Written Answers Nos. 121-140
121. Deputy Frankie Feighan asked the Minister for Education the status of the approval process for the building of two additional module classrooms sanctioned by her Department in August 2022 for a school (details supplied); and if she will make a statement on the matter. [5193/23]
View answerI am pleased to inform the Deputy that, the school in question, has been awarded funding for the purchase of a Modular Accommodation Unit under the Additional School Accommodation (ASA) Scheme.
A final approval letter confirming same has issued to the school authority, which outlines the total grant allocation. The project is devolved to the School Authority for delivery.
122. Deputy Gary Gannon asked the Minister for Education her views on whether the two-year length of the Professional Master's in Education is a prohibiting factor for many wishing to enter the profession; and if she is considering shortening its length and lessening its cost. [5139/23]
View answerChanges to the duration and content of all initial teacher education (ITE) programmes were made in response to recommendations in the National Strategy to Improve Literacy and Numeracy among children and Young People 2011-2020 and were incorporated into the Teaching Council’s Policy Paper on the Continuum of Teacher Education and Criteria and Guidelines for Programme Providers. The changes made to post graduate ITE programmes included the reconfiguration of their content and an increase in their duration to two years.
The lengthened and reconfigured programmes include substantial periods of school placement as central to student teacher development.
Accreditation of ITE programmes and the standards required to be registered as a teacher in Ireland are the responsibility of the Teaching Council. Revised standards for ITE were set out by the Teaching Council in Céim: Standards for Initial Teacher Education, published in 2020. These include a number of mandatory areas including seven core elements -
Inclusive Education
Global Citizenship Education
Professional Relationships and Working with Parents
Professional Identity and Agency
Creativity and Reflective Practice
Literacy and Numeracy
Digital Skills
Céim reaffirms that post-graduate ITE programmes shall be a minimum of two years’ duration.
These reforms are focused on improving the quality of teaching in our schools, which is central to the educational outcomes of our children. The changes made to the content and duration of the ITE programmes for primary and post primary teaching are in line with the aims of the National Literacy and Numeracy Strategy and aim to ensure that newly qualified teachers are better equipped for the needs of modern day classrooms.
It is acknowledged that there are challenges around the availability of teachers at present. However, many programmes of initial teacher education remain oversubscribed and there are no plans to reduce the current duration of the postgraduate ITE programmes to one year.
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.
123. Deputy Michael Moynihan asked the Minister for Education if she will report on the School Building Programme; if she is satisfied with the progress to date; and if she will make a statement on the matter. [4944/23]
View answerThe National Development Plan sets out the national priorities and funding levels for the school building programme. Key priorities under the National Development Plan 2021 to 2030 include:
Continuing to cater for additional capacity requirements
- Provision of accommodation for special classes with a particular emphasis on ramping up provision at post-primary level to facilitate a smooth transition from primary level
- Delivering on Climate Action agenda and integrating, where possible, on modernisation of existing school infrastructure
- Strengthening asset management and maintenance regime across schools
My Department has a strong track record of delivery. During the period 2018 to 2022, nearly 900 school building projects were completed.
Through Project Ireland 2040, we are investing €4.4 billion over the period 2021 to 2025, to add capacity and develop and upgrade school facilities across the country for the almost one million students and over 100,000 staff that learn and work in our schools every day.
The key drivers of capital investment in the schools sector are as follows:
- demographic change, including keeping pace with delivery of SEN and accommodation for Ukrainian pupils particularly at Post Primary
- alignment with housing provision and national planning at school planning area level,
- construction costs,
- climate action objectives including deep energy retrofit.
The continued high level of construction inflation (21% in the schools sector between Q2 2021 and Q2 2022) together with the increased requirements in terms of demographics, SEN and Ukrainian students all add to capital funding pressures to be managed. In this regard, additional supplementary funding of €300m was provided in 2022 to support this strong project rollout.
These challenges will continue to be managed as best as possible in 2023 and beyond and it is envisaged that they will also get reflected, as appropriate, in the next review of the overall NDP allocations that is due to take place later in 2023.
We continue to have a strong pipeline of projects for delivery under the school building programme involving circa 300 projects at construction and in excess of 1,000 projects at the various stages of appraisal and design.
The current status of all projects is listed on the Department’s website and this is updated on a monthly basis as part of our overall communications
124. Deputy Aodhán Ó Ríordáin asked the Minister for Education when the primary school which is mentioned in the Woodbrook-Shanganagh Local Area Plan, Shankill, County Dublin will be provided; and the planned patronage for same. [4717/23]
View answerThe planned establishment of a new primary school in 2021 to serve the Bray/Woodbrook Shanganagh school planning area was announced in 2018 as a result of a countrywide demographic exercise. Further analysis has since been conducted on the necessity for the establishment of a number of planned new schools, including the school to serve this school planning area, taking into account a number of factors, including the pace of delivery of the expected additional residential development in the school planning areas, associated enrolments and the capacity in existing schools in the areas.
Provision has been made in the Dún Laoghaire-Rathdown County Development Plan for a designated primary school site in the Woodbrook area. This site is ideally located to serve the planned new residential developments in Woodbrook and Shanganagh.
It had been projected, in 2018, that these residential lands would be developed in a shorter timeframe. However, two significant residential developments in this area have now commenced and will be built out in over the next number of years.
My Department is satisfied that the existing demand in the Bray/Woodbrook Shanganagh school planning area can be accommodated at present by the existing and growing schools in this area. As a result, the establishment of the planned new school has been deferred.
The pace of delivery of additional residential development in this school planning area, along with updated enrolment data and demographic data will be kept under review and this will inform the timing of school requirements. My Department will continue to liaise with the Local Authority in Dún Laoghaire-Rathdown and local developers in respect to the projected completion of these residential developments.
A patronage process is run after it has been decided, based on demographic analysis, that a new school is to be established. This patronage process is open to all patron bodies and prospective patrons. Parental preferences for each patron, from parents of children who reside in the school planning areas concerned, together with the extent of diversity currently available in these areas, are key to decisions in relation to the outcome of this process.
The new Online Patronage Process System (OPPS) has been developed by my Department to provide objective information to all parents and guardians which will allow them to make an informed choice in expressing a preference for their preferred model of patronage for their child’s education.
125. Deputy Matt Carthy asked the Minister for Education the total number of late applications received for the school transport scheme in relation to the 2022-2023 academic year; the number from County Monaghan; the number of which have been processed and approved; and the number outstanding. [4692/23]
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.
Children who are eligible for school transport and who have completed the application process on time have now been accommodated on school transport services where such services are in operation.
Children who are not eligible for school transport, but who completed the application process on time, will be considered for spare seats that may exist after eligible children have been facilitated; such seats are referred to as concessionary seats.
Because of the nature of concessionary transport for non-eligible children and the priority of providing places for eligible children, there may be an excess of demand over supply for concessionary places, in these cases Bus Éireann will allocate tickets for spare seats using an agreed selection process.
Bus Éireann have indicated that while it is not possible to provide the information in the manner requested by the Deputy, they have confirmed that close to 5,000 mainstream eligible and concessionary tickets have issued to families nationwide, who submitted late applications. These pupils have now been facilitated on transport where capacity was available.
There were over 200 late applications received from Co. Monaghan, of those applications, close to 120 mainstream eligible and concessionary tickets issued to late applicants for the 2022/2023 school year. The remaining late applications consist of applications that have since closed, where no service is available and those that did not receive a ticket due to local services being full to capacity.
126. Deputy Jennifer Murnane O'Connor asked the Minister for Education if she will provide an update on the provision of autism spectrum disorder class provision in Carlow; and if she will make a statement on the matter. [4935/23]
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.
Over the last two to three years, my Department and the NCSE have introduced a number of strategic initiatives to plan for and provide sufficient special class and special school places.
These initiatives are bearing fruit with over 600 new special classes sanctioned at primary level and almost 300 new special classes sanctioned at post-primary level.
There are a total of 45 special classes in Co. Carlow. Of these, 30 special classes are at primary level and 15 are at post primary level.
My Department is engaging intensely with the NCSE in relation to the forward planning of new special classes and additional special school places for the next school year 2023/2024. This work involves a detailed review of statistical data in relation to forecasting demand for special class and special school 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 in both mainstream and special schools 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.
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
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.
127. Deputy Richard Boyd Barrett asked the Minister for Education if she will provide a full report on a school building (details supplied); the details of the reasons for the delay with construction; and if she will outline the plans for September 2023; and if she will make a statement on the matter. [5206/23]
View answerGaelscoil Laighean is currently located in interim accommodation in a building at Kill Lane & also a room is rented from Kill O’ the Grange Parish Centre which is located directly across the road.
It is intended that the school will move to interim accommodation on their permanent site at Mount Anville for September 2023.
In relation to the interim accommodation for Gaelscoil Laighean an application for planning permission was lodged for the Mount Anville Depot Site, on 21st June 2022 and the Final Grant of permission issued from Dun Laoghaire Rathdown County Council on 16th September 2022 with 18 conditions. My Department’s Design Team responded to the Council on these conditions on 5th October 2022 and have been liaising with the local authority to finalise and agree all pre-commencement conditions to allow the building contractor to commence work on site. The contractor has been appointed and the modular accommodation is ready to be installed on site.
Agreement in principle for the acquisition of the permanent site was reached with the Executive of Dún Laoghaire Rathdown County Council in June 2021, subject to the approval of the Elected Members of the Council. The approval by the Elected Members to dispose of these lands to the Minister for Education was granted at a Council Meeting on 11th April 2022. This acquisition is subject to the successful grant of planning permission for the permanent school facility.
With regard to the permanent school building project, my Department has commenced the tender process for the appointment of the Project Manager for the delivery programme which includes Gaelscoil Laighean.
The appointment of the project manager is a two-stage restricted process. The first stage of this process; “expression of interest” was published on e-tenders on 14 November and has recently been shortlisted and is in standstill period. The second stage; restricted tender call-off will commence shortly and it is anticipated that this stage will conclude by end Q1 2023. Following conclusion of the two-stage restricted tender process, it is expected that the successful project manager will be appointed in Q2 2023.
Once the Project Manager is appointed, they will commence the tender process for the appointment of the Design Team that will take the project forward through the stages of architectural planning to tender and construction. The school and its Patron Body will be kept fully informed as these steps are progressed.
Gaelscoil Laighean is part of a strong pipeline of school building projects for delivery under the Government’s National Development Plan. My Department has a strong track record of delivery with over 360 school building projects at construction during 2022 including over 50 new schools. My Department has an allocation of €4.4 billion to facilitate delivery during the period 2021 to 2025. This strong investment by Government recognises the importance of adding capacity and modernising facilities in our schools. The use of project manager supports, such as in the case of this school, will help to facilitate the delivery of projects as quickly as possible.
This is an important project on my Department's capital programme and I look forward to it being progressed and delivered as quickly as possible.
128. Deputy Catherine Connolly asked the Minister for Education the status of the implementation of the recommendations of the November 2022 Report on the Summer Programme, by the Oireachtas Joint Committee on Autism; and if she will make a statement on the matter. [4835/23]
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.
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.
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 took a proactive approach and developed this years programme based on this review, other forms of feedback including engagement with the parents, advocacy groups, schools and management bodies 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, with additional supports being made available to them to run a programme.
The actions and terms for the 2023 programme are being implemented following this comprehensive review and engagement with education partners and stakeholders since last summer, including the Oireachtas Joint Committee on Autism. I very much welcome the contribution made by the Joint Committee to ensuring we have the best possible summer programme available and I can assure the Deputy that the recommendations of the November 2022 report by the Joint Committee are very much aligned to the outcome of the review.
The main priority in 2023 is that those children with the most complex needs, especially in special schools, should have access to a school-based summer programme, additional mechanism to support this including:-
- additional funding and resources to ease the burden of administration associated with the programme
- access to additional workforce availability
- new leadership role in schools, from a much earlier stage in the school year, to support planning and preparation
The details of the Summer Programme are due to be announced next week. Information and guidance will be circulated to schools, and published on www.gov.ie/summerprogramme.
129. Deputy Matt Carthy asked the Minister for Education the timeframe for a decision in respect of the application for capital funding, under the additional school accommodation scheme by a school (details supplied); and if she will make a statement on the matter. [4693/23]
View answerThe School to which the deputy refers has been approved funding under the Additional School Accommodation (ASA) Scheme to provide the following works:
2 x Classroom SEN Base , 5 x 58.6m2 General classrooms, 1 x 15m2 Pastoral Office, 5 x 15m2 Offices, 2 x SET, 1x textile room, 1 x Music Room, 1 Science Lab 88.6m2 & 1 x 38.5m2 Prep area.
The Stage 2a Report is currently under review by the Department's Professional & Technical team. When this review has been completed, the Department will revert to the patron body and the school regarding the outcome.
130. Deputy Brian Leddin asked the Minister for Education the progress of the summer works scheme 2023; when she expects the announcement of approved works; and if she will make a statement on the matter. [5224/23]
View answerAs the Deputy is aware, the Summer Works Scheme is the funding mechanism for dealing with more significant improvement works that are usually carried out during school holiday periods to minimise disruption to the operation of schools.
As part of it’s planning for 2023 and beyond, my Department's officials are working on the arrangements for the next phases of the summer works programme. It is envisaged at this stage that, a new Multi-Annual Summer Works Scheme with a focus on climate action and energy conservation will be opened for new applications later in 2023 for delivery of projects on a phased basis from 2024 onwards. Schools will be notified of the details of the Summer Works Scheme in due course.
My Department is also working on the arrangements for the rollout of the multi-annual programme for the provision of solar panels in schools.
131. Deputy Thomas Gould asked the Minister for Education the status of an extension for a school (details supplied). [5056/23]
View answerThe major building project for the school referred to by the Deputy will be delivered under my Department's ADAPT Programme.
The ADAPT Programme uses a professional external Project Manager to co-ordinate and drive the Design Team to achieve the best possible timeframe for the project through the stages of Architectural Planning to Tender and Construction.
The Project Manager has recently visited the school to outline the process for design team appointment and the progression of the project through architectural planning and construction. Site surveys have been carried out at the school site.
The tender competitions for the appointment of the Design Team (Consultant Architect, Civil Structural Engineer, Mechanical & Electrical Engineer, Quantity Surveyor and PSDP) are currently under way.
An Invitation to Tender issued to the potential Design Team Consultants in mid Quarter 1 2023, and subject to no issues arising, the estimated timeframe for completion of the appointment process is mid Quarter 2 2023.
The Project Manager is in contact with the Principal and Patron of the school regarding the procurement process and these appointments.
Upon appointment, the Design Team will proceed to the initial stage of Architectural Planning, Stage 1 – Preliminary Design, where the Design Team will assess the site and prepare their initial sketch schemes for the new school.
A preferred design option, including the scope and extent of works to be carried out will be established during this early stage, to be then further detailed and developed and fully cost-planned, before seeking statutory approvals, including planning permission.
Until the project design is at a stage where statutory approvals, planning permission, etc. are secured by the Design Team, it will not be possible to provide an estimated onsite date.
132. Deputy Alan Farrell asked the Minister for Education the status of digital funding for special education in 2023; and if she will make a statement on the matter. [4095/23]
View answerMy Department provides funding to all schools to support them with their digital technologies and strategies including aspects for special education.
Last April, my Department announced the Digital Strategy for Schools to 2027 and associated grant funding for all recognised primary and post-primary schools for digital technology infrastructure.
This strategy will advance 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.
The Professional Development Service for Teachers Technology in Education (PDST-TIE) offers advice to schools and have developed advice sheets on digital technology in education, in addition to providing professional learning for teachers.
As part of this strategy an ICT Grant will be provided to schools, with €200 million committed over the period of the Strategy, €50m of which has already been provided to schools. This approach facilitates multi-annual planning by schools to allow them to plan effectively for all of their children.
Additionally, an enhanced allocation is issues in respect of learners in special schools and SEN pupils in mainstream schools.
All new school buildings and additional classroom accommodation projects receive ICT grant funding as part of their furniture and equipment funding from the Planning and Building Unit of the Department.
Further to this my Department also provides an Assistive Technology Scheme to supplement the overall approach to providing funding to schools for digital technology and equipment to support children for education purposes. All equipment provided under this scheme supports children with more complex disabilities who require essential specialist equipment in order to access the school curriculum.
It is vital that all learners have the opportunity to reach their potential, with digital technologies providing the means to overcome traditional barriers to learning, and to support inclusion across education.
Additional €2 million funding was secured in Budget 2023 for this scheme. This represents an increase of almost 60% on funding allocated previously to this essential support. This increased allocation supports my Department’s commitment to ensure that a full range of resources, not just teachers and SNAs, are available to support children who most need it.
133. Deputy David Stanton asked the Minister for Education if she will report on the impact of the delivering equality of opportunity in schools' programme; and if she will make a statement on the matter. [5036/23]
View answerSupplementing 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.
The renewed DEIS Plan published in 2017 sets out the vision for future interventions in the critical area of educational disadvantage policy and builds on what has already been achieved by schools who have benefitted from the additional supports available under the initial DEIS programme introduced in 2005.
The OECD Education Policy Outlook Report for Ireland published in June 2020 notes that “The education system became more equitable as Ireland had one of the lowest shares of low performers among students from disadvantaged backgrounds (21% compared to 35% in the EU) and among students with a migrant background (14% compared to 35% in the EU). ”
In March 2022, 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 was significantly expanded to include an additional 322 schools. This means that the DEIS programme now supports over 240,000 students in circa 1,200 schools.
There has been an extensive programme evaluation of DEIS to date by the Educational Research Centre (ERC), with published reports available on the ERC website. Analysis has shown that since the DEIS programme began, it has had considerable impact in our schools and helped to close the gap in achievement between DEIS and non-DEIS schools.
“The Evaluation of DEIS at post-primary level: Closing the achievement and attainment gaps” , a report published by the ERC in January 2019 shows a narrowing of the gap between DEIS and non-DEIS schools both in terms of performance at Junior Cycle level and retention rates.
My Department’s Inspectorate also carry out a programme of DEIS inspections and the findings are contained in a series of published reports. A composite Inspectorate report published in April 2022 “Looking at DEIS Action Planning for Improvement in Primary and Post-Primary Schools” concluded that where the most effective practice was observed, DEIS action planning for improvement was the vehicle to drive overall school improvement. It was found, in general, schools are implementing a significant number of interventions to bolster literacy, numeracy and the wellbeing of their students with resources, specific interventions and supports targeted to meet the needs of pupils/students who are most at risk of educational disadvantage.
The latest Retention Report published by the Department measures the percentage of students who entered the first year of post-primary school in 2015 and who sat the Leaving Certificate examination in 2020 or 2021. The Report shows that 92.1% of the students who entered first year in 2015 received either a calculated grade in 2020 or sat the Leaving Certificate examination in 2020 or 2021, while 97.5 % sat the Junior Certificate examination in 2018 or 2019.
From the most recent report on the 2015 entry cohort, the retention rate to the Leaving Certificate of students in DEIS schools was 86.1% per cent, while for non-DEIS schools, it was 93.7%, a gap of 7.6 percentage points. The comparable results for the 2014 cohort were 84.8% for DEIS and 93.4% for non-DEIS, with a gap of 8.6 percentage points.
Schools participating in the DEIS Programme have seen retention rates to Leaving Certificate improve since the introduction of DEIS - from 80.1% for the 2006 entry cohort to 86.1% for the 2015 entry cohort. The gap in retention rates between DEIS and non-DEIS schools has narrowed from a gap of 16.8 percentage points for the 2001 entry cohort to a gap of 7.6 percentage points for the 2015 cohort.
134. Deputy Niamh Smyth asked the Minister for Education the number of applications for assistive technology for students with special educational needs received by the National Council for Special Education since the inception of the scheme by county; the number of these applications that have been successful; and if she will make a statement on the matter. [4939/23]
View answerThe Assistive Technology Scheme is provided by my Department to supplement the overall approach to providing funding to schools for digital technology and equipment to support children for education purposes. All equipment provided under this scheme supports children with more complex disabilities who require essential specialist equipment in order to access the school curriculum.
It is vital that all learners have the opportunity to reach their potential, with digital technologies providing the means to overcome traditional barriers to learning, and to support inclusion across education.
Additional €2 million funding was secured in Budget 2023 for this scheme. This represents an increase of almost 60% on funding allocated previously to this essential support. This increased allocation supports my Department’s commitment to ensure that a full range of resources, not just teachers and SNAs, are available to support children who most need it.
The Assistive Technology Scheme is currently being reviewed by my Department to ensure that it is still working for these children and that the resources are allocated appropriately and support other Department ICT funding as efficiently as possible. The review in ongoing and is expected to complete by mid-2023. As I have mentioned, this scheme is part of an overall approach. Last April, my Department announced the Digital Strategy for Schools to 2027 and associated grant funding for all recognised primary and post-primary schools for digital technology infrastructure.
This strategy will advance 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 part of this strategy an ICT Grant will be provided to schools, with €200 million committed over the period of the Strategy, €50m of which has already been provided to schools. This approach facilitates multi-annual planning by schools to allow them to plan effectively for all of their children.
The information the Deputy has requested is currently being collated by officials in my Department and will be sent to the Deputy directly upon completion.
135. Deputy Paul Murphy asked the Minister for Education the action she is taking to ensure that schools have an atmosphere which is welcoming to LGBTQ+ students. [5213/23]
View answerMy Department is fully committed to creating safe and supportive environments in all schools, fostering an atmosphere that is welcoming and inclusive for every student, including LGBTQ+ students, to supports all students to achieve their full potential.
My Department is providing a broad range of resources to support schools to develop positive whole-school approaches. It has provided funding towards the annual BelongTo Stand Up Awareness Campaign since 2013. The objective is to prevent and tackle homophobic and transphobic bullying in schools, increase respect for diversity and LGBTQ+ identities and reduce the potential for mental health difficulties among LGBT students.
“Being LGBT in School – A Resource for Post-Primary Schools to Prevent Homophobic and Transphobic Bullying and Support LGBT Students ”, developed with the support of my Department, provides guidance in relation to supporting LGBT students in schools. It is intended to assist schools in addressing homophobic bullying and to support LGBT students and is available on www.gov.ie It includes information on key roles in the school context, including that of the Principal/School Leader, Teachers/Class Teacher and that of the Guidance Counsellor.
In December last, Cineáltas: Action Plan on Bullying was published by my Department setting out 61 actions to ensure that schools are places where every single student feels welcome, valued and understood. These include the commitments by my Department to review and update the resource ‘Being LGBT in School’ and to continue to support the StandUp Awareness Campaign.
The Department’s Wellbeing Policy Statement and Framework for Practice (2019) acknowledges that schools provide opportunities to develop friendships and to respectfully encounter diversity and access support structures. The policy promotes the provision of a whole-school approach to supporting wellbeing, an approach that has been found internationally to produce a wide range of educational and social benefits for individual children and young people, including increased inclusion, greater social cohesion, increased social capital and improvements to mental health.
To support schools in this work the Professional Development Service for Teachers (PDST) provides training to schools to ensure that the promotion of wellbeing is at the core of the ethos of every school.
The National Educational Psychological Service (NEPS) has also developed training for school staff on the promotion of wellbeing and resilience in schools which includes upskilling school staff on the use and implementation of therapeutically-informed approaches in schools,
The Programme for Government commits that ‘this Government will develop inclusive and age appropriate curricula for Relationships and Sexuality Education (RSE) and Social, Personal and Health Education (SPHE) across primary and post-primary schools, including an inclusive programme on LGBTI+ relationships’. Work to implement this commitment is ongoing, building on a major review of RSE in schools, completed in 2019 by the National Council for Curriculum and Assessment (NCCA). A draft revised Junior Cycle specification was published for consultation in July of last year running until October. The report from this consultation, which was published last month and is available on the NCCA website at ncca.ie/media/5914/report-on-the-consultation-on-the-draft-junior-cycle-sphe-curriculum.pdf, will inform the NCCA’s finalisation of the Junior Cycle specification. The aim is that this will be implemented in schools in September of this year.
A background paper for development of Senior Cycle SPHE was published for consultation in October last, and will inform development of a new specification to be ready for implementation in schools in September 2024.
Finally, under the Child Protection Procedures for Primary and Post Primary Schools 2017, as part of its work, the Inspectorate in my Department monitors and report on compliance by schools with the 2017 Procedures. The Inspectorate’s monitoring work in this regard is one of a range of quality assurance and oversight measures to ensure that schools and their staff are operating in compliance with the Children First Act 2015.
136. Deputy Seán Canney asked the Minister for Education when a new school (details supplied) for Tuam, County Galway, is expected to be delivered; the stage that it is at presently; and if she will make a statement on the matter. [2879/23]
View answerI am pleased to inform the Deputy that the building project for the school to which he refers is being devolved for delivery to Galway & Roscommon Education and Training Board (GRETB).
The project will provide for the development of two schools consisting of a 41-classroom primary school including 5-classroom SEN and an 8-classroom primary school with 2-classbase SEN.
The Service Level Agreement (SLA) has been issued to GRETB. The Design Team has been procured and the project will progress through the stages of architectural planning to design the buildings, obtain the necessary statutory planning permissions, and move the project onward to tender and construction in due course.
137. Deputy Steven Matthews asked the Minister for Education the position regarding a review of the provision of school bus services; if efforts are ongoing to ensure that more students than ever are accommodated for the next school year; and if she will make a statement on the matter. [4082/23]
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.
Phase 1 of the review, an examination of issues a report on eligibility with an examination of issues for mainstream pupils relating to the nearest and next nearest school was completed in June 2021.
Following commencement of the review the Steering Group presented me with an initial interim report in June 2021, with regard to eligibility and with an examination of issues for mainstream pupils relating to the nearest and next nearest school.
Following consideration of this report, for the 2021/2022 school year, the extension of temporary alleviation measures were approved for transport for post-primary students who are otherwise eligible for school transport but are attending their second nearest school and have applied and paid on time. These measures will be continued for the current school year, pending completion of the review and means 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 and registered for a ticket by the 29th July.
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.
138. Deputy Robert Troy asked the Minister for Education if she will provide an update on the Longford Westmeath Education and Training Board’s application for a new headquarters; and if she will make a statement on the matter. [4936/23]
View answerMy Department received a proposal from the ETB in question regarding a new headquarters in September of last year. My Department has sought additional information from the ETB in relation to this proposal and will give further consideration to the application following receipt of this information.
139. Deputy Donnchadh Ó Laoghaire asked the Minister for Education the progress to date in ensuring that children attending a school (details supplied) have access to school transport. [5251/23]
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.
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.
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 a random selection process.
Bus Éireann has advised that they are currently assessing all the school transport applications received for the school referred to by the Deputy and that all the children who are deemed eligible for school transport will be accommodated on school transport services where such services are in operation. Bus Eireann will liaise directly with all the families concerned.
140. Deputy Alan Dillon asked the Minister for Education if she will outline the improvements to deliver on the physical education curriculum in primary and secondary schools; and if she will make a statement on the matter. [5025/23]
View answerThe Programme for Government commits to encourage increased participation in Physical Education (PE) in primary and secondary education. My Department continues to work closely with the National Council for Curriculum and Assessment (NCCA) in that regard.
The new Primary Curriculum Framework, to be published in the coming weeks, underpins the importance of wellbeing as part of school life. The development of the wellbeing specification, which includes PE, has just commenced with the set-up of the development group at the end of 2022. The development process will include research, consultation, working with the education partners and a network of schools. The specification will be completed in the 2025/2026 school year.
A new 135 hour Junior Cycle PE specification required to be implemented by all post-primary schools will be rolled out in schools from September 2023 and will be available to First Year students.
Schools are required to provide a programme of 400 hours of Wellbeing for students starting first-year, PE contributes to the Wellbeing programme by providing learning experiences which support students in being better able and more motivated to include regular physical activity in their lives, thereby contributing to their overall experience of wellbeing.There are two options for PE at Senior Cycle – Leaving Certificate Physical Education (LCPE), which is an examinable subject and the Senior Cycle Physical Education (SCPE) framework which is non- examinable.The objectives of LCPE are to develop the learner’s physical activity. To enable this to happen, students learn about the different theoretical perspectives through their participation in three different physical activities. These activities are selected from six distinct physical activity areas which reflect the activities more commonly included in school physical education programmes currently.
LCPE is designed to be taught in approximately 180 hours. It is recommended that of the five suggested class periods a week, a double period per week should be included to facilitate learners’ active participation in the three physical activities. Learning associated with the specification may occur in practical settings beyond the school. It is important, therefore, that timetable arrangements reflect this.285 schools provided LCPE as an examinable subject in the 2021/22 school year. Since the first examinations took place in 2020, over 7,500 students have completed the LCPE examination with 4,896 examined in the subject at Leaving Certificate level in 2022 (2022 being the first year since 2019 in which there was a return to written examinations for all candidates).
As part of the redevelopment of Senior Cycle announced by Minister Foley on 29 March 2022, the Department will work to expand the number of schools offering LCPE.
The Senior Cycle Physical Education (SCPE) framework has a different purpose and focus to that of LCPE. It provides a flexible planning tool for physical education for all students in senior cycle and is not assessed as part of the Leaving Certificate examination. Learners can be encouraged to undertake different roles and responsibilities, including leadership, coaching and officiating roles. They can learn to plan, organise, participate in and reflect on their experiences in physical activity. Students can learn about fair play, team work and how to relate to one another respectfully. As a result, they learn to be effective in the different competitive, creative and challenging situations that participation in physical activity continually offers them.
The Government has appointed Thomas Byrne TD as Minister of State at both the Department of Tourism, Culture, Arts, Gaeltacht, Sport and Media and the Department of Education with special responsibility for Sport and Physical Education. I would like to welcome Minister of State Byrne to the Department and of course I look forward to working with him to progress this important area.
