Written Answers Nos. 330-351
330. Deputy Chris Andrews asked the Minister for Education if she will provide an update on her Department's support for an Irish-medium secondary school in the Dublin 6 and Dublin 6W areas; and if she will make a statement on the matter. [45649/22]
View answerAs part of the 20 Year Strategy for the Irish Language 2010-2030, my Department has committed to creating opportunities for expanding Irish-medium education outside the Gaeltacht in the context of the announcements since April 2018 on the establishment of 47 new schools from 2019, which affords particular consideration to the establishment of Gaelscoileanna, Gaelcholáistí, and Aonaid Lán-Ghaeilge as part of the patronage process for new schools.
New schools are established by the Department on the basis of identified demographic demand in an area, and after consideration of the capacity of existing schools to absorb the expected school place demand.
In order to plan for school provision and analyse the relevant demographic data, my Department divides the country into 314 school planning areas and uses a Geographical Information System, using data from a range of sources, including Child Benefit and school enrolment data, to identify where the pressure for school places across the country will arise and where additional school accommodation is needed at primary and post-primary level.
Major new residential developments in a school planning area have the potential to alter demand in that area. In that regard, as part of the demographic exercises, the Department engages with each of the local authorities to obtain the up-to-date information on significant new residential development in each area.
The Department additionally consults with school patron bodies in order to identify areas with pressures on enrolments.
Where demographic data indicates that additional provision is required, the delivery of such additional provision is dependent on the particular circumstances of each case and may, be provided through:
- Utilising existing unused capacity within a school or schools,
- Extending the capacity of a school or schools,
- Provision of a new school or schools.
A patronage process is run after it has been decided, based on demographic analysis, that a new school is required. The patronage process is open to all patron bodies and prospective patrons. The Online Patronage Process System (OPPS) has been developed by my Department to provide objective information to parents which will allow them to make an informed choice about their preferred model of patronage as well as language of instruction, i.e. Irish or English, of new schools. Parental preferences, as well as other considerations such as the extent of diversity of provision in an area (including Irish-medium provision), are key to the decision-making process and to whether at post-primary level a school would take the form of an Irish-medium Gaelcholáiste or whether, if English-medium, the school would include an Irish-medium unit or “Aonad”.
Most new post-primary schools must have a student enrolment capacity of 600 – 1,000 students. A lower threshold of 400 students may apply to Gaelcholáistí, having regard to the alternative of establishing an Aonad within a school.
Regarding the area referred to by the Deputy, the year of establishment, patronage model and language of instruction have yet to be determined for the new post-primary schools announced to serve the following school planning areas in the general South Dublin area: Dublin 2_Dublin 4 and Sallynoggin_Killiney_DLR/Cherrywood.
While it is expected that the existing Gaelcholáistí in the general South Dublin area between them have sufficient school places to accommodate the level of demand identified as part of the recent patronage processes in the short term, given the number of new gaelscoileanna which have opened in recent years or are planned to open in this area, my Department is keeping the position under active review as these schools grow and the number of sixth class pupils in gaelscoileanna increases.
331. Deputy Chris Andrews asked the Minister for Education if her Department will explore the feasibility of using vacant classrooms in the building currently being used by a school (details supplied) for a new Irish-medium secondary school on a temporary basis until a more permanent home can be secured. [45650/22]
View answerThe building referred to by the Deputy is currently catering for the needs of the primary school referred to by the Deputy, pending delivery of the primary school's permanent school building project.
In relation to the Deputy's reference to establishing a new Gaelcholáiste, as the Deputy will be aware new schools are established by the Department on the basis of identified demographic demand in an area, and after consideration of the capacity of existing schools to absorb the expected school place demand.
In order to plan for school provision and analyse the relevant demographic data, my Department divides the country into 314 school planning areas and uses a Geographical Information System, using data from a range of sources, including Child Benefit and school enrolment data, to identify where the pressure for school places across the country will arise and where additional school accommodation is needed at primary and post-primary level.
Major new residential developments in a school planning area have the potential to alter demand in that area. In that regard, as part of the demographic exercises, the Department engages with each of the local authorities to obtain the up-to-date information on significant new residential development in each area.
The Department additionally consults with school patron bodies in order to identify areas with pressures on enrolments.
Where demographic data indicates that additional provision is required, the delivery of such additional provision is dependent on the particular circumstances of each case and may, be provided through:
- Utilising existing unused capacity within a school or schools,
- Extending the capacity of a school or schools,
- Provision of a new school or schools.
A patronage process is run after it has been decided, based on demographic analysis, that a new school is required. The patronage process is open to all patron bodies and prospective patrons. The Online Patronage Process System (OPPS) has been developed by my Department to provide objective information to parents which will allow them to make an informed choice about their preferred model of patronage as well as language of instruction, i.e. Irish or English, of new schools. Parental preferences, as well as other considerations such as the extent of diversity of provision in an area (including Irish-medium provision), are key to the decision-making process and to whether at post-primary level a school would take the form of an Irish-medium Gaelcholáiste or whether, if English-medium, the school would include an Irish-medium unit or “Aonad”.
Most new post-primary schools must have a student enrolment capacity of 600 – 1,000 students. A lower threshold of 400 students may apply to Gaelcholáistí, having regard to the alternative of establishing an Aonad within a school.
The year of establishment, patronage model and language of instruction have yet to be determined for the new post-primary schools announced to serve the following school planning areas in the general South Dublin area: Dublin 2_Dublin 4 and Sallynoggin_Killiney_DLR/Cherrywood.
While it is expected that the existing Gaelcholáistí in the general South Dublin area between them have sufficient school places to accommodate demand in the short term, given the number of new gaelscoileanna which have opened in recent years or are planned to open in this area, my Department is keeping the position under active review as these schools grow and the number of sixth class pupils in gaelscoileanna increases.
332. Deputy Denis Naughten asked the Minister for Education the number of new school buildings that have been constructed since 2020; the type of heating system provided in each school constructed in tabular form; if a solar panel was installed in each instance; and if she will make a statement on the matter. [45660/22]
View answerUnder Project Ireland 2040, the education sector will receive a total of approximately €4.4 billion capital investment over the period 2021-2025. This significant investment allows us to move forward with certainty on our ambitious plans and deliver high quality building projects, with a real focus on sustainability, for school communities across Ireland. This investment will build on the good progress being made on adding capacity to cater for demographic changes and provision for children with special educational needs. This investment will also facilitate an increased focus on the modernisation of existing school stock and help transition the school system for an era of net zero carbon by 2050.
My Department has a large pipeline of projects for delivery under the school building programme. The main elements of this pipeline currently involve in excess of 1,300 school building projects for delivery under the Department’s Large Scale and Additional Accommodation Scheme. These projects are currently in progress 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 up to 2025.
A list of all capital projects completed under the Large Scale and Additional Accommodation Scheme, in county order, from 2010 to date may be viewed my Department’s website at www.education.ie . This is updated on a monthly basis to reflect their progress through the various stages of capital appraisal, site acquisition, design, tender and construction.
My Department is at the forefront of design with respect to sustainable energy in school buildings and this performance has been recognised at both National and International level with sustainable energy awards for excellence in Design and Specification.
New renewable technologies and approaches are tested to ensure compatibility with school design and operational requirements under the research programme. Successful and repeatable results are then incorporated into all new school designs and refurbishments through my Department’s Technical Guidance Documents, which set the benchmark for sustainable design in school buildings with a clear focus on energy efficiency. The Department’s policy is supported by a strong research programme with fifty three research projects at various stages including the energy website www.energyineducation.ie . which is a joint partnership with the Sustainable Energy Authority of Ireland (SEAI).
Schools designed and built in accordance with the Department’s schools technical guidance documents have been achieving A3 Building Energy Ratings since 2009 with schools typically achieving up to 20% higher performance and 25% better carbon performance than required by the 2019 Building Regulations, along with 10% of primary energy provided via photovoltaics and infrastructure provision for electric vehicle charging.
The Department have been using test schools to evaluate the suitability of renewable energy options for schools over the past twenty plus years. Nearly 60 % of the research programme features renewable aspects. These renewables include wind generation, solar hot water heating, photovoltaics, rain water recovery, geothermal heat pumps, air source heat pumps and biomass heating systems. Results have varied with respect to their applicability in a school environment. Research continues in many areas.
My Department and the Department of Environment, Climate and Communications established a jointly funded pathfinder programme with the SEAI, testing and demonstrating energy efficiency and decarbonisation retrofit approaches. This pathfinder is a great example of collaboration ensuring the deployment of new design approaches and technologies are introduced to the educational environment on an evidence based approach.
This Pathfinder programme is paving the way for, and informing, a much larger national schools’ programme for the energy retrofit of schools built prior to 2008 as included in the National Development Plan. It is facilitating research on a range of typical retrofit options, which will have been tried and tested. It is providing valuable development information for a solution driven delivery strategy which will be founded on a solid evidence base that has proven the robustness and scalability of renewable solutions within the schools’ sector.
The longer-term outcome of the pathfinder will be to create an accurate and scalable model for energy efficient retrofits of schools across Ireland.
The pathfinder programme builds on significant investment by the Department of Education in energy efficiency through the 2009/10 Cavity and Attic Insulation/Water Conservation Scheme and ongoing Summer Works and refurbishment projects.
The upgrades target a Building Energy Rating of B, 50% energy efficiency improvement and 51% emissions reduction. The works typically involves upgrades to the building fabric including wall and roof insulation, doors and windows, air tightness improvements, LED lighting and heating upgrades as well as renewable technologies.
The Department’s current approach to heating systems provides for direct modulating high efficiency gas boiler systems. This approach takes into account future proofing to ensure school buildings are renewable compatible and are able to take advantage of developing technologies as they become viable, thus enabling a Just Transition for school management, teachers, pupils and parents.
The Climate Action Plan 2021 Annex of Actions published earlier this year actions the Department to confirm its decarbonisation pathway trajectory to meet 2030 and 2050 targets for the schools sector by end of 2022.
Work is ongoing on decarbonisation options for schools with a focus on the standard of required design criteria and specification to achieve a net zero energy school building and establishing the trajectory for the integration of suitable solutions on a phased basis in a risk controlled manner providing a credible cost effective transition to zero carbon school buildings while ensuring no delays to school accommodation delivery.
The attached list shows the list of New School Buildings Completed since 2020.
|
List of New School Buildings completed 2020 to date |
|||||
|
County |
Roll No. |
School |
School Type |
Year |
Building Type |
|
Cavan |
19439B |
Holy Family Ss, Cootehill |
Primary |
2021 |
New School Building |
|
Cork |
19993E |
Gaelscoil An Ghort Alainn, Aibinne Murmont, Gort Alainn |
Primary |
2020 |
New School Building |
|
Cork |
19881Q |
Gaelscoil Charraig Uí Leighin |
Primary |
2021 |
New School Building |
|
Cork |
20162O |
Sonas Special Junior School |
Primary |
2021 |
New School Building |
|
Cork |
76273O |
Gaelcholáiste Charrraig Uí Leighin |
Post Primary |
2021 |
New School Building |
|
Cork |
14052V |
Kanturk BNS & SN an Chlochair, Kanturk. |
Primary |
2022 |
New School Building |
|
Cork |
17087J |
S N AN CHLOCHAIR |
Primary |
2022 |
New School Building |
|
Donegal |
19927O |
Scoil Mhuire B & C, Stranorlar |
Primary |
2022 |
New School Building |
|
Dublin |
19032R |
Stewarts Hospital Special School, Palmerstown, D20 |
Primary |
2020 |
New School Building |
|
Dublin |
20486R |
Gracepark Etns, (All Hallows), D9 |
Primary |
2020 |
New School Building |
|
Dublin |
76475D |
Swords Community College |
Post Primary |
2020 |
New School Building |
|
Dublin |
17914S |
St Oliver Plunkett, Malahide |
Primary |
2021 |
New School Building |
|
Dublin |
76213T |
Lusk Community College - Phase Ii |
Post Primary |
2021 |
New School Building |
|
Dublin |
19727G |
St Mary's Donnybrook |
Primary |
2022 |
New School Building |
|
Dublin |
20400E |
Ballinteer ET, D16 |
Primary |
2022 |
New School Building |
|
Dublin |
68308L |
Malahide & Portmarnock ETSS |
Post Primary |
2022 |
New School Building |
|
Galway |
71270G |
Clarin College (Gairmscoil Mhuire), Athenry |
Post Primary |
2020 |
New School Building |
|
Galway |
20330J |
St Oliver'S Special School, Tuam |
Primary |
2021 |
New School Building |
|
Kildare |
70700A |
Maynooth Post Primary School |
Post Primary |
2020 |
New School Building |
|
Kildare |
76193Q |
Maynooth Community College |
Post Primary |
2020 |
New School Building |
|
Kildare |
16706G |
St Joseph'S Ns, Kilcock |
Primary |
2021 |
New School Building |
|
Kildare |
20292E |
Maynooth Etns |
Primary |
2021 |
New School Building |
|
Kildare |
76194S |
Naas Community College |
Primary |
2022 |
New School Building |
|
Laois |
19337Q |
St. Francis Special School, Portlaoise |
Primary |
2021 |
New School Building |
|
Limerick |
71840V |
Coláiste Chiaráin, Croom |
Post Primary |
2020 |
New School Building |
|
Meath |
19671F |
St Paul'S Ns, Abbeylands, Navan |
Primary |
2021 |
New School Building |
|
Roscommon |
68325L |
Colaiste Chiarain, Summerhill Athlone |
Post Primary |
2020 |
New School Building |
|
Westmeath |
17327D |
Curraghmore Ns |
Primary |
2020 |
New School Building |
|
Wexford |
19240B |
St Patrick'S Special School, Enniscorthy |
Primary |
2021 |
New School Building |
|
Wicklow |
20045K |
Gaelscoil Chill Mhantain, An Casadh Meidhreach, Ráth Naoi |
Primary |
2020 |
New School Building |
|
Wicklow |
20473I |
Community National School Greystones |
Primary |
2021 |
New School Building |
333. Deputy Anne Rabbitte asked the Minister for Education the status of an application (details supplied); and if she will make a statement on the matter. [45666/22]
View answerIn relation to the correspondence referred to by the Deputy, I can advise that the insurability decision in relation to this teacher’s employment was made by the SCOPE Section of the Department of Employment Affairs and Social Protection.
The Scope Section considers applications from persons who wish to have an employment considered in order to make sure that the correct class of PRSI is being applied for them.
The legislation in relation to the social insurance status of employees in public authority is set out in Section 14 of the Social Welfare (Consolidation) Act 2005 and in Article 83 of Statutory Instrument No. 312 of 1996.
The legislation prescribes that persons employed on or before 5th April 1995, in a capacity that was not permanent and pensionable, pay PRSI at Class A rate. However, persons who subsequently become employed under a public authority in a permanent and pensionable capacity, without a break in their service, pay Class D rate PRSI.
In the case of the teacher who is the subject of this question, the decision of SCOPE, was that the teacher was employed on an eligible part time contract from 01/08/1993 to 31/07/2000. She was admitted to the superannuation scheme on 01/08/1996. As there was no break in service during this time, PRSI Class D was applicable.
The teacher was appointed to a permanent whole time post on 14/08/2000. However, at that time, there had been a break in her service from 01/08/2000 to 14/08/2000, and as a result she became insurable at PRSI Class A.
The teacher concerned appealed this decision to the SCOPE Social Welfare Appeals office and provided additional information to them, at that time regarding the circumstances concerning this break in service. However, following consideration of this appeal, the original decision was upheld, as was set out in the appeal decision letter of 17/July/ 2014.
In circumstances where the Department of Employment Affairs and Social Protection revisits a decision in relation to an employee’s PRSI status, the Payroll Division of my Department will amend the persons PRSI class accordingly.
However, I must advise that officials in the Payroll Division of the Department of Education do not have discretion to unilaterally review or revisit such decisions.
334. Deputy Paul Murphy asked the Minister for Education if she recognises that some schools require extra staff including teachers and SNAs, and more access to psychology, counselling and mental health supports (details supplied); if she will advocate for the establishment of a DEIS+ status; and if she will make a statement on the matter. [45679/22]
View answerMy Department provides a wide range of supports to all schools, DEIS and non-DEIS, to support the inclusion of all students and address barriers to students achieving their potential. Supplementing these universal supports, the DEIS programme provides a targeted and equitable way to address concentrated educational disadvantage that promotes equity and has benefits for students.
In this regard the DEIS programme targets the highest levels of resources at those schools that have been identified for DEIS Urban Band 1 status. Schools in this band are those that have been identified as having the highest levels of concentrated educational disadvantage.
Schools in DEIS Urban band 1 receive a more beneficial staffing schedule allowing for the provision of smaller class sizes. They also receive priority access to the support of the National Educational Psychological Service, as well as access to the School Completion and School Meals programme. As with all urban schools, schools in this band receive home school community liaison support. Schools in Urban Band 1 receive a DEIS grant which reflects their high level of concentrated disadvantage.
A number of supports are currently being offered to schools to support wellbeing and mental health in line with my Department’s Wellbeing Policy Statement and Framework for Practice. There are a number of programmes and initiatives available, such as training for all schools from the Professional Development Service for Teachers (PDST) on embedding wellbeing at the core of school ethos and training from the National Educational Psychological Service (NEPS) for school staff on the Friends for Life and Incredible Years programmes, on using therapeutic informed approaches and responding to critical incidents.
While the Department of Health has responsibility for mental health services in Ireland, my Department has an important role to support the wellbeing and positive mental health of all our young people. My Department has built strong links with the Department of Health and both Departments are exploring ways to improve supports for young people, including around increased awareness, promoting help-seeking behaviour and sign-posting to the wide range of available services.
The NCSE has responsibility for planning and coordinating school supports for children with special educational needs including the allocation of SNAs and reviews. My Department does not have a role in making individual school determinations.
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. SNAs are not allocated to individual children but to schools as a school based resource. Schools may apply to the NCSE for additionality where they can demonstrate that the current allocation does not meet additional care needs within the mainstream classes in the school. Applications for additionality arising from significant new or emerging additional care needs, which cannot be catered within existing allocations, are dealt with by way of the exceptional review process. The exceptional review process for mainstream allocations is available to schools throughout the current school year.
It is important to note that the extension of the DEIS programme to new schools is just one phase of work in my vision for an inclusive education system which supports all learners to achieve their potential. I recognise 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 consider information provided by schools in correspondence to my Department.
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 when available can be considered by my Department to inform future resource allocation to tackle educational disadvantage.
335. Deputy Róisín Shortall asked the Minister for Education if her Department has seen and evaluated the content of an alcohol education campaign created by an alcohol industry funded organisation (details supplied) in some Irish schools; the reason this content has not been made publicly available; if she intends to ban the use of alcohol education materials in schools which are provided by alcohol industry funded organisations; if she will issue clear guidelines prohibiting partnership with alcohol industry funded organisations in the delivery of education and services related to her Department; and if she will make a statement on the matter. [45680/22]
View answerMy Department has no plans to promote any resources for schools that may be developed by the drinks industry.It is a matter for schools and teachers in the first instance to determine what resources and supports they will use to support their implementation of the curriculum. Teachers are equipped to make such decisions as a result of their initial teacher education and the ongoing support provided by the Professional Developmeent Service for Teachers (PDST). There are also protocols in place to ensure that strict criteria are observed by schools when inviting external agencies to address students about particular issues.
The issue of alcohol misuse is addressed in the Social, Personal and Health Education (SPHE) programme, which has a specific module on the use and misuse of a range of substances. As students progress through the SPHE programme, they encounter a wide range of issues, including substance misuse. Schools have a role to play in supporting their students to develop the key skills and knowledge to enable them to make informed choices when faced with difficult issues, including drugs, alcohol and gambling.
SPHE is currently mandatory in all primary schools and in Junior Cycle, where it forms part of the mandatory 'Wellbeing' area of learning. Schools are also encouraged to deliver the SPHE programme in senior cycle.
Relevant topics in SPHE include student decision-making skills and safety and protection. Students learn how to exercise judgement, weigh up different possibilities, examine the steps and choices that guide them towards considered decision-making, begin to understand their own rights and the rights of others, and explore decision-making. In respect of safety, students’ ability to assess the consequences of risky behaviour is also developed.
In 2020, the NCCA established two development groups, one for primary and one for post-primary, to oversee the work in the area of SPHE/RSE curricular redevelopment and support 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/RSE linked to the current curriculum and to provide guidance on how SPHE/RSE may be approached in a more holistic way.
In tandem with this work, preparation for the broader redeveloping and updating of the SPHE curriculum is underway. Updated curricula will be developed for Primary, Junior Cycle and Senior Cycle. A draft revised Junior Cycle specification was published for consultation on 18 July, with the consultation process running until 18 October. The consultation will take feedback from teachers and students as well as other interested groups and individuals and I would encourage anyone with an interest in this area to engage with the consultation. More information on the consultation process, including how to contribute to it, is available on the NCCA’s website.
It is expected that the finalised Junior Cycle specification will be presented to Council for approval by the end of this year, before being sent to me for approval ahead of planned implementation in schools in September 2023. The draft updated specification provides clear direction on the knowledge and skills that all students should gain during the 3 years of Junior Cycle SPHE. It places a strong focus on the development of important life skills that young people need growing up in a fast changing and complex world.
For example, the draft Junior Cycle SPHE specifications addresses the issue of alcohol and addiction in Strand 2: Making healthy choices. The learning outcomes of this strand includes investigating how unhealthy products are markets and advertised to appeal to young people; analysing the supports and challenges for young people when it comes to healthy choices about addictive substances and overcoming them; and discussing the physical, social, and legal consequences of their own or others’ use of addictive substances. The topic is also touched in Strand 4 - Emotional wellbeing, where students explore the potential impact of substance us on mental health.
A background paper that will inform the updating of senior cycle SPHE/RSE is intended to be brought to Council this month. This will be followed by a period of consultation. It is intended that the curriculum redevelopment work will commence in October with the first meeting of the development group. A draft updated curriculum 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.
336. Deputy Carol Nolan asked the Minister for Education if there are plans to draw up a fully-costed plan for the provision of therapeutic supports within schools; and if she will make a statement on the matter. [45704/22]
View answerThe 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 evaluated over the course of the 2018/19 school year and this was positively evaluated.
In February 2019, the Government approved the trialling of the Model for the 2019/20 school year. Initially designed as a one year pilot involving up to 75 participating schools in the CH07 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 Taoiseach, Heath and Children.
In relation to psychological therapeutic supports, the provision of child and adolescent mental health services lies specifically within the remit of the Department of Health and the HSE. HSE Primary Care Psychology Services and Child and Adolescent Mental Health Services (CAMHS) provide a range of clinical support to children and young people with mental health needs. However, the Department of Education also plays an important role 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. The approach set out in the Wellbeing Policy is a whole school and preventative approach which has multiple components that include providing children and young people with opportunities to build core social and emotional skills and competencies, experience supportive relationships within the school setting and be part of a school environment and culture that feels both physically and psychologically safe.
It is important that all children and young people feel a sense of belonging and connectedness, that their voice is heard, and they feel supported. Schools are encouraged to use a reflective, school self-evaluation approach to identify and prioritise the needs of its own school community in relation to the promotion of wellbeing and mental health, and to respond to meeting those needs. Embedded in the whole-school approach is the recognition that members of the school community may have different needs at different times and that a continuum of support in relation to wellbeing should be made available.
A broad range of supports, resources and professional learning opportunities are being provided to support schools to promote and support wellbeing and resilience. My Department's National Educational Psychological Service (NEPS) provides a comprehensive psychological service to all primary and post primary schools. NEPS is a school-based service which means that all its psychologists work in schools with children, young people, teachers and parents, and are involved with school-related work, every day. The NEPS psychologist provides a range of services that may include supporting the wellbeing and inclusion of an individual pupil, through assessment and intervention. NEPS supports approximately 8000 individual children annually through this type of work. NEPS work also supports teachers in their work through providing professional learning opportunities, such as about trauma informed approaches, supporting autistic children, or delivering the Friends for Life programmes to help reduce anxiety. NEPS supports an estimated 25,000 teachers annually in this way.
The Department – through NEPS, Student Support Teams, Guidance Counsellors and other services - will also continue to signpost schools and students to the HSE/HSE-funded e-mental health services. The Department has built strong links with the Department of Health and both Departments are exploring ways to improve supports for young people, including around increased awareness, promoting help-seeking behaviour and sign-posting to the wide range of available services.
337. Deputy Carol Nolan asked the Minister for Education if she will support the provision of comprehensive, rights-based training for teachers and SNAs which focuses on understanding the child as an individual and the supports that they require to access their rights (details supplied); and if she will make a statement on the matter. [45705/22]
View answerMy Department provides a wide range of supports to all schools to ensure that all students have their educational needs met, to support the inclusion of all students, and to address barriers to students achieving their potential.
The Primary School Curriculum (1999) provides the following vision for primary education under the sub-heading ‘The uniqueness of the child’:
The Primary School Curriculum celebrates the uniqueness of the child, as it is expressed in each child’s personality, intelligence and potential for development. It is designed to nurture the child in all dimensions of his or her life—spiritual, moral, cognitive, emotional, imaginative, aesthetic, social and physical. The curriculum recognises the integrity of the child’s life as a child and aims to cater for his or her needs and potential as they evolve day by day. By meeting these needs, the curriculum enriches the child’s life and the foundations are laid for happiness and fulfilment in later education and in adult life. (DES, 1999, p. 6)
In 2020 the Teaching Council published Céim: Standards for Initial Teacher Education to support the development of student teachers to provide for the learning needs of all pupils. Céím: Standards for Initial Teacher Education outlines Inclusive Education as a core element that underpins all aspects of the ITE programme, and the student teachers must demonstrate an understanding of inclusive education through reflection on their professional learning and practice, as appropriate to their stage of learning.
All new and existing programmes of Initial Teacher Education (ITE) will be aligned with Céim.
All Continuous Professional Development(CPD) opportunities and supporting frameworks included in Professional Development Service for Teachers (PDST) suite of teacher professional development supports prioritise the pupil/student as learner at the centre of its key messages, participant outcomes and associated activities. This mirrors that message which is evident within key governmental and Department of Education documents and strategies.
In addition to the above, currently within the primary context, teacher professional learning opportunities draw a lens to curricular reform which further centralises the rights of the child.
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.
SNAs are recruited specifically to assist in the care needs of pupils with disabilities in an educational context. The classroom teacher is responsible for educating all pupils in his/her class, including any pupil with a special educational need, and for the progress and care of all pupils.
When a pupil with significant and complex care needs has access to support from a SNA the classroom teacher will work closely with the SNA. However the class teacher continues to have primary responsibility for teaching and learning and for the social and emotional development and progress of the pupil.
338. Deputy Carol Nolan asked the Minister for Education to provide an update on the review of the Education for Persons with Special Educational Needs Act; and if she will make a statement on the matter. [45706/22]
View answerAs the Deputy will be aware, as announced in December 2021, I have sought a review of the Education for Persons with Special Educational Needs Act, 2004, which provides for the education of children aged under 18 years with special educational needs. The EPSEN Act 2004, is now in place for more than 18 years and there have been many significant changes and developments to policy relating to the education of children with special needs in that time. The purpose of the review is to ensure that legislation on education for students with additional needs is up-to-date, fully operational, and reflective of the lived experiences of students and families.A number of steps have been taken by my Department in relation to this important review of legislation. Establishment of a Steering Group, Working Group and Advisory Group have been completed and the all groups have held initial meetings. A full stakeholder engagement took place on the 21st June last, to discuss concerns and proposals in relation to this review, which was very positive. A large amount of work has occurred over the summer months to prepare categories of public surveys and a consultation paper to inform members of the public of the review. It is intended to launch the public survey within the coming weeks. Focus groups will be organised at the conclusion of the public survey to explore key themes that arise as result of the survey analysis. In depth engagement has also occurred with the NCSE in relation to specific research that shall assist with this review. Open collaboration and consultation will be at the heart of the review and all stakeholders will be invited to engage with the process.I wish to reassure the Deputy that the Government is committed to ensure that every child receives an education to help him/her achieve his/her potential. To this end, the state has made very significant investment in a range of education supports for these children. The state has also put in place a comprehensive legislative framework to protect and support the educational rights of these children and their families.
I wish to assure the Deputy that the purpose of the review is to ensure that there is an adequate legislative basis for the educational provision, both current and planned, for children with special educational needs in order to protect the interests of the children concerned and their families and those of the state.
339. Deputy Carol Nolan asked the Minister for Education if she will provide an update on commitments to the further reduction of class sizes over time through the recruitment of more teachers and special needs assistants and support staff; and if she will make a statement on the matter. [45707/22]
View answerUnder 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 are provided with class teachers on the basis of 1 teacher for every 24 pupils which means that our primary schools are currently staffed at the most favourable level ever seen.
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 15.7:1 to 13.7:1 at primary level when comparing the 2016/17 school year to the 2021/22 school year. This compares favourably with the OECD pupil teacher ratio which is 1:15. In the same period the staffing schedule improved from 27:1 to 25:1. Average class sizes improved from 24.6 to 22.8 in the same period.
The NCSE has responsibility for planning and coordinating school supports for children with special educational needs including the allocation of SNAs and reviews. The Department does not have a role in making individual school determinations.
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. 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.
Schools may apply to the NCSE for additionality where they can demonstrate that the current allocation does not meet additional care needs within the mainstream classes in the school.
Applications for additionality arising from significant new or emerging additional care needs, which cannot be catered within existing allocations, are dealt with by way of the exceptional review process. The exceptional review process for mainstream allocations is available to schools throughout the current school year.
340. Deputy Carol Nolan asked the Minister for Education if she will support an increase in capital expenditure to ensure that school environments can be inclusive for all pupils, particularly those with a disability; and if she will make a statement on the matter. [45708/22]
View answerUnder Project Ireland 2040, the education sector will receive a total of approximately €4.4 billion capital investment over the period 2021-2025. This significant investment allows us to move forward with certainty on our ambitious plans and deliver high quality building projects, with a real focus on sustainability, for school communities across Ireland. This investment will build on the good progress being made on adding capacity to cater for demographic changes and provision for children with special educational needs. This investment will also facilitate an increased focus on the modernisation of existing school stock and help transition the school system for an era of net zero carbon by 2050.
The specific accommodation provision for students with special education needs, the principles of universal design are embedded in all of my Department's technical guidance for school building projects, for the benefit of all school building users. The General Design Guidelines includes guidance on the principles of Universal Access as part of a whole school design approach. A suite of such Technical Guidance Documents is published on my Department's website at www.gov.ie
The National Council for Special Education (NCSE) has responsibility for coordinating and advising on the education provision for children nationwide.
My Department and the NCSE are working closely on a more streamlined and joined up planning process to ensure a targeted approach to meet demand for special needs placements ahead of each new school-year and is committed to delivering an inclusive educational environment for all pupils.
My Department and the NCSE continue to work closely in planning for the delivery of new places required to meet forecasted demand.
Through this intensive intervention, for the 2022/2023 school-year we have seen 383 new special classes open, bringing the total of special classes to 2,535 opened nationwide for the 2022/23 school-year. The 383 new special classes for 22/23 is broken down by 253 at primary level and 130 at post primary level.
341. Deputy Pádraig Mac Lochlainn asked the Minister for Education when a response will issue to correspondence (details supplied) in relation to school transport in Clonmany, Co Donegal. [45752/22]
View answerThe School Transport Scheme is a significant operation managed by Bus Éireann on behalf of the Department. In the last school year over 121,400 children, including over 15,500 children with special educational needs, were transported on a daily basis to primary and post-primary schools throughout the country at a cost of over €289m in 2021.
In July 2022, Government announced funding for the waiving of school transport scheme fees for the coming school year as part of a wider package of cost of living measures.
Ticket registration for the 2022/23 school year closed on 29 July by which time almost 130,000 applications/registrations were received for mainstream school transport. This figure includes 44,299 new applications as well as roll-overs from the previous school year.
Already 124,000 tickets for the 2022/2023 school year have been issued to applicants for the new school year. To date, circa 20,400 additional places have been created for children for the 2022/2023 school year.
Given the unprecedented demand for school transport for the upcoming school year there has been an increased volume of correspondence and calls both to Bus Éireann and to School Transport Section of the Department.
A formal response in relation to the matters raised issued to the Deputy on 16th September 2022.
Bus Éireann are continuing to source transport for the area mentioned in the correspondence, families will be contacted as further information is available.
The normal eligibility criteria of the scheme still apply and tickets continue to be allocated in line with this criteria. Pupils at primary level are eligible where they live no less than 3.2 kilometres from and are attending their nearest primary school. At post primary level, students who live no less than 4.8 kilometres from and are attending their nearest post primary school/education centre are deemed eligible.
Any pupils/students who do not meet these criteria are deemed not eligible, or otherwise known as concessionary applicants, and are allocated a ticket based on the availability of a seat when all eligible children have been catered for.
In line with normal practice, all eligible children who completed the application and ticket registration process on time for the 2022/2023 school year will be accommodated on school transport services where such services are in operation.
In addition, pending completion of the outcome of the full review of the School Transport Scheme, Temporary Alleviation Measures at post-primary level be continued for the 2022/2023 school year. Under these measures, which were initially introduced in 2019, transport will provided for post-primary pupils who are eligible for transport to their nearest school and are attending their second nearest school and who applied by the 29th April and registered for a ticket by the 29th July.
Children who are not eligible for school transport, but who completed the application process on time, will be considered for spare seats that may exist after eligible children have been facilitated; such seats are referred to as concessionary seats.
Because of the nature of concessionary transport for non-eligible children and the priority of providing places for eligible children, there may be an excess of demand over supply for concessionary places, in these cases Bus Éireann will allocate tickets for spare seats using an agreed selection process.
It is very important for families to note that the application deadline for 2022/23 was 29 April 2022, and that the deadline to confirm registration for tickets was 29 July 2022. Any application completed after this date is a ‘late application’ and therefore, many school transport services are already operating at full capacity. Late applications will only be assessed after all “on time” applications have been processed and there can be no guarantee of places for late applicants. “
For safety reasons, only students with a valid ticket for school transport will be permitted to travel on school transport services.
342. Deputy Brendan Smith asked the Minister for Education the status of school transport for a family (details supplied); and if she will make a statement on the matter. [45802/22]
View answerThe School Transport Scheme is a significant operation managed by Bus Éireann on behalf of the Department. In the last school year over 121,400 children, including over 15,500 children with special educational needs, were transported on a daily basis to primary and post-primary schools throughout the country at a cost of over €289m in 2021.
In July 2022, Government announced funding for the waiving of school transport scheme fees for the coming school year as part of a wider package of cost of living measures.
Ticket registration for the 2022/23 school year closed on 29 July by which time almost 130,000 applications/registrations were received for mainstream school transport. This figure includes 44,299 new applications as well as roll-overs from the previous school year.
The normal eligibility criteria of the scheme still apply and tickets continue to be allocated in line with this criteria. Pupils at primary level are eligible where they live no less than 3.2 kilometres from and are attending their nearest primary school. At post primary level, students who live no less than 4.8 kilometres from and are attending their nearest post primary school/education centre are deemed eligible.
Any pupils/students who do not meet these criteria are deemed not eligible, or otherwise known as concessionary applicants, and are allocated a ticket based on the availability of a seat when all eligible children have been catered for.
In line with normal practice, all eligible children who completed the application and ticket registration process on time for the 2022/2023 school year will be accommodated on school transport services where such services are in operation.
Bus Éireann have advised that the pupil referred to by the Deputy is eligible for transport as they are attending their nearest Post Primary Centre. However, no ticket request was received for this pupil by the deadline of 29/07/2022.
The existing school transport service is currently operating to capacity and there are no seats available at present.
343. Deputy Brendan Smith asked the Minister for Education the status of an application for school transport for children (details supplied); and if she will make a statement on the matter. [45803/22]
View answerThe School Transport Scheme is a significant operation managed by Bus Éireann on behalf of the Department. In the last school year over 121,400 children, including over 15,500 children with special educational needs, were transported on a daily basis to primary and post-primary schools throughout the country at a cost of over €289m in 2021.
In July 2022, Government announced funding for the waiving of school transport scheme fees for the coming school year as part of a wider package of cost of living measures.
Ticket registration for the 2022/23 school year closed on 29 July by which time almost 130,000 applications/registrations were received for mainstream school transport. This figure includes 44,299 new applications as well as roll-overs from the previous school year.
The normal eligibility criteria of the scheme still apply and tickets continue to be allocated in line with this criteria. Pupils at primary level are eligible where they live no less than 3.2 kilometres from and are attending their nearest primary school. At post primary level, students who live no less than 4.8 kilometres from and are attending their nearest post primary school/education centre are deemed eligible.
Any pupils/students who do not meet these criteria are deemed not eligible, or otherwise known as concessionary applicants, and are allocated a ticket based on the availability of a seat when all eligible children have been catered for.
In line with normal practice, all eligible children who completed the application and ticket registration process on time for the 2022/2023 school year will be accommodated on school transport services where such services are in operation.
Bus Éireann have advised that the pupils referred to by the Deputy are eligible for transport as they are attending their nearest Post Primary Centre. However, no ticket requests were received for these pupils by the deadline of 29/07/2022 for the 2022/23 school year.
The existing school transport service is currently operating to capacity and there are no seats available at present.
344. Deputy Neale Richmond asked the Minister for Education the status of the decision to award patronage to the new second level school planned for Cherrywood; and if she will make a statement on the matter. [45810/22]
View answerThe planned establishment of a new post-primary school in 2021 to serve the Sallynoggin_Killiney_DLR/Cherrywood school planning area was announced in 2018 as a result of a countrywide demographic exercise. Further analysis has since been conducted on the necessity for the establishment of a number of planned new schools, including the school to serve this school planning area, taking into account a number of factors, including the pace of delivery of the expected additional residential development in the school planning areas, associated enrolments and the capacity in existing schools in the areas.
My Department is satisfied that demand in the Sallynoggin_Killiney_DLR/Cherrywood school planning area can be accommodated at present by the existing and growing schools in this area. As a result, the establishment of the planned new school has been deferred.
The pace of delivery of additional residential development in this school planning area, along with updated enrolment data and demographic data will be kept under review and this will inform the timing of school requirements.
345. Deputy Sean Sherlock asked the Minister for Education the status of an appeal for a person (details supplied); and if she will fast track the matter. [45812/22]
View answerThe School Transport Scheme is a significant operation managed by Bus Éireann on behalf of the Department. In the last school year over 121,400 children, including over 15,500 children with special educational needs, were transported on a daily basis to primary and post-primary schools throughout the country at a cost of over €289m in 2021.
In July 2022, Government announced funding for the waiving of school transport scheme fees for the coming school year as part of a wider package of cost of living measures.
Ticket registration for the 2022/23 school year closed on 29 July by which time almost 130,000 applications/registrations were received for mainstream school transport. This figure includes 44,299 new applications as well as roll-overs from the previous school year.
Children are eligible for transport at primary level where they reside not less than 3.2 kilometres from and are attending their nearest national school, and at post primary level where they reside not less than 4.8 kilometres from and are attending their nearest post primary school/education centre as determined by the department/Bus Éireann, having regard to ethos and language.
An Appeal with the details of the child referred to by the Deputy was lodged on 13th September, 2022 with the School Transport Appeals Board. The Board will liaise directly with the appellant when the appeal is due for consideration.
346. Deputy Sean Sherlock asked the Minister for Education if she agrees with the policy of removing schoolchildren from buses if their ticket is under appeal; and if she will give a direction for that not to happen. [45813/22]
View answerThe School Transport Scheme is a significant operation managed by Bus Éireann on behalf of the Department. In the last school year over 121,400 children, including over 15,500 children with special educational needs, were transported on a daily basis to primary and post-primary schools throughout the country at a cost of over €289m in 2021.
In July 2022, Government announced funding for the waiving of school transport scheme fees for the coming school year as part of a wider package of cost of living measures.
Ticket registration for the 2022/23 school year closed on 29 July by which time almost 130,000 applications/registrations were received for mainstream school transport. This figure includes 44,299 new applications as well as roll-overs from the previous school year.
Already 124,000 tickets for the 2022/2023 school year have been issued to applicants for the new school year. To date, circa 20,400 additional places have been created for children for the 2022/2023 school year.
Bus Éireann will continue to process applications and to issue tickets as soon as extra buses and drivers are sourced and become available to provide transport for the higher numbers qualifying for the service. However, regrettably the unprecedented numbers of new applications for the upcoming school year, has led to some delays in issuing tickets.
Bus Éireann is continuing to work through remaining applications and families will be contacted as further information is available.
The normal eligibility criteria of the scheme still apply and tickets continue to be allocated in line with this criteria. Pupils at primary level are eligible where they live no less than 3.2 kilometres from and are attending their nearest primary school. At post primary level, students who live no less than 4.8 kilometres from and are attending their nearest post primary school/education centre are deemed eligible.
Any pupils/students who do not meet these criteria are deemed not eligible, or otherwise known as concessionary applicants, and are allocated a ticket based on the availability of a seat when all eligible children have been catered for.
In line with normal practice, all eligible children who completed the application and ticket registration process on time for the 2022/2023 school year will be accommodated on school transport services where such services are in operation.
In addition, pending completion of the outcome of the full review of the School Transport Scheme, Temporary Alleviation Measures at post-primary level be continued for the 2022/2023 school year. Under these measures, which were initially introduced in 2019, transport will provided for post-primary pupils who are eligible for transport to their nearest school and are attending their second nearest school and who applied by the 29th April and registered for a ticket by the 29th July.
Children who are not eligible for school transport, but who completed the application process on time, will be considered for spare seats that may exist after eligible children have been facilitated; such seats are referred to as concessionary seats.
Because of the nature of concessionary transport for non-eligible children and the priority of providing places for eligible children, there may be an excess of demand over supply for concessionary places, in these cases Bus Éireann will allocate tickets for spare seats using an agreed selection process.
It is very important for families to note that the application deadline for 2022/23 was 29 April 2022, and that the deadline to confirm registration for tickets was 29 July 2022. Any application completed after this date is a ‘late application’ and therefore, many school transport services are already operating at full capacity. Late applications will only be assessed after all “on time” applications have been processed and there can be no guarantee of places for late applicants.
For safety reasons, only students with a valid ticket for school transport will be permitted to travel on school transport services.
Decisions made by, or on behalf of, the Department of Education regarding the provision of school transport services and/or grant-aid under the terms of the School Transport Schemes may be appealed to the School Transport Appeals Board.
This Board is independent in the performance of it’s functions but acts in accordance with (a) its Terms of Reference as determined by the Minister and (b) a set of Operating Procedures.
347. Deputy Charles Flanagan asked the Minister for Education the time frame for the School Transport Appeals Board meetings to hear these appeals (details supplied) and the number of planned meetings for the remainder of the year, as Bus Éireann have to compile a report for an appeal; the agreed timeframe Bus Éireann have to compile the report for the appeal; and if she will make a statement on the matter. [45817/22]
View answerThe School Transport Scheme is a significant operation managed by Bus Éireann on behalf of the Department. In the last school year over 121,400 children, including over 15,500 children with special educational needs, were transported on a daily basis to primary and post-primary schools throughout the country at a cost of over €289m in 2021.
In July 2022, Government announced funding for the waiving of school transport scheme fees for the coming school year as part of a wider package of cost of living measures.
Ticket registration for the 2022/23 school year closed on 29 July by which time almost 130,000 applications/registrations were received for mainstream school transport. This figure includes 44,299 new applications as well as roll-overs from the previous school year.
Children are eligible for transport at primary level where they reside not less than 3.2 kilometres from and are attending their nearest national school, and at post primary level where they reside not less than 4.8 kilometres from and are attending their nearest post primary school/education centre as determined by the department/Bus Éireann, having regard to ethos and language.
Children who are eligible for school transport and who have completed the application process on time will be accommodated on school transport services where such services are in operation.
In addition, temporary Alleviation Measures at post-primary level will be continued for the 2022/2023 school year pending completion of the review of the School Transport Scheme. This will mean that transport arrangements will continue to be provided for a number of post-primary students who are attending their second nearest school, who have applied and registered on time and who live more than 4.8km from their nearest school.
Children who are not eligible for school transport, but who completed the application process on time, will be considered for spare seats that may exist after eligible children have been facilitated; such seats are referred to as concessionary seats.
Because of the nature of concessionary transport for non-eligible children and the priority of providing places for eligible children, there may be an excess of demand over supply for concessionary places, in these cases Bus Éireann will allocate tickets for spare seats using a random selection process.
Bus Éireann has advised that the pupils referred to by the Deputy in this case are not attending their nearest post primary school/centre and, therefore, are not eligible for school transport. The family was unsuccessful in obtaining concessionary tickets for the 2022/23 school year as the existing school service is currently operating to capacity.
Decisions made by, or on behalf of, the Department of Education regarding the provision of school transport services and/or grant-aid under the terms of the School Transport Schemes may be appealed to the School Transport Appeals Board. The School Transport Appeals Board is independent of my Department. Under the terms of reference of the Board, the Board determines appeals against decisions made by, or on behalf of, the Department of Education regarding the provision of school transport services and/or grant-aid under the terms of the School Transport Schemes. Meetings are held on a monthly basis.
An appeal for the family referred to by the Deputy was lodged with the School Transport Appeals Board on 4th September 2022. The Board has requested School Transport Section to provide a report in accordance with the terms of the Board’s Operating Procedures. School Transport Section liaised with Bus Éireann in regard to the information required and a report was provided to the Board.
The Board will liaise directly with the family regarding the appeal date and their subsequent deliberations.
348. Deputy Pádraig O'Sullivan asked the Minister for Education when a student (details supplied) in County Cork who is approved under the school transport scheme for children with special educational needs will be provided with transport; and if she will make a statement on the matter. [45822/22]
View answerThe School Transport Scheme is a significant operation managed by Bus Éireann on behalf of the Department. In the last school year over 121,400 children, including over 15,500 children with special educational needs, were 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 my Department's School Transport Scheme for Children with Special Educational Needs, children are eligible for transport where they are attending the nearest recognised school that is or can be resourced to meet their special educational needs.
The National Council for Special Education through its network of Special Education Needs Organisers (SENOs) acts in an advisory role to my Department on the suitability of placements for children with special educational needs.
Bus Éireann has advised that the pupil referred to by the Deputy in this case was previously sanctioned a new school transport service for children with special educational needs along with two other pupils on 28/06/2022.
Bus Éireann have tendered this service in line with procurement guidelines and no bids have been received from contractors to operate this service. Bus Éireann are still in the process of trying to allocate a contractor to operate this service, once a contractor has been sourced, the service will commence.
Both the Department and Bus Éireann are very conscious of the challenges faced by parents awaiting transport for students with special educational needs. Families of children who are eligible for these services may therefore apply for the Special Transport Grant which is a once off payment, paid retrospectively to families once the School Transport service is in place and is to assist with the cost of private transport arrangements the family had put in place until services are finalised. Families should contact School Transport Section at: school_transport@education.gov.ie for more information on this grant.
349. Deputy Niall Collins asked the Minister for Education if a student (details supplied) will be issued a bus ticket; and if she will make a statement on the matter. [45836/22]
View answerSchool Transport is a significant operation managed by Bus Éireann on behalf of my Department. In the past school year over 121,400 children, including over 15,500 children with special educational needs, were transported on a daily basis to primary and post-primary schools throughout the country at a cost of over €289m in 2021.
My Department and Bus Éireann will continue to provide School Transport Scheme services in line with the process that was in place for the 2021/2022 school year for children arriving to Ireland from Ukraine. Full information on the process is available on Gov.ie.
Children who for the first time require School Transport for the 2022/2023 school year will need to apply in line with this process. Due to the ongoing situation with accommodation, where there has been, and may continue to be, significant movement of families, all Ukrainian children who had availed of School Transport for the 2021/22 school year need to re-apply for transport for the 2022/23 school year in line with this process.
Applications continue to be received on a daily basis as families are relocated or as new families arrive.
Bus Éireann have confirmed that an application for school transport has not yet been received for the pupil referred to by the Deputy.
School transport can only be arranged once the School Transport Section have been made aware of transport needs for children arriving from Ukraine. For safety reasons only children who have applied for school transport may travel on that transport.
While every effort will be made to ensure school transport services are up and running as they are required, given the ongoing movement and arrival of families, it may in some cases take some time to arrange services for families as information becomes available for those who require school transport.
350. Deputy Marian Harkin asked the Minister for Education if school transport will be provided as a matter of urgency for children (details supplied) in County Sligo. [45846/22]
View answerSchool Transport is a significant operation managed by Bus Éireann on behalf of my Department. In the past school year over 121,400 children, including over 15,500 children with special educational needs, were transported on a daily basis to primary and post-primary schools throughout the country at a cost of over €289m in 2021.
My Department and Bus Éireann will continue to provide School Transport Scheme services in line with the process that was in place for the 2021/2022 school year for children arriving to Ireland from Ukraine. Full information on the process is available on Gov.ie.
Children who for the first time require School Transport for the 2022/2023 school year will need to apply in line with this process. Due to the ongoing situation with accommodation, where there has been, and may continue to be, significant movement of families, all Ukrainian children who had availed of School Transport for the 2021/22 school year need to re-apply for transport for the 2022/23 school year in line with this process.
My Department has received applications for school transport from the school referred to by the Deputy and these applications have been logged onto Bus Éireann's School Transport portal. Bus Éireann are continuing to process applications they are receiving from my Department and will be in contact with the relevant organisation when transport has been arranged.
While every effort will be made to ensure school transport services are up and running as they are required, given the ongoing movement and arrival of families, it may in some cases take some time to arrange services for families as information becomes available for those who require school transport.
351. Deputy Catherine Murphy asked the Minister for Education the current number of live studies, reviews and research projects undertaken or commissioned by her Department in tabular form; and the date by which each study, review and research is scheduled to be completed. [45951/22]
View answerThe current number of live studies, reviews and research projects in progress, undertaken or commissioned by my Department is set out in the table below.
|
Title of current study/ review / research undertaken or commissioned |
End Date |
|
Research into the use of Reduced School Day |
September 2022 |
|
Research into the impact of CLASS hours |
September 2022 |
|
The review of educational provision in Hospital Schools |
October 2022 |
|
An Overview of School Provision for Irish-Medium Education outside of Gaeltacht Areas: Current Provision and Future Projections |
October 2022 |
|
Review of the Teacher Artist Partnership Programme |
October 2022 |
|
Research and Evaluation of the Creative Youth programme “Arts in Junior Cycle |
October 2022 |
|
OECD Review of Calculated Grades and Accredited Grades |
October 2022 |
|
Impact of COVID-19 on teaching and learning |
December 2022 |
|
An Independent Review of Department of Education public funding to Music Generation |
December 2022 |
|
Review 2013 Action Plan on Bullying |
Q4 of 2022 |
|
Review Anti-bullying procedures for Primary and Post Primary schools 2013 |
Q4 of 2022 |
|
Review of the School Transport Scheme |
2022 |
|
Towards a New Literacy, Numeracy and Digital Literacy Strategy: A Review of Literature |
2022 |
|
High Level Independent Review of the Department of Education’s Current Child Protection Policies and Processes |
2022 |
|
Towards a New Literacy, Numeracy and Digital Literacy Strategy - consultation on new strategy to include strategy discussion paper |
January 2023 |
|
Review of national and international literature on Irish-medium and minority language education to inform the development of a new policy on Irish-medium education |
January 2023 |
|
Development of an evaluation framework for Teachers’ Professional Development |
March 2023 |
|
Section 29 Internal Review |
Q1 of 2023 |
|
Small Schools Action Research Project |
December 2023 |
|
Evaluation of the Digital Learning Framework |
2023 |
|
Evaluation of the School Excellence Fund digital & STEM Programme |
2023 |
|
Research and Evaluation Study on the Gaeltacht School Recognition Scheme |
End 2024 |
|
Progress in International Reading Literacy Study (PIRLS 2021) |
End 2023 |
|
National Assessment in Mathematics and English Reading (NAMER 2021) |
End 2023 |
|
Programme for International Student Assessment (PISA 2022) |
Mid 2025 |
