Alan Dillon
Question:36. Deputy Alan Dillon asked the Minister for Education if the DEIS programme will be expanded to schools currently outside the programme; and if she will make a statement on the matter. [34859/22]
View answerEducational Disadvantage
Questions (36)
Written answers
In March I announced a major expansion of the DEIS – Delivering Equality of Opportunity in Schools programme. This announcement meant that, for the first time since 2017, the programme is being significantly expanded and eligible schools will now gain access to targeted supports to address educational disadvantage. This will add an additional €32million to the Department’s expenditure on the DEIS programme from 2023, bringing the 2023 allocation to a total of in the region of €180million. Schools were identified for inclusion in the programme through the refined DEIS identification model which is an objective, statistics based model. Schools were not required to apply for inclusion in the DEIS programme and the model has been applied fairly and equally to all schools.
My Department is committed to ensuring that all schools are treated equally and fairly in the manner in which they have been identified for inclusion in the DEIS programme. Schools which were not satisfied with the outcome following the application of the DEIS identification model to their school enrolment data have been provided with the opportunity to have that outcome reviewed.
Circular 0019/2022, available on the gov.ie website, outlined the details of this appeals process . Schools had until 5pm on Friday April 29th to submit an appeal. All appeals submitted have now been processed by my Department and schools have been notified of the outcome.
Following the completion of the DEIS appeals review, an additional 11 primary and 1 post-primary school will be included in the DEIS programme from September 2022. An additional 4 schools have been reclassified as Urban Band 1. Full details of the schools to be included in the DEIS programme from September 2022 are available on the gov.ie website.
The DEIS appeals process was applied fairly across all appellants and the results are final. The Department of Education will continue to support schools to deliver high quality, inclusive teaching and learning to students and young learners.
It is important to note that the extension of the DEIS programme to new schools is just one phase of work in for an inclusive education system which supports all learners to achieve their potential. While the DEIS programme supports those schools with the highest levels of concentrated educational disadvantage, I recognise that there are students at risk of educational disadvantage in all schools. Conscious of this, and recognising the need to target resources to those schools who need them most, the next phase of work will explore the allocation of resources to schools to tackle educational disadvantage. Part of this programme of work will involve consultation with all relevant stakeholders and will also consider insights from data following the application of the refined DEIS identification model.
In addition to this, following the National Census 2022 held on the 3rd April last it is envisaged that an updated HP Deprivation Index will be generated by Pobal and will be available in Q3 of 2023. My Department will engage with Pobal in relation to this process. The updated HP Deprivation Index can be considered by my Department to inform future resource allocation to tackle educational disadvantage.
School Enrolments
Questions (37)
Alan Farrell
Question:37. Deputy Alan Farrell asked the Minister for Education the details of the school and classroom planning in Dublin Fingal, given the preliminary census data showing a significant population growth since 2016; and if she will make a statement on the matter. [34865/22]
View answerWritten answers
As the Deputy will be aware, for school planning purposes, my Department divides the country into 314 school planning areas and utilises a Geographical Information System 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 in each school planning area, my Department then makes an assessment of the existing capacity within that particular area and its ability to meet any increased demand.
Where data indicates that additional provision is required at primary or post primary level, the delivery of such additional provision is dependent on the particular circumstances of each case and may be provided through either one, or a combination of, the following:
- Utilising existing unused capacity within a school or schools,
- Extending the capacity of a school or schools,
- Provision of a new school or schools.
While my Department is aware of increasing pressures and demand for additional school places in Fingal, Dublin, it is important to note that where enrolment pressures arise, it may not be as a result of lack of accommodation but may be driven by the following factors:
- Duplication of applications – pupils have applied for a place to a number of schools in the area
- School of choice – pupils can’t get a place in their preferred school while there are places in other schools in the town/area
- Some towns/areas have single sex schools and while places are available in the school they are not available to all pupils
- External draw – pupils coming from outside the local area
My Department is working to establish the true extent of any capacity issues through ongoing discussions with the relevant school authorities. In that context, similar to the process adopted in advance of the current academic year, my Department is engaging with patron bodies, including patrons of schools in Fingal, Dublin to identify particular capacity requirements for the forthcoming years which may necessitate further action to that already in train including, where required, the provision of modular accommodation solutions.
A number of major projects for primary and post primary schools in the Fingal area are at various stages of the design and build process and these projects, when completed, will cater for the demand for school places in the area, including:
Primary Schools:
Broadmeadow CNS, Swords, RN20529J - New School Building -8 Classroom + 2 classroom SEN Base. The project is at stage 1 of the architectural planning process.
Rivervalley CNS, Swords, RN20528H - New School Building - 8 Classroom + 2 classroom SEN Base. The project is at site acquisition/project brief stage
Post Primary Schools
Loreto College Swords, RN60810B. An extension project has been initiated to provide capacity for 1,000 pupils + 4 classroom SEN Base. The project is at pre-stage 1.
Swords Community College, RN76475D. A new school building providing capacity for 1,000 pupils + 4 classroom SEN Base was completed in 2020.
St Finian's Community College, RN70120F. An extension project is in train which will provide capacity for 1,000 pupils + 2 classroom SEN Base when completed. The project is currently at stage 2b.
Balbriggan Community College, RN70010V. An extension project is in train which will provide capacity for 1,000 pupils + 2 classroom SEN Base when completed. The project is currently at stage 2b.
St Joseph's Rush, RN60343T. A project for a new school building which will provide capacity for 1,000 pupil + 4 classroom SEN Base has been initiated. The project is currently at stage 1.
Malahide Portmarnock RN68308L- New School Building to provide capacity for 1,000 pupils + 4 classroom SEN Base. The project is currently on site and close to completion.
Portmarnock Community School RN91324P - New Building will provide capacity for 1,000 pupils + 2 classroom SEN Base. The project is currently at Stage 2a.
Skerries Community College, RN76078Q - An extension is in train, which when completed, will provide capacity for 1,300 pupils + 4 classroom SEN Base. The project is currently at pre-stage 1.
In addition, the following projects have been approved under the Additional School Accommodation (ASA) Scheme and have been devolved to the school authorities for delivery:
- SN Cholmcille's BNS Swords, RN: 18976W - 2 Classroom SEN Class Base and 4 x 15m² resource rooms
- Holywell ETNS Swords, RN: 20348F - 1 Classroom SEN
My Department will continue to review primary and post-primary needs in the Fingal area.
School Enrolments
Questions (38)
Brendan Griffin
Question:38. Deputy Brendan Griffin asked the Minister for Education the information that the preliminary census results provide in relation to planning for primary and secondary education for the years ahead; and if she will make a statement on the matter. [34835/22]
View answerWritten answers
In the latest DoE published primary and post-primary schools enrolments projections (www.gov.ie/en/collection/projections/ ), the CSO population projections (based on 2016 Census data) were used. In order to derive future schools enrolments, the new CSO population projections (based on 2022 Census results) are needed. The new population projections are not compiled yet. As soon as CSO population projections are available, DoE will update the schools’ enrolment projections model in order to reflect the recent population trends.
Departmental Funding
Questions (39)
Thomas Gould
Question:39. Deputy Thomas Gould asked the Minister for Education if she has considered additional funding to increase access to school traffic wardens. [34893/22]
View answerWritten answers
The appointment of a school traffic warden is a matter for the relevant Local Authority and schools are advised to liaise with the relevant Local Authority in relation to their concerns.
School Management
Questions (40)
Christopher O'Sullivan
Question:40. Deputy Christopher O'Sullivan asked the Minister for Education if she will restore middle management in primary schools to pre-austerity levels; and if she will make a statement on the matter. [34700/22]
View answerWritten answers
I recognise the key role school leadership has in promoting a school environment which is welcoming, inclusive and accountable.
In total 1700 additional leadership posts have been invested in our primary schools since the lifting of the moratorium on posts of responsibility in 2017, which has led to 1 in 3 teachers now holding promoted positions.
The Department has committed to annually revising the allocation of Posts of Responsibility to take into account retirements during the school year which has ensured that the current level of Posts of Responsibility are maintained in the school system.
The Sectoral Bargaining process under Building Momentum for the primary sector has been used to increase posts of responsibility (POR) in primary and special schools by 1,450 posts. The distribution of these additional posts of responsibility are comprehended in Circular 0043/2022 - Allocation of Assistant Principal Posts 2022/2023 which issued last week.
State Examinations
Questions (41)
Aodhán Ó Ríordáin
Question:41. Deputy Aodhán Ó Ríordáin asked the Minister for Education if she will review the criteria for qualification for deferred examinations to include students who suffer a serious and urgent medical emergency during an examination for conditions such as epilepsy, appendicitis and heart issues. [34764/22]
View answerWritten answers
The State Examinations Commission has statutory responsibility for operational matters relating to the certificate examinations.
In view of this I have forwarded your query to the State Examinations Commission for direct reply to you.
Educational Disadvantage
Questions (42)
Richard Bruton
Question:42. Deputy Richard Bruton asked the Minister for Education if the supports in the DEIS scheme are sufficient to meet the needs of schools in the most acute areas of disadvantage; and if she will make a statement on the matter. [34942/22]
View answerWritten answers
In March I announced a major expansion of the DEIS – Delivering Equality of Opportunity in Schools programme. This announcement meant that, for the first time since 2017, the programme is being significantly expanded and eligible schools will now gain access to targeted supports to address educational disadvantage. This will add an additional €32million to the Department’s expenditure on the DEIS programme from 2023, bringing the 2023 allocation to a total of in the region of €180million. Schools were identified for inclusion in the programme through the refined DEIS identification model which is an objective, statistics based model.
As a result of this announcement from September 2022 approximately 1 in 4 students will be supported in the programme. Details of all DEIS Supports are available at www.gov.ie/en/policy-information/4018ea-deis-delivering-equality-of-opportunity-in-schools/#supports-to-deis-schools .
Those students in urban schools with the highest levels of concentrated disadvantage receive the greatest levels of support under the DEIS programme. Schools in Urban Band 1 receive additional teaching posts to provide for a small class size, a greater level of DEIS grant due to their high level of disadvantage and a lower threshold for the allocation of leadership posts.
It is important to note that the extension of the DEIS programme to new schools is just one phase of work in for an inclusive education system which supports all learners to achieve their potential. While the DEIS programme supports those schools with the highest levels of concentrated educational disadvantage, I recognise that there are students at risk of educational disadvantage in all schools. Conscious of this, and recognising the need to target resources to those schools who need them most, the next phase of work will explore the allocation of resources to schools to tackle educational disadvantage. Part of this programme of work will involve consultation with all relevant stakeholders and will also consider insights from data following the application of the refined DEIS identification model.
In addition to this, following the National Census 2022 held on the 3rd April last it is envisaged that an updated HP Deprivation Index will be generated by Pobal and will be available in Q3 of 2023. My Department will engage with Pobal in relation to this process. The updated HP Deprivation Index can be considered by my Department to inform future resource allocation to tackle educational disadvantage.
Special Educational Needs
Questions (43)
Joan Collins
Question:43. Deputy Joan Collins asked the Minister for Education the projected needs for school placements for special needs and autistic children in secondary schools, either by CHO area or by county, from September 2022, 2023, 2024 and 2025, in tabular form. [34858/22]
View answerWritten answers
Enabling children with special educational needs (SEN) to receive an education appropriate to their needs is a priority for this Government.
It is also a key priority for me as Minister for Special Education & Inclusion, for my Department and for the National Council for Special Education (NCSE).
In 2022, we will spend over 25% of our total educational budget on providing additional supports for children with SEN. This represents an increase of over 60%, in total expenditure, since 2011.
We are committed to delivering an education system that is of the highest quality and where every child and young person feels valued and is actively supported and nurtured to reach their full potential.
Continuing to add capacity in schools to support SEN provision is a key priority with a particular emphasis at post-primary level.
The Department’s Geographic Information Management System (GIS) will continue to support a strategic and coordinated approach to planning and delivery of SEN provision. This includes “real-time” data on capacity across the school system.
The Deputy will be aware that the Department is working actively with the NCSE and other key stakeholders including School Patrons and Management Bodies to provide additional special classes and special school places for the 2022/23 school year and beyond.
I will also arrange to forward your query to the NCSE for their attention and direct reply.
School Facilities
Questions (44)
Paul Murphy
Question:44. Deputy Paul Murphy asked the Minister for Education if her attention has been drawn to the provisions of the Workplace Ventilation (Covid-19) Bill 2021 that passed Second Stage in Dáil Éireann in October 2021; the actions she has taken to ensure sufficient fresh air is provided in all schools; and if she will make a statement on the matter. [34920/22]
View answerWritten answers
Managing ventilation is just one of a suite of public health measures in place to keep our schools safe. Updated guidance for schools on Practical Steps for the Deployment of Good Ventilation Practices in Schools was provided at the end of May following the work of an expert group that carefully considered the role of ventilation in managing COVID-19. The updated guidance for schools is also fully in line with the most recent guidance on non-healthcare building ventilation during COVID-19, published by the Health Protection Surveillance Centre November 2021.
To provide additional support in the context of Covid-19 the payment of a minor works grant totalling €45m for primary schools and special schools, plus a once-off Covid-19 minor works funding of €17m for post-primary schools, was issued in December 2021. All recognised schools in the free scheme have received their grants.
The minor works funding is a capital grant and provides good flexibility to address issues at local school level. Given that each school setting is different, individual schools are best placed to decide how best to use this funding to address their particular needs.
Specialist advice/assistance of a Chartered Engineer or Registered Architect is an important source of support for schools. This will help ensure that appropriate solutions are being put in place to address ventilation issues. Schools that identify inadequate ventilation in a room can utilise their minor work grant or apply for emergency works grant assistance to address ventilation enhancements where the minor work grant does not cover the full cost of the works required.
In the case where a school has difficulty engaging a Chartered Engineer or Registered Architect the Department can assist, with a dedicated ventilation team available to support school principals in this regard.
To date 27 schools have applied for additional funding under the emergency works scheme to assist with ventilation. Of these, 15 have been approved, 1 was returned to the school to review the scope of the application, 2 were incorrectly classified as ventilation-related and assessed separately, 6 were rejected as the application form was not fully completed and 3 are currently being assessed by a member of the Department’s technical team. None of the 15 approved identified a need for an air filter.
Schools Building Projects
Questions (45)
Aindrias Moynihan
Question:45. Deputy Aindrias Moynihan asked the Minister for Education the up-to-date position on the delivery of the new building for a school (details supplied); and if she will make a statement on the matter. [34750/22]
View answerWritten answers
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 July. 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.
Bullying in Educational Institutions
Questions (46)
Niamh Smyth
Question:46. Deputy Niamh Smyth asked the Minister for Education the status of the development of a new action plan on bullying for schools; and if she will make a statement on the matter. [34983/22]
View answerWritten answers
As the Deputy may be aware, in February of this year I established a Steering Committee to review the 2013 Action Plan on Bullying. This Steering Committee is chaired externally by Dr. Noel Purdy of Stranmillis University College in Antrim.
The Steering Committee consists of senior officials from the Department of Education, including the Inspectorate and the National Educational Psychological Service, representatives of the National Parents’ Council Primary, National Parents’ Council Post-Primary, Irish Second Level Students’ Union (ISSU), the Department of Children, Equality, Disability, Integration and Youth, the National Anti-bullying Research Centre in DCU and other external experts and representatives of advocacy organisations. These include BelongTo, Webwise, Parentline, National Traveller Women’s Forum, Women’s Aid, the Independent Living Movement Ireland and two anti-racism activists. The Steering Committee has held eight meetings to date.
This review involves significant consultation and collaboration across my Department, with other Government Departments and Bodies including the Ombudsman for Children, and also involves consultation with a broad range of education stakeholders, including parents and students, school management bodies and teacher and school staff unions.
The review is taking account of the significant developments and relevant research since the action plan was published in 2013. It is specifically considering cyber bullying, identity based bullying and sexual harassment, among other areas.
The review is giving detailed consideration to the recommendations contained in the Oireachtas Joint Committee Report on School Bullying and the Impact on Mental Health which was published last August.
A number of consultation strands have been conducted over the past few months including focus groups with children and young people, focus groups with school staff and members of the school community and a public consultation process.
The public consultation process, which has recently closed, provided an opportunity for individuals and organisations to send in both written submissions and to respond to an online survey. The public consultation provided an opportunity for all members of society to provide their views on how bullying is currently being prevented and tackled in schools, provide suggestions and feedback on the actions contained within the current action plan and to identify additional actions that are required. A total of over 60 written submissions and over 4,500 responses to the online survey were received which are now being considered by my Department.
Further consultation strands and engagement with various groups is currently ongoing. This work will help ensure that my Department can capture as many voices as possible to inform the development of an inclusive and comprehensive Action Plan on Bullying.
As the Deputy may be aware, a Working Group has been established to review and update the Anti-bullying procedures for Primary and Post Primary Schools in parallel with this work. The working group is comprised of representatives from each of the relevant management bodies and teacher and school staff unions, along with representatives from the National Parents’ Council Primary, National Parents’ Council Post-Primary, Irish Second Level Students’ Union (ISSU) and the National Anti-bullying Research Centre in DCU.
Educational Disadvantage
Questions (47)
Jennifer Murnane O'Connor
Question:47. Deputy Jennifer Murnane O'Connor asked the Minister for Education if she will provide an update on the DEIS programme; the developments regarding its expansion; and if she will make a statement on the matter. [34978/22]
View answerWritten answers
In March I announced a major expansion of the DEIS – Delivering Equality of Opportunity in Schools programme. This announcement meant that, for the first time since 2017, the programme is being significantly expanded and eligible schools will now gain access to targeted supports to address educational disadvantage. This will add an additional €32million to the Department’s expenditure on the DEIS programme from 2023, bringing the 2023 allocation to a total of in the region of €180million. Schools were identified for inclusion in the programme through the refined DEIS identification model which is an objective, statistics based model. Schools were not required to apply for inclusion in the DEIS programme and the model has been applied fairly and equally to all schools.
My Department is committed to ensuring that all schools are treated equally and fairly in the manner in which they have been identified for inclusion in the DEIS programme. Schools who were not satisfied with the outcome following the application of the DEIS identification model to their school enrolment data have been provided with the opportunity to have that outcome reviewed.
Circular 0019/2022, available on the gov.ie website, outlined the details of this appeals process . Schools had until 5pm on Friday April 29th to submit an appeal. All appeals submitted have now been processed by my Department and schools have been notified of the outcome.
Following the completion of the DEIS appeals review, an additional 11 primary and 1 post-primary school will be included in the DEIS programme from September 2022. An additional 4 schools have been reclassified as Urban Band 1. Full details of the schools to be included in the DEIS programme from September 2022 are available on the gov.ie website.
The DEIS appeals process was applied fairly across all appellants and the results are final. The Department of Education will continue to support schools to deliver high quality, inclusive teaching and learning to students and young learners.
It is important to note that the extension of the DEIS programme to new schools is just one phase of work in for an inclusive education system which supports all learners to achieve their potential. While the DEIS programme supports those schools with the highest levels of concentrated educational disadvantage, I recognise that there are students at risk of educational disadvantage in all schools. Conscious of this, and recognising the need to target resources to those schools who need them most, the next phase of work will explore the allocation of resources to schools to tackle educational disadvantage. Part of this programme of work will involve consultation with all relevant stakeholders and will also consider insights from data following the application of the refined DEIS identification model.
In addition to this, following the National Census 2022 held on the 3rd April last it is envisaged that an updated HP Deprivation Index will be generated by Pobal and will be available in Q3 of 2023. My Department will engage with Pobal in relation to this process. The updated HP Deprivation Index can be considered by my Department to inform future resource allocation to tackle educational disadvantage.
State Examinations
Questions (48)
Donnchadh Ó Laoghaire
Question:48. Deputy Donnchadh Ó Laoghaire asked the Minister for Education if she will respond to concerns regarding the junior certificate examination Irish language paper; and if she plans to review the junior certificate Irish curriculum. [34949/22]
View answerWritten answers
Following extensive stakeholder consultation, new L1 and L2 specifications for Junior Cycle Irish were introduced in September 2017. Due to the disruption to learning and the cancellation of the summer 2020 and 2021 Junior Cycle examinations as a result of the Covid-19 pandemic, it was not possible for students to engage with the final assessment component, which is set by the State Examinations Commission, until this year. The cohort of students who have just concluded their Junior Cycle examinations are therefore the first to have engaged with the full range of learning and assessment experiences in line with the specifications for Junior Cycle Irish.
As part of the ongoing cycle of curriculum redevelopment, the NCCA reviews the enactment of subject specifications by conducting interim reviews once each subject specification has been experienced across the three-year span of the Junior Cycle. The purpose of such reviews is to capture feedback from teachers, students and stakeholders on their experiences of the new specifications. In February 2021, the NCCA opened a public consultation on draft L1 and L2 specifications for Leaving Certificate Established Irish. In response to subsequent stakeholder requests, the NCCA extended the timeline for this consultation and also undertook to conduct and early enactment review of the specifications for Junior Cycle Irish. Accordingly, the NCCA commissioned Dublin City University to conduct this review which I am advised is expected to be completed later this year. The draft report, will in due course, be presented to NCCA Council for consideration.
School Curriculum
Questions (49)
Mick Barry
Question:49. Deputy Mick Barry asked the Minister for Education the reforms in the relationships and sex education curriculum she will make to ensure issues relating to trans people and gender identity are fully covered in the curriculum; and if she will make a statement on the matter. [34943/22]
View answerWritten answers
The 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.
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 work of the NCCA has been on creating support materials for teachers for publication online as part of an Interim Guidance Toolkit. The toolkit's purpose is to support effective teaching and learning of SPHE and RSE linked to the current curriculum and to provide guidance on how SPHE and RSE may be approached in a comprehensive way that meets the needs of young people today. This work is progressing well and already teachers will find much support there, including a portal repository of teaching and learning resources linked to the Primary SPHE Curriculum, the SPHE Junior Cycle Short Course and the Senior Cycle SPHE Framework.
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 has recently been approved by NCCA Council, with a public consultation to follow, running from July to October. 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 in September 2023.
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. It is intended that the curriculum redevelopment work will commence in September 2022 and a draft updated specification for senior cycle SPHE will be ready for public consultation by summer 2023 and finalised in early 2024 for implementation in schools in September 2024.
Following publication of the Primary Curriculum Framework, expected in early 2023, the NCCA will establish a development group which is due to commence development on updated primary specifications in Quarter 4 2022, with a draft estimated to be available for public consultation in Quarter 1 2024.
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.
Special Educational Needs
Questions (50)
Donnchadh Ó Laoghaire
Question:50. Deputy Donnchadh Ó Laoghaire asked the Minister for Education the forecasting model being used by the National Council for Special Education in order to plan for future need for special classes and schools, and any other tools used to that end. [34951/22]
View answerWritten answers
Enabling children with special educational needs (SEN) to receive an education appropriate to their needs is a priority for this Government.
It is also a key priority for me as Minister for Special Education & Inclusion, for my Department and for the National Council for Special Education (NCSE).
In 2022, we will spend over 25% of our total educational budget on providing additional supports for children with SEN. This represents an increase of over 60%, in total expenditure, since 2011.
We are committed to delivering an education system that is of the highest quality and where every child and young person feels valued and is actively supported and nurtured to reach their full potential.
Continuing to add capacity in schools to support SEN provision is a key priority with a particular emphasis at post-primary level.
The Department’s Geographic Information Management System (GIS) will continue to support a strategic and coordinated approach to planning and delivery of SEN provision. This includes “real-time” data on capacity across the school system.
I can assure the Deputy that my Department is working actively with the NCSE and other key stakeholders including School Patrons and Management Bodies to provide additional special classes and special school places for the 2022/23 school year and beyond.
I have asked my officials to forward your question to the NCSE also for their attention and direct reply.
Special Educational Needs
Questions (51, 70)
Gary Gannon
Question:51. Deputy Gary Gannon asked the Minister for Education if her Department will start to gather data on the number of children requiring special educational needs supports in integrated settings in mainstream primary and post-primary schools; and, if so, if this data will be included within its annual education indictors, as per the recommendations made in the Ombudsman for Children's report, Plan for Places, published in June 2022. [34587/22]
View answerGary Gannon
Question:70. Deputy Gary Gannon asked the Minister for Education if her attention has been drawn to the recommendation from the Ombudsman for Children's office in the report, Place for Places, that her Department urgently publish a plan to ensure there are sufficient school places in the short to medium term to meet the forecasted needs of children with special educational needs within their local communities; and if she will make a statement on the matter. [34588/22]
View answerWritten answers
I propose to take Questions Nos. 51 and 70 together.
Enabling children with special educational needs (SEN) to receive an education appropriate to their needs is a priority for this Government.
It is also a key priority for me as Minister for Special Education & Inclusion, for my Department and for the National Council for Special Education (NCSE).
The Deputy will be aware that I have welcomed the Report of the Ombudsman on forward planning for special education placements and I am committed to working with stakeholders in relation to the implementation of the recommendations as quickly as possible.
Throughout the last year, the Department has had a very significant level of engagement with the OCO as this report was developed.
The recommendations contained in the Report build on many of the strategic initiatives already put in place, particularly in the last 2 years, to support and expand special education needs (SEN) provision in schools throughout the country. An additional 300 special classes have opened in the current school-year providing 1,800 new placements. A further 315 special classes are already planned for 2022/23. Two new special schools opened in Cork and Dublin last September with two further special schools to open in these areas during the next school-year.
In 2022, we will spend over 25% of our total educational budget on providing additional supports for children with SEN. This represents an increase of over 60%, in total expenditure, since 2011.
We are committed to delivering an education system that is of the highest quality and where every child and young person feels valued and is actively supported and nurtured to reach their full potential.
Continuing to add capacity in schools to support SEN provision is a key priority with a particular emphasis at post-primary level.
The Department’s Geographic Information Management System (GIS) will continue to support a strategic and coordinated approach to planning and delivery of SEN provision. This includes “real-time” data on capacity across the school system.
The Department is working actively with the NCSE and other key stakeholders including School Patrons and Management Bodies to provide additional special classes and special school places for the 2022/23 school year.
The NCSE policy advice on special class and special school provision is due later this year and this will be significant in terms of how the Department plans for any changes to the way in which children and young people with SEN are supported.
My officials are also working with the Department of Health, the Department of Children, Equality, Disability, Integration and Youth and the HSE to develop and strengthen more coherent structures to enable children and young people to access therapeutic assessments and supports.
NCSE will continue to provide a wide range of training supports to schools, including in-school support with targeted and bespoke supports available to the management and staff of new special classes and new special schools.
The Deputy will also be aware that my Department has actively engaged in reviewing and updating the relevant legislation at this time. Earlier this week the Government approved the text of an Education (Provision in Respect of Children with Special Educational Needs) Bill 2022. This legislation provides for a truncated and more streamlined Section 37A process and also places additional duties on schools to co-operate with the NCSE in relation to making additional provision for children with special educational needs.
I can assure the Deputy that every support will be made available to progress additional special education capacity, in the shortest possible timeframe.
Departmental Funding
Questions (52)
Donnchadh Ó Laoghaire
Question:52. Deputy Donnchadh Ó Laoghaire asked the Minister for Education the status of the funding of a centre (details supplied) after her recent visit. [34953/22]
View answerWritten answers
The centre to which the Deputy refers caters for young people who have encountered difficulties in mainstream education. The centre is one of a number of such alternative education providers nationally, of which only a number are directly funded by my Department.
The centre benefits from an allocation of 6,000 co-operation hours funded by my Department, and Department of Further and Higher Education, Research Innovation and Science via Solas. This provides a considerable staffing allocation to the centre.
In 2021 my Department increased the funding allocation to the Centre by €100,000 which brings the annual funding from my Department to €177,500.
As the Deputy is aware I recently announced the publication of the Review of Out of School Education Provision report, which will determine a framework for the sector generally.
I have committed that the centre will continue to be supported by my Department.
State Examinations
Questions (53)
Paul Murphy
Question:53. Deputy Paul Murphy asked the Minister for Education if her attention has been drawn to the delay in the publication of leaving certificate examination results until early September 2022, which will cause immense difficulty for students seeking accommodation away from home; and if she will make a statement on the matter. [34924/22]
View answerWritten answers
In recent years, faced with the challenge of Covid 19, the State Examination Commission (SEC) has successfully issued Leaving Certificate results in time to meet the needs of candidates and stakeholders. Again this year, every effort is being made by the State Examinations Commission in order to ensure that Leaving Certificate results issue in a timely and efficient manner to meet the needs of candidates and end users.
In announcing its intention to issue Leaving Certificate 2022 results on Friday September 2 the SEC Commission has now provided clarity and certainty for students and other stakeholders.
There are significant factors which, when taken together, meant that it was not possible for the SEC to previously give a planned date for issue of the results which include:
1. Assessing the impact of the holding of a deferred sitting of the examinations for students who experience close family bereavement or for reasons related to serious injury or illness; or on public health grounds due to Covid-19;
2. The commitment that the overall set of results in 2022 will be no lower, in the aggregate, than the 2021 results; and,
3. Securing and maintaining the availability of sufficient numbers of examiners to mark written examinations.
In addition, in advance of the issue of the results, sufficient time must also be allowed for an extensive range of checks and quality assurance procedures which are required in the resulting process to ensure that the highest standards possible are maintained.
In early March of this year the SEC and my officials met with officials from the Department of Further and Higher Education, Research, Innovation and Science and representatives from the higher and further education sector to set out the arrangements for Leaving Certificate 2022. The challenges associated with the delivery of the 2022 Leaving Certificate were outlined to stakeholders at that time.
It was clearly indicated at that time that the delivery of results in mid-August should not be expected due to the differences between earlier years prior to the Covid-19 pandemic and this year.
By working collectively with education stakeholders, it was possible for the further and higher education system to respond to the needs of students wishing to continue their education and training over the last two years and I am confident that this will be the case again in 2022, now that the results date has been confirmed.
Special Educational Needs
Questions (54)
Joan Collins
Question:54. Deputy Joan Collins asked the Minister for Education if she will provide an update in relation to schools (details supplied) that need to open autism classes in Dublin 12. [34864/22]
View answerWritten answers
Enabling children with special educational needs to receive an education is a priority for this Government.
This year, my Department will spend in excess of €2 Billion, or over 25% of the Department’s budget on providing a wide range of schemes and supports for children with special educational needs.
This includes additional teaching and care supports.
As a result, the number of special education teachers, special needs assistants and special class and school places are at unprecedented levels.
The National Council for Special Education (NCSE) has responsibility for coordinating and advising on the education provision for children 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.
I can confirm that the NCSE is aware of an identified need for additional special classes for students with autism in the Dublin 12 area as referenced by the Deputy. Work has been underway with stakeholders for a number of years in this area 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.
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.
As your query refers to a number of individual schools, I will arrange to have it referred to the NCSE for their attention and direct reply.
Educational Disadvantage
Questions (55)
Brendan Smith
Question:55. Deputy Brendan Smith asked the Minister for Education when appeals in respect of the DEIS programme will be finalised; and if she will make a statement on the matter. [34819/22]
View answerWritten answers
In March I announced a major expansion of the DEIS – Delivering Equality of Opportunity in Schools programme. This announcement meant that, for the first time since 2017, the programme is being significantly expanded and eligible schools will now gain access to targeted supports to address educational disadvantage. This will add an additional €32million to the Department’s expenditure on the DEIS programme from 2023, bringing the 2023 allocation to a total of in the region of €180million. Schools were identified for inclusion in the programme through the refined DEIS identification model which is an objective, statistics based model. Schools were not required to apply for inclusion in the DEIS programme and the model has been applied fairly and equally to all schools.
My Department is committed to ensuring that all schools are treated equally and fairly in the manner in which they have been identified for inclusion in the DEIS programme. Schools which were not satisfied with the outcome following the application of the DEIS identification model to their school enrolment data have been provided with the opportunity to have that outcome reviewed.
Circular 0019/2022, available on the gov.ie website, outlined the details of this appeals process . Schools had until 5pm on Friday April 29th to submit an appeal. All appeals submitted have now been processed by my Department and schools have been notified of the outcome.
Following the completion of the DEIS appeals review, an additional 11 primary and 1 post-primary school will be included in the DEIS programme from September 2022. An additional 4 schools have been reclassified as Urban Band 1. Full details of the schools to be included in the DEIS programme from September 2022 are available on the gov.ie website.
The DEIS appeals process was applied fairly across all appellants and the results are final. The Department of Education will continue to support schools to deliver high quality, inclusive teaching and learning to students and young learners.
It is important to note that the extension of the DEIS programme to new schools is just one phase of work in for an inclusive education system which supports all learners to achieve their potential. While the DEIS programme supports those schools with the highest levels of concentrated educational disadvantage, I recognise that there are students at risk of educational disadvantage in all schools. Conscious of this, and recognising the need to target resources to those schools who need them most, the next phase of work will explore the allocation of resources to schools to tackle educational disadvantage. Part of this programme of work will involve consultation with all relevant stakeholders and will also consider insights from data following the application of the refined DEIS identification model.
In addition to this, following the National Census 2022 held on the 3rd April last it is envisaged that an updated HP Deprivation Index will be generated by Pobal and will be available in Q3 of 2023. My Department will engage with Pobal in relation to this process. The updated HP Deprivation Index can be considered by my Department to inform future resource allocation to tackle educational disadvantage.