Written Answers Nos. 101-120
101. Deputy Robert Troy asked the Minister for Education if she will provide an update on the minor works grant; when she expects the grant to be paid in 2023; and if she will make a statement on the matter. [4938/23]
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 Department recognises the importance of the Minor Works Grant to primary schools. The funding provides good flexibility at local level to assist schools to manage and undertake works that support the operation of the school.
A total of €280 million in Minor Works Grants and Enhanced Minor Works Grants has been allocated to schools between 2018 and 2022.
The Minor Works Grant for primary schools for the current school year 2022/2023 was paid in December in 2021.
My Department has a strong pipeline of projects for delivery under the school building programme involving approximately 300 projects at construction and in excess of 1,000 projects at the various stages of appraisal and design.
During 2022, 180 school building projects were delivered and a further 300 continued in construction at the start of 2023 - most of which will be completed in 2023. There was also accelerated delivery of modular accommodation to facilitate additional capacity in special classes and special schools to cater for over 900 children with additional needs. My Department is currently examining needs for the 2023/24 school year as part of its overall assessment of our work programme and priorities and resources available to us.
In addition, there was necessary refurbishment and maintenance in nearly 1,000 schools under the Multi-annual Summer Works Scheme and the Emergency Works Scheme.
102. Deputy Paul Kehoe asked the Minister for Education the up-to-date position on a site purchased by her Department in Clonard, County Wexford; and if she will make a statement on the matter. [5004/23]
View answerMy Department agreed to the purchase of the site in question subject to planning permission to accommodate two existing schools based in Wexford town. This project on a shared educational campus will provide for the construction of a new eight classroom primary school and a new 1000 pupil post primary school. The briefs for both schools also involve provision for special education.[MB1]
The campus project for the two schools was devolved for delivery to Waterford and Wexford Education and Training Board (WWETB). WWETB have responsibility under their Service Level Agreement with my Department for communicating progress on the project to the two schools concerned. A Design Team was appointed by WWETB to guide the project through the stages of architectural planning and tendering, with the ultimate goal of proceeding to construction stage in as expeditious a manner as possible.
My Department has received a Stage 1 Report following a meeting with WWETB and its Design Team. During the design process, some potential site constraints have been identified which are being fully investigated by WWETB and its design team. My Department is engaging directly with WWETB in relation to these matters and the options for progressing the delivery of both schools. In the interim, the two school’s accommodation requirements are being met by my Department pending the delivery of this project.
My Department has a strong track record of delivery of school building projects and this was achieved again in 2022 notwithstanding the wider construction sector environment of high inflation, labour shortages and supply chain issues. With this in mind, the Department is committed to delivering this significant campus development project as a suitable new learning environment for the two wider school communities as quickly as possible.
Key achievements by my Department in 2022 include:
- There were circa. 180 school building projects delivered during 2022 and a further 273 school building projects continued in construction at the start of 2023 – most of which will be completed in 2023.
- Accelerated delivery of modular accommodation to facilitate additional capacity in special classes and special schools to cater for over 900 children with additional needs.
- Successfully supported and facilitated the enrolment of over 13,500 children from Ukraine in our primary and post-primary schools.
- Necessary refurbishment and maintenance in nearly 1,000 schools.
- 15 Deep Energy Retrofit Pathfinder projects ongoing in partnership with SEAI.
- Strategic initiatives put in place to support planning for school provision requirements include the Department’s Geographic Information System, National Inventory of School Capacity, engagement with key stakeholders and also setting up of 16 Regional Education and Language Teams (REALTs) to facilitate enrolment of children from Ukraine in a structured and coordinated manner.
- Strategic initiatives put in place to support delivery include use of project manager supports, procurement frameworks, variety of delivery mechanisms and a strong pipeline of projects.
I would like to thank Wexford and Waterford ETB for taking on the management and delivery of this campus project referred to by the Deputy. This project like so many of the projects my Department has already and will deliver over the coming years involves a very significant investment in the provision of new and very modern facilities for school communities and is very welcome.
103. Deputy Paul Murphy asked the Minister for Education the number of schools that have invested in HEPA filters or other ventilation or filtration mechanisms to ensure clean air. [5212/23]
View answerManaging ventilation is one of a suite of public health measures in place to keep our schools safe.
The Expert Group established by the Minister for Health note in its report published in April 2021 that very good advice is contained in the Department of Education’s Practical Steps for the Deployment of Good Ventilation Practices in Schools.
They also note that it must be emphasised that ventilation should be delivered as part of a layered strategy of protective measures to control the spread of viruses. Along with these preventative actions, ventilation further reduces the risk of COVID-19 transmission in schools.
The Expert Group guidance also identifies that in areas with poor ventilation, structural interventions and measures to increase natural ventilation should be completed and if not possible in the short term, that consideration should be given to using stand-alone HEPA filter devices in poorly ventilated spaces pending the completion of structural interventions.
Schools that identify inadequate ventilation in a room can utilise the minor work grant (for minor improvements) or apply for emergency works grant assistance to address ventilation enhancements on a permanent basis.
To date 35 schools have applied for additional funding under the emergency works scheme to assist with ventilation. Of these, 24 have been approved, 2 were incorrectly classified as ventilation-related and assessed separately, 7 were rejected as the application form was not fully completed and 2 are waiting for the schools to revert with further information. None of these applications were for the funding of HEPA filters and contact was made with each of the schools who had applications rejected to advise them how best to proceed.
As noted in my Department’s Guidance where the recommended measures in the Practical Steps have been considered and poor ventilation continues to exist in a particular room/area, air cleaners may be considered as an additional measure in conjunction with other methods of ventilation that are available.
To provide additional support in the context of Covid-19 the payment of a minor works grant totalling €45m for primary schools and special schools, plus a once-off Covid-19 minor works funding of €17m for post-primary schools, was issued in December 2021. Schools used this money for a variety of purposes, including investment in ventilation systems. However the Department does not hold information in this regard.
The Expert Group guidance also outlines that Carbon Dioxide (CO2 ) monitors can play a part in providing a useful general indication that areas/rooms may not be adequately ventilated. My Department have funded and delivered in excess of 42,000 monitors to schools nationwide at a cost of over €4 million.
A dedicated team has been established in the Department to support schools that may have concerns about ventilation.
The Department’s guidance is also fully in line with the most recent guidance on non-healthcare building ventilation, published by the Health Protection Surveillance Centre and general advice on preventing the spread of COVID-19 in non-healthcare settings recently published by the Health Protection Surveillance Centre.
In conclusion, my Department is fully aware of the importance of good ventilation in schools. Our approach, as part of a layered strategy of protective measures to control the spread of the virus, is fully consistent with the Expert Group recommendations on good practices, the use of portable CO2 monitors and the targeted deployment of HEPA air filter devices where necessary for poorly ventilated areas. However, it is important to note that air cleaners do not remove CO2. The best way to reduce CO2 levels in a room is to dilute it with fresh air.
104. Deputy Brendan Griffin asked the Minister for Education if the Junior Certificate results in 2023 will be available earlier than the wait time for the 2022 results; and if she will make a statement on the matter. [5203/23]
View answerI recognise and appreciate the importance for students of receiving the results of State examinations in as timely a manner as possible.
I recognise and appreciate the importance for students of receiving the results of State examinations in as timely a manner as possible.
The State Examinations Commission (SEC) has responsibility for the operation, delivery and development of the State examinations. Following the interruption to examinations in 2020 and 2021 caused by the COVID-19 pandemic, 2022 marked the return to externally delivered State examinations for all candidates at both Leaving Certificate and Junior Cycle, with 61,108 candidates sitting Leaving Certificate examinations and 67,130 candidates sitting Junior Cycle examinations.
There were a number of factors that affected the timing of the issue of results for both examinations this year. The date for issue of Leaving Certificate results took account of the holding of a deferred sitting for candidates affected by, for example, serious accident, illness or close family bereavement. It also reflected the challenge in recruiting examiners. Additionally, there was the implementation of a post-marking adjustment, also at Leaving Certificate, which gave effect to my commitment that results in 2022 would be no lower in the aggregate than in the previous year.
As in 2019, the issuing of Leaving Certificate results is the first priority, followed by the results of Leaving Certificate appeals with Junior Cycle results then following. It is essential to prioritise the Leaving Certificate and Leaving Certificate appeal results, given that these have a direct impact on access to further and higher education as well as the world of work. This means that the SEC is providing Leaving Certificate appeal results to the CAO in time for integration with the CAO offers season.
Accordingly, in 2019 Junior Cycle results issued on the 4th of October, later than in previous years and after issue of Leaving Certificate results in mid-August and Leaving Certificate appeal results in mid-September.In 2022, the results of the 2022 Leaving Certificate issued on the 2nd of September with the appeals issuing 5 weeks later on Friday the 7th of October. This in turn impacted the timeline for issue of Junior Cycle results, which therefore could not have been expected to issue until late October at the earliest.
The impact of the Leaving Certificate results timeline on the Junior Cycle results date was then further exacerbated by particular challenges with examiner supply at Junior Cycle so that Junior Cycle results ultimately issued on the 23rd of November. In 2022, the number of written examiners at Junior Cycle was 1,270, significantly fewer than the 1,756 examiners who marked Junior Cycle papers in 2019. This shortfall meant that it was not possible for examinations to be marked within the normal summer marking window and marking in a small number of subjects continued after the summer period.
My Department approved increased rates of payment for examiners in 2022 and additional payments were made which recognised the cooperation, flexibility and support needed in the delivery of the State examinations. Junior Cycle marking fees for 2022 increased by between 48% and 57% over 2019 depending on the subject. I am pleased to advise the Deputy that €11m was provided on Budget Day this year to maintain these increased examiner pay rates for 2023.
Recruitment and retention of teachers as examiners is therefore of critical concern in order to ensure Junior Cycle results in particular are delivered in as timely a manner as possible in 2023. The SEC is undertaking a review of this issue with all of the second level stakeholders. The objective is to substantially increase the numbers of teachers involved so that the examining experience is a positive one which greatly enhances teacher professional competence as well as earning power.
105. D'fhiafraigh Deputy Aengus Ó Snodaigh den Aire Oideachais an ndearna agus an ndéanann an Roinn Oideachais conradh le comhlachtaí príobháideacha tacsaí nó bus chun seirbhís a sholáthar do dhaltaí a bhfuil cónaí orthu i gceantair iargúlta nach bhfuil seirbhís ag feidhmiú iontu faoin Scéim Iompair Scoile; mura bhfuil seirbhís ar fáil faoin Scéim Iompair Scoile, an bhféadfaí an Deontas Ceantar Iargúlta a mheas agus a bhronnadh bunaithe ar chostas seirbhís tacsaí/bus don aistear; agus an ndéanfaidh sí ráiteas ina thaobh. [5038/23]
View answerIs oibríocht shuntasach í an Scéim Iompair Scoile atá á bainistiú ag Bus Éireann thar ceann na Roinne Oideachais. Sa scoilbhliain reatha iompraítear os cionn 147,900 páiste, lena n-áirítear os cionn 18,000 páiste a bhfuil riachtanais speisialta oideachais acu, ar bhonn laethúil chuig bunscoileanna agus iar-bhunscoileanna ar fud na tíre.
Chomh maith leis sin, tá seirbhísí scéime iompair scoile á gcur ar fáil sa scoilbhliain reatha do bhreis agus 3,800 páiste a tháinig go hÉirinn ón Úcráin.
B'ionann costas iomlán na scéime agus €332.2m sa bhliain 2022.
Tá leanaí incháilithe le haghaidh iompair ag an mbunleibhéal áit a bhfuil cónaí orthu nach lú ná 3.2 chiliméadar ón scoil náisiúnta is gaire dóibh agus iad ag freastal ar an scoil náisiúnta is gaire dóibh, agus ag an iar-bhunleibhéal áit a bhfuil cónaí orthu 4.8 chiliméadar ar a laghad ón iar-bhunscoil/ionad oideachais is gaire dóibh de réir mar a chinneann an Roinn/Bus Éireann, ag féachaint d’éiteas agus teanga.
Ní chuirtear maoiniú ar fáil do chonraitheoirí bus príobháideacha atá ag feidhmiú lasmuigh de Scéim Iompair Scoile na Roinne. Déanann Bus Éireann pleanáil agus bainistiú ar an líonra ar fud na tíre thar ceann na Roinne chun a chinntiú go gcuirtear seirbhísí ar fáil de réir riachtanais shonracha na Roinne. Tá Bus Éireann freagrach as oibreoirí príobháideacha a tholgadh de réir na reachtaíochta soláthair.
Teastaíonn líon íosta de 10 leanbh incháilithe a bhfuil cónaí orthu i gceantar ar leith, de réir mar a chinneann Bus Éireann, sula bhféadfar breithniú a dhéanamh ar sheirbhísí iompair scoile a bhunú nó a choinneáil.
Rinneadh freastal ar leanaí atá i dteideal iompar scoile agus a bhfuil an próiseas iarratais curtha i gcrích acu in am ar sheirbhísí iompair scoile ina bhfuil seirbhísí den sórt sin i bhfeidhm.
D'fhéadfaí Deontas Ceantair Cianda a thairiscint do leanaí atá incháilithe d'iompar scoile ach nach bhfuil aon seirbhís ar fáil dóibh i dtreo an chostais a bhaineann le socruithe iompair phríobháideacha a dhéanamh. Tá an Deontas Ceantair Cianda iníoctha freisin do leanaí incháilithe a mbeadh orthu taisteal 3.2km nó níos mó chuig nó ó phointe ainmnithe pioctha suas/ligthe amach.
Mar chuid de na critéir, ní mór do theaghlaigh ar mian leo leas a bhaint as iompar scoile agus a bhfuil a stádas incháilitheachta measúnaithe acu iarratas a dhéanamh ar líne roimh an dáta deiridh chuig Bus Éireann ag: www.buseireann.ie
Ba é Dé hAoine, an 29 Aibreán 2022/23 an dáta deiridh d'iarratais ar iompar scoile don Scoilbhliain 2022/23.
Mar is eol don Teachta, chuir mo Roinn tús le hathbhreithniú ar an Scéim Iompair Scoile i mí Feabhra 2021. Is éard atá i gceist leis na céimeanna deiridh den athbhreithniú ná anailís mhionsonraithe ar chuspóirí na scéime agus scrúdú ar chritéir incháilitheachta, feidhmíocht scéime, caiteachas scéime agus anailís ar rátaí reatha Cianlimistéir agus Deontais Iompair Speisialta, agus an poitéinseal maidir le comhtháthú scéime.
Cé go raibh tionchar éigin ag dúshláin na paindéime ar obair ar an athbhreithniú, tionchar na coimhlinte reatha san Úcráin, agus ag an éileamh méadaithe ar an scéim i samhradh 2022 mar gheall ar tháillí a bheith á dtarscaoileadh, meastar go gcuirfear an t-athbhreithniú i gcrích go luath le moltaí maidir le feidhmiú Scéim Iompair Scoile na Roinne amach anseo.
The School Transport Scheme is a significant operation managed by Bus Éireann on behalf of the Department of Education. In the current school year over 147,900 children, including over 18,000 children with special educational needs, are transported on a daily basis to primary and post-primary schools throughout the country.
In addition, school transport scheme services are being provided in the current school year for over 3,800 children who have arrived to Ireland from Ukraine.
The total cost of the scheme in 2022 was €332.2m.
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.
Funding is not provided to private bus contractors operating outside of the Department’s School Transport Scheme. Bus Éireann plans and manages the countrywide network on behalf of the Department to ensure that services are provided in line with the specific requirements of the Department. Bus Éireann is responsible for contracting private operators in line with procurement legislation.
A minimum number of 10 eligible children residing in a distinct locality, as determined by Bus Éireann, are required before consideration may be given to the establishment or retention of school transport services.
Children who are eligible for school transport and who have completed the application process on time have been accommodated on school transport services where such services are in operation.
Children who are eligible for school transport but for whom no service is available may be offered a Remote Area Grant towards the cost of making private transport arrangements. The Remote Area Grant is also payable for eligible children who may have to travel 3.2kms or more to or from a designated pick up/set down point.
As part of the criteria, families who wish to avail of school transport and have their eligibility status assessed must apply on-line before the closing date to Bus Éireann at: www.buseireann.ie
The closing date for school transport applications for the 2022/23 School Year was Friday, 29th April 2022.
As the Deputy is aware, my Department commenced a review of the School Transport Scheme in February 2021. The final phases of the review involve a detailed analysis on the objectives of the scheme and an examination eligibility criteria, scheme performance, scheme expenditure and an examination of current Remote Area and Special Transport Grant rates, and the potential for scheme integration.
While work on the review was impacted somewhat by the challenges of the pandemic, the impact of the current conflict in Ukraine, and by the increased demand for the scheme in summer 2022 due to fees being waived, it is anticipated that the review will be completed shortly with recommendations on the future operation of the Department’s School Transport Scheme.
106. Deputy Steven Matthews asked the Minister for Education the position regarding the rollout of free solar panels to all schools; the timeline for the initiative to commence; and if she will make a statement on the matter. [4713/23]
View answerMy Department has a strong record 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.
The National Development Plan 2021-2030 published on 4th Oct 2021, provides capital funding of over €4.4bn for investment in school infrastructure during the period 2021 to 2025. There continues to be a strong Climate Action dimension to this additional and modernisation programme.
Schools designed and built in accordance with the Department’s schools technical guidance documents, have been achieving A3 Building Energy Ratings since 2009, with current schools typically achieving up to 20% higher energy performance and 25% better carbon performance than required by the current Building Regulations. In addition, 10% of primary energy is provided via photovoltaics and infrastructure provision for electric vehicle charging.
As the Deputy is aware, Budget 2023 provided for the provision of funding from the Climate Action Fund in relation to the provision of Photovoltaic Panels in schools up to 6KW output.
This is really positive news for our schools and will assist with their energy needs and costs along with supporting the decarbonisation of our school buildings.
My officials are working closely with colleagues in the Department of Environment, Climate and Communication in relation to the arrangements for this multi-annual scheme and details will be announced in the shortest timeframe possible.
As part of planning for the rollout of this multi-annual scheme, the capacity surveys of the school system that are currently underway will also include obtaining up to date data on the number of schools that have solar panels currently. This is important preparatory work in planning for the rollout of this multi-annual scheme. The provision of the solar panels will be fully funded for schools.
More generally in relation to climate action, the Department of Education and the Department of Environment, Climate and Communications established a jointly funded pathfinder programme, which is administered by the Sustainable Energy Authority of Ireland (SEAI) and the Planning and Building Unit in my Department. Support is also provided from Limerick Clare ETB. The programme is being used to evaluate and demonstrate the approach to energy retrofit and carbon reduction in the schools’ sector. The 2023/24 Pathfinder with 10 schools is jointly funded with a targeted budget of €40 million.
This government-funded energy retrofit pathfinder programme will target energy use and CO2 emission reduction by 51%, testing deep retrofit and low carbon heating solutions.
The pathfinder is paving the way for, and informing, a much larger schools national programme for decarbonisation and retrofit and will play a key part in meeting delivery of the Climate Action Plan.
To date 48 school projects across Ireland have been completed with an additional 16 schools currently at various stages of progress undergoing decarbonisation upgrades to a Building Energy Rating (BER) of B with renewable heating systems. The funding programme to deliver these projects is almost €105m to date.
As part of commitments under the Government’s Climate Action Plan, my Department will complete its decarbonisation pathway roadmap to meet 2030 and 2050 targets for the schools sector by end of this year.
107. Deputy Éamon Ó Cuív asked the Minister for Education if she intends to improve and reform the school transport scheme in time for the beginning of the 2023-2024 school year; and if she will make a statement on the matter. [4662/23]
View answerThe School Transport Scheme is a significant operation managed by Bus Éireann on behalf of the Department of Education. In the current school year over 147,900 children, including over 18,000 children with special educational needs, are transported on a daily basis to primary and post-primary schools throughout the country.
In addition, school transport scheme services are being provided in the current school year for over 3,800 children who have arrived to Ireland from Ukraine.
The total cost of the scheme in 2022 was €332.2m.
A review of the School Transport Scheme commenced in February 2021. The review is being conducted with a view to examining the current scheme, its broader effectiveness and sustainability, and to ensure that it serves students and their families adequately.
Significant consultation has been undertaken as part of this review. A public survey was administered for parents/guardians and students who use the service and those who do not use the service but who would like to. A broad array of stakeholders including schools, special education interest groups, industry representatives and other Government Departments were all consulted as part of this review.
Phase 1 of the review examined the impact of eligibility criteria on mainstream pupils who were eligible for transport to their nearest school but attending their next nearest school. The report was completed in June 2021.
Following consideration of this report, for the 2021/2022 school year, the provision of temporary alleviation measures was approved for transport for post-primary students who are otherwise eligible for school transport, but were attending their second nearest school and had applied and paid on time. These measures have been continued for the current 2022/2023 school year, pending completion of the review. These measures mean that transport is provided for post-primary pupils who are eligible for transport to their nearest school and are attending their second nearest school and, who applied for school transport by the 29th April 2022 and registered for a ticket by the 29th July 2022. Phase two of the review has progressed significantly and is being completed in tandem with phase three which is well underway.
While work on the review was impacted somewhat by the current conflict in Ukraine, and by the increased demand for the scheme in summer 2022 due to fees being waived, my officials are working to complete phase 3 of the review within the coming weeks with recommendations on the future operation of the Department’s School Transport Scheme. Once approved by Government it is planned that the review will be published.
Planning for the operation of the school transport scheme for the 2023/24 is expected to be completed shortly. Bus Éireann will advertise the details of the 2023/2024 school year process through their website and social media platforms. Details will also be published on the Department’s website and, in line with normal practice, will also be communicated to Oireachtas Members.
108. Deputy Bernard J. Durkan asked the Minister for Education if she will examine the situation in relation to school transport in north Kildare whereby some students still find themselves unable to access the school transport system, even on a concessionary basis, and notwithstanding the fact that the service can be availed of and put in place; and if she will make a statement on the matter. [5179/23]
View answerThe School Transport Scheme is a significant operation managed by Bus Éireann on behalf of the Department of Education. In the current school year over 147,900 children, including over 18,000 children with special educational needs, are transported on a daily basis to primary and post-primary schools throughout the country.
In addition, school transport scheme services are being provided in the current school year for over 3,800 children who have arrived to Ireland from Ukraine.
The total cost of the scheme in 2022 was €332.2m.
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.
Families may still apply for school transport following the closing date, however, if applications are late, a place on a service cannot be guaranteed as many local services may be already operating to capacity.
Children who are eligible for school transport and who have completed the application process on time are now accommodated on school transport services where such services are in operation.
In addition, temporary alleviation measures have been continued for the current 2022/23 school year, pending completion of the review and this means that transport will be 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 2022 and registered for a ticket by the 29th July 2022.
Children who are not eligible for school transport, but who completed the application process on time, are 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.
As part of the budgetary process some additional funding was approved for the scheme which has allowed Department officials, in consultation with Bus Éireann to consider and evaluate where temporary additional capacity may be available.
The initial focus has been where families applied on time and who previously held concessionary tickets.
However, it is important to stress that this is subject to capacity considerations. It has become increasingly difficult to source additional contractors due to the lack of availability of buses, drivers, and an increase in fuel and maintenance costs.
A review of the School Transport Scheme commenced in February 2021. The review is being conducted with a view to examining the current scheme, its broader effectiveness and sustainability, and to ensure that it serves students and their families adequately.
It will also involve an examination of issues around eligibility criteria, scheme performance, scheme expenditure and the potential for scheme integration.
Significant consultation has been undertaken as part of this review. A public survey was administered for parents/guardians and students who use the service and those who do not use the service but who would like to. A broad array of stakeholders including schools, special education interest groups, industry representatives and other Government Departments were all consulted as part of this review.
While work on the review was impacted somewhat by the current conflict in Ukraine, and by the increased demand for the scheme in summer 2022 due to fees being waived, my officials are working to complete phase 3 of the review within the coming weeks with recommendations on the future operation of the Department’s School Transport Scheme. Once approved by Government it is planned that the review will be published.
109. Deputy Brendan Griffin asked the Minister for Education the research her Department has considered in the context of the value or otherwise of homework for students at primary and secondary level; if her Department has studied outcomes for schools that have adopted a no homework policy; and if she will make a statement on the matter. [5202/23]
View answerI would like to thank the Deputy for his question on the provision of homework.
The Department acknowledges that homework can play an important part in helping students to prepare for forthcoming classwork and in reinforcing work already covered during class time, however, it is a matter for each school, at local level, to arrive at its own homework policy which best serves the school community. In keeping with good practice, the process of drafting a homework policy should involve consultation with teachers, parents and of course the pupils themselves.
One of the agencies under my remit, the National Council for Curriculum and Assessment (NCCA) funded a report commissioned by the National Parents Council - Primary into parental involvement, engagement and partnership in their children’s learning during the primary school years. The research was undertaken by the Marino Institute of Education and is available on the NPC's website.
While the broad focus of the report is on features of good parent-school partnerships,there is also a focus on:
- The role of homework
- Homework in the Irish context
- Homework in the international literature
- Homework and achievement
- Parental involvement with homework
- Children’s voice on homework.
The research states that significant gaps have been identified in the literature with regard to the efficacy of homework in Irish primary schools. There is a lack of consensus in the reviewed literature on homework with reports of a large amount of commentary around homework in the media and in popular literature tending to have a negative view of homework whereas “professional” literature contains strong views on the effectiveness and usefulness of homework.
Some of the literature reviewed states that ‘homework connects teachers, students, and parents’ and that purposes of homework include the opportunity or the child to practice or review material already presented in class; nurturing children’s ability to manage their own learning and developing children’s learning dispositions.
Both positive and negative effects of homework are noted, including disagreement on its impact on achievement and its implications for family life.
The report also contains recommendations regarding homework, based on the literature review undertaken which include-
“In setting homework it is recommended that teachers consider giving individualised, project based homework tasks whereby children can draw on their own talents and interests”.
It is also recommended that teachers explicitly engage in discussions with parents about how they can best support their child’s learning through homework.
One conclusion is that it is not the act of the assignment of homework that is important but rather the type of homework that is assigned.
I hope this information is of assistance to the Deputy.
110. Deputy Paul McAuliffe asked the Minister for Education her plans to extend the provision of DEIS for those schools with a greater need; and if she will make a statement on the matter. [5034/23]
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 the universal supports available to all schools, the Delivering Equality of Opportunity in Schools (DEIS) Programme is a key policy initiative of my Department to address concentrated educational disadvantage at school level in a targeted and equitable way across the primary and post-primary sector.
In March last year, I announced a major expansion of the DEIS programme which means that, for the first time since 2017 the programme was significantly expanded to an additional 322 schools. The programme now includes over 1,200 schools and supports approximately 240,000 students. This means 1 in 4 of all students are now supported in the programme.
This recent expansion will add an additional €32million to my Department’s expenditure on the DEIS programme from 2023, bringing the overall Department of Education allocation for the programme to €180million.
I am very conscious of the benefits of the DEIS programme. Analysis has shown that since the programme began in 2006, it has helped to close the gap in achievement between schools serving the highest levels of educational disadvantage and those serving populations with little or no disadvantage. It has provided children who come to education at a disadvantage with an equitable opportunity to achieve their potential in education.
The extension of the DEIS programme to new schools is just one component of work in my vision for an inclusive education system which supports all learners to achieve their potential. While the DEIS programme supports those schools with the highest levels of concentrated educational disadvantage, I also recognise that there are students at risk of educational disadvantage in all schools. Since June 2020, and over the past three budgets, I have secured funding to provide measures to support children in this regard. As part of Budget 2023, I announced over €50 million to provide free books to primary school pupils within the free education scheme from next September. I have also further improved the staffing schedule for all primary schools to 23:1, the lowest it has ever been.
I am expanding and strengthening the National Educational Psychological Service and I have negotiated funding to, for the first time, provide a pilot of counselling services in primary schools.
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, will be considered by my Department to help inform future resource allocation to tackle educational disadvantage.
The next phase of work will consider all schools, within and outside the DEIS programme and explore the overall allocation of resources to schools to tackle educational disadvantage. Part of this programme of work will involve consultation with relevant stakeholders over the coming months.
The significant investment to date and ongoing work of my Department reflects my commitment to supporting a quality and inclusive school system that provides an equal opportunity at success for children at risk of educational disadvantage.
111. Deputy Richard Boyd Barrett asked the Minister for Education the regulations and guidelines from her Department for primary and post-primary schools with regard to the operation of any private for-profit companies on school grounds; and if she will make a statement on the matter. [5207/23]
View answerWith respect to the operation of private for-profit companies on school grounds, there is guidance concerning the usage of school buildings for non-educational use. These Guidelines on the use of School Buildings outside of School Hours were published in October 2017 and are available on the Department's website.
By way of background, the use of school facilities lies with the relevant school authority in consultation with the property owner and having regard to the needs of the school, staff and students.
My Department's policy is to encourage the use of school facilities, where possible, for community, training and education-related activities, including early learning and after school activities. The publication of the Guidelines followed a Programme for Government commitment, for the utilisation of primary school buildings for after-school care provision for school age children to offer more options and flexibility to parents, where there is demand for such a service, in partnership with community groups or private providers.
My Department is now undertaking a review of these Guidelines. As part of this review process my Department will consult with relevant stakeholders, including representatives of schools and other Government Departments which engage with the community and voluntary sectors. As part of this review my Department intends to conduct a survey of a sample of schools to measure the usage of school facilities out side of school hours by local community and recreational groups. Work on this survey will commence over the coming weeks.
The information provided from these engagements will further inform any additional measures that can be introduced either by my Department or in conjunction with other Departments to assist schools in making their facilities available outside of school hours.
112. Deputy Holly Cairns asked the Minister for Education the steps she is taking to increase the lack of places in primary and secondary schools for young people with special educational needs and disabilities. [4783/23]
View answerI would like to thank the Deputy for the question and would like to advise the following:
Enabling children with special educational needs to receive an education is a priority for this Government.
For 2023, the spend by my Department on special education will be substantially increased by over 10% on last year, meaning that for 2023 my Department will spend over €2.6 billion providing supports to children and young people with special educational needs and to their schools.
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 additional teaching and care supports. It also includes funding for the National Educational Psychological Service (NEPS) for an additional 54 psychologists to provide services to special schools and special classes.
In 2022, funding for an additional 980 teachers and 1,165 special needs assistants was provided. For 2023, the number of teaching and SNA posts in our schools will increase with an additional 686 teachers and a further 1,194 special needs assistants in our schools next year.
For the first time ever we will have over 19,000 teachers working in the area of special education and over 20,000 Special needs assistants. Together we have almost 40,000 qualified and committed people in our schools who are focused wholly and exclusively on supporting children with special educational needs.
The National Council for Special Education (NCSE) has responsibility for coordinating and advising on the education provision for children nationwide.
In 2023, there will be a significant investment in the expansion of the National Council for Special Education, with a total full-year investment of €13 million, in over 160 additional staff. This investment is being undertaken so that the NSCE can respond effectively, compassionately and quickly to the increased need in our education system so that children and their families are fully supported and achieve the best possible education outcomes.
We have seen 392 new special classes being sanctioned by the NCSE for this school year , bringing the total of special classes to 2,544 opened nationwide. The 392 new special classes for 2022/23 is broken down by 259 at primary level and 133 at post primary level.
Over the last 3 schools years 2020/2021, 2021/2022 and 2022/2023, a total of 612 new special classes at primary and 292 new special classes at post-primary have been provided across our schools.
My Department is engaging intensely with the NCSE in relation to the forward planning of new special classes for the next school year 2023/2024. This work involves a detailed review of statistical data in relation to forecasting demand for special class places, consideration of improved data sharing arrangements and a particular focus on the provision of special classes at post-primary level.
At local level, the NCSE is continuing to engage with schools regarding the establishment of additional special classes for the next school year 2023/2024. Every support will be made available to schools to progress the opening of special classes in the shortest possible timeframe.
It is of course open to any school to engage with the NCSE to establish a special class.
My Department is committed, in conjunction with the NCSE, to continue to work with parents, schools, patrons and all stakeholders to ensure that there are sufficient appropriate places for students with additional needs and to support all students to achieve their potential.
I want to reassure you also that my Department will continue to support the NCSE and schools through the provision of the necessary funding and capital investment to ensure all children are successful in accessing an education.
113. Deputy Alan Dillon asked the Minister for Education if she has considered suspending the proposed €65 increase in summer Gaeltacht fees that have risen to €815, given the difficulties faced by college students; and if she will make a statement on the matter. [5026/23]
View answerThe current requirements for Gaeltacht Learning Periods (GLPs) for primary Initial Teacher Education (ITE) programmes takes the form of 2 x 2 week placements, which are outlined in the Teaching Council’s Céim: Standards for Initial Teacher Education.
Budget 2020 provided for the re-instatement of the grant to cover the full cost of the Gaeltacht Learning Periods (GLPs) for undergraduate and post-graduate students in State-funded primary ITE programmes, with effect from the 2020/2021 academic year. The grant was previously funded by my Department up to the 2012/2013 academic year, when it was ceased due to financial constraints. Whilst the Gaeltacht fees charged by HEIs has risen by €65 to €815, the rate of student grant paid my Department has correspondingly increased from €750 to €815. This will cover the cost of the undertaking the fortnightly course in 2023. This grant will be made available for undergraduate and post-graduate students in State-funded primary Initial Teacher Education (ITE) programmes.
The principal support provided by the Government in financial terms is the Student Grant Scheme. Under the terms of the Grant Scheme, grant assistance is awarded to students attending an approved course in an approved institution who meet the prescribed conditions of funding, including those relating to nationality, residency, previous academic attainment and means. The decision on eligibility for a student grant is a matter, in the first instance, for the centralised student grant awarding authority SUSI (Student Universal Support Ireland) to determine.
To satisfy the terms and conditions of the Student Grant Scheme in relation to progression, a student must be moving from year to year within a course, having successfully completed the previous year or be transferring from one course to another where the award for the subsequent course is of a higher level than the previous course. Therefore post graduate PME students may be eligible for financial assistance through the scheme.
The objective of this policy is to assist as many students as possible to obtain one qualification at each level of study, given that the scheme operates in the context of limited public funding and competing educational priorities.
Apart from the Student Grant Scheme, students in third-level institutions experiencing exceptional financial difficulty can apply for support under the Student Assistance Fund. This Fund assists students, in a sensitive and compassionate manner, who might otherwise be unable to continue their third level studies due to their financial circumstances. Information on the fund is available through the Access Officer in the third level institution attended. This fund is administered on a confidential, discretionary basis.
114. Deputy Aindrias Moynihan asked the Minister for Education the up-to-date position on the delivery of a new building for a school (details supplied); and if she will make a statement on the matter. [5132/23]
View answerThe project to which the Deputy refers has been devolved for delivery to Cork Education and Training Board (CETB). I am pleased to advise that the Stage 2a meeting took place at the end of November 2022. Officials from my Department met with Cork ETB and the full Design Team where a number of recommendations were made. The design team was requested to address these recommendations and comments and to submit a Stage 2A addendum Report.
My Department understands from CETB that its design team is currently finalising this Addendum Report and the submission of same is expected imminently.
Subject to the Department being satisfied with this report, and once this submission has been approved in that respect, approval to progress to Stage 2b will be sanctioned.
The next step for CETB and its Design Team will be to obtain the requisite statutory planning approvals. The project can then be expected to progress to tender and construction stages in due course. CETB will be engaging directly with the school authority to keep it informed of progress.
115. Deputy Bernard J. Durkan asked the Minister for Education her immediate plans to deal with the concerning issue school place shortages at all levels in north Kildare; and if she will make a statement on the matter. [5178/23]
View answerAs the Deputy will be aware for school planning purposes, the Department of Education divides the country into 314 school planning areas and uses a Geographical Information System (GIS) 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 the Department’s projections of school place requirements.
Having considered the projected requirements in each school planning area, the Department then makes an assessment of the existing capacity within that particular area and its ability to meet any increased demand.
Where data indicates that additional provision is required at primary or post primary level, the delivery of such additional provision is dependent on the particular circumstances of each case and may be provided through either one, or a combination of, the following:
- Utilising existing unused capacity within a school or schools,
- Extending the capacity of a school or schools,
- Provision of a new school or schools.
While the Department is aware of increasing pressures and demand for additional school places in North Kildare, 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 – where pupils have applied for a place to a number of schools in the area
- School of choice – where pupils can’t get a place in their preferred school while there are places in other schools in the town or area.
- Some towns or areas have single sex schools and while places are available in the school they are not available to all pupils
- External draw – that is, pupils coming from outside the local area
The Department is working to establish the true extent of any capacity issues across school planning areas, including those in the North Kildare area through ongoing discussions with the relevant school patrons and authorities.
This close engagement will allow the Department to identify at an early stage particular capacity requirements for the forthcoming years which may necessitate further action to that already in train including, where required, the provision of modular accommodation solutions
My Department is already engaging with a number of schools and their patrons with regard to making additional places available in North Kildare for September 2023. There will be further clarity in this respect in the coming weeks.
The requirement for additional school places will continue to be kept under on-going review. Additionally, the Department will continue to liaise with the Local Authority in respect of its review of Development Plans with a view to identifying any potential long-term school accommodation requirements.
The Department will continue to work with schools and patrons to ensure that there is appropriate provision for all students in North Kildare for the 2023/24 school year.
116. Deputy Paul McAuliffe asked the Minister for Education the progress to date in a new ASD class for a school (details supplied). [5033/23]
View answerI would like to thank the Deputy for the question and would like to advise the following:
Enabling children with special educational needs to receive an education is a priority for this Government.
For 2023, the spend by my Department on special education will be substantially increased by over 10% on last year, meaning that for 2023 my 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 additional teaching and care supports. It also includes funding for the National Educational Psychological Service (NEPS) for an additional 54 psychologists to provide services to special schools and special classes.
In 2022, funding for an additional 980 teachers and 1,165 special needs assistants was provided. For 2023, the number of teaching and SNA posts in our schools will increase with an additional 686 teachers and a further 1,194 special needs assistants in our schools next year.
For the first time ever we will have over 19,000 teachers working in the area of special education and over 20,000 Special needs assistants. Together we have almost 40,000 qualified and committed people in our schools who are focused wholly and exclusively on supporting children with special educational needs.
The National Council for Special Education (NCSE) has responsibility for coordinating and advising on the education provision for children nationwide.
In 2023, there will be a significant investment in the expansion of the National Council for Special Education, with a total full-year investment of €13 million, in over 160 additional staff. This investment is being undertaken so that the NSCE can respond effectively, compassionately and quickly to the increased need in our education system so that children and their families are fully supported and achieve the best possible education outcomes.
My Department and the NCSE continue to work very closely in planning for the delivery of new places required to meet forecasted demand.
I am satisfied that this approach is delivering. We have seen 392 new special classes open, bringing the total of special classes to 2,544 opened nationwide for the 2022/23 school-year. The 392 new special classes for 2022/23 is broken down by 259 at primary level and 133 at post primary level.
Information on the list of schools with special classes, the types and locations of these classes is published on the NCSE website and is available at www.ncse.ie
NCSE is continuing to engage with schools regarding the establishment of additional special classes for the next school year 2023/2024. Every support will be made available to schools to progress the opening of special classes in the shortest possible timeframe. It is of course open to any school to engage with the NCSE to establish a special class.
The NCSE has advised my Department that the school referred to by the Deputy intend to open a class for the coming 2023/2024 school year. The school has applied to my Department for funding to convert a room, safe play space, toilets and sensory room, and are engaging an architect to prepare the application. The school have revised their Admission Policy and have started the admissions process for the new special class. This was done with the guidance of an Education Adviser in the School Patron’s office. The revised policy has been updated, ratified and approved by the patron’s office. The NCSE and my Department will continue to support the school as it prepares to open the new special class.
My Department is committed, in conjunction with the NCSE, to continue to work with parents, schools, patrons and all stakeholders to ensure that there are sufficient appropriate places for students with additional needs and to support all students to achieve their potential.
I want to reassure you also that my Department will continue to support the NCSE and schools through the provision of the necessary funding and capital investment to ensure all children are successful in accessing an education.
117. Deputy Richard Bruton asked the Minister for Education how her Department assesses standards of literacy and numeracy at school entry and through primary education. [5214/23]
View answerAssessment is an enabler of effective teaching and learning. Section 22 of the Education Act requires schools “to regularly evaluate students and periodically report the results of the evaluation to the students and their parents”. To support this legislative requirement, primary schools implement standardised testing on an annual basis during the period May/June for all pupils in 2nd, 4th and 6th classes and report the results to my Department. English-medium schools are required to implement standardised testing in English reading and Mathematics with Irish-medium schools required to implement standardised testing in Irish reading, English reading and Mathematics.
Early screening for literacy and numeracy difficulties is important at the end of the infant two-year cycle. Schools use screening and diagnostics test suitable for use with pupils at the end of Senior Infants and the beginning of First Class. These help to identify those pupils who are experiencing some difficulty in learning to read or with numeracy skills. These tests complement a teacher’s observations and assessments of a child’s performance and increase understanding of particular difficulties. They provide information on young children’s difficulties so that instruction can be improved, through differentiated instruction, and /or additional support teaching.
Assessment in the Primary School: Guidelines for Schools (NCCA, 2007) support teachers’ knowledge and understanding of assessment and show how a variety of assessment methods can be used to support assessment of children’s progress and achievement, and to extend and enrich their learning. The Guidelines ask schools to develop a whole-school assessment policy based on a balanced combination of Assessment for Learning and Assessment of Learning.
External inspections of primary schools also support the monitoring of standards of literacy and numeracy in primary schools. Inspection reports provide judgement on the quality of literacy and numeracy in a school, affirm the practices that are working well and make recommendations for improvement that can inform and complement school self- evaluation.
118. Deputy Seán Canney asked the Minister for Education when the new Gaelscoil national and secondary school campus for Athenry, County Galway, will be completed; the stage that it is at; and if she will make a statement on the matter. [2880/23]
View answerThe project to which the Deputy refers has been devolved for delivery to Galway and Roscommon Education and Training Board (GRETB). This is a Campus project.
This project is currently at Stage 2a of the architectural planning process. The Department received the Stage 2a Report from GRETB in January 2023.
The Department has arranged a Stage 2a meeting with GRETB for the 9th February 2023 and awaits confirmation of availability from GRETB and its appointed design team.
Subject to no significant issues arising during the completion of the Stage 2a process and following approval in that respect, the next step for GRETB and its Design Team will be to obtain the requisite statutory planning approvals. The project can then be expected to progress to tender and construction stages in due course.
While at this early stage it is not possible to provide a timeline for completion of the project, GRETB will be engaging directly with the school authority to keep it informed of progress.
119. Deputy Brendan Smith asked the Minister for Education if she will report on the level of funding and plans for the 2023 July Provision; and if she will make a statement on the matter. [4949/23]
View answerThe 2022 Summer Programme built on the expanded programmes of the previous two years. Since 2021, all primary and post-primary schools were given the opportunity to run at least one scheme under the programme.
The Department has listened carefully to feedback from stakeholders and is working to make the scheme as inclusive as possible and available to as many eligible students as possible, whilst retaining a focus on children and young people with the most complex needs. The programme that has been provided in recent years was developed following extensive engagement with education stakeholders, parents, and disability advocacy groups. For instance, in 2022, to support more schools to participate, greater flexibility was given to schools, additional supports were provided to alleviate administration burdens, and staff who took part were paid earlier than ever before. The programme has gone from strength to strength, with over 42,000 pupils benefitting from a programme either in the school-based or home-based strands. I am however conscious that parents want this programme to be available in more schools in 2023.
My Department has conducted a review of the Summer Programme to ensure that we can build on the success of recent years. As part of this review my Department has engaged with the management bodies, schools, and parents with a view to encouraging more schools to participate in 2023. Department officials met with the principals of Special Schools in meetings around the country. They also met with officials from Malta on two occasions to utilise some of the learnings from their system in terms of the planning and organisation. There will be particular focus on Special Schools in 2023. Additional supports will be made available to them to run a programme, in recognition of the additional complexities involved in doing so.
An additional €20 million funding has been approved under Budget ‘23 to continue the expanded summer programme for next year, bringing the total to €40 million for 2023. This earlier announcement of funding has been secured will allow schools several extra months to plan for the programme this year.
The details of Summer Programme 2023 are due to be announced next week. Information and guidance will be circulated to schools, and published on www.gov.ie/summerprogramme
120. Deputy Gary Gannon asked the Minister for Education if she will provide an update on the revamped relationships and sexuality education junior cycle curriculum, which is due to be introduced in the coming months. [5058/23]
View answer165. Deputy Paul Murphy asked the Minister for Education if she will outline the progress in delivering objective sex education in schools. [5209/23]
View answerI propose to take Questions Nos. 120 and 165 together.
As set out in the Programme for Government, this Government is committed to developing inclusive and age appropriate curricula for RSE and SPHE across primary and post-primary schools.
In giving effect to this commitment, my Department continues to work closely with the National Council for Curriculum and Assessment (NCCA). A draft revised Junior Cycle specification was published for consultation by the NCCA in July 2022, with the consultation process running to October 2022. The consultation took feedback from teachers and students as well as other interested groups and individuals. The NCCA is finalising the Junior Cycle specification for presentation to the NCCA Council for approval early in the year. The aim is that it will be implemented in schools in September.
In relation to Senior Cycle, preparation to update the SPHE/RSE specification has commenced. In October, a background paper was published for consultation on the NCCA website. The NCCA intends that the Senior Cycle draft specification itself will be available for public consultation in quarter 3 this year, with a view to being ready for implementation in schools in September 2024.
Following publication of the new Primary Curriculum Framework, expected early in the year, NCCA will establish a development group for the curricular area of Wellbeing in primary schools.
In tandem with this work, the NCCA has created support materials for teachers published online as part of an Interim Guidance Toolkit, 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.
