Written Answers Nos. 369-382
369. Deputy Cathal Crowe asked the Minister for Education the funding stream in her Department which would be best for to apply for by a school (details supplied) in order to deal with the ongoing hazard that its flooded schoolyard presents. [62040/22]
View answerThe Minor Works Grant is the funding mechanism for schools for dealing with small scale works.
More significant works are dealt with via the multi-annual Summer Works Scheme. The purpose of the Summer Works Scheme is to devolve funding to individual school authorities to undertake small-scale building works which, ideally, can be carried out during the summer months or at other times that avoid disrupting the operation of the school.
The Emergency Works Scheme is the mechanism for dealing with emergency works at individual schools.
370. Deputy Michael Fitzmaurice asked the Minister for Education if she will clarify the reasoning a student who is studying for a Master's in education and providing substitution in a school cannot receive payment for the five days of work; the reason that this is cut to four days; and if she will make a statement on the matter. [62154/22]
View answerWith regard to the issue raised by the Deputy in relation to student teachers undertaking substitution in schools, it is expected that all teachers who are working in substitute capacity are registered with the Teaching Council which includes, amongst other things, having a teaching qualification.
Section 30 of the Teaching Council Act commenced on 1 November 2013 and took effect on 28 January 2014. From then, all teachers in recognised schools must be registered with the Teaching Council in order to be paid by the State. At the same time the Minister made regulations (further to amendment of Section 30 of the Teaching Council Act 2001 in the Education (Amendment) Act 2012), to enable a school in urgent or unforeseen circumstances e.g. to avoid closure of a school or cancellation of classes, to employ, for up to five consecutive days at a time, a person who is not registered as a teacher with the Teaching Council.
It should also be noted that an additional Covid-19 protocol for exceptional substitute teaching and supervision was introduced for a limited time during the 2021/ 2022 Academic year. This allowed PME and B.Ed. year 3 and year 4 students to provide additional substitution teaching in schools, between 15th February 2022 and to 30th June 2022.
This measure was designed to ensure that schools remained open as fully as possible in light of the requirements which existed at that time, for social distancing as guided by available public health advice, and to provide substitution cover where teachers were unable to attend the school site for health reasons. However the measure was for the prescribed period only and is no longer in place.
Moreover, rates of pay are linked to registration with the Teaching Council for the sector where a teacher is undertaking the work. Where an individual is not registered with the Teaching Council for the sector where the work is being undertaken, a lower rate of payment is applied.
With specific regard to the person concerned, the relevant officials from the Payroll Division of my Department have examined the relevant payroll information and has made direct contact with the person to ensure that all pay-related information is up to date and to provide clarification with regard to payment. All further queries can be forwarded directly to the Payroll Division of my Department.
371. Deputy Paul Donnelly asked the Minister for Education the number of teachers that are due to complete their final year's training in 2023; and those due to finish their qualifications in 2024. [62177/22]
View answerMy Department has undertaken a significant level of work in developing projections for teacher demand and supply in our schools. The statistical projections on annual teacher demand and teacher supply at primary and post-primary level are set out in the Developing a Teacher Demand and Supply Model for Ireland 2021-2038 - A Technical Report: assets.gov.ie/136246/69e07296-94b9-4ebd-8e6c-4bd789161893.pdf published by my Department.
At primary level, my Department projects 1,750 registrations with the Teaching Council each year, including 2022/2023 and 2023/2024.
At post-primary level, my Department uses actual and projected enrolments in Initial Teacher Education courses to project graduates. The actual enrolments data is as recent as 2018, and the projected enrolments is as recent as 2022.
In 2022/2023, my Department projects 1,785 graduates at post-primary level, leading to a projected 1,643 Teaching Council registrations.
In 2023/2024, my Department projects 1,966 graduates, leading to 1,809 Teaching Council registrations
372. Deputy Cormac Devlin asked the Minister for Education the main initiatives that she has taken to provide reduced class sizes at primary school level since 27 June 2020; the additional funding provided in successive budgets; her plans for 2023; and if she will make a statement on the matter. [62202/22]
View answerUnder the Programme for Government, there is a commitment to reduce the pupil teacher ratios in primary schools and I am delighted that significant progress has been made.
In Budget 2023, I ensured major investment in our schools and I have succeeded in bringing the teacher allocation ratio to an average of 1 classroom teacher for every 23 pupils in all primary schools for the 2023/24 school year which is the lowest ever seen at primary level. This was my third successive Budget which saw an improvement in allocation of teachers to primary schools. Budget 2021 reduced the staffing schedule to an average of 1 classroom teacher for every 25 pupils, while Budget 2022 reduced it further to 1 classroom teacher for every 24 pupils.
In Budget 2021, I also introduced a three point reduction in the retention schedule, which assists schools that would otherwise be at risk of losing teaching posts. The recent announcement in Budget 2023 will further reduce this retention schedule, by virtue of the one point improvement to the staffing schedule which helps to ensure better teacher retention in primary schools while also ensuring that less pupils are required to retain or recruit a teacher.
This significantly increased investment reflects my commitment and that of Government to support the educational success of learners and to provide a quality inclusive school system with improved learning outcomes for all.
373. Deputy Cormac Devlin asked the Minister for Education the main initiatives that she has taken to improve the quality of secondary education since 27 June 2020; the additional funding provided in successive budgets; her plans for 2023; and if she will make a statement on the matter. [62203/22]
View answerThe Programme for Government sets out this Government’s intention to continue to develop our educational system to meet the needs of all students and to tackle disadvantage from an early age. Progressing this ambition, while responding to the particular challenges posed by the Covid-19 pandemic and the war in the Ukraine, has been a key priority for my Department since 2020.
As the Deputy will be aware, in June 2020 the challenge of COVID-19 meant a rapid switch to distance learning, during the unprecedented closure of schools. Schools and educators took on a range of approaches to support their pupils’ continuity of learning during that period and, in immensely challenging times, demonstrated great innovation including the use of digital technologies and online learning platforms for teaching and learning. In supporting schools, my Department provided resources and supports including enhanced ICT grants, updated guidance for teaching and learning in a remote context and an expanded supplementary programme of learning to take place in students’ homes or in schools over the summer of 2020.
Assessment is a core dimension of learning and development. Alternatives to written examinations, in response to public health advice, was a further key focus for my Department in 2020 and 2021. My Department and the SEC worked closely to develop alternatives. Calculated Grades and Accredited Grades, in 2020 and 2021 respectively, assisted candidates in those years to progress on their journey to further or higher education, to apprenticeships or to the world of work. 2022 marked the welcome return of written examinations, supported by detailed planning and appropriate adjustments to reflect the impact of the pandemic including loss of learning.
2022 was also the first full year of examinations in the reformed Junior Cycle, as the new Framework for Junior Cycle continued to become embedded. Review and evaluation of this major reform is ongoing, with a longitudinal study commissioned by the National Council for Curriculum and Assessment (NCCA) to explore the experiences of schools over a period of four year. The study will run for four years to 2024. A first report has been published by the NCCA.
Other curricular initiatives include development of new curricular specifications in SPHE/RSE, in Physical Education, and in Modern Foreign Languages (Mandarin Chinese, Polish, Lithuanian and Portuguese). These have been supported by the provision of high quality Continuing Professional Development (CPD) noting that the quality of our teaching profession is a critical factor in sustaining and enhancing the quality of education outcomes. A range of high-quality models of CPD is provided to teachers and school leaders through my Department’s support services and the national network of Education Centres and appropriate groups, bodies and institutions who are empowered to design, develop and deliver CPD. Most recently I announced in November the provision of a new NQF Level 9 Graduate Level Diploma in SPHE/RSE Education.
A significantly expanded Summer Programme was developed in 2020, as a direct response to COVID. It allowed a wide range of children with special needs to benefit from the programme, including those with severe and profound and moderate needs, autism, Down syndrome, and those with severe visual or hearing impairment. It included a number of strands which included in-school, or home-based supports by teachers and special needs assistants to help prevent regression among children with special educational needs impacted by school closures. Also, all DEIS schools could provide summer camps, including a numeracy and literacy programme for primary pupils and for the first time, a programme in DEIS post-primary schools. In 2021 the programme was expanded further and for the first time all recognised primary and post-primary schools could offer a programme. The Inclusion Programme introduced this year was also available to pupils at risk of educational disadvantage. The home-based programme continued to be available to eligible pupils who could not avail of a school-based programme.
In any consideration of quality within education, it is important to note that the Department’s Inspectorate has a statutory duty to inspect and report on the quality of educational provision in recognised schools, centres for education and other education settings. It plays an important role in sustaining and assuring the continuity of educational provision for all children and young people in our schools, especially those with special educational needs and vulnerable learners. The Inspectorate has adjusted its inspection programme on a number of occasions, for example, during the pandemic and in response to the Ukraine crisis, in order to support schools and the education system, while also helping to ensure that educational provision is as effective as possible. Currently, inspectors are engaged in undertaking Incidental inspections, Child Protection and Safeguarding Inspections, Follow-through visits, Curriculum evaluations (primary), Subject inspections (post-primary) and Evaluations of provision for learners with additional and special educational needs.
I am pleased to say that over recent budgets, significant additional funding has been provided to post-primary education, including through the delivery of thousands of extra teaching and Special Needs Assistant posts. Since 2020, post-primary related funding has increased by an estimated 21 percent (over €590 million) to over €3.4 billion including school staff payroll costs, school grants, capital costs and a share of grants to agencies who deliver services to the education sector. The figures exclude additional funding provided for COVID-19 measures and Ukrainian students. In addition to these investments at post-primary level, there have also been significant increases in funding for school transport and a range of other services and supports for students in all our schools and not just post-primary.
At the end of March 2022, I made a comprehensive announcement setting out a vision for the redevelopment of Senior Cycle which builds on the National Council for Curriculum and Assessment (NCCA) Advisory Report on the Review of Senior Cycle. Work is now in train in my Department to give effect to significant elements of the programme of work involved, including preparations for the introduction of new and revised subjects in schools from September 2024 and changes to the assessment arrangements for fifth year students commencing fifth year in the next school year.
374. Deputy Cormac Devlin asked the Minister for Education the main initiatives that she has taken to tackle educational disadvantage since 27 June 2020; the additional funding provided in successive budgets; her plans for 2023; and if she will make a statement on the matter. [62204/22]
View answerDuring my time as Minister for Education I have shown a strong commitment to addressing educational disadvantage. My Department’s Statement of Strategy, sets out the vision and mission of the Department for an educational system where every child and young person feels valued and is actively supported and nurtured to reach their full potential. It sets as a goal to ensure equity of opportunity in education and that all students are supported to fulfil their potential recognizes that equality of opportunity and inclusivity must be fundamental principles in our education system. The successful delivery of this goal means that our school system is open and welcoming for all students, regardless of background, and that in particular learners at risk of educational disadvantage will be supported to achieve their full potential. Since June 2020, and over that past three Budget’s I have secured funding to support measures aimed at achieving that goal.
Delivering Equality of Opportunity in Schools (DEIS) is the main policy initiative of my Department to address concentrated educational disadvantage at school level. In March this year I was glad to be able to announce a major expansion of the DEIS programme. This means that, for the first time since 2017, the programme has been significantly expanded to include an additional 322 schools. This means that the DEIS programme now supports over 240,000 students in over 1,200 schools addressing educational disadvantage. Schools were identified for inclusion in the programme through the refined DEIS identification model which is an objective, statistics based model. The extension of the DEIS programme follows an extensive body of work by the DEIS technical group to develop the refined DEIS identification model to identify the concentrated levels of disadvantage of schools. It also took into consideration the significant educational disadvantage experienced by Traveller and Roma learners and by students residing in direct provision or emergency homeless accommodation. This expansion will be supported by an additional €32million investment in the programme from 2023, increasing my Department’s overall spend on the DEIS programme to over €180million.
The extension of the DEIS programme followed on from an investment of €5m I secured for the programme in Budget 2021. This investment allowed for a 1 point improvement in the staffing schedule for Urban Band 1 schools, a reduced student threshold for the allocation of additional Deputy Principal posts in DEIS post-primary schools. It also provided for a 5% increase in funding for the School Completion Programme. I have again increased funding for this programme by a further 5% under Budget 2023, as part of an €8 million allocation to address the impacts of COVID-19 and increase retention rates of students in schools, especially those from groups at risk of educational disadvantage. In addition to this I secured a further €3 million in Budget 2023 will be provided for social inclusion measures, including enhancing the capacity of the education welfare services in Tusla that are now under the remit of the My Department.
While DEIS is the main policy initiative of my Department to address concentrated educational disadvantage at school level, I have introduced many initiatives to further address the issue of educational disadvantage across all schools.
Under the Programme for Government there was a commitment to seek to make further progress in reducing the pupil teacher ratios in primary schools. Budget 2022 has implemented a further 1 point improvement in the primary schools staffing schedule for the 2022/23 school year meaning primary schools have been allocated teaching posts on an average basis of 1 classroom teacher for every 24 pupils since September 2022. Budget 2023 announced a further reduction in class sizes for primary schools to 23:1 resulting in an increase in the number of teaching staff in our schools. The 1 point improvement will also apply to the enhanced staffing schedule in place in the 306 DEIS Urban band 1 schools.
This Budget measure has brought the teacher allocation ratio in all primary schools to the lowest ever seen at primary level. This is the third successive Budget which has seen an improvement in allocation of teachers to primary schools.
Budget 2023 included the allocation of over €50 million to provide free books to primary school pupils within the free education scheme from September 2023. This measure will eliminate the cost to these families for all school books at primary school, including workbooks. It delivers on the Programme for Government commitment to extend the free school book pilot, currently in 102 DEIS primary schools, as resources permit. The free primary school books scheme will benefit up to 540,000 pupils in approximately 3,240 recognised primary schools, including over 130 special schools.
Over the period, my Department has led a range of projects targeting education disadvantage, funded under the annual Dormant Accounts Fund (DAF) action plans. These have included measures to build entrepreneurial skills, promote civic and social innovation in young people and provide education interventions for migrant students and Travellers, a numeracy skills enhancement project, in addition to targeted supports for 10 primary schools as part of Dublin's North East Inner City initiative. DAF funding provided over the period was €580,000 in 2020, €1.110m in 2021 and €1.625m in 2022. My Department has been allocated a record €3.8m in the 2023 DAF Action Plan, published last month, to support a range of measures tackling educational disadvantage.
As well as the above, a range of additional actions to improve Traveller education outcomes are currently underway:
- A pilot project, Supporting Traveller and Roma (STAR), which is underway in four areas with the aim of improving attendance, participation and school completion. An independent assessment of the project is due to commence this year;
- Work by the National Council for Curriculum and Assessment (NCCA) to support teaching and learning of Traveller history and culture, which follows the 2019 audit of the curriculum in respect of Traveller culture and history. A full-time Education Officer has been employed in the NCCA to advance this work;
- Creation of a new post in the Professional Development Service for Teachers, with a dual role in overseeing, developing and supporting CPD in diversity/social inclusion and in DEIS.
My Department provides funding for a number of projects in local drugs task force areas. The aim of these projects are to promote healthy choices and to prevent or reduce substance misuse. Funding provided over the period for these projects was €311,001 in 2020, €176,817 in 2021 and €192,729 in 2022.
In September 2021 my Department published guidelines for schools on the use of reduced school days. The purpose of these Guidelines is to provide clarity to school authorities and parents and guardians on the use of reduced school days and to ensure that this practice is limited to only those circumstances where it is deemed absolutely necessary. The Guidelines are effective from January 2022. An information note for parents has also been published.
Early this year my Department published a report on the Review of Out-of-School Education Provision. The out-of-school education sector relates to a small number of schools and education centres which operate outside of mainstream education provision. This review focused on the education provision in the State for learners under 16 years of age who have encountered difficulties staying in mainstream education. The review also makes recommendations to inform future policy to provide a sustainable option within the education system to further serve this group of learners.
Publication of the Digital Strategy for Schools to 2027 and the payment of €50 million in grant funding for digital technology infrastructure to all recognised primary and post-primary schools will also benefit students from disadvantaged backgrounds. This strategy advances the embedding of digital technologies across teaching, learning and assessment, building on the work under previous strategies. It aims to further support the school system so that all students across our schools have the opportunity to gain the knowledge and skills they need to navigate an ever-evolving digital world successfully.
As Minister I have supported measures to address the impact of the Covid-19 pandemic on students at risk of educational disadvantage, providing a total package of support for enhanced educational programmes in the 2021/22 school year costing €102.6 million. The Summer Programme was extended to support children at risk educational disadvantage across all schools and the Covid Learning and Supports Scheme (CLASS) was introduced to mitigate the impact of Covid-19 to students’ learning and wellbeing. Budget 2023 also includes €20 million in additional funding for summer programmes in 2023 to support students at risk of educational disadvantage and help mitigate learning loss as a result of the Covid 19 pandemic. This will bring the total provision for the Summer Programme in 2023 to €40 million.
Meeting the educational needs of children and young people from Ukraine is a priority for the Government, and my Department is determined to support the efforts of school communities across the country who have shown huge commitment and generosity. I announced the establishment of Regional Education and Language Teams (REALTs) to support the needs of Ukrainian children arriving in Ireland. These Education and Language Teams are hosted by the 16 regional education and training boards (ETBs) and are staffed by existing regionally-based education support personnel working closely together to ensure good coordination and alignment of supports for Ukrainian children. My Department is liaising with the teams to ensure all necessary supports for the Ukrainian children are provided as quickly as possible.
375. Deputy Cormac Devlin asked the Minister for Education the main initiatives that she has taken to improve the quality of special needs education since 27 June 2020; the additional funding provided in successive budgets; her plans for 2023; and if she will make a statement on the matter. [62205/22]
View answerI would like to thank the Deputy for the question and would like to advise the following.
Since the formation of this government, there has been significant achievements and developments from a policy and resource perspective in improving the provision of special education. This has been achieved during the period of Covid-19 and the associated difficulties as well as a rapidly developing need for specialist places in our special classes and schools. Enabling children with special educational needs (SEN) to receive an education appropriate to their needs is a priority for this Government and the department continue developing proactive measures to ensure every child can access a placement appropriate to their needs.
In 2020 the Department provided €1.87 Billion or over 18% of the Department’s budget and in 2022, the Department provided in excess of €2.3 Billion, which was almost 26% of the Department’s budget.
For 2023, this spend will be substantially increased, by over 10%, meaning that the Department will spend over €2.6 billion on special education. This level of educational funding and support is unprecedented and represents in excess of 27% of the Department’s total allocation for 2023. This includes funding to support children and young people with SEN in mainstream classes, funding for new special classes, funding for new special school places, and of course all of this requires additional special educational teachers and special needs assistants.
Over the last number of years, the Department and the National Council for Special Education (NCSE) have sanctioned over 600 new special classes at primary level, almost 300 new special classes sanctioned at post-primary level and five new special schools have been established. Since June 2020, this department has funded 2,069 new teachers and 3,349 new SNAs who are dedicated to the education of children with special needs. Following the provisions in Budget 2023, for the first time, there will be over 19,000 teachers working in the area of special education and over 20,000 special needs assistants. There will be a significant investment in the expansion of the NCSE by over 50% to ensure it can respond effectively, compassionately and quickly to the increased need in our education system. There has been an expanded summer programme, which has allowed for every school to run a programme to help those children with special needs and from disadvantaged background, and a supplementary programme has been introduced which helped 14,000 children to get additional tuition when schools where closed during the Covid-19 pandemic. Funding for the Assistive Technology scheme increased by almost 60% to allow for those with special educational needs to gain the maximum benefit from a modern technologically focused education system.
In December of last year the Department announced a review of the EPSEN Act 2004 in order to ensure that legislation on education for students with special needs is up-to-date, fully operational, and reflective of the lived experiences of students and families.
Also in March of this year the department introduced new Autism guidance for schools designed to help support the wellbeing, learning and participation of children and young people with autism in education. It aims to assist school staff to understand the varied nature of students’ strengths and needs, as well as to identify whole-school and individualised approaches to supports for students.
To enable more special classes to be opened where they are needed and to provide for a truncated and more streamlined Section 37A process the new Education (Provision in Respect of Children with Special Educational Needs) Act 2022 was brought in this summer over a period of 6 weeks.
Accreditation has just been announced for the new National Training Programme for SNAs. This is the first dedicated national training programme for Special Needs Assistants (SNAs). It is being delivered by UCD and funded by the Department of Education at no cost to the SNA.
Budget 2023 also provided further investment in special education which will include: additional funding for the National Council for Special Education to enable it to provide additional support to students with special educational needs and their families. This commitment will be €13 million investment in a full year. And an additional investment of €2 million will made in the assistive technology in education scheme, to meet the needs of students availing of this scheme. The National Educational Psychological Service will receive funding for an additional 54 psychologists to provide services to special schools and special classes.
376. Deputy Seán Canney asked the Minister for Education if she will provide an update on an application by a pupil (details supplied) for a special transport grant; and if she will make a statement on the matter. [62208/22]
View answerSchool Transport is a significant operation managed by Bus Éireann on behalf of the Department of Education. 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.
The purpose of the Department's School Transport Scheme is, having regard to available resources, to support the transport to and from school of children who reside remote from their nearest school.
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.
Eligibility is determined following consultation with the National Council for Special Education through its network of Special Education Needs Organisers (SENO).
I am pleased to advise that the child referred to by the Deputy is eligible for school transport under the terms of my Department's School Transport Scheme for Children with Special Educational Needs.
Bus Éireann has advised that there is no existing suitable service available to accommodate the child referred. As in such circumstances, my Department offered a Special Transport Grant (STG) towards the cost of private transport arrangements which the family accepted. My Department liaised directly with the family in regard to this request and I am pleased to advise the Special Transport Grant payment has issued to the family for the outlined period.
377. Deputy Michael Healy-Rae asked the Minister for Education the measures that are being taken by her Department to promote and maintain the growth of the ETB sector (details supplied). [62261/22]
View answerI fully recognise the important role of Education and Training Boards (ETBs) in the education sector.
The 16 ETBs were established in July 2013 under the provisions of the Education and Training Boards Act, 2013. ETBs carry out their duties in relation to the provision of education in accordance with the ETB Act 2013 and under the legislation that established SOLAS in relation to further education and training.
The ETB sector has undergone very significant reform and growth over the last decade and an extensive range of supports and measures have been put in place by my Department to support ETBs in their work and to ensure improved governance and oversight of the sector.
This includes annual funding of over €1 billion provided by my Department directly to ETBs, supports for Education and Training Boards Ireland, improved governance arrangements and the consolidation of finance systems and roll-out of payroll shared services across the sector.
My Department will continue to work closely with the sector to ensure that ETBs are supported in carrying out their important functions in relation to the provision of high quality education to their students.
378. Deputy Joe O'Brien asked the Minister for Education if she will provide an update on plans for a permanent location for a school (details supplied); and if she will make a statement on the matter. [62262/22]
View answerThe Department has reached an agreement in principle for the acquisition of a 3.31 acre site in Donabate to permanently accommodate Gaelscoil na Mara. The acquisition process is at an advanced stage. Heads of Terms have been agreed and draft contracts have been exchanged. The acquisition of this site is conditional on the development of a large residential development which is awaiting final grant of planning permission.
379. Deputy Catherine Murphy asked the Minister for Education the number and value of granted and declined applications approved for incremental credit for primary and secondary teachers by county in each of the years 2007 to 2021 and to date in 2022. [62264/22]
View answerThe information requested by the Deputy in relation to the number of granted and declined incremental credit applications for teachers is not readily available in my Department but this information will be collated for the years 2014 to 2021 and will issue directly to the Deputy. The information requested in relation to the value of incremental applications approved and the geographical breakdown by county is not available.
The criteria for the award of incremental credit to recognised teachers was agreed under the auspices of the Teachers Conciliation Council (TCC). This Council is comprised of representatives of teachers, school management, the Department Public Expenditure and Reform, the Department of Education and is chaired by an official of the Workplace Relations Commission.
The criteria for the award of incremental credit is laid out in my Department's Circulars 10/2001 for Primary teachers, 29/2007 and 29/2010 for Post Primary teachers.
380. Deputy Robert Troy asked the Minister for Education if she will examine the reason that a person (details supplied) is encountering difficulty being re-instated as a teacher following a period abroad. [62318/22]
View answerThe Teaching Council has confirmed that this person was removed from the Register under Section 34 of the Teaching Council Acts 2001 -2015 on 14 March 2022.
Under Section 34, teachers are removed from the Register if they fail to apply for renewal of their registration. In line with the legislation, where a teacher is removed from the Register, they must make a full application for registration should they wish to return to the Register.
To date, the person named has not re-applied for registration. If they wish to return to the Register, they should apply for registration through the My Registration portal. For any further advice regarding the application process, they should contact the Teaching Council directly.
381. Deputy Duncan Smith asked the Minister for Education the plans that she has to address the shortfall in secondary school places in County Kildare (details supplied); and if she will make a statement on the matter. [62325/22]
View answerAs the Deputy will be aware, for school planning purposes, my Department divides the country into 314 school planning areas and utilises a Geographical Information System to anticipate school place demand. Information from a range of sources, including Child Benefit data, school enrolment data and information on residential development activity is used for this purpose. Additionally, Project Ireland 2040 population and housing targets inform my Department's projections of school place requirements.
While the Department is aware of increasing pressures and demand for additional school places in the Newbridge/ Kildare area, it is important to note that where enrolment pressures arise, it may not be as a result of lack of accommodation but may be driven by the following factors:
- Duplication of applications – pupils have applied for a place to a number of schools in the area
- School of choice – pupils can’t get a place in their preferred school while there are places in other schools in the town/area
- Some towns/areas have single sex schools and while places are available in the school they are not available to all pupils
- External draw – pupils coming from outside the local area
The Department is working to establish the true extent of any capacity issues through ongoing discussions with the relevant school authorities. In that context, similar to the process adopted in advance of the current academic year, the Department is engaging with patron bodies and school authorities, including those of schools in the Newbridge/ Kildare areas, to identify particular capacity requirements for the forthcoming years which may necessitate further action to that already in train. This includes engagement with KWETB and Curragh Community College regarding the provision of additional accommodation at the school to facilitate a significant increase in available first year places.
Additionally, the Department will continue to work to advance the planned and current projects in Newbridge/ Kildare and to ensure sufficient places for both mainstream provision and for pupils with special education requirements both for the coming academic year and into the future. This includes the new school building for the Curragh Community College, which will provide 1,000 student places as well as four classrooms for students with special educational needs on a site in Kildare town.”
382. Deputy Duncan Smith asked the Minister for Education the discussions that she has had with an ETB (details supplied) regarding increasing the number of secondary school places; and if she will make a statement on the matter. [62326/22]
View answerAs the Deputy will be aware, for school planning purposes, my Department divides the country into 314 school planning areas and utilises a Geographical Information System to anticipate school place demand. Information from a range of sources, including Child Benefit data, school enrolment data and information on residential development activity is used for this purpose. Additionally, Project Ireland 2040 population and housing targets inform my Department's projections of school place requirements.
While the Department is aware of increasing pressures and demand for additional school places in the Kildare area, it is important to note that where enrolment pressures arise, it may not be as a result of lack of accommodation but may be driven by the following factors:
- Duplication of applications – pupils have applied for a place to a number of schools in the area
- School of choice – pupils can’t get a place in their preferred school while there are places in other schools in the town/area
- Some towns/areas have single sex schools and while places are available in the school they are not available to all pupils
- External draw – pupils coming from outside the local area
The Department is working to establish the true extent of any capacity issues through ongoing discussions with the relevant school authorities. In that context, similar to the process adopted in advance of the current academic year, the Department is engaging with patron bodies and school authorities, including those of schools in the Kildare area, to identify particular capacity requirements for the forthcoming years which may necessitate further action to that already in train. This includes engagement with KWETB and Curragh Community College regarding the provision of additional accommodation at the school to facilitate a significant increase in available first year places.
Additionally, the Department will continue to work to advance the planned and current projects in Kildare and to ensure sufficient places for both mainstream provision and for pupils with special education requirements both for the coming academic year and into the future. This includes the new school building for the Curragh Community College, which will provide 1,000 student places as well as four classrooms for students with special educational needs on a site in Kildare town.”
