Written Answers Nos. 351-360
351. Deputy Éamon Ó Cuív asked the Minister for Education if it is intended to provide capital funding for the upgrade of older primary schools that were not significantly upgraded over the years and are substandard by modern standards; and if she will make a statement on the matter. [33447/22]
View answerI can confirm to the Deputy, that the main focus of resources over the last decade and for the coming period is on provision of additional capacity to cater for increasing demographics particularly at post-primary level and for special education needs provision in order to ensure every pupil has a school place each September. However, under Project Ireland 2040, there will be an increasing focus on the upgrade and refurbishment of the existing school stock. This will include a PE Hall build and modernisation programme to ensure that students in all post-primary schools have access to appropriate facilities to support PE provision. The ancillary accommodation needs of primary schools, such as General Purpose rooms will also be considered.
My Department is at the forefront of design with respect to sustainable energy in school buildings and this performance has been recognised at both National and International level with sustainable energy awards for excellence in Design and Specification. My Department’s Technical Guidance Documents set the benchmark for sustainable design in school buildings with a clear focus on energy efficiency and they are based on solid energy research projects. Schools that are designed and built in accordance with the Department’s schools technical guidance documents have been achieving A3 Building Energy Ratings since 2009 with current schools typically achieving up to 20% higher performance than required by the current Building Regulations, along with 10% of primary energy provided via photovoltaics and infrastructure provision for electric vehicle charging.
My Department and the Department of Environment, Climate and Communications established a jointly funded pathfinder programme with the SEAI, testing and demonstrating energy efficiency and decarbonisation retrofit approaches. This pathfinder is a great example of collaboration ensuring the deployment of new design approaches and technologies are introduced to the educational environment on an evidence based approach. This Pathfinder programme is paving the way for, and informing, a much larger national schools’ programme for the energy retrofit of schools built prior to 2008 as included in the National Development Plan. It is facilitating research on a range of typical retrofit options, which will have been tried and tested. It is providing valuable development information for a solution driven delivery strategy which will be founded on a solid evidence base that has proven the robustness and scalability of renewable solutions within the schools’ sector. The longer-term outcome of the pathfinder will be to create an accurate and scalable model for energy efficient retrofits of schools across Ireland. The deep energy retrofit programme for schools built prior to 2008 is due to be rolled out as included in the National Development Plan.
The Deputy may also be aware of the very significant school building programme that is currently underway. Overall, there are in excess of 1,300 school building projects at various stages of design, planning, and construction. The current status of approved projects under the school building programme is listed on a county by county basis on my Department's website at www.gov.ie and is regularly updated.
352. Deputy Fergus O'Dowd asked the Minister for Education her views on the Budget 2023 submission from an organisation (details supplied); and if she will make a statement on the matter. [33450/22]
View answerOver recent budgets, additional resources have been made available to our schools, including through the delivery of thousands of extra teaching and Special Needs Assistant posts, increased capitation in schools, enhanced supports for school leadership and an improved staffing schedule in primary schools.
My aim for Budget 2023 is to continue to deliver on the priorities outlined in the Programme for Government and to continue to support the students, staff, and families in the education sector.
In the lead up to the Budget, my Department receives a number of pre-budget submissions from a number stakeholders in the education sector and from organisations involved in other areas of public policy. As in previous years, relevant submissions continue to be reviewed and they will inform the specific budgetary priorities that I will be seeking to achieve in Budget 2023. Therefore, as I am sure the Deputy appreciates, it would not be appropriate for me to outline any more specific plans at this preliminary stage of the Budgetary process.
353. Deputy Michael Healy-Rae asked the Minister for Education the reason for the refusal of an application by a person (details supplied); and if she will make a statement on the matter. [33461/22]
View answerMy Department operates a scheme of grant-aid to primary and post-primary schools towards the cost of purchasing essential assistive technology equipment, which has been recommended by the National Council for Special Education (NCSE) as being essential for students with physical and/or sensory or communicative disabilities in accordance with the criteria set out in Circular 0010/2013 which is published on the Department’s website: www.education.ie/en/Circulars-and-Forms/Active-Circulars/cl0010_2013.pdf
Schools make applications directly to the SENO, providing details of the student’s special educational needs or disability, including details of the approach taken by the school in making relevant interventions.
In order to qualify for equipment under the Assistive Technology Scheme, a student must have been diagnosed with a physical or communicative disability and must also have a recommendation in a professional assessment that the equipment is essential in order to allow the student to access the curriculum.
SENOs will review the application, and professional reports provided in support of same, in order to establish whether the criteria of the scheme have been met. They will then make a recommendation to my Department as to whether or not assistive technology is required; and based on this recommendation, my Department will decide on the level of grant, if any, to be provided.
My Department have received no application for assistive technology from the school referred to by the Deputy. My Department has contacted the school who confirm that no application for assistive technology has been made and there is no request to submit an application for the student referred to by the Deputy. The parents/guardians should contact the school directly should they wish to submit an application under the Department’s scheme for assistive technology
354. Deputy Michael Healy-Rae asked the Minister for Education the reason that applications for assistive technology were refused for children (details supplied); and if she will make a statement on the matter. [33462/22]
View answerUnder the Assistive Technology Scheme, as set out in my Department’s Circular 0010/2013, funding is provided to schools towards the cost of computers and specialist equipment, which are required for educational purposes.
All equipment provided under this scheme supports children with more complex disabilities who, in order to access the school curriculum, require essential specialist equipment.
It must be clear that the existing I.T. equipment in the school is insufficient to meet the child's needs. Where necessary, schools may also purchase new or additional equipment or software for students from normal school resources or funds.
An investment programme of €210m has been delivered to schools under the Digital Strategy for Schools 2015 –2020. Additionally, the first tranche of the successor Digital Strategy for schools to 2027, ICT grant funding of €50m has recently issued to schools. Decisions regarding the use and deployment of digital technology in schools is a matter for the Board of Management of each school, as schools are best placed to determine the most appropriate solution to adopt in terms of supporting the learning needs of their students based on school's own context and circumstances, and in accordance with their Digital Learning Plan. The grant funding allocation issues directly to schools and can be used to provide devices for use by students and teachers, for learning platforms, software and overall digital technology infrastructure development in the school. In addition, my Department as part of Ireland’s National Recovery and Resilience Plan (NRRP) under Next Generation EU funding facility, to provide for a scheme for learners at risk of educational disadvantage through the digital divide, issued a once-off grant in December 2021 to recognised primary and post-primary schools in the free education scheme. This funding also issued directly to schools as they are best placed to determine the needs of their own cohort.
Where children with more complex disabilities require essential specialist equipment to access the school curriculum, which they do not already have, or which cannot be provided for them through the schools existing provisions, schools may make an application for such equipment to the National Council for Special Education (NCSE) under the terms of this scheme.
The NCSE through its network of local Special Educational Needs Organisers (SENOs) is responsible for processing applications from schools for special educational needs supports. SENO’s also make recommendations to my Department where assistive technology/specialised equipment is required. The NCSE operates within my Department's criteria in making recommendations for support.
Schools make applications directly to the SENO, providing details of the student’s special educational needs or disability, including details of the approach taken by the school in making relevant interventions.
In order to qualify for equipment under the Assistive Technology Scheme, a student must have been diagnosed with a physical or communicative disability and must also have a recommendation in a professional assessment that the equipment is essential in order to allow the student to access the curriculum.
SENO’s will review the application, and professional reports provided in support of same, in order to establish whether the criteria of the scheme have been met. They will then make a recommendation to my Department as to whether or not assistive technology is required; and based on this recommendation, my Department will decide on the level of grant, if any, to be provided.
The type of equipment provided under the Assistive Technology Scheme is varied, and includes audiological supports for students with hearing impairment, braille equipment for children with visual impairment, and computer equipment with associated modified software for students with physical or severe communicative disabilities.
Communication devices or medical or therapy related devices which are not specific educational interventions or equipment specifically required as essential for school educational access, and which have a general application outside of school, are not provided for under the Assistive Technology Scheme, however. Such equipment is normally provided for children with disabilities by the Health Service Executive (HSE).
Based on the professional information provided to the SENO and in line with criteria set out in Circular 10/2013, the SENO was not in a position to recommend an Assistive Technology Grant for the school concerned on behalf of the two students mentioned.
It is open to the school to appeal this decision. The appeals process is outlined on my Department’s website at the following link: gov.ie - Assistive Technology Grant (www.gov.ie)
Separately, where an appeal has been unsuccessful, but new information becomes available, it is open to the school to submit a new application to the SENO for consideration.
It is also open to parents to contact SENOs directly to discuss their child’s special educational needs, using the contact details available at: ncse.ie/seno-contact-information
355. Deputy Holly Cairns asked the Minister for Education if she will immediately assist a student (details supplied) who needs to be facilitated in sitting their junior certificate examination due to being diagnosed with Covid-19. [33504/22]
View answerThe State Examinations Commission has statutory responsibility for operational matters relating to the certificate examinations.
In view of this I have forwarded your query to the State Examinations Commission for direct reply to you.
356. Deputy Gary Gannon asked the Minister for Education if the State Examinations Commission has changed its policy in relation to supporting students who due to unforeseen serious medical circumstances are not able to complete a leaving certificate examination (details supplied); and if she will make a statement on the matter. [33506/22]
View answerThe State Examinations Commission has statutory responsibility for operational matters relating to the certificate examinations.
In view of this I have forwarded your query to the State Examinations Commission for direct reply to you.
357. Deputy Gary Gannon asked the Minister for Education if students who cannot complete leaving certificate examinations due to unforeseen serious medical circumstances are eligible to apply for access to the deferred sittings. [33507/22]
View answerThe State Examinations Commission has statutory responsibility for operational matters relating to the certificate examinations.
In view of this I have forwarded your query to the State Examinations Commission for direct reply to you.
358. Deputy Gary Gannon asked the Minister for Education if she will respond to claims that the treatment shown to Ukrainian students is preferential to any other children fleeing conflict and war from other regions in the world including Syria, Yemen and Afghanistan; and if she will make a statement on the matter. [33508/22]
View answer359. Deputy Gary Gannon asked the Minister for Education if she believes that Ireland’s education should equally support all children fleeing conflict and war in the world; and if she will make a statement on the matter. [33509/22]
View answerI propose to take Questions Nos. 358 and 359 together.
It is vitally important that the education system is one in which every child and young person feels equally supported. All migrant children, including children of international protection applicants, refugees, migrant workers and unaccompanied minors, can access pre-school, primary and post-primary education in a manner similar to Irish nationals, until they have reached the age of 18 years.
A school must admit all students applying where it is not oversubscribed and places are available. Schools must also include an admission statement in its admission policy stating that the school will not discriminate in its admission on any of nine specified grounds.
The Department of Education is working with all relevant authorities, education partners and school communities to ensure Ukrainian children of school-going age, who are beneficiaries of the Temporary Protection Directive, are provided with access to appropriate supports to allow them to continue their education in Ireland. This directive assures their right to education in the public education system, along with other rights, for a temporary period, on the same basis as EU citizens.
The Special Education Teaching allocation, as outlined in Circular 0020/2022, (primary schools) and 0021/2022 (post primary schools) provides a single unified allocation for special educational support teaching needs to each school, based on each school’s educational profile and also encompasses the Language Support (EAL) allocation that schools were allocated in previous years.
Many schools already have an existing Special Education Teaching allocation which also includes the EAL allocation, and further temporary Language Support is also provided, as necessary, to schools that have high concentrations of pupils that require language (EAL) support.
The staffing arrangements for primary and post primary schools for the 2022/23 school year are set out in Circular 0025/2022 (primary) and Circulars 0022/2022, 0023/2022 and 0024/2022 (post primary), and are available on the Department website.
360. Deputy Gary Gannon asked the Minister for Education the estimated cost of expanding the 15 additional teaching hours to all children seeking sanctuary from conflict and war. [33510/22]
View answerThe staffing arrangements for primary and post primary schools for the 2022/23 school year are set out in Circular 0025/2022 (primary) and Circulars 0022/2022, 0023/2022 and 0024/2022 (post primary), and are available on the Department website.
The Special Education Teaching allocation, as outlined in Circular 0020/2022, (primary schools) and 0021/2022 (post primary schools) provides a single unified allocation for special educational support teaching needs to each school, based on each school’s educational profile and also encompasses the Language Support (EAL) allocation that schools were allocated in previous years.
All schools are advised in the first instance to review whether the needs of newly enrolled pupils can be met from within existing allocations.
The Department is working with all relevant authorities, education partners and school communities to ensure Ukrainian children of school-going age, who are beneficiaries of the Temporary Protection Directive, are provided with access to appropriate supports to allow them to continue their education in Ireland. Schools have been advised of the English Language supports available for those Ukrainian students who require supports on an urgent and unforeseen basis.
Where circumstances change, schools can apply for additional supports through an appeals process which is available to all schools, where they feel that their staffing allocations is not reflective of their needs.
Schools that experience sudden unforeseen increases in enrolments similar to the unprecedented unforeseen enrolments of Ukrainian children can contact the Department for further guidance and support.
