Mark Ward
Question:1101. Deputy Mark Ward asked the Minister for Education if she will address matters raised in correspondence (details supplied). [40832/22]
View answerSpecial Educational Needs
Questions (1101)
Written answers
I would like to thank the Deputy for bringing this matter to my attention.
As the matter raised relates to an individual case I have so arranged to forward the details you have provided to the NCSE for their attention and direct reply.
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 with special educational needs 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 an additional 300 special classes, providing 1,800 new places, opened nationwide for the 2021/22 school-year.
I also acknowledge that notwithstanding the extent of this investment, there are some parts of the country where increases in population and other issues have led to concerns regarding a shortage of school places.
The NCSE has well established structures in place for engaging with schools and parents and seeks to ensure that schools in an area can, between them, cater for all children who have been identified as needing special class placements.
It is open to any school to make an application to the NCSE for the establishment of a specialised provision and where sanctioned, a range of supports, including capital funding, is made available to the school.
The NCSE through their network of SENOs (Special Educational Needs Organisers) are currently engaged in a process of establishing new classes for the 2022/2023 school year and beyond. They are looking at local information in relation to projected demand for future special class places.
Parents seeking special class or school placements for their children are advised to contact NCSE locally so that their needs can be taken into account for planning purposes.
Question No. 1102 answered with Question No. 1086.
School Transport
Questions (1103)
Seán Sherlock
Question:1103. Deputy Sean Sherlock asked the Minister for Education the number of additional applicants received to date by Bus Éireann for school transport places since her announcement of the fees waiver; and the number that constitutes concessionary. [40834/22]
View answerWritten answers
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.
Bus Éireann have provided the following tabular statement as requested by the Deputy which outlines the number of new mainstream applications received for the 2022/23 school year from 14/07/2022 to 24/07/2022 inclusive. It should be noted that these figures are subject to change as they may contain duplicate applications. The closing date for applications for school transport was 29th April 2022. Applications received after this date are considered late applications. Late applications and concessionary applications cannot be guaranteed a ticket for school transport services for the 2022/2023 school year.
|
Between July 14 & 24 |
Eligible |
Concessionary |
Total |
|
Primary |
779 |
1772 |
2551 |
|
Post-primary |
2662 |
2878 |
5540 |
|
Total |
3441 |
4650 |
8091 |
School Transport
Questions (1104, 1115, 1130, 1131, 1157)
Seán Sherlock
Question:1104. Deputy Sean Sherlock asked the Minister for Education if she has set a date for completion of the school transport review. [40835/22]
View answer
David Stanton
Question:1115. Deputy David Stanton asked the Minister for Education further to Parliamentary Question No. 412 of 31 May, the measures that are in place for the upcoming 2022-2023 school year with respect to the entitlement to school transport for students who attend their second nearest school; and if she will make a statement on the matter. [41018/22]
View answer
Pádraig O'Sullivan
Question:1130. Deputy Pádraig O'Sullivan asked the Minister for Education her plans to extend the eligibility criteria for school transport; and if she will make a statement on the matter. [41193/22]
View answerPádraig O'Sullivan
Question:1131. Deputy Pádraig O'Sullivan asked the Minister for Education when the interim review on school transport will be completed; when the recommendations will be acted upon; and if she will make a statement on the matter. [41194/22]
View answer
Patricia Ryan
Question:1157. Deputy Patricia Ryan asked the Minister for Education when the nearest school rule, which relates to school transport, will be scrapped and replaced with a nearest and next nearest rule; and if she will make a statement on the matter. [41569/22]
View answerWritten answers
I propose to take Questions Nos. 1104, 1115, 1130, 1131 and 1157 together.
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.
As you are 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 and the Primary and Post-Primary School Transport Schemes in terms of how each element of the schemes currently operate, to include eligibility criteria, trends, costs and 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. The Technical Working Group has undertaken extensive consultation over the last number of months; including running a public survey for parents/guardians and students who use the service and those who do not use the service but who would like to. These engagements have yielded extensive data for consideration. The Group has also consulted with a broad array of stakeholders including schools, special education interest groups, industry representatives and other Government Departments.
A number of meetings have been convened in recent weeks with both the Technical Working Group and the Steering Group with a view to finalising the second phase of the review.
Decisions in regard to measures for the 2022/23 school year will be made shortly and it is anticipated that the completion of the final phases of the review will be in the shortest timeframe possible. Once finalised, I will consider the recommendations made in the final report.
The Steering Group will continue to report to me on an interim basis as the review progresses.
Schools Building Projects
Questions (1105)
Seán Sherlock
Question:1105. Deputy Sean Sherlock asked the Minister for Education the status of works of a building project (details supplied); and if timelines have been established for completion and occupation by pupils. [40836/22]
View answerWritten answers
The Letter of Acceptance for the school referred to by the Deputy issued to the preferred tenderer on the 18th May 2022, this commenced the school building contract.
The construction programme is 84 weeks. Due to complexities on site, the project will be handed over in three phases, phase one will take 52 weeks, phase two 24 weeks and phase three 8 weeks.
Schools Building Projects
Questions (1106)
Seán Sherlock
Question:1106. Deputy Sean Sherlock asked the Minister for Education the status of works of a building project (details supplied); and if timelines have been established for completion and occupation by pupils. [40837/22]
View answerWritten answers
The Letter of Acceptance for the schools referred to by the Deputy issued to the preferred tenderer on the 31st May 2022 which commenced the school building contract.
The contractor has been asked to programme a phased completion of the post-primary school for Sept 2023. My Department will monitor the programme as construction progresses.
School Accommodation
Questions (1107)
Seán Sherlock
Question:1107. Deputy Sean Sherlock asked the Minister for Education the number of temporary accommodation and portacabins currently in operation at primary and post-primary level, by county; and the cost per school of these portacabins, in tabular form. [40838/22]
View answerWritten answers
Temporary accommodation in schools may be rented or purchased and funded by the Department or by the school authority itself, with or without Department sanction, or installed by a contractor as a temporary arrangement as part of a school building project. For that reason it is not possible to provide the Deputy with a complete picture in respect of all temporary accommodation at schools as requested.
As the Deputy will appreciate, within the context of a rapidly increasing school population combined with arriving Ukrainian children, my Department's priority is to ensure that every child has access to a physical school place. In this regard, it is sometimes necessary to make use of temporary accommodation in order to meet the accommodation needs of schools.
The timing and duration of the accommodation need is also considered in determining the optimum accommodation solution – a short-term accommodation requirement does not require a long-term accommodation solution. For example, a school may require a temporary building in circumstances where a major school construction project is planned. Such temporary accommodation is removed when the major project concerned is completed. The length of time it is necessary to make use of temporary rented accommodation will vary from project to project.
My Department is taking an integrated approach with the Prefab Replacement Programme through the replacement of prefabricated units as part of large-scale and devolved projects and as part of new projects approved under the Additional School Accommodation scheme.
There are over 1,300 school building projects within the current pipeline across the various stages of planning, design, tender and construction - most of which are expected to be either under construction or completed in the period to 2025. The progression and completion of these projects is and will make further inroads on the replacement of rented accommodation. Good progress continues to be made with the rollout of projects, and the current status of projects being delivered is listed in tabular format, on a county by county basis, on the Department’s website at www.gov.ie and is updated regularly.
Many schools based in rented accommodation are already part of the pipeline of projects under the school building programme and their longer-term accommodation will be addressed as part of these projects. Maximising the opportunities to achieve value for money involves matching, as best as possible, the accommodation requirement with the appropriate accommodation solution. This is relevant for all accommodation projects progressed by the Department.
The changing landscape in relation to enrolments including that of arriving Ukrainian children means that accommodation requirements can vary locally and regionally and between short, medium and long-term and this is a relevant factor considered by the Department in determining the type of accommodation solution to be put in place.
Attached in tabular form is list of all schools with currently rented prefab accommodation in operation at Primary and Post-Primary level by County and cost per County. For reasons of commercial sensitivity it is not possible to provide the cost on a school basis.
|
County |
Post-Primary |
Primary |
Grand Total |
Total Rental Costs per annum |
|
Carlow |
4 |
7 |
11 |
€447,802.86 |
|
Cavan |
2 |
9 |
11 |
€349,793.36 |
|
Clare |
4 |
28 |
32 |
€632,324.93 |
|
Cork |
23 |
88 |
111 |
€3,777,458.78 |
|
Donegal |
7 |
28 |
35 |
€1,011,332.15 |
|
Dublin |
39 |
108 |
147 |
€5,119,007.40 |
|
Galway |
10 |
35 |
45 |
€977,575.68 |
|
Kerry |
5 |
11 |
16 |
€501,176.99 |
|
Kildare |
13 |
20 |
33 |
€1,084,152.83 |
|
Kilkenny |
8 |
10 |
18 |
€488,546.24 |
|
Laois |
9 |
9 |
€320,409.48 |
|
|
Leitrim |
8 |
8 |
€194,705.84 |
|
|
Limerick |
11 |
25 |
36 |
€927,757.05 |
|
Longford |
5 |
5 |
10 |
€211,368.12 |
|
Louth |
8 |
16 |
24 |
€1,032,332.62 |
|
Mayo |
6 |
21 |
27 |
€598,892.97 |
|
Meath |
18 |
35 |
53 |
€2,451,807.48 |
|
Monaghan |
3 |
5 |
8 |
€300,847.37 |
|
Offaly |
6 |
4 |
10 |
€312,010.14 |
|
Roscommon |
3 |
7 |
10 |
€300,046.20 |
|
Sligo |
7 |
12 |
19 |
€474,641.02 |
|
Tipperary |
8 |
33 |
41 |
€1,258,838.77 |
|
Waterford |
8 |
8 |
16 |
€826,340.08 |
|
Westmeath |
9 |
9 |
18 |
€589,685.43 |
|
Wexford |
12 |
12 |
€196,765.47 |
|
|
Wicklow |
16 |
19 |
35 |
€1,283,127.30 |
|
Grand Total |
223 |
572 |
795 |
€25,668,746.56 |
School Curriculum
Questions (1108)
Thomas Pringle
Question:1108. Deputy Thomas Pringle asked the Minister for Education the number of students who took politics and society as a subject for the leaving certificate in each of the years 2018 to 2021; and if she will make a statement on the matter. [40851/22]
View answerWritten answers
From September 2018, a new specification for Leaving Certificate, Politics and Society, was introduced as a full optional Leaving Certificate subject. Politics and Society aims to develop the learner’s capacity to engage in reflective and active citizenship, informed by the insights and skills of social and political sciences. Politics and Society is organised in four strands, each structured around key concepts. These are:
- Strand 1 Power and decision-making
- Strand 2 Active citizenship
- Strand 3 Human rights and responsibilities
- Strand 4 Globalisation and localisation
Politics and Society is characterised by an exploration of different ideas about the most appropriate means and ends of human participation in civic, social and political life. Learners take certain issues and look at them in their own local context, then also consider them in a broader context: through this they engage in comparative study. Over the course of their studies, learners engage with a balance of national, European and wider-world contexts and with both qualitative and quantitative data. One of the key objectives of Politics and Society is to develop an understanding of and a respect for human rights and responsibilities, for human dignity and for democratic modes of governance.
The following is a breakdown of the number of students who took Politics and Society as a subject for the Leaving Certificate in each of the years 2018 to 2021.
2018/19 – 2,261
2019/20 – 3,476
2020/21 – 4,084.
Special Educational Needs
Questions (1109)
Sorca Clarke
Question:1109. Deputy Sorca Clarke asked the Minister for Education the action she has taken to ensure that every child with additional needs in County Westmeath has an appropriate school place for September 2022. [40903/22]
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.
In terms of Westmeath, I can confirm that the NCSE is aware of an identified need for additional special classes for students with autism in primary and post-primary schools. Work has been underway with stakeholders for a number of years in this area to meet the demand for places.
I am pleased to inform you that the NCSE have confirmed that a new special class will open in Athlone Community College in the 2022/23 academic year.
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 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
The list of special schools is available on the NCSE website at the following link:
ncse.ie/wp-content/uploads/2021/12/NCSE-Special-School-Allocations-21-22-website-03-12-2021.pdf
and for special classes at:
ncse.ie/wp-content/uploads/2022/04/Final-2021_2022-Sp-Class-list-25_03_22.pdf
Departmental Properties
Questions (1110)
Sorca Clarke
Question:1110. Deputy Sorca Clarke asked the Minister for Education the actions and engagements that her Department has taken to date to reduce carbon emissions and increase energy efficiency in all buildings under her Department. [40908/22]
View answerWritten answers
My Department engages with the National Energy Efficiency Action Plan and undertakes actions to reduce its consumption of resources as part of the Resource Efficiency Action Plan. The key actions taken are set out in the attached table.
In co-operation with the Sustainable Energy Authority of Ireland (SEAI), my Department invests in delivering on Ireland’s commitment to reduce greenhouse gas emissions by 51% by 2030, and to become climate neutral no later than 2050. In the SEAI’s last Annual Report on Public Sector Energy Efficiency Performance in 2021, my Department had recorded an overall efficiency gain of 39.4%, above the 34.1% average of all departmental groups.
List of key actions taken by the Department of Education to reduce energy consumption and carbon emissions
|
Promotion of Energy management and efficiency with all staff |
All offices |
|
Electrical sub-metering to monitor energy usage |
Dublin |
|
Replacement and upgrade of boilers |
Dublin |
|
Replacement of oil boilers with more efficient natural gas boilers |
Tullamore |
|
Upgrading and refurbishment of windows in heritage buildings to reduce heat loss |
Dublin |
|
Upgrading and replacement of windows for greater heat efficiency |
Tullamore |
|
Installation of more energy efficient lighting |
Main offices |
|
Replacement of hydraulic lifts to more energy-efficient traction lifts |
Dublin, Tullamore and Mullingar |
|
Replacement of Air Conditioning Unit with more efficient and environmentally friendly models |
Dublin, Tullamore |
|
Replacement of fleet of older PCs with more efficient models |
All offices |
|
Implementation of Multiple Print Services and removal of desktop printers |
Main offices |
|
Implementation of Green Public Procurement for facility and service tenders |
All offices |
|
Installation of Electric Vehicle Charging Points |
Dublin, Tullamore |
|
Elimination of Single Use Plastics, non-recyclable containers and packaging |
All offices |
|
Segregation of waste to separate into recyclable and compostable waste |
Main offices |
|
Sub metering of water to reduce water use |
Dublin |
|
Raising an awareness campaign to encourage energy efficiency among staff |
All offices |
|
Recycling of old ICT equipment and mobile phones |
All offices |
Schools Building Projects
Questions (1111)
Róisín Shortall
Question:1111. Deputy Róisín Shortall asked the Minister for Education the reason for the undue delay in approving essential works under the emergency programme for a school (details supplied) in Dublin 11, in view of the fact that the application was made in May 2022 and approval was not given until 19 July, which meant that it is too late for these emergency works to be completed over the summer holidays; if there is any way that this emergency work can be expedited; and if she will make a statement on the matter. [40950/22]
View answerWritten answers
I would like to inform the Deputy that the school to which she refers made two separate applications for funding on the 18th of May 2022, one for the removal of asbestos containing materials and one for a Universal Access project. Both projects required separate assessments from members of the Department’s Technical team.
Following the assessments, substantial savings were identified in the asbestos removal works and an increased scope of works was required in the universal access project to cater for a student with special needs who will be attending the school in 2024.
While the approval process took longer than normal the assessment process ensured that the scope of approved works was appropriate and fit for purpose.
School Staff
Questions (1112)
Aengus Ó Snodaigh
Question:1112. Deputy Aengus Ó Snodaigh asked the Minister for Education if there is a requirement for candidates applying for a staff position in a school (details supplied) to have a religious certificate; if such a requirement is preventing the full cohort of staff being recruited; and if she will make a statement on the matter. [40959/22]
View answerWritten answers
The recruitment and appointment of teachers to fill teaching posts is a matter for the individual school authority, subject to procedures agreed under Section 24(3) of the Education Act 1998 (as amended by the Education (Amendment) Act 2012). It is the responsibility of the Board of Management to ensure they comply with all rules and regulations in relation to recruitment.
Chapter 2 of Circular 44/2019 deals with the recruitment of teachers in Primary & Special School. Section 3 of this Chapter sets out the "Minimum Requirements For Employment As A Teacher".
3.1 Each employer shall ensure that each person proposed for appointment to a teaching post which is paid out of moneys provided by the Oireachtas.
a) Is registered with the Teaching Council for the sector and
b) Has qualifications appropriate to the sector and suitable to the post for which he/she is to be employed.
Under 11 Criteria of Assessment care must be taken to ensure that the criteria do not lead to discrimination on the grounds set out in Section 6(2) of the Employment Equality Acts, 1998-2008 i.e., gender, civil status, family status, sexual orientation, religion, age, disability, race and member of the Travelling Community.
Special Educational Needs
Questions (1113)
Mary Butler
Question:1113. Deputy Mary Butler asked the Minister for Education if she will address matters raised in correspondence (details supplied); and if she will make a statement on the matter. [40966/22]
View answerWritten answers
I would like to thank the Deputy for the question raised and advise the following.
The SET Allocation circular for the 2022/2023 outlined a process through which an individual school could appeal their allocation. The appeal process was as follows: In circumstances where a school considered the school profile was calculated incorrectly, using the data set out in the Special Education Teaching Allocation 2022/23 Circular, 0020/2022 (primary) and 0021/2022 (post primary), an appeal could be submitted to the NCSE for a review of the calculation of the allocation.
The purpose of the appeal process is to confirm that:
- the data used in the creation of the profile was correctly applied to the SET model
- the final model output was applied correctly to the allocation communicated to the relevant school.
This appeal process reviews the data used only and does not review the individual needs of children within the school.
The appeals are examined by an Independent Appeals Officer.
Unfortunately there was a delay with the review of appeals of the SET data used in this year’s SET re-profiling due to the unavailability of the Independent Appeals Officer.
A replacement Appeals Officer was identified and agreed to undertake the role but unfortunately due to illness they were unavailable to complete the review until this week.
I can confirm that the review has now been completed by the Independent Appeals Officer and the NCSE will be advising the school of the outcome of their appeal during the week of the 25th July.
It is acknowledged that there are circumstances, which may arise in schools, which fall outside the above appeals process. These relate to exceptional or emergency circumstances where the school profile significantly changes following the allocation process e.g. a developing school where the enrolment numbers significantly increase year on year. Where a school considers that a review of their allocation is warranted on the grounds of exceptional or emergency circumstances arising in the school, they will be able to request such a review. The exceptional review application form can be accessed through the NCSE website and the school portal.
School Accommodation
Questions (1114)
Eoin Ó Broin
Question:1114. Deputy Eoin Ó Broin asked the Minister for Education if her attention has been drawn to the fact that a school (details supplied) is currently oversubscribed for the 2022-2023 school year; if her Department intends to supply emergency accommodation to the school in order to address the level of need; and the plans that her Department has to ensure increased capacity in schools across the Lucan area in order to cater for the growing population. [40971/22]
View answerWritten answers
The school in question has reported a waiting list for places across class groups from Junior Infants to Sixth Class for the 2022/23 school year. Data available to my Department, including that obtained from contact with other primary schools in the Lucan area, shows very good capacity at schools in the area, which can address the school place demand. In schools where there are more applicants than places available, a selection process may be necessary and it may result in some pupils not obtaining a place in their school of first choice. The need for emergency accommodation is not considered necessary.
There is significant continuing residential development in the area and a project to deliver 32 additional mainstream primary classrooms in Adamstown (across the school to which the Deputy refers as well as a neighbouring school) is at an early stage. The Department is assessing the forecast demand for school places against current and oncoming capacity at schools in order to identify any interim or additional accommodation requirements for 2023/24 or future years.
Other planned building projects in the Lucan area include:
St. Thomas Junior National School & Scoil Aine Senior National School Lucan – two new 24-classroom schools with special education needs classes are being provided.
Divine Mercy Junior and Senior NS Lucan – an extension is being provided at the junior and senior schools, which when completed, will provide capacity for 2 x 24 classroom schools together with special education needs classes.
Question No. 1115 answered with Question No. 1104.