for allocation to primary and post primary schools in 2022/23. This will bring the total number of SETs in the system to 14,385.

The SET Model represented a significant shift in the way that students with SEN are supported in mainstream classes. Previously, students needing additional teaching support required a diagnosis in order to access support which caused delays in providing the support and also imposed a burden on both schools and parents. The change in policy was welcomed by both schools and parents. The Model is based on the principle that those students with the greatest need receive the most support.

The model encourages schools to support students with SEN in mainstream classes alongside their peers. In fact most students with SEN are enrolled these classes. This approach is also consistent with the EPSEN Act

When the SET model was introduced it was designed to be updated on a regular basis so as to distribute the total available resources across the school system based on profiled need. Because the level of student need may change in a school over time, some schools will gain under this distribution, with these gains balanced by equivalent reductions in schools where the model indicates reduced need. Re-profiling is the means of ensuring that new or increasing need in schools is met by transfer/redistribution of teaching resources from other schools whose need has reduced as shown by the model.

Schools are front-loaded with resources, based on each school’s profile. The allocations to schools include provision to support all pupils in the schools, including where a child receives a diagnosis after the allocation is received by a school, or where there are newly enrolling pupils to the school.

Both the Department and the National Council for Special Education (NCSE) are committed to ensuring that all schools are treated equally and fairly in the manner in which their school profiles have been calculated.

Accordingly, a number of review processes have been put in place to support schools.

A process is in place to address circumstances where the school profile significantly changed following the allocation process e.g. a developing school where the net enrolment numbers significantly increased.

The criteria for qualification for mainstream school developing school posts are set out in the Primary and Post Primary School Staffing Schedule for the 2022/23 school year.

Schools who qualify for additional mainstream developing school posts in accordance with these criteria also qualify for additional Special Education Teaching Allocations to take account of this developing status.

It is also acknowledged that there are some circumstances, which may arise in schools, which fall outside the allocations for developing school status.

These relate to exceptional or emergency circumstances which could not have been anticipated e.g. where the school profile changes very significantly, or where other exceptional circumstances have arisen in a school and which may require a review of schools capacity to provide additional teaching support for all pupils who need it in the school, or of their utilisation of their allocations.

A process is available where schools can seek a review of their allocations by the National Council for Special Education (NCSE), including the utilisation of their allocations, in circumstances where a school considers that very exceptional circumstances have arisen subsequent to the development of the profile.

If a school wishes to make an exceptional needs review appeal they may do so at the following link: ncse.ie/for-schools

School Curriculum

Questions (111)

Joe Flaherty

Question:

111. Deputy Joe Flaherty asked the Minister for Education her views on the reform of the senior cycle; and if she will make a statement on the matter. [23656/22]

Written answers

Minister for Education

As the Deputy is aware, on 29 March I announced an ambitious programme of work for a reimagined Senior Cycle of education where the student is at the centre of their Senior Cycle experience.

The three tenets of Senior Cycle reform are to:

- Empower students to meet the challenges of the 21st century

- Enrich the student experience and build on what’s strong in our current system

- Embed well-being and reduce student stress levels

Introducing significant change at Senior Cycle needs to be thought through carefully and it is essential to ensure that the National Council for Curriculum and Assessment (NCCA), State Examinations Commission (SEC), the Department and schools can work through the changes with all stakeholders over a sustained period of time.

I know that there is an appetite for change in respect of different aspects of the Senior Cycle and Leaving Cert experience and that this desire has been massively accelerated and strengthened since the arrival of the pandemic.

Among the changes I announced on 29 March are:

- introduction of new curricula for subjects across Senior Cycle, updating subject content;

- the introduction of new subjects, providing greater choice for students to better reflect their range of interests and support the development of a wider range of talents and skills. Two new subjects – Drama, Film and Theatre Studies; and Climate Action and Sustainable Development, will be ready for students in network schools starting fifth year in 2024;

- changing the final assessment procedure to significantly reduce reliance on final examinations and introduce teacher-based assessment components;

- as Leaving Certificate subjects are revised they will have an SEC externally-moderated, teacher-based form of assessment component, which will have a weighting of 40% of the total marks available

- Avoiding the rigid restrictions that exist at present between students studying for the Established Leaving Certificate (ELC), LCA and LCVP programmes

- the National Council for Curriculum and Assessment and SEC will jointly research and define, in consultation with education partners, how an SEC externally-moderated, teacher-based form of assessment could be possible within the mix of approaches used to assess each subject;

- the initial tranche of new and revised subjects will be available in September 2024, when students entering fifth year in network schools will study updated subject curricula, with updated assessment models in the optional subjects of Chemistry, Physics, Biology and Business;

- to ensure a positive impact on students as soon as possible, Leaving Certificate Established students entering Senior Cycle in September 2023 will sit Paper 1 in English and Irish at the end of fifth year;

- it is intended that into the future Oral examinations and the Music practical performance will take place during the first week of the Easter break of 6th year as was the case this year. The advice of the SEC on the implementation of these changes on a permanent basis, following an evaluation of the arrangements in 2022 by the SEC, will be duly considered in this regard;

- to enhance students’ options further, Leaving Certificate Applied (LCA) students will have improved access to Mathematics and Modern Foreign Languages from September 2022, broadening the options for LCA;

- a new qualification will be introduced at level one and two on the National Qualification framework to provide an appropriate level of assessment to some students with special educational needs, building on the equivalent programme at Junior Cycle level; and

- a revised Transition Year programme will be established, and greater access to Transition Year for all students will be encouraged.

My approach to Senior Cycle redevelopment is ambitious, optimistic and inclusive. Senior Cycle redevelopment will ensure that the diversity of students’ learning needs and strengths are addressed. The redevelopment of Senior Cycle will ensure that all learning pathways in school are accessible and equally valued. It will broaden the ways used to assess and accredit students’ achievement, to better reflect and encourage the learning we wish to promote. And finally, we must ensure that students and their well-being are at the forefront of everything we do.

The new approach will enable students to follow a broad curriculum, develop their interests and skills and participate in a final assessment process consistent with international best practice, which will support them in their next phase of life whether that’s third level, further education and training, apprenticeships or the world of work.

School Curriculum

Questions (112)

Paul Murphy

Question:

112. Deputy Paul Murphy asked the Minister for Education if she will take steps to introduce objective sex education in all primary and post-primary schools; if she will ensure that religious ethos cannot prevent the teaching of the objective sex education curriculum; and if she will make a statement on the matter. [23805/22]

Written answers

Minister for Education

Access to Relationships and Sexuality Education, or RSE, is an important right for students. This is reflected in the Programme for Government, which states that this Government will develop inclusive and age appropriate curricula for RSE and Social, Personal and Health Education across primary and post-primary schools.

Social, Personal and Health Education, or SPHE for short, is a mandatory curriculum subject in all primary schools and in post-primary Junior Cycle. RSE is required at all levels in schools, from primary through to Senior Cycle.

All schools are required to have an RSE policy that is developed in consultation with the school community, including school management, parents, teachers and students as appropriate. The school’s programme for Relationship and Sexuality Education is developed and taught in the context of the school’s RSE policy. In addition, schools are required to teach all aspects of the RSE programme, including family planning, sexually transmitted infections and sexual orientation. It is important to note that the ethos of the school should never preclude learners from acquiring the knowledge about the issues.

The National Council for Curriculum and Assessment was requested to conduct a review of RSE provision in Irish schools, focussing on a range of topics including healthy positive, sexual expression and relationships and LGBTQ+ matters. The NCCA published “The Report on the Review of Relationships and Sexuality Education in primary and post-primary schools” in December, 2019.

This report resulted in the NCCA establishing two development groups, one for primary and one for post-primary, to oversee the work of developing an updated curriculum materials in this area and supporting the development of guidance material for schools.

The immediate focus of the NCCA work has been on creating support materials for teachers as part of an Interim Guidance Toolkit. This Toolkit aims to support effective teaching and learning of SPHE/RSE and to deepen teachers' understanding and skills in addressing important and sensitive topics.

The NCCA Toolkit is being expanded in 2022 to include further age and stage appropriate guidance for teachers on how to address these topics within the SPHE classroom.

In tandem with this work, preparation for the broader redeveloping and updating of the SPHE curriculum has begun. 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 in early Summer, with a public consultation to follow. The final revised specification is due to be completed by the end of 2022.

Preparation to update the Senior Cycle SPHE/RSE specification has commenced and it is intended that a meeting of the Senior Cycle development group will be convened in the next week. This group will prepare a background paper and brief which will form the basis of their work of redeveloping the Senior Cycle SPHE/RSE specification.

Following publication of the Primary Curriculum Framework, expected in early 2023, NCCA will establish a development group for the curricular area of Well-being. Learning pertaining to RSE in primary school will be addressed within the curricular area of Well-being and the subjects of Physical and Health Education and Social, Personal and Values Education. This development group will work on the development of a specification for the curricular area and corresponding subjects. This advice will be developed through research, deliberation, consultation, and engagement with networks.

In redeveloping the SPHE curriculum, the NCCA will be making explicit the importance of fostering young people's self-awareness and self-esteem and building the foundational skills and dispositions needed for building caring and healthy relationships (including respectful communication, showing empathy, and appreciating difference).

My Department continues to work closely with the National Council for Curriculum and Assessment to best give effect to the commitment in the Programme for Government to develop inclusive and age-appropriate RSE and SPHE curricula across primary and post-primary levels, including an inclusive programme on LGBTI+ relationships and making appropriate legislative changes, if necessary.

Schools Building Projects

Questions (113)

Michael Moynihan

Question:

113. Deputy Michael Moynihan asked the Minister for Education her strategy to ensure that all new school buildings meet universal design principles; and if she will make a statement on the matter. [23661/22]

Written answers

Minister for Education

I wish to assure the Deputy that the provision of modern, accessible school accommodation is a priority for my Department. This is in two respects: firstly in ensuring that there is sufficient provision for pupils with special education needs and secondly in designing school accommodation that meets the needs of all users - students and staff - and enhances the learning experience.

In addition to the specific accommodation provision for students with special education needs, the principles of universal design are embedded in all of my Department's technical guidance for school building projects, for the benefit of all school building users. The General Design Guidelines includes guidance on the principles of Universal Access as part of a whole school design approach.

Further to this, updated technical guidance on Post Primary School Design, Specialist Accommodation for Pupils with Special Educational Needs and Sanitary Facilities were published 2021. A suite of such Technical Guidance Documents is published on my Department's website at www.gov.ie. Such guidance draws on feedback from school authorities and reviews of a sample of completed projects. These practical and helpful guides provide very clear guidelines and approaches to be taken by school authorities in re-purposing/refurbishing existing accommodation for special education needs provisions, as well the establishing new classrooms of varying sizes.

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 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.

Schools Building Projects

Questions (114)

Denis Naughten

Question:

114. Deputy Denis Naughten asked the Minister for Education the steps that she is taking to deliver on her capital building programme; and if she will make a statement on the matter. [22471/22]

Written answers

Minister for Education

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.

The key drivers of capital investment in the schools sector are as follows:

- demographic change,

- alignment with housing provision and national planning at school planning area level,

- construction costs,

- catch-up to address legacy of underinvestment; and

- climate action objectives including deep energy retrofit.

This investment will 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 has a large pipeline of projects for delivery under the school building programme. The main elements of this pipeline currently involve in excess of 1,300 school building projects for delivery under the Department’s Large Scale and Additional Accommodation Scheme. These projects are currently in progress across the various stages of planning, design, tender and construction. Most of which are expected to be either under construction or completed in the period up to 2025 and are being progressed as quickly as possible.

There are currently in excess of 250 school building projects at construction (on site) with a continuous stream of other projects at or near the tendering stage.

It is anticipated that 150 to 200 school building projects will be completed annually during the 2022 to 2025 period.

During the period 2018 to 2021 691 school building projects were completed under the Large Scale Capital Programme (LSCP) and the Additional School Accommodation Scheme (ASA). These projects delivered in excess of 64,000 school places.

School Transport

Questions (115)

Darren O'Rourke

Question:

115. Deputy Darren O'Rourke asked the Minister for Education if she has engaged with school bus transport operators to address their concerns regarding increasing costs; and if she will make a statement on the matter. [22645/22]

Written answers

Minister for Education

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.

As the Deputy will be aware, 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.

In saying this, the Department of Education is aware that a number of contractors have highlighted concerns about the ability to sustain school transport services to the end of the current school year given the recent increases in the cost of fuel.

In this context, 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 and is engaging with the Department of Public Expenditure and Reform on this matter. The Department is also very aware of the potential impact of the current situation unfolding in Ukraine which is impacting fuel prices further.

Schools Building Projects

Questions (116)

Aindrias Moynihan

Question:

116. Deputy Aindrias Moynihan asked the Minister for Education the up-to-date position on the delivery of new building for a school (details supplied); and if she will make a statement on the matter. [23722/22]

Written answers

Minister for Education

The project to which the Deputy refers has been devolved for delivery to Cork Education and Training Board (CETB).

This project is currently at Stage 2a of the architectural planning process. The department expects the submission of the Stage 2a Report before the end of Q2 2022. Once the Stage report submission is approved by my Department, the next step for the Design Team will be to obtain the statutory planning approvals and move the project onward to tender and construction in due course.

While at this early stage it is not possible to provide a timeline for completion of the project, CETB will be engaging directly with the school authority to keep it informed of progress.

Site Acquisitions

Questions (117)

Neale Richmond

Question:

117. Deputy Neale Richmond asked the Minister for Education the status of the provision of a permanent site for a school (details supplied); and if she will make a statement on the matter. [23812/22]

Written answers

Minister for Education

The acquisition of the permanent site for the schools in question, (known locally as the “Glass Bottle” site) on the Goatstown Road, was completed by my Department in June 2019.

The zoning on the site reserves 60% of the site for "open space” – that is, it cannot be built upon. The overall site is circa 10 acres. My Department made a submission to the Dun Laoghaire Rathdown County Draft Development Plan 2022-28 in April 2021 seeking to have the zoning on the school site changed from Objective F Open Space to Objective SNI purposes (Sustainable Neighbourhood Infrastructure) ‘to protect, improve and encourage the provision of sustainable neighbourhood infrastructure’ which would have effectively removed the 60% open space requirement. However, this was unsuccessful.

The site will provide for a campus development of a new 1,000 pupil post-primary school and accommodation, including four classrooms, for children with special educational needs, and a new 16 classroom primary school and accommodation, including two classrooms, for children with special educational needs.

The project has been assigned to my Department’s Design & Build delivery programme. This delivery programme uses a professional external Project Manager to progress the project through the relevant stages of architectural planning, tender and construction.

A preplanning meeting with the Planning Department of the local authority was held on 23rd June 2021 to discuss the design proposals for the permanent school building project. Further clarification was sought from the local authority and all of these discussions will inform the plans for developing the planning application documentation.

The next key milestone for the project will be the submission of the planning application. It is not possible to provide a timeframe for the progression of the project to tender and construction stages until such time as the necessary statutory approvals have been secured.

My Department will continue to address the interim accommodation requirements for the schools and will continue to keep the patron body and the school community updated as the project progresses.

School Accommodation

Questions (118)

Bernard Durkan

Question:

118. Deputy Bernard J. Durkan asked the Minister for Education the extent to which adequate provision is being made to facilitate additional accommodation requirements in all primary and second-level schools throughout the country; and if she will make a statement on the matter. [23750/22]

Written answers

Minister for Education

As the Deputy may be aware, for school planning purposes, my Department divides the country into 314 school planning areas and utilises a Geographical Information System and statistical modelling 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. Additionally, Project Ireland 2040 population and housing targets inform my Department's projections of school place requirements.

Having considered the projected requirements, my Department then makes an assessment of the existing school accommodation capacity within that particular area and its ability to meet any increased demand. A national inventory of school capacity, which utilises information from schools’ annual returns, is maintained by my Department and is supplemented by data on enrolment trends at individual schools as well as other indicators of potential capacity. My Department’s GIS is a critical tool in assessing such data in support of strategic planning for school accommodation needs. The GIS facilitates the geospatial analysis of capacity relative to school place demand and the customised reporting of data at local, regional and national levels.

As the Deputy may be aware, at primary level national enrolments peaked in 2018 and are projected to decline by over 120,000 by 2033, as outlined in my Department’s statistical report of November 2021: “Projections of full-time enrolment Primary and Second Level 2021-2040”. In that same report it can be seen that post primary enrolments are forecast to peak in 2024 and then decline thereafter to 2039, by circa 90,000 places. Although these projections do not account for arriving Ukrainian students, it is clear that at a national level there will be increasing levels of capacity within our existing schools infrastructure. While local and regional variations will, of course, be relevant, the use of such capacity - to meet the needs of Ukrainian children in the first instance - will be an important element in my Department’s strategic planning for capital investment in our schools. In this regard, a capacity survey at post-primary level has indicated available capacity of the order of 18,000 to 20,000 school places. There is also very good capacity at primary level given the downward trend in demographics and this will be analysed at an individual school and town/area level when a capacity survey of special schools and primary schools is undertaken at end May/early June 2022.

Where the geospatial assessment of demand and capacity in an area indicates that additional provision is required my Department considers the options of extending the capacity of a school or schools, or of providing a new school or schools. The timing and duration of the accommodation need is also considered in determining the optimum accommodation solution – for example a short-term accommodation requirement does not require a long-term accommodation solution.

Separately, where a school considers that it has a requirement for additional mainstream or special education needs accommodation it is open to the school authority to apply under my Department’s Additional School Accommodation (ASA) scheme. The assessment of such applications is also informed by a geospatial analysis of demand and capacity in the relevant area, and a consideration of the timing and duration of the need. The level of capacity in an individual school or in neighbouring schools is relevant when decisions on enrolment are being made. It is important that capacity across a town or area is fully utilised before additional accommodation is approved.

My Department continues to work to advance school building projects to ensure sufficient places for both mainstream provision and for pupils with special education requirements both for the coming academic year and into the future. My Department has a large pipeline of projects for delivery under the school building programme to cater for current and future educational demands. The pipeline of projects is kept under continual review to ensure alignment with Project Ireland 2040 objectives. Good progress continues to be made with the rollout of projects, and the current status of projects being delivered is listed in tabular format, on a county by county basis, on the Department’s website at www.gov.ie and updated on a monthly basis to reflect their progress through the various stages of capital appraisal, site acquisition, design, tender and construction.

School Curriculum

Questions (119)

James O'Connor

Question:

119. Deputy James O'Connor asked the Minister for Education her Department’s strategy to support digital skills in schools; and if she will make a statement on the matter. [23663/22]

Written answers

Minister for Education

The new Digital Strategy for Schools to 2027 was published on the 17th April and has at its core the aim of empowering schools to further embed digital technologies across their teaching, learning and assessment. It sets out how the development of digital skills are supported in schools and builds on the key achievements under the previous strategy. It aligns closely with the EU Digital Education Action Plan 2021-2027 and also takes into consideration the National Digital Strategy ‘Harnessing Digital: The Digital Ireland Framework as well as other relevant policies and strategies. It is available here www.gov.ie/en/publication/69fb88-digital-strategy-for-schools/

The stated vision of the Digital Strategy is to empower schools to harness the opportunities of digital transformation to build digital competence and an effective digital education ecosystem so as to develop competent, critically engaged, active learners while supporting them to reach their potential and participate fully as global citizens in a digital world.

It is underpinned by an investment of €200million, €50million of which has already issued directly to schools. A further €13m is invested on an annual basis in the Schools Broadband Programme and a further €50m was issued in grant funding in November 2021 as part of Ireland’s National Recovery and Resilience Plan to address the digital divide. Through continued investment we will also ensure that all schools, regardless of location are provided with appropriate broadband connectivity.

The importance of the effective use of digital technologies in our school system is key to delivering the skills need for our current and future learners. What is required, and what is incorporated in the stated vision of this strategy, is an education system that supports the development of competent, critically engaged and active learners. This also requires the Department and its support services to continue to ensure that teachers and school leaders have access to the necessary supports and resources to facilitate this.

The strategy itself is set out under three pillars, which recognise how the various elements of our school system are involved and interlinked in supporting and progressing the use of digital technologies in our school system and how the Department can support this. These are

- Pillar 1: Supporting the embedding of digital technologies in teaching, learning and assessment

- Pillar 2: Digital Technology Infrastructure

- Pillar 3: Looking to the future: policy, research and digital leadership

Each Pillar contains overarching objectives, which will be supported by a more detailed Implementation Plan. The first Implementation Plan will run from 2022-2024. Towards the end of this phase a midterm review will be carried out to inform the next Implementation Plan from 2025-2027.

It is intended to put in place appropriate oversight and measurement processes to ensure effective implementation of the strategy. This will include establishing relevant groups to provide oversight and inform ongoing implementation over the lifetime of the strategy including developments to avail of emerging technologies. Delivering on the objectives of this strategy will involve ongoing collaboration across Government and with key stakeholders. Therefore it is planned to establish relevant consultative groups to facilitate engagement with education stakeholders and relevant industry representatives.

By combining the continued commitment shown by teachers and schools leaders with the effective use of digital technologies in their teaching practice, we can equip young people with the key digital skills they need for life.

The inclusion of digital learning skills as part of curriculum development will also support all learners to gain these skills as part of their education journey.

Substantial progress has been made across the curriculum with some examples including:

- All new and revised curricular specifications now include clear statements that focus on the development of digital learning skills.

- Introduction of the Primary Language Curriculum embeds digital literacy across its learning outcomes.

- Draft Primary Curriculum Framework (2020) outlines being a digital learner as one of seven key competencies intended to be embedded across all curriculum areas and subjects. It also proposes that digital technology would become part of the curriculum area of Mathematics, Science and Technology.

The Framework for Junior Cycle provides multiple opportunities for the development of digital skills. A set of twenty-four Statements of Learning are central to the student experience in junior cycle and schools must ensure that all statements of learning are offered to their junior cycle students. Statement 24 focuses explicitly on the development of digital skills setting out the expectation that the student uses technology and digital media tools to learn, communicate, work and think collaboratively and creatively in a responsible and ethical manner. The development of digital skills is further supported through the eight key skills of junior cycle. These key skills are embedded in the learning outcomes within each junior cycle subject and short course. Each key skill includes a number of elements with a digital element in each key skill.

Junior cycle students undertake a 400-hour programme of well-being as part of their junior cycle programme and this provides additional opportunity for the development of digital media literacy skills and digital citizenship skills through the short courses in CSPE and SPHE.

In addition to this cross-curricular focus on digital skills, schools may choose to offer short courses which explicitly focus on the development of digital skills. NCCA have developed two such short courses in Coding and Digital Media Literacy and schools may also opt to develop their own short course.

At senior cycle the use of digital technology is an important aspect of many subjects. The Leaving Certificate subject Computer Science is available nationally since September 2020.

Following my announcement on 29 March regarding a reimagined Senior Cycle where the student is at the centre of their Senior Cycle experience, I note the NCCA’s intention to research the potential of technology to support greater diversity in approaches to assessment across Senior Cycle. This will allow for technology-enabled modes of assessment to be considered as part of the movement towards additional assessment components in each subject and the exploration of a school-based, externally moderated form of assessment of such components. Indeed, recent second assessment components developed by the SEC have been ‘Designed for Digital’. This exploration should of course have regard to the requirement for integration with the Digital Strategy for Schools.

Furthermore, work on the opportunities technology offers to support the availability of subject choice to students will be undertaken.

Ukraine War

Questions (120)

Marc Ó Cathasaigh

Question:

120. Deputy Marc Ó Cathasaigh asked the Minister for Education her views on the provision of summer language classes for children fleeing from Ukraine; and if she will make a statement on the matter. [23814/22]

Written answers

Minister for Education

On the 3rd of May, Minister Madigan and I announced a summer education programme for pupils with complex special educational needs and those at greatest risk of educational disadvantage for summer 2022.

Building on the successful 2021 programme, all schools (primary and post-primary) will once again be encouraged to provide summer programmes including post-primary children with complex needs and children at risk of educational disadvantage.

The Inclusion element of the programme also offers an opportunity for schools to address the needs of migrant students such as addressing English language skills and integration, including students who have recently arrived in Ireland from Ukraine. All schools are eligible to provide this programme for their pupils.

Disadvantaged Status

Questions (121)

Matt Carthy

Question:

121. Deputy Matt Carthy asked the Minister for Education the grounds on which a school can appeal the decision that they be excluded from DEIS programme. [23361/22]

Written answers

Minister for Education

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 the DEIS appeals process, was published on the 30th March 2022 by my Department and is available at www.gov.ie/en/circular/7e7ca-deis-identification-2022-appeals-process-for-schools/. All schools were notified of the appeals process.

Schools who wished to appeal the outcome of the application of the DEIS identification model to their school enrolment data had to inform my Department using the appeal form available at Appendix 1 in the Circular. The deadline to submit an appeal was 5pm on Friday 29th April 2022.

When all appeals have been processed, schools will be informed in writing by my Department outlining the outcome of the appeal. It is my Department’s intention that schools will be provided with the outcome promptly to allow schools time to plan for the 2022/23 school year