Written Answers Nos. 936-953
936. Deputy Cathal Crowe asked the Minister for Education the options that are available for children who have been offered a place in a Gaelscoil for their secondary education and are unable to secure a place in an English-speaking secondary school, despite struggling with the Irish language; and if she will make a statement on the matter. [28900/22]
View answerIn relation to school admissions, it is the responsibility of the managerial authorities of all schools to implement an enrolment policy in accordance with the Education Act, 1998 and the Education (Admission to Schools) Act 2018. My Department's main responsibility is to ensure that schools in an area can, between them, cater for all pupils seeking school places in that area.
Under the provisions of the Education (Admission to Schools) Act 2018, all schools have admission policies, which are published on the schools website. Parents have the right to choose which school to apply to and where the school has places available the pupil should be admitted. However, in schools where there are more applicants than places available, a selection process will be necessary. This selection process and the enrolment policy on which it is based must be non-discriminatory and must be applied fairly in respect of all applicants. Nonetheless, where a school is oversubscribed some pupils may not obtain a place in the school.
The parent of the student, or in the case of a student who has reached the age of 18 years, the student, may appeal a decision of this school to refuse admission. An appeal may be made under Section 29 (1)(c)(i) of the Education Act 1998 where the refusal to admit was due to the school being oversubscribed.
Where an applicant has been refused admission due to the school being oversubscribed, the applicant must request a review of that decision by the board of management prior to making an appeal under section 29 of the Education Act 1998.
TUSLA’s Education Support Service (TESS) which is the statutory agency that can assist parents who are experiencing difficulty in securing a school place for their child. TESS can be contacted at 01-7718500. For ease of reference, I have provided you with a link to the relevant phone numbers for the Education Welfare Officers who are part of TESS assigned to various areas around the country. www.tusla.ie/get-in-touch/local-area-offices.
937. Deputy Pádraig O'Sullivan asked the Minister for Education if she will provide information in relation to circular 0020/2022 issued to schools on 8 April 2022; the way that this will this impact on the provision of education for students with complex educational needs; and if she will make a statement on the matter. [28904/22]
View answerThe number of teaching posts to support special educational needs across our education system continues to increase and is now at unprecedented levels. Budget 2022 provided an additional 620 new Special Education teacher (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. Provision for 14,385 SET’s as at 31st December 2022 will represent an increase of 48% since 2011 at which time 9,740 were provided.
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.
The Special Education Teacher (SET) Allocation model was introduced in 2017 to allocate the total number of available SET posts on the basis of the educational profile of each school and replaced the previous diagnosis led approach for the allocation of additional teaching time to students with special educational needs and is a more transparent and equitable way of allocating teaching resources to schools.
The model is designed so that each school profiles is updated on a regular basis and the most recent update to school profiles took place earlier this year to take account of the latest available data including enrolments and to provide schools with their SET allocation for the 2022/23 school year.
The reprofiling of the model takes place to ensure the SET hours are distributed in a fair and equitable way which aligns the available resources to the areas of greatest need in our mainstream schools as identified by the SET allocation model.
Budget 2022 provided an additional 620 SET posts bringing the total number of SET posts for distribution across primary and post primary schools to 14,385 for 2022/23. The 620 posts were allocated as follows:
a. 120 of the posts are being set aside to cater for exceptional reviews to be carried out by the NCSE over the year. A review will be carried out where a school demonstrates a significant change in their education profile which requires additional SET support.
b. 100 SET posts are being utilised to address the unique needs of a small number of new and developing schools. These are schools which are developing rapidly and have enrolled a significant numbers of students with complex needs recently. In the absence of a full redistribution of all losses and gains under the allocation model which would address their situation, a special allocation of posts is required to address their particular circumstances. These posts are being distributed in accordance with the model.
c. The balance of 400 SET posts are being distributed across schools on the basis of the level of need identified under the SET model.
On completion of the reprofiling exercise a total of 14,265 SET posts were allocated based on the special education needs identified within the model and the remaining 120 posts will be assigned throughout the 2022/23 school year under the NCSE exceptional review process to schools where an exceptional or unexpected change in its education profile occurs.
938. Deputy Niall Collins asked the Minister for Education the status of the school secretary payment deal (details supplied); and if she will make a statement on the matter. [28911/22]
View answerEarlier this year, in recognition of the invaluable work carried out by school secretaries the Department of Education put forward for agreement by the Forsa trade union, representing school secretaries, a suite of measures designed to improve the working conditions of school secretaries. This followed extensive engagement between the Department and school management bodies with Forsa to work towards a resolution with the support of the Department of Public Expenditure and Reform.
This offer was accepted and the work to implement this agreement has now commenced. This requires a complex process of assimilation and a need to capture accurate data in respect of each individual secretary. Additional resources are being put in place to provide capacity to manage this process, ensuring both individual and school data is captured and correctly applied.
The agreement includes moving secretaries to a scale which is aligned with the Clerical Officer Grade III pay scale on a pro-rata basis according to a secretary’s current working pattern as well as improvements to certain leave entitlements. The Department of Education has issued a circular to schools outlining how the agreement will be implemented. The circular outlines that as a first phase of implementation of the agreement, schools must, before the end of September, calculate the initial assimilation rate of pay and annual leave entitlement for secretaries and offer it to secretaries. Where secretaries choose to move to the new terms they will be paid the new rate from September by the school.
Where a secretary chooses to move to the new terms then they may also opt for an additional benefit to cover the value of certain social welfare benefits related to periods of layoff and have that salary ‘annualised’ across 52 weeks, thereby removing the requirement to seek jobseekers benefit during school holidays.
The verification of this first phase, the calculation of back pay and the option to have the value of Jobseekers Benefit included in pay will be addressed in the second phase of the assimilation process. The Department will continue to consider the approach to these further aspects and communicate to the schools as needed over the coming months.
939. Deputy Michael Lowry asked the Minister for Education if she will address the case of a person (details supplied) who has applied for the school transport grant; and if she will make a statement on the matter. [28968/22]
View answerSchool Transport is a significant operation managed by Bus Éireann on behalf of the Department of Education. In the current school year over 121,400 children, including over 15,500 children with special educational needs, are transported on a daily basis to primary and post-primary schools throughout the country at a cost of over €289m in 2021.
The purpose of the Department's School Transport Scheme is, having regard to available resources, to support the transport to and from school of children who reside remote from their nearest school.
The National Council for Special Education through its network of Special Education Needs Organisers (SENOs) acts in an advisory role to my Department on the suitability of placements for children with special educational needs.
Eligibility is determined following consultation with the National Council for Special Education through its network of Special Education Needs Organisers (SENO).
I am pleased to advise that the child referred to by the Deputy is eligible for school transport under the terms of my Department's School Transport Scheme for Children with Special Educational Needs.
In March 2020 sanction was given to Bus Éireann to cater for the child referred to by the Deputy on a school transport service, but due to Covid 19 restrictions from March 2020, the pupil could only commence on this service from 26th August 2020.
The family have been informed that the Special Transport Grant (STG) has been sanctioned from the date of application up until the child referred to by the Deputy commenced on a school transport service. This STG is inclusive of a payment towards transport for July Provision 2020.
940. Deputy Steven Matthews asked the Minister for Education if her attention has been drawn to the case of a school (details supplied) that is set to lose a teacher for the coming school year; if a further appeals mechanism is available to reflect the large increase in school numbers since the appeal submission; and if she will make a statement on the matter. [29004/22]
View answerThe key factor for determining the level of staffing resources provided at individual school level is the staffing schedule for the relevant school year and pupil enrolments on the previous 30 September.
For the 2022/23 school year, the staffing schedule for primary schools has been improved by one point and schools will be provided with class teachers on the basis of 1 teacher for every 24 pupils which is a historical low ratio.
The staffing process contains an appeals mechanism for schools to submit a staffing appeal under certain criteria to an independent Primary Staffing Appeals Board. The Appeals Board operates independently of the Department and its decision is final.
The appeal submitted by the school referred to by the Deputy has been refused by the Appeals Board on the basis that the grounds of the appeal does not warrant the allocation of an additional post under the staffing arrangements.
The staffing arrangements include a provision for schools to resubmit a new appeal on the basis of changed circumstances in a school, e.g. increased enrolments.
941. Deputy Sorca Clarke asked the Minister for Education the number of school transport routes that will be altered to accommodate additional children in counties Longford and Westmeath for the school year starting September 2022. [29013/22]
View answerSchool 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 the School Transport Schemes children are eligible for transport at primary level where they reside not less than 3.2 kms from and are attending their nearest national school, and at post primary level where they reside not less than 4.8 kms from and are attending their nearest post primary school/education centre as determined by the Department/Bus Éireann, having regard to ethos and language.
Children who are eligible for school transport and who 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
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.
942. Deputy Sorca Clarke asked the Minister for Education the number of students with additional needs without a secondary school place for the school term September 2022 in counties Longford and Westmeath. [29014/22]
View answerEnabling students with additional needs to receive an education appropriate to their needs is an ongoing priority for this Government.
This year, the Department of Education will invest in excess of €2 billion, or over 25% of the Department’s budget in the area of special educational needs support. As a result the numbers of special education teachers, special needs assistants and special class and school places are at unprecedented levels.
Since 2011, the number of special classes in mainstream schools has increased from 548 to a current total of 2,148 for the 2021/2022 school year. Of these, almost 1,900 special classes cater for students with autism.
Recognising some of the difficulties experienced by parents in securing appropriate school placements, over the last two year, the Department of Education and the National Council for Special Education (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. Overall, this intensive intervention has seen an additional 300 special classes, providing 1,800 new places, already opened nationwide for the 2021/22 school-year.
The NCSE has responsibility for coordinating and advising on the education provision for children with special educational needs nationwide. It has well established structures in place for engaging with schools and parents. NCSE seeks to ensure that schools in an area can, between them, cater for all children who have been identified as needing special class placements.
The Department and the NCSE continue to prioritise and support this work.
The Department also recognises that where parents have difficulties in securing an appropriate school placement for their child, particularly a child with additional needs, it can be a stressful experience. The Department is working hard to ensure that there are sufficient school places, appropriate to the needs of all children, available on a timely basis nationwide.
The Department and the NCSE are always grateful to schools who express a willingness to open a special class to meet the educational needs of students in their local communities.
There are Special Educational Needs Organisers (SENOs) located across the country and they have a specific remit in helping and supporting parents in accessing the education necessary for their children, including in identifying suitable school placements.
The NCSE is currently engaging in a process of establishing new classes for the 2022/2023 school year and beyond. The NCSE is looking at local information in relation to projected demand for future special education places, particularly to cater for students with autism who have associated complex needs.
NCSE have been working with stakeholders in the counties referenced by the Deputy for a number of years to meet the identified need in the county. SENOs are currently engaged with parents, schools and Boards of Management in these counties to establish the level of need and to ensure that the necessary arrangements are put in place to meet that need.
I should also state that Budget 2022 has provided funding to the Department and the NCSE for the creation of 287 additional special classes for the 2022/2023 school year. These additional classes will provide over 1,700 new places this year. This additional provision will bring the total number of special classes to over 2,400 in the 2022/2023 school year.
The list of special schools is available on the NCSE website at the following link: ncse.ie/wp-content/uploads/2021/12/NCSE-Special-School-Allocations-21-22-website-03-12-2021.pdf.
and for special classes at: ncse.ie/wp-content/uploads/2022/04/Final-2021_2022-Sp-Class-list-25_03_22.pdf.
943. Deputy Sorca Clarke asked the Minister for Education when the National Council for Special Education will be releasing the SNA allocations given that many parents and staff were informed that information would be forthcoming a number of weeks ago and that the current lack of clarity is causing considerable anxiety for all stakeholders. [29024/22]
View answerThe number of Special Needs Assistants (SNAs) in our schools is at unprecedented levels.
Budget 2022 provides for an additional 1,165 SNAs to provide support to children with special educational needs. This will bring the total number of SNAs to 19,169 by the end of 2022. This represents an increase of 81% in SNA numbers since 2011 when 10,575 SNAs were working in our schools.
The availability of SNAs is critical to the inclusion of students with significant care needs in education and in school life.
SNAs carry out very important care functions for children with care needs in the school. The purpose of their role is to enable children with significant care needs to attend school and participate in school activities to the maximum possible extent.
The purpose of the SNAs in the classroom is to address the immediate physical care needs of the student and encourage their independence. Over time, with their assistance and support, students will become more independent and self-autonomous in these matters.
SNAs are whole school resources to be allocated to meet the needs of those students in greatest need.
A key consideration in the allocation of SNAs is to ensure that those students with the greatest level of care needs receive the most support. This is a key principle underlying Department policy on special education. The allocation system must be objective and fair with the capacity to take account of local and individual circumstances.
The availability of SNAs is critical to the inclusion of students with significant care needs in education and in school life. And the Department of Education is anxious to ensure that schools and stakeholders are aware of the SNA allocations for the 2022/23 school year at the earliest.
For this reason the Department has committed to providing schools with that clarity each year in May.
Schools have maintained their SNA allocations since 2019 and in addition an average of 1,000 SNAs per annum have been allocated to schools since that time in 2020 and again in 2021.
The Department will continue to work with education partners and staff representatives to provide the SNA allocations to schools at the earliest possible date.
The SNA allocations for all schools for the 2022/23 school year were published on the 31st May and are available on the NCSE website
SET Hours and SNA Allocations – National Council for Special Education (ncse.ie).
944. Deputy Neasa Hourigan asked the Minister for Education the status of the new post primary school for the Drumcondra, Marino D1 school planning area; and if she will make a statement on the matter. [29039/22]
View answerAs the Deputy will be aware, plans for the establishment of 47 new schools (primary and post-primary) since 2018, have been announced in areas of population growth. 36 of these new schools have been established up to the 2021 academic year, 21 Primary schools and 15 Post-primary schools. The timing and need for the remaining schools was being kept under review. Following such a review recently, a determination was made to expand two existing post-primary schools in North Dublin City in lieu of the establishment of the previously announced new post primary school for the Drumcondra_Marino_D1 school planning area. The next steps include initiating the planning process for this development.
945. Deputy Peadar Tóibín asked the Minister for Education if young children in primary schools will be taught about transgender politics/ideology; if so, the scientific basis that exists behind the material to be delivered; if she will give references to the medics and scientists behind this material; the ages that this will be delivered at; and if parents will have the right to withdraw their children from these classes. [29044/22]
View answerThe current Social, Personal and Health Education (SPHE) Curriculum strives to foster an understanding and appreciation of all children. Through the curriculum objectives, children are supported to develop self-confidence and a positive sense of self, and to appreciate and respect the diversity that exists in society and to respect and appreciate human and cultural diversity. To this end, the curriculum aims to foster in the child a sense of care and respect for himself/herself and others and an appreciation of the dignity of every human being.
The SPHE curriculum also places emphasis on the use of inclusive and respectful language to promote a positive school climate where all children are valued, cared for and respected. Within the strand Myself, children are encouraged to see themselves as unique individuals and that individuality is expressed in many different ways. In the strand unit Developing citizenship where difference is celebrated, children are provided with opportunity to explore the diversity of the world in which they live, examine how inequality and discrimination can occur and suggest ways this might be addressed. This curriculum has been in place since 1999.
In 2019, the National Council for Curriculum and Assessment (NCCA) conducted a review of Relationships and Sexuality Education (RSE) at primary and post-primary levels. The full report from the review is available here: ncca.ie/media/4319/report-on-the-review-of-relationships-and-sexuality-education-rse-in-primary-and-post-primary-schools.pdf.
The review found that "The need to review the curriculum and bring it up-to-date is clear" (NCCA, 2019, p. 73). The following areas were specifically mentioned as needing to be considered and addressed in an updated curriculum:
- The effects of the internet and social media on relationships
- Self-identity and self-esteem
- Consent and its relevance to all interpersonal relationships
- LGBTQ+ matters
- Healthy positive sexual expression
- Developments in contraception.
In addition, the review found the need to provide clarity on topics which need to be addressed at different stages of children’s development ensuring they are taught in sensitive and age-appropriate ways.
The SPHE curriculum at primary level is being reviewed and redeveloped in line with the wider review and redevelopment of the entire Primary School Curriculum. A key document, the Primary Curriculum Framework which will set the foundation upon which curriculum specifications will be developed, will be furnished to the Minister in late 2022. Following approval by the Minister, the Framework will be published.
Work on the specifications related to the framework, including the curriculum area of Wellbeing (which includes learning pertaining to SPHE/RSE) formally commences in September 2022 with the establishment of Development Groups with responsibility for the development of the curriculum area.
Initial work has begun on developing the research base for the curriculum area of Wellbeing. NCCA is currently tendering for researchers to develop a comprehensive research base upon which the specification will be developed. It is expected that the research will be published in Spring 2023.
Building on the findings of the Review of RSE, NCCA is committed to developing an inclusive, age-appropriate curriculum that ensures that all children and young people can recognise themselves, their families and communities reflected across their learning.
NCCA expects to have a draft specification for Wellbeing published for public consultation in late 2023/early 2024.
946. Deputy Michael McNamara asked the Minister for Education if the National Council for Special Education will review the allocation of hours to a school (details supplied) in County Clare; if the Council will ensure that the school has sufficient special education teacher allocation to meet the varied and emerging complex needs of many pupils attending this school next year and in the future; and if she will make a statement on the matter. [29117/22]
View answerThe 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 frontloaded 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.
947. Deputy Mick Barry asked the Minister for Education the supports that are given to help pre-school and primary school children whose first language is not English nor Irish or who are being raised bilingually with a language other than English or Irish to help them to learn and develop skills in their own language; and if she will make a statement on the matter. [29166/22]
View answerMy Department makes supports available for students where English is an additional language. These supports are available generally in schools that have large numbers of students for whom English is not their first language. It has been of particular importance in recent weeks to support the large numbers of students enrolled in our schools coming from Ukraine.
English Additional Language Support (EAL)
Generally, 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, and provides schools with a baseline teaching allocation to assist pupils who have learning and literacy difficulties, including those arising from having English as an additional language.
In addition, schools which have a significant number of students requiring EAL support can apply for additional teacher allocations in accordance with the procedures for making an appeal set out to schools in the annual staffing circulars.
Support for children from Ukraine
Regional Education and Language Teams (REALT) have been established to help ensure good coordination and alignment of supports for Ukrainian children arriving in Ireland. These Education and Language Teams are hosted by the 16 regional education and training boards (ETBs) and are staffed by existing regionally-based education support personnel working closely together to ensure good coordination and alignment of supports for Ukrainian children. The Department is liaising with the teams to ensure all necessary supports for the Ukrainian children are provided as quickly as possible.
Many resources for teaching, learning and inclusion of Ukrainian pupils have been published to date, including a central repository of information and Continuing Professional Development (CPD) resources for school leaders and teachers to support cultural and linguistic diversity, which is available on the Scoilnet.ie website.
Further information in relation to my Department’s approach and the supports in place is available, in English and Ukrainian, on the Department’s website and is updated as appropriate. www.gov.ie/en/organisation/department-of-education/ .
Languages Connect
Languages Connect, Ireland’s Strategy for Foreign Languages in Education 2017 – 2026, aims to increase and diversify the range of languages taught and learned across the education system.
As set out under Action 1.E.2 of Languages Connect, the Department asked the National Council for Curriculum and Assessment (NCCA) to consider including foreign languages in senior classes as part of the review of the primary curriculum.
‘Say Yes to Languages’ - Primary Languages Sampler Module
Last year, I invited expressions of interest from English-medium and Irish-medium primary and special schools to participate in a new language sampler module: ‘Say Yes to Languages’. The sampler module allows schools to identify a modern foreign language of their choice, or Irish Sign Language (ISL), and aims to:
- Generate awareness among pupils of the range of languages used by their peers, including ISL, in their schools and communities, which may help support greater inclusion and appreciation of diversity in society;
- Encourage uptake of languages at post-primary level;
- Provide opportunities for increased levels of collaboration among the school community with regard to the celebration of languages and cultures; and
- Support implementation of Languages Connect.
470 primary schools, including 40,000 pupils in 3rd to 6th class, participated in the 2021/22 scheme, with 13 different languages selected: French, German, ISL, Spanish, Italian, Mandarin Chinese, Lithuanian, Romanian, Polish, Portuguese, Arabic, Japanese and Tamil. A grant of up to €1,000 was provided to participating schools. The module has now been extended for a second year 2022/23 and 730 primary schools have applied to participate using 15 different languages including those used in 2021/22 plus Ukrainian, Russian and Hebrew.
The sampler module will also inform future developments in the area of language acquisition and development of the Primary Curriculum Framework. Details of the 2022/23 scheme are outlined in Circular 0028/2022: www.gov.ie/en/circular/88a1a-say-yes-to-languages-language-sampler-module-202223/.
Primary Languages Curriculum/ Curaclulam Teanga na Bunscoile
The Primary Languages Curriculum/ Curaclulam Teanga na Bunscoile (PLC/CTB), introduced to all stages in primary school in September 2019, has the same structure and strands for both English and Irish, supporting children’s learning in both languages while also acknowledging the diversity of languages spoken in our primary schools.
The curriculum reflects the principles and pedagogies of Aistear: the Early Childhood Curriculum Framework (NCCA, 2009) and it supports continuity between children’s learning and development in early childhood settings and in infant classes. In its Strands, Elements and Learning Outcomes, the PLC/CTB is aligned with the junior cycle specifications for English, Irish and Modern Foreign Languages. This provides for continuity of experience and progression in language learning as children make the transition from pre-school to primary to post-primary.
Early Years
A number of key frameworks for early learning and care settings place a focus on the recognition of children where English may be an additional language, including Síolta, the National Quality Framework for Early Childhood Education; Aistear, the Early Childhood Curricular Framework, and the Education Inspection Quality Framework. The frameworks provide guidance to early years educators about how children’s language development can be supported and promoted through quality, play-based early years provision. The guidance also covers key areas such as: inclusion, diversity, children’s individual needs, recognition, appreciation, representation and use of home languages in the Early Learning and Care (ELC) setting, and working in partnership with families in supporting language development.
The Minister for Children, Equality, Disability, Integration and Youth has responsibility for the continuing professional development of early years educators and school-age childcare practitioners, and supports have been provided at pre-school level through his Department.
948. Deputy Catherine Murphy asked the Minister for Education if there is a difference between school enrolment and school registration fees; the fees if any that a school may request; the guidance that has been issued to schools on this issue; the steps that can be taken in cases in which fees have been inappropriately requested; and if she will make a statement on the matter. [29176/22]
View answerThe Education (Admission to Schools) Act, 2018, specifically prohibits the charging of fees or seeking payment or contributions for an application for admission to a school or for the enrolment or continued enrolment of a student in a school. This applies to all recognised primary and post primary schools with exceptions only for fee charging secondary schools, boarding schools and schools that provide post leaving courses or courses in further education in respect of these courses.
The Department published guidance and template admission policies to assist schools with implementing new admission policies for the 2020/21 school year onwards. The guidance includes specific references to the requirement under the act prohibiting the charging of fees. The draft admission policy can be found at the following Link.
However, when a child is enrolled in school certain charges may be legitimately requested, for example, payment for school books, lockers, text messages or photocopied material provided by the school.
Should the Deputy have relevant details of a school and parents involved where payment has been incorrectly requested, my Department will follow up with the school concerned.
949. Deputy Jennifer Carroll MacNeill asked the Minister for Education the particulars included in the work undertaken by the National Council for Curriculum and Assessment in relation to the major review of relationship sexuality education across all stages of education to ensure that it is fit for purpose and meets the needs of young people today in modern Ireland; if the review included stakeholder engagement including parents, students, teachers and school staff; the timelines for each stage of the process; and if she will make a statement on the matter. [29188/22]
View answerIn April 2018, a review of Relationships and Sexual Education (RSE) in schools was announced. This review the NCCA and covered both the content of RSE curriculum and support materials, as well as the delivery of the curriculum to students.
Included in the areas for particular consideration during the review are:
- Consent, what it means and its importance
- Developments in contraception
- Healthy, positive sexual expression and relationships
- Safe use of the internet
- Social media and its effects on relationships and self-esteem
- LGBTQ+ matters.
Given the scope of the request, the review was comprised of three inter-related dimensions:
1. Desk-top review of recently published research/studies in this area.
2. Consultations with key individuals and organisations who have responsibility for or who are working in this area.
3. Working directly with schools to examine the experience of RSE in schools and in classrooms.
A review of research was commissioned in June 2018 and a report on this was published in November 2018.
A consultative event was held on 27 November 2018 at Collins Barracks, Dublin and involved approximately 60 groups and organisations who have expressed an interest in or who are known to have an interest in contributing to the review. A second was held in Dublin Castle and this provided an opportunity for stakeholders to engage with the findings.
More than 20 primary and post primary schools, representing a range of school types and experiences were directly involved in the review. The outcome from this strand of the review informed recommendations in relation to curriculum gaps, implementation barriers and enablers, and support needs. Furthermore, thousands of students parents and teachers contributed their views via online surveys.
The NCCA published a draft report on the Review of RSE, which was subject to further consultation from stakeholders. The final report was published in December 2019 and available online here: ncca.ie/en/junior-cycle/curriculum-developments/social-personal-and-health-education-relationships-and-sexuality-education/ Further information on the review process is outlined in the first section of this report.
As the Deputy is aware, work is now ongoing to update curricular specifications in line with this review and the Programme for Government commitment. Further engagement and consultation with all stakeholders, including students, parents and staff is and will continue to be integral to this process.
950. Deputy Jennifer Carroll MacNeill asked the Minister for Education if student organisations (details supplied) have been included to date and will be included in the future in the work being done to reform relationship sexuality education and social, personal and health education curricula respectively; and if she will make a statement on the matter. [29189/22]
View answerStudents have been centrally involved in the National Council for Curriculum and Assessment's review of Relationships and Sexuality Education in Irish schools that began in 2018 and continue to be involved in consultations regarding an updated curriculum. As part of the consultation process that formed a key part of the review of RSE, NCCA met with student groups including the ISSU, Comhairle na nOg groups and representatives from LGBTQ youth groups. In addition, focus group meetings were held with children and young people across 23 schools, representing a diversity of types of schools – both primary and post-primary. And finally, as part of the review, more than 500 students contributed their views via an online consultation questionnaire. The full report from the review is available on the NCCA's website: ncca.ie
ncca.ie/media/4319/report-on-the-review-of-relationships-and-sexuality-education-rse-in-primary-and-post-primary-schools.pdf.
Since then, the work of the curriculum development groups has continued to be informed by ongoing consultations with young people. Specifically, focus group consultations were conducted in school settings to inform the background paper for an updated Junior Cycle Social, Personal and Health Education curriculum, of which RSE is a component, and students were consulted again when the background paper was published. The consultation report on the background paper and brief for the review of Junior Cycle SPHE is also available at ncca.ie.
Relationship Sexuality Education; RSE (ncca.ie)
There will be further consultations with students in the Autumn as part of the consultation on the draft updated Junior Cycle specification – this will involve both face-to-face meetings and gathering feedback via online tools. Ongoing consultation with children and young people also forms a key part of the work as developments progress at primary and senior cycle levels.
Furthermore, I recently introduced secondary legislation which ensures that the ISSU is now represented on the NCCA Council.
951. Deputy Jennifer Carroll MacNeill asked the Minister for Education the length of time that the preparation of a background paper for the senior cycle social, personal and health education/relationship sexuality education development is expected to take; the expected timeline for the senior cycle RSE/SPHE specification redevelopment; and if she will make a statement on the matter. [29190/22]
View answerAccess 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.
The National Council for Curriculum and Assessment was requested to conduct a review of RSE provision in Irish schools, focusing 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.
Work in preparing a background paper that will inform the updating of senior cycle SPHE/RSE is underway. This paper will be finalised and presented to Council for approval for consultation in September 2022. The curriculum redevelopment work will commence Sept 2022 and a draft updated specification for senior cycle SPHE will be ready for public consultation by summer 2023 and finalised early 2024 for implementation in schools September 2024.
952. Deputy Jennifer Carroll MacNeill asked the Minister for Education the exact timeline for the public consultation which is due to take place following the expected agreement of the draft revised junior cycle relationship sexuality education/social, personal and health specification by the National Council for Curriculum and Assessment Council this summer; and if she will make a statement on the matter. [29191/22]
View answerAccess 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.
The National Council for Curriculum and Assessment was requested to conduct a review of RSE provision in Irish schools, focusing 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 public consultation on the draft updated junior cycle SPHE specification will run from early July to October. The focus during the early period of the consultation will be on gathering feedback from non-government organisations (NGOs), agencies, support services and individuals with interest or expertise in this area. During the period from September to October the consultation will particularly focus on gathering feedback from teachers, students and parents. All the data gathered during the consultation will be summarised in a report which will inform any final changes needed to the draft specification. It is expected that the finalised specification will be presented to Council for approval early 2023, and subject to my approval, will be implemented in schools Sept 2023.
953. Deputy Jennifer Carroll MacNeill asked the Minister for Education when in 2023 that the primary curriculum framework for relationship sexuality education and social, personal and health education will be published; and if she will make a statement on the matter. [29192/22]
View answerThe National Council for Curriculum and Assessment (NCCA) is in the process of redeveloping the Primary School Curriculum. A key document, the Primary Curriculum Framework which sets the foundation upon which curriculum specifications will be developed, will be furnished to my office in late 2022. Following my approval, the Framework will be published.
Work on the specifications related to the framework, including the curriculum area of Wellbeing (which includes learning pertaining to SPHE/RSE) formally commences in September 2022 with the establishment of Development Groups with responsibility for the development of the curriculum area. It is expected that the work of the Development Group will be completed in early 2025. Upon completion, the curriculum specifications will be furnished to the Minister for approval.
In the meantime, initial work has begun on developing the research base for the curriculum area of Wellbeing. NCCA is currently tendering for researchers to develop a comprehensive research base upon which the specification will be developed. It is expected that the research will be published in Spring 2023.
An updated resource portal and toolkit for teachers has also been developed which is supporting teachers in topics including:
- Teaching about consent
- Using inclusive and respectful language
- Supporting children living with domestic violence and abuse
- Fostering positive relationships
- Taking care of my body
- Growing and changing.
