Thursday, 30 Jun 2022

Site Acquisitions

Questions (56)

Alan Farrell

Question:

56. Deputy Alan Farrell asked the Minister for Education if she will report on secondary school site identifications for Swords, County Dublin; and if she will make a statement on the matter. [34866/22]

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Written answers

Minister for Education

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.

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 Swords, 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.

The Swords School Planning Area is served by 5 post primary schools:

- Coláiste Choilm Swords, RN 60383I, an all boys' secondary school which had an enrolment of 621 pupils in the 2021/2022 school year.

- Fingal Community College, RN 70121H, a co-educational school which had an enrolment of 875 pupils in the 2021/2022 school year.

- Loreto College Swords, RN 60810B, an all girls' secondary school which had an enrolment of 621 pupils in the 2021/2022 school year. A major extension to expand this school to provide capacity for 1,000 pupils + 4 classes for pupils with special education needs has been initiated. This project is currently at stage 1 of the architectural planning process. In addition, 4 temporary general classrooms were approved for the 2021/2022 academic year to cater for immediate accommodation needs at the school.

- St Finian's Community College Swords, RN 70121H, a co-educational school which had an enrolment of 642 pupils in the 2021/2022 school year. A major project has been initiated which will provide capacity for 1,000 pupils and 2 classes for pupils with special education needs. This project is currently at stage 2b of the architectural planning process.

- Swords Community College , RN76475D, a co-educational school was established in 2018/2019 and had an enrolment of 579 pupils in the 2021/2022 school year The school's new building has capacity for 1,000 pupils + 4 special classes for pupils with special educational needs.

School place requirements nationally, including in Swords , County Dublin for both primary and post primary level will continue to be kept under on-going review.

School Transport

Questions (57)

Matt Carthy

Question:

57. Deputy Matt Carthy asked the Minister for Education the number of applicants from County Monaghan for the school transport scheme in 2021 and 2022; the number of late applicants; and the steps that she has taken to ensure that a space is available for all students in September 2022. [34780/22]

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Written answers

Minister for Education

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

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 not eligible for school transport may apply for transport on a concessionary basis, where seats are available after all eligible applicants have been accommodated on school transport services.

The total number of mainstream applications for the 2021/2022 school year in the location referred to was 4,191. Of those applications 500 were received after the closing date. The number of applications received include incomplete applications, concessionary applications and eligible applications where a Remote Area Grant was offered due to no service being available.

The details required by the Deputy for the 2022/2023 school year are not yet available as the application process for the 2022/2023 school year has not closed.

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

The review encompasses the School Transport Scheme for Children with Special Educational Needs. The review of the Primary and Post-Primary School Transport Schemes examine how the schemes currently operate, including eligibility criteria, trends, costs, cost drivers, and overall effectiveness in meeting the objectives of the schemes. The review will also examine the potential for integration of different strands of the scheme and a more co-ordinated approach with other Government Departments that also use transport services.

Following commencement of this review the Steering Group presented me with an initial interim report in June 2021. Following consideration of this report, I approved the extension of temporary alleviation measures for the 2021/22 school year for transport for post-primary students who were otherwise eligible for school transport but were attending their second nearest school and had applied and paid on time.

Wider considerations relating to operation of the scheme are now taking place in the next phase of the review which is currently underway.

Decisions in regard to measures for the 2022/23 school year will be made shortly.

The Steering Group will continue to report to me on an interim basis as the review progresses.

Special Educational Needs

Questions (58)

Sorca Clarke

Question:

58. Deputy Sorca Clarke asked the Minister for Education the engagement she has had with parents' advocacy groups to address their concerns relating to the shortage of special needs assistants. [28493/22]

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Written answers

Minister of State at the Department of Education

I can advise the Deputy that my department has established a forum for engagement with parents and advocacy groups representing children with disabilities on a range of issues relating to education provision. There is regular engagement with the stakeholders on all issues and the Department works closely with everyone involved in delivering on the common shared objective of ensuring that children with SEN are fully supported in their educational settings.

The Consultative Forum for Special Education provides an opportunity for a broad range of parents of children with special educational needs to contribute to the on-going reform and development of special education policy and provision, and, raise concerns in this regard.

The forum covers the special education provision for children of school going age attending recognised primary, special and post primary schools.

The aims and objectives of the Consultative forum are to;

- Be a forum for the sharing and communication of authoritative information on new developments and policy matters relevant to special education

- Provide an opportunity for discussion and input on education policy development for school going children

- Provide a forum where issues of concern can be raised, discussed and proposals and solutions formulated where appropriate

- Develop and strengthen connections between statutory and other agencies providing education supports and advice for children with special educational needs and their families

- Provide information, advice and input that supports the provision of education supports for children with special educational needs.

- Be a reference point for the raising of issues or seeking clarification on aspects of special education policy and provision

The initial membership of the forum comprises parent representatives from groups including AsIAm, Inclusion Ireland, Down Syndrome Ireland, Family Carer’s Ireland and Open Special Schools and Classes.

The National Parents Council are responsible for facilitating the inclusion of a broader parental voice on an ongoing basis.

The forum has met a number of times since its inception in December 2021. The forum is scheduled to meet once per school term or more often if required. In planning the agenda, members are invited to submit agenda items and it is open to Forum members to collaborate and prioritise matters for consideration at each meeting.

Pupil-Teacher Ratio

Questions (59)

Christopher O'Sullivan

Question:

59. Deputy Christopher O'Sullivan asked the Minister for Education if plans are being put in place to reduce primary school class sizes by two pupils for 2023, as per the requests by an organisation (details supplied); and if she will make a statement on the matter. [34701/22]

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Written answers

Minister for Education

Under the Programme for Government there is a commitment to seek to make further progress in reducing the pupil teacher ratios in primary schools.

At primary level, the annual staffing schedule determines the allocation of teachers to schools. The staffing schedule has been improved under both Budgets in the past two years. 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 means that our primary schools will be staffed at the most favourable level ever seen in September.

1,750 additional posts in schools are being provided in the 2022/23 school year, including 1,330 teaching posts to cater for a reduction in pupil teacher ratio and additional teachers in special education. This builds on a similar one point reduction in Budget 2021, which supported the creation of 1065 posts. Budget 22 also provided lower staffing retention levels for all primary schools.

The latest figures in relation to pupil teacher ratio shows an improved ratio of teachers to pupils from 16:1 to 14.5:1 at primary level when comparing the 2015/16 school year to the 2020/21 school year. This compares favourably with the OECD pupil teacher ratio which is 1:15. In the same period the staffing schedule improved from 28:1 to 25:1 for this school year.

Average class sizes improved from 24.9 to 23.3 in the same period. The most recent budget announcement will continue the positive trend of improving class sizes for this school year, and statistics on this will be published later in the year.

School Funding

Questions (60)

James O'Connor

Question:

60. Deputy James O'Connor asked the Minister for Education the supports for increased digital supports and teaching in schools; and if she will make a statement on the matter. [34985/22]

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Written answers

Minister for Education

There is an extensive range of supports available for schools in relation to supporting the embedding of digital technologies in teaching, learning and assessment, in terms of both financial and professional learning and other resources.

The Digital Strategy for Schools to 2027 was published in April 2022 and builds on the achievements of the previous Digital Strategy for Schools 2015-2020. It aims to further support the school system so that all students across our schools have the opportunity to gain the knowledge and skills they need to navigate an ever-evolving digital world successfully. The strategy was developed following an extensive consultation process with all relevant stakeholders including students, parents/guardians, teachers and industry and sets out the various supports and resources available to schools in this important area.

The strategy is underpinned by an overall investment of €200m, €50m of which has already issued directly to schools. In addition, €50m in grant funding was issued in November 2021 as part of Ireland’s National Recovery and Resilience Plan (NRRP) to address the needs of learners at risk of the digital divide. Again this builds on the overall investment of €210m under the previous strategy.

A further €13m is invested on an annual basis in the Schools Broadband Programme. Through continued investment all schools, regardless of location, will be provided with appropriate broadband connectivity. In addition, NRRP funding of €13.5m is being used to help ensure that all primary schools will be provided with high speed connectivity through the Schools Broadband Programme by early 2023.

The high level objectives of the strategy are set out under three pillars, which aim to ensure that the school system is prepared for and continues to progress the embedding of digital technologies in teaching, learning and assessment. Each pillar contains overarching objectives, which will be supported by a more detailed Implementation Plan. The first Implementation Plan will run from 2022-2024. Towards the end of this phase a mid-term review will be carried out to inform the next Implementation Plan from 2025-2027. Work is now underway to develop the first Implementation Plan, which will set out in more detail how schools and teachers will be further supported in this area.

The upskilling of teachers continues to be a key priority for the Department in the promotion of digital technologies in teaching and learning. The Professional Development Service for Teachers (PDST) offers professional learning opportunities to teachers and school leaders in a range of pedagogical, curricular and educational areas. Its dedicated Technology in Education Team, together with its ICT Team of Advisors, continue to design, develop and deliver a comprehensive range of CPD programmes for teachers and school leaders.

The Digital Learning Framework provides schools and teachers with a structure to support them in embedding digital technologies in teaching, learning and assessment and guidance in developing a Digital Learning Plan. A broad range of blended CPD programmes and resources continue to be made available to assist schools to implement the DLF and to effectively use digital technologies in teaching and learning practices. This CPD includes quality assured exemplars of effective and highly effective practices. Scoilnet, managed by the PDST, is a central repository of digital content containing in excess of 23,000 curriculum tagged digital resources for use in teaching and learning.

Online safety and the safe and ethical use of digital technologies is a key component of the new strategy and work will continue to ensure learners have the opportunities to develop their digital skills so that they can navigate the digital world in a confident and competent manner. Webwise, managed by the PDST, promotes the autonomous, effective and safer use of the internet by young people through a sustained information and awareness strategy with dedicated online hubs for both teachers/school, students and parents.

Covid-19 Pandemic

Questions (61)

Paul Murphy

Question:

61. Deputy Paul Murphy asked the Minister for Education if her attention has been drawn to the recent rapid increase in Covid-19 infection rates and hospitalisations; if she will ensure that schools provide teachers and all school staff with FFP-2 grade masks or higher where necessary; and if she will make a statement on the matter. [34922/22]

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Written answers

Minister for Education

On 17th February 2022, NPHET reviewed the remaining public health measures including the infection prevention control measures and restrictions in school settings. The Government accepted the recommendations of the NPHET to remove remaining restrictions relating to mask-wearing and physical distancing in schools with effect from Monday 28th February.

While it will no longer be a requirement for staff or pupils to wear a mask in school, staff and pupils can continue to wear a mask if they wish to do so on a personal basis and schools should continue to make masks available on request to staff or pupils as they are currently doing.

Details of suppliers and codes on the PPE procurement framework for masks referred to by the Deputy have been provided to schools by the Department should they wish to avail of these masks.

The Department will continue to work closely with all of the education partners and public health specialists so that schools will be supported in implementing any measures that may be required for the 2022/23 school year.

Education Policy

Questions (62)

Pauline Tully

Question:

62. Deputy Pauline Tully asked the Minister for Education her plans to reinstate and expand the in-school and early years therapy support demonstration project in view of the fact that referrals to CAMHS and other mental health services have risen by 40% for primary school pupils as a result of the Covid-19 pandemic; and if she will make a statement on the matter. [34908/22]

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Written answers

Minister for Education

The School Inclusion Model (SIM) is based on policy advice from the National Council for Special Education based on the principle of providing the right support at the right time delivered by a range of personnel with relevant qualifications and skill-sets. Its purpose is to help students achieve better outcomes. Independent evaluation is a central part of the project and the outcome will inform future policy on extending the SIM. The project includes a number of elements:

- Provision of in-school therapies (speech and language, occupational)

- Allocation of SNAs on a frontloaded basis

- Training of SNAs

A demonstration project to provide in-school and pre-school therapy services took place over the course of the 2018/19 school year.

The project was developed by the Department, the Department of Children, Equality, Disability, Integration and Youth, Department of Health, and the Health Service Executive and managed and co-ordinated by the National Council for Special Education (NCSE).

The purpose of the project was to test a model of tailored therapeutic supports by providing speech and language and occupational therapy within ‘educational settings’. This innovative pilot complemented existing HSE funded provision of essential therapy services.

The project took place in the Health Service Executive (HSE) Community Healthcare Organisation (CHO) 7 Region of South West Dublin, Kildare and West Wicklow. 75 schools (of which includes 22 schools that are in the DEIS programme), including a representative sample of primary, post-primary, and special schools took part. 75 pre-school settings associated with primary schools participating in the project were included. In total 150 settings participated in the demonstration project.

Children who require speech and language therapy services on a one-to-one basis continue to access services from the Health Service Executive. The in-school therapy model was designed to supplement, not to replace existing services.

The aim of the Demonstration Project was to design a therapeutic support model for the school setting that would lead to better outcomes for the children. It involved the development of a continuum of support, specialist, targeted and universal supports, in line with best practice for students.

The project was positively evaluated over the course of the 2018/19 school year.

In February 2019, the Government approved the trialing of the Model for the 2019/20 school year. Initially designed as a one year pilot involving up to 75 participating schools in the CHO 7 region, it was interrupted by Covid-19 with the closure of schools and the diversion of HSE therapists from the project to Covid-19 related work. It was then extended to the 2020/21 school year which has also been interrupted by Covid-19.

Progress has been made on aspects of the Model but much remains to be done in terms of in-school implementation and evaluation.

The Pilot has now recommenced in CHO7 and therapists are working within these schools and are providing ongoing support on a responsive basis to deliver therapy-based strategies and tools. Overall there is good engagement by the schools in CHO7. Planning for an expansion is underway. The Department is consulting with relevant Departments including the Department of An Taoiseach, Department of Health and the Department of Children, Equality, Disability, Integration and Youth.

The provision of counselling and therapeutic services in Ireland for children and young people is led by the Department of Health, through HSE Primary Care Psychology for low to moderate mental health difficulties and Child and Adolescent Mental Health Services (CAMHS) for more severe mental health difficulties. My Department signposts schools and students to the HSE-funded mental health services. The Department of Education also has an important role to play in supporting the wellbeing and mental health of our young people. The Department’s Wellbeing Policy and Framework for practice has given recognition to the importance of promoting wellbeing in education. It outlines a comprehensive, whole-school approach to the promotion of wellbeing and positive mental health. It focuses on the whole school community, as well as groups and individual young people with identified needs.

The National Educational Psychological Service (NEPS) of the Department provides a comprehensive, school-based psychological service to all primary and post primary schools through the application of psychological theory and practice to support the wellbeing, academic, social and emotional development of all learners. NEPS provides its service to schools through casework and through support and development work for schools. This includes guidance for teachers in the provision of universal and targeted evidence-informed approaches and early intervention to promote children’s wellbeing, social, emotional and academic development. Initiatives such as the Incredible Years Social Emotional learning Programmes and the FRIENDS Resilience Programmes. These programmes have been welcomed by schools and their impact positively evaluated.

NEPS has developed a range of workshops on the promotion of wellbeing and resilience in schools which includes trauma informed approaches. The approaches outlined in the workshops are based on research findings, on the experience of experts in their fields and on the experience of practising psychologists working in schools. The workshops are available to build the capability of school staff in both primary and post-primary settings, including for school leaders, teachers and SNAs.

I will continue to engage with my colleague Minister Butler who has responsibility for Mental Health to explore how to support the wellbeing and mental health of children and young people.

Site Acquisitions

Questions (63)

Neale Richmond

Question:

63. Deputy Neale Richmond asked the Minister for Education the status of the provision of a permanent site for a school (details supplied); and if she will make a statement on the matter. [33650/22]

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Written answers

Minister for Education

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

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

A pre-planning meeting with the Planning Department of the local authority was held to discuss the design proposals for the permanent school building project. These discussions will inform the plans for developing the planning application documentation.

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

The primary school is to remain in its current interim location until July 2023. My Department will continue to address the interim accommodation requirements for the schools and will continue to keep the patron body and the school community updated as the project progresses.

Special Educational Needs

Questions (64)

Joan Collins

Question:

64. Deputy Joan Collins asked the Minister for Education the number of special needs children in Dublin 12, Dublin 6, Dublin 6W and Dublin 8 who are waiting for school placements in primary or secondary schools for September 2022. [34857/22]

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Written answers

Minister of State at the Department of Education

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 and Inclusion, for my Department and for the National Council for Special Education (NCSE).

The Deputy will be aware of many of the strategic initiatives already put in place, particularly in the last 2 years, to support and expand 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 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.

Every support will be made available to progress additional special education capacity, in the shortest possible timeframe with a particular focus on Dublin, including the specific areas referenced by the Deputy. The NCSE is in ongoing contact with the families of children who have not yet secured a special class or special school placement for the 2022/23 school-year.

I want to reassure you also that my Department will continue to support the NCSE and schools through the provision of the necessary funding and capital investment to ensure all children are successful in accessing an education.

School Curriculum

Questions (65)

Mick Barry

Question:

65. Deputy Mick Barry asked the Minister for Education if she has had any dealings with school patrons regarding the content of the relationships and sex education curriculum; her views on objective sex education that deals with consent, intimate partner violence, contraception, LGBTQI issues, gender identity and other issues across all schools regardless of ethos; and if she will make a statement on the matter. [34944/22]

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Written answers

Minister for Education

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

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

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

In 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.

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

School Staff

Questions (66)

Brendan Griffin

Question:

66. Deputy Brendan Griffin asked the Minister for Education the number of primary schools per county that are due to lose a mainstream classroom teacher for the forthcoming academic year, in tabular form; if she will review the structure of the current allocation system given the stress and worry it is causing to school communities, as was recently experienced in Tarbert and Ballyduff, County Kerry; and if she will make a statement on the matter. [34834/22]

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Written answers

Minister for Education

The 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, with lower thresholds applying to DEIS Urban Band 1 schools.

The staffing arrangements also include a provision whereby schools experiencing rapid increases in enrolment can apply for additional permanent mainstream posts, using projected enrolment. These posts are approved provisionally pending confirmation of enrolment on 30th September.

The staffing process also contains an appeals mechanism for schools to submit a staffing appeal under certain criteria to an independent Primary Staffing Appeals Board. Details of the appeal process are available in Circular 25/2022.

The final staffing position for the 2022/23 school year will be confirmed in October once the staffing appeals and projected enrolment processes have been completed.

Religious Discrimination

Questions (67, 81)

Paul Murphy

Question:

67. Deputy Paul Murphy asked the Minister for Education if she will give a direction to schools to ensure that they provide students who do not attend subjects in religious instruction under section 30(2)(e) of the Education Act of 1998 with instruction in other curriculum subjects during that part of the school day; and if she will make a statement on the matter. [34921/22]

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Richard Bruton

Question:

81. Deputy Richard Bruton asked the Minister for Education if she is satisfied that children who do not wish to participate in the religious life of a school are being adequately accommodated. [34941/22]

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Written answers

Minister for Education

I propose to take Questions Nos. 67 and 81 together.

Under Article 44 of the Constitution and in accordance with Section 30 of the Education Act, 1998, parents have a right to have their children opt out of religious instruction classes if they so wish. It is expected that this right will be upheld by schools on foot of a parental request.

Under the provisions of the Education (Admission to Schools) Act 2018, where schools provide religious instruction, they must clearly set out in their admission policies the school’s arrangements for students, where the parent or in the case of a student who has reached the age of 18 years, the student, has requested that the student attend the school without attending religious instruction in the school. All recognised schools are required to comply fully with the education act.

The manner in which any school ensures that the right to opt out of religion classes is upheld is a matter for the school concerned. Each individual school must determine the particular arrangements which are most appropriate in its individual circumstances having regard to local issues such as available space, supervision requirements and how the school concerned organises classes etc.

The right of parents to have their child opt out of religion classes applies in all schools regardless of the denomination or ethos of the school concerned.

Special Educational Needs

Questions (68)

Neale Richmond

Question:

68. Deputy Neale Richmond asked the Minister for Education the status of the provision of SNA supports for a school (details supplied); and if she will make a statement on the matter. [33651/22]

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Written answers

Minister of State at the Department of Education

The NCSE has responsibility for planning and coordinating school supports for children with special educational needs including the allocation of SNAs and reviews.

The Special Needs Assistant (SNA) scheme is designed to provide schools with additional adult support staff who can assist children with special educational needs who also have additional and significant care needs. Such support is provided in order to facilitate the attendance of those pupils at school and also to minimise disruption to class or teaching time for the pupils concerned, or for their peers, and with a view to developing their independent living skills.

SNAs are not allocated to individual children but to schools as a school based resource. The deployment of SNAs within schools is a matter for the individual Principal/Board of Management of the school. SNAs should be deployed by the school in a manner which best meets the care support requirements of the children enrolled in the school for whom SNA support has been allocated.

It is a matter for schools to allocate support as required, and on the basis of individual need, which allows schools flexibility in how the SNA support is utilised.

In relation to SNA support the NCSE have confirmed that the school has an allocation of SNA support to provide support for children with primary care needs.

The following arrangements for the allocation of SNA support in respect of students in mainstream classes for 2022/23 will apply:

a) The SNA allocations for mainstream classes in schools on 31st May 2022 will be maintained for 2022/23. This will provide greater certainty for schools.

b) A process for schools, whereby if they consider their SNA allocation is in excess of the required care needs, to engage with the NCSE. Schools should contact their local NCSE Special Education Needs Organiser (SENO) to commence the process.

c) The exceptional review process undertaken by NCSE will remain in place throughout the 2022/23 school year, where schools can seek a review of their SNA allocations which will result in one of the following outcomes:

i. No change in the level of care need identified (and no change in the resultant SNA allocation);

ii. Increase in the level of care need identified (which if significant would see an increase in the SNA allocations to the schools) ;

iii. Decrease in level of care need identified in the school (which if significant would result in a reduction in SNA allocations as the care need could be managed with less resources than are currently allocated); In relation to outcome iii, the SNA allocation will be adjusted at the end of the relevant school term.

It is expected that schools will review and reprioritise the deployment of SNAs within mainstream settings and allocate resources to ensure those with the greatest level of need receive the greatest level of support. Providing access to SNA support continues to be based on primary care needs as outlined in DES Circular 0030/2014 circulars.gov.ie/pdf/circular/education/2014/30.pdf. Following such a review and reprioritisation, it is expected that a small number of schools, e.g. developing schools, may not have a sufficient SNA allocation to meet the needs of their students. These schools can apply to the NCSE for an Exceptional Review of their allocation.

Detailed information on the NCSE Exceptional Review process is published on the NCSE website: ncse.ie/application-for-sna-exceptional-review.

The NCSE will endeavour to respond to all applications for Exceptional Review received as expediently as possible and in that regard, it will prioritise applications from schools with no current SNA allocation and developing schools. The Exceptional Review process for mainstream allocations will be available to schools throughout the 2022/23 school year.

The NCSE has developed an appeal mechanism for schools who are not satisfied with the outcome of the Exceptional Review. Local Special Educational Needs Organisers (SENOs) will provide information and clarification to schools on the outcome where requested. Where schools wish to appeal the outcome of the review, they must do so using the prescribed form provided by the NCSE at ncse.ie/ncse-appeals-process.

The NCSE have published the SNA allocations for the 2022/23 school year and they are available at ncse.ie/set-hours-and-sna-allocations.

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

My Department does not have a role in making individual school determinations. Accordingly your correspondence has been forwarded to the NCSE for direct reply.

Special Educational Needs

Questions (69)

Matt Carthy

Question:

69. Deputy Matt Carthy asked the Minister for Education the steps that have been taken to ensure all children with special educational needs will have a school place this coming September. [34779/22]