Donnchadh Ó Laoghaire
Question:88. Deputy Donnchadh Ó Laoghaire asked the Minister for Education how she intends to ensure that the 10% of post primary schools without school halls can be provided with same. [5248/23]
View answerSchool Facilities
Questions (88)
Written answers
I can confirm to the Deputy that investment and expenditure on PE Halls is an element of the overall School Building Programme. The provision of GP rooms and PE Halls, at primary and post primary level respectively, and outdoor hard play areas, form part of the accommodation brief for all new school buildings. This is also the case where a major building or refurbishment project is being delivered for an existing school.
As the Deputy is aware, almost 95% of the post primary schools that made 2020 Annual Schools Returns have indicated to the Department that they either have a PE Hall, access to a nearby PE Hall, or a project in train that will deliver a new PE Hall. Practically all schools have outdoor play areas and many schools use adjacent local facilities, including community halls, public parks, playing fields and swimming pools.
The main focus of my Department’s resources over the last decade and for the coming period is on provision of additional capacity to cater for increasing demographics particularly at post-primary level, and for provision to meet the needs of children with special educational needs. My Department has successfully supported and facilitated the enrolment of over 14,000 children from Ukraine in our primary and post primary schools.
Under Project Ireland 2040 the education sector will receive a total of approximately €4.4 billion capital investment over the period 2021-2025. There will be a rolling 5 year funding envelope which will be updated annually for the period 2026 to 2030 within the Government’s overall NDP funding envelope of €136 billion in exchequer capital (€165 billion total capital including non-Exchequer) that will facilitate building a modern and sustainable school infrastructure.
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. The strengthened focus on refurbishment of existing school stock will have different strands and will include a PE build and modernisation programme which will enable students in post-primary schools to have access to appropriate facilities to support PE provision, particularly also in the context of the roll-out of PE as a leaving-certificate subject. Enhanced and modernised PE facilities will also provide important amenities for local communities.
My Department will continue to work to ensure that capital investment in our schools is targeted in the most efficient and effective way to support schools in meeting the education needs of their students and communities.
Details of large-scale projects being delivered under the school building programme may be viewed on my Department's website at, www.gov.ie and this information is updated regularly. In addition, a list of large-scale projects completed from 2010 to date may also be viewed on the website.
Education Policy
Questions (89)
Cathal Crowe
Question:89. Deputy Cathal Crowe asked the Minister for Education if she will examine the development of a national strategy on physical literacy and interventions for children who are not able to reach certain developmental benchmarks in physical literacy; and if she will make a statement on the matter. [4538/23]
View answerWritten answers
There are a number of existing policies which refer to the importance of physical literacy and physical literacy development. These include the Get Ireland Active National Physical Activity Plan, The Wellbeing Statement and Framework for practice, National Sports Policy 2018 – 2027, as well as the Department of Education funded Move Well Move Often Physical Literacy resource.
The curriculum, at both primary and post primary level, is considered to be for all learners and it is the aim of the Department of Education that every child has access to equitable education and that each learner feels safe and happy in the school environment, at every stage. Issues in relation to inclusivity and diversity are considered as part of the ongoing reviews in relation to the curriculum at both primary and post-primary level.
Physical literacy gives pupils the tools they need to take part in physical activity and sport, both for healthy life-long enjoyment and for sporting success. The physically literate child can be described as having the motivation, confidence, movement competence, knowledge and understanding to value and take part in physical activity throughout their personal lifelong journey. The emphasis from an educational perspective is on learning. Our PE curricula (Primary and Post-Primary) have the idea of breadth and balance at their core so as to engage and motivate as many learners as possible in as many areas as possible.
The current Primary PE curriculum was introduced as part of the Primary School Curriculum. The curriculum contributes to children’s overall development by helping them to lead full, active and healthy lives. In Junior Cycle, Physical Education is recognised as part of the Wellbeing area of learning as outlined in the Framework for Junior Cycle. At Senior Cycle, PE is available through both the examinable subject, Leaving Certificate PE (LCPE) and the non-examinable subject, Senior Cycle PE.
PE teachers are trained in inclusion first and foremost, with a focus on facilitating the involvement of all students to the greatest extent possible in PE lessons. PE teachers are encouraged to take a very broad view of what constitutes participation in PE. As such a wide variety of roles can be adopted by a learner, with examples such as coach, choreographer, and referee. The school should facilitate the level of involvement to provide a meaningful learning experience for the student. This is in line with the Programme for Government commitment to increase participation in Physical Education.
Any intervention that provides remediation for pupils/students aimed at improving levels of Physical Literacy should be welcomed and encouraged. In that context my focus is on ensuring that physical activity and opportunities to learn through physical activity are explored and encouraged in order to enhance physical literacy for all.
School Admissions
Questions (90)
Christopher O'Sullivan
Question:90. Deputy Christopher O'Sullivan asked the Minister for Education the steps that can be taken to increase the admissions at a school (details supplied); and if she will make a statement on the matter. [4642/23]
View answerWritten answers
As the Deputy will be aware, for school planning purposes, my Department divides the country into 314 school planning areas and utilises a Geographical Information System to anticipate school place demand. Information from a range of sources, including Child Benefit data, school enrolment data and information on residential development activity is used for this purpose. Additionally, Project Ireland 2040 population and housing targets inform my Department's projections of school place requirements.
My Department's projections of post primary school place requirements in Clonakilty show some continued growth in overall enrolments in the short term. However, despite projected overall growth, first year place requirements are anticipated to remain generally stable, or to decline slightly.
In response to enrolment pressures in the area, there has been significant capital investment into the post-primary schools in Clonakilty. An extension for Clonakilty Community College was completed in 2020. Sacred Heart Secondary School also have a project currently at Stage 1, which when complete will provide for a total enrolment of 600 as well as accommodation for three classes for children with special educational needs.
While my Department is aware of increasing pressures and demand for additional school places in Clonakilty, 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/area
- Some towns/areas have single sex schools and while places are available in the school, they are not available to all pupils
- External draw, where there are pupils coming from outside the local area
My Department is aware that there are 216 first year places available in post primary schools in Clonakilty for the 2023/24 school year. My Department's projections, which are based on primary student numbers, indicate that these available first year places should be sufficient to meet requirements. My officials have been engaging with the schools and have confirmed that there are sufficient places in total for the number of applicants, and that there are places available for all girls who have applied. However, my Department is aware of a small number of boys who are currently without a place. Department officials will continue to liaise closely with the schools over the coming weeks to monitor the situation as the admissions process works through.
This close engagement will allow my Department to identify at an early stage, any particular capacity requirements for the forthcoming years which may necessitate further action to that already in train.
Additionally, my Department will continue to work to advance the planned and current projects in Clonakilty and to ensure sufficient places for both mainstream provision and for pupils with special education requirements, both for the coming academic year and into the future.
Education Policy
Questions (91)
David Stanton
Question:91. Deputy David Stanton asked the Minister for Education further to Parliamentary Question No. 947 of 26 April 2022, if her Department has completed the proposed review of the guidelines on the use of school buildings outside of school hours; if new guidelines have or will be issued to schools; and if she will make a statement on the matter. [5035/23]
View answerWritten answers
I wish to thank the Deputy for the opportunity to give an update on the review of my Department's 'Guidelines on the Use of School Buildings Outside of School Hours'.
My Department has and will continue to support and encourage the use of school buildings for community purposes, where feasible, and this will remain a core feature of the guidelines.
My Department first published the Guidelines on the use of School Buildings outside of School Hours in October 2017. The purpose of these guidelines was to provide guidance to schools in relation to their current arrangements for the use of school buildings outside of school hours. The Guidelines outline the various scenarios and informs where consent of the Department of Education is required.
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.
I am committed to reviewing the guidelines and this review will include consultation with the relevant stakeholders, including representatives of schools and other government departments which engage with the community and voluntary sectors. I can confirm preparatory work for the Review commenced in late 2022 and involved officials from my Department beginning a series of engagements with other Government Departments. Further consultation is also planned to take place. The Department also plans to conduct a survey of a sample of schools regarding their experience in engaging with community and recreational groups seeking to use school property. Work on this survey is due to commence later this quarter.
The type of information that will be sought in the survey will include the current use of schools outside of school hours, the types of activities being catered for, whether formal arrangements are in place and if there are charges associated with the use of the facilities.
The feedback received from the discussions with the relevant stakeholders along with the results of the survey will be used to inform the review of the guidelines by my Department. Following the review, and in consultation with school authorities, the guidelines will be updated as necessary and all schools will be notified of the changes.
Special Educational Needs
Questions (92)
Gary Gannon
Question:92. Deputy Gary Gannon asked the Minister for Education if she will provide an update on the work of her Department in ensuring that special education teachers, and special needs assistants, are not used to plug gaps in mainstream classes in schools suffering from a teacher shortage. [5163/23]
View answerWritten answers
The provision of education for children with special needs is an ongoing priority for the Department. Additional Special Education Teaching (SET) resources are provided under the SET model and are allocated to support our most vulnerable learners. This is also the case for SNAs.
SET resources provided to schools are based on the special education needs of the pupils enrolled and should be utilised to ensure that students with such needs are supported so that they can achieve the best possible educational outcome.
My Department is undertaking a comprehensive programme to support the supply of teachers. A number of measures are being implemented to enhance the supply of teachers, including:
- a number of special temporary arrangements are being introduced, following meetings I held with initial teacher education providers, to create greater capacity for student teachers to provided substitute cover.
- the Department’s continuing professional development (CPD) services have adjusted planned CPD to reduce the need for substitution and provide additional personnel to support schools
- the additional hours that post primary teachers can teach each term have been increased from 20 to 35 for the remainder of the 2022/23 school year.
- a communications campaign has been launched to encourage retired teachers to take up short-term substitute positions and enabling them to teach for up to 50 days in each of the calendar years 2021 to 2023 without reducing their pension. In 2022, almost 870 retired primary teachers and over 220 post-primary teachers provided substitute cover in schools, representing an increase over 2021.
- registration with the Teaching Council of over 2,100 3rd and 4th year undergraduate student teachers, enabling them cover substitutable vacancies.
- providing allocations for the 2023/24 school year to post-primary schools on 26 January, while those for primary schools issued on 31 January.
- providing for fully funded upskilling programmes in mathematics, physics and Spanish. Beginning with 170 places in January 2021, I have agreed to increase places to over 300 in 2023, and a new Irish upskilling programme is planned for 2023/24.
- providing for the allocation of a significant number of additional posts to primary substitute teacher supply panels in areas where significant challenges in sourcing substitution continue. This brings the total to 610 posts on 151 panels covering more than 2,840 schools.
- the Teaching Council, on a time-bound basis, will accept applications from primary and post-primary teachers who have qualified outside of Ireland but who have not completed the statutory period of induction in the country in which they qualified.
- These measures are underpinned by the Teaching Transforms campaign which promotes the teaching profession and encourages students to follow a career in teaching.
Despite the positive impact of these important actions, work remains to be done to address teacher supply challenges, particularly to ensure the availability of sufficient numbers of substitute teachers.
My Department continues to work intensively with all stakeholders to develop and implement creative solutions to address the teacher supply challenges for schools.
School Patronage
Questions (93)
Aodhán Ó Ríordáin
Question:93. Deputy Aodhán Ó Ríordáin asked the Minister for Education the status of the Raheny primary school reconfiguration review undertaken by her Department and the Catholic Church Archdiocese. [4714/23]
View answerWritten answers
The Government’s objective is to have at least 400 multi-denominational schools in the primary system by 2030 to improve parental choice. I fully support this commitment and I am working with my Department and stakeholders in this respect. In recent years there has been progress towards increasing the numbers of multi-denominational primary schools with the vast majority of new primary schools established to cater for demographic demand in the last decade having a multi-denominational ethos.
In March 2022 I announced that arrangements are being put in place in a number of towns and areas of cities that have no multi-denominational primary schools to identify potential schools and to engage with school authorities, school staff and the school communities with a view to agreeing on a transfer of patronage and change of ethos, where there is sufficient demand for this. The ongoing pilot process includes 63 schools in the cities of Cork, Dublin, Galway and Limerick and the Arklow, Athlone, Dundalk and Youghal areas.
The Schools Recon?guration for Diversity process, supporting transfers of schools to multi-denominational patrons in response to the wishes of local communities, has been developed in order to accelerate the delivery of multi-denominational schools across the country. Where a school transfers from the patronage of one patron to another, the school remains open with the same roll number and operating from the same school property. All State-funded primary schools follow a common national curriculum and are subject to the same rules and regulations.
The pilot areas are parts of the cities of Cork, Dublin, Galway and Limerick and also the Arklow, Athlone, Dundalk and Youghal areas. The Council for Education of the Irish Episcopal Conference (representing the Catholic patrons) and relevant Bishops have confirmed their willingness to engage and co-operate fully with my Department in seeking to facilitate a more diverse school patronage in these towns and cities.
My Department has made available a number of independent facilitators, who are former senior inspectors, across the pilot areas to work with the school patron and relevant school authorities at a local level. This work involves engagement with school authorities, school staff and parents with a view to agreeing on a transfer of patronage and change of ethos, where there is sufficient demand for this. This process is about providing information and engaging with, and seeking feedback from, the school community.
In respect of the engagement with the three schools in Raheny, the facilitator has completed their information meetings with the relevant boards of management, Principals, staff and parents of pupils in each school. Before and after each engagement with a stakeholder, the facilitator and patron’s representative engaged to consider the views expressed and queries raised. The facilitator is now preparing their preliminary report based on their engagement with the relevant stakeholders.
It is intended that this preliminary report will be circulated to the Raheny school communities, who can provide feedback and share their views with the facilitator and my Department via the dedicated reconfiguration e-mail address.
The facilitator will then consider any feedback submitted by the school community via the dedicated e-mail address and may reflect this in their final report to the school patron as appropriate.
After the school patron receives the facilitator’s report, the patron can reflect on the level of demand as indicated in the report. The patron should then communicate with the schools on whether there is sufficient demand for transfer of patronage and change of ethos or whether the school community wishes to remain under Catholic Church patronage.
School Transport
Questions (94)
Niamh Smyth
Question:94. Deputy Niamh Smyth asked the Minister for Education if she will investigate the reason that students (details supplied) from Kilnaleck, County Cavan are paying private bus fees each week to get to school; and if she will make a statement on the matter. [4940/23]
View answerWritten answers
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.
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.
Families who wish to avail of school transport and have their eligibility status assessed should apply before the closing date to Bus Éireann on their website at www.buseireann.ie
The closing date for school transport applications for the 2022/23 School Year was Friday, 29th April 2022
Families could still apply for school transport following this date, but if applications were late, a place on a service could not 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 all accommodated on school transport services where such services are in operation.
Temporary alleviation measures were continued for the current 2022/23 school year, pending completion of the School Transport Review. 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.
Bus Éireann have advised that generally, pupils residing in the Kilnaleck area are not eligible for transport to the Post Primary Centre mentioned in the details supplied by the Deputy as, generally, it is their third closest Post Primary Centre. While the Deputy has provided clarity on the schools in question, it is not possible to give further detail on the eligibility of the families in question without their addresses. If the families wish to make direct enquiries, they can do so by contacting the School Transport Section in my Department where officials will be happy to assist them.
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 and as part of this process, ensures the utmost safety standards are complied with.
Special Educational Needs
Questions (95)
Ruairí Ó Murchú
Question:95. Deputy Ruairí Ó Murchú asked the Minister for Education the plans in place in her Department to deliver a greater number of ASD units in County Louth, particularly to address the issue of creating additional space in a number of schools and other logistical difficulties; and if she will make a statement on the matter. [4388/23]
View answerWritten answers
I would like to thank the Deputy for the question and would like to advise the following:
Enabling children with special educational needs (SEN) to receive an education appropriate to their needs is a priority for this Government.
It is also a key priority for me as Minister for Special Education & Inclusion, for my Department and for the National Council for Special Education (NCSE).
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 their schools.
This includes funding to support children with SEN in mainstream classes; funding for new special classes and new special school places; additional special educational teachers and special needs assistants.
The NCSE has responsibility for coordinating and advising on the education provision for children with special educational needs 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, almost 300 new special classes sanctioned at post-primary level and five new special schools established over the last three years.
The NCSE has sanctioned 21 new special classes at primary level and 5 new special classes at post-primary level over the last 3 years in County Louth.
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.
As part of its forward planning, my Department provides special class accommodation with all new school building projects and has delivered significant special class capacity as part of extension projects at schools in anticipation of the continued requirement for special classes at primary and post primary level.
Where there is not sufficient special class accommodation already in place in an area, my Department works to deliver the required provision to meet the need. In the first instance, my Department seeks to maximise the use of existing school accommodation, to support the early delivery of the special class accommodation, and in support of climate action goals. To this end, my Department has put a SEN reconfiguration process in place which hugely streamlined the delivery of the accommodation, via a simplified application process, project manager oversight, and a framework of contractors. There has been overwhelmingly positive feedback from schools who have undertaken these SEN reconfiguration projects.
If there is no available accommodation capacity in an area, accelerated delivery of special class accommodation can be achieved by use of my Department’s Modular Accommodation Framework, and my Department has additionally put new project manager support in place to assist schools with the delivery of this critical modular accommodation.
Traditional construction projects may also be progressed, depending on the timing of the requirement.
Regardless of the delivery method, my Department aims to deliver purpose designed Special Education Needs facilities that meet the needs of the school, including appropriate ancillary facilities, in a manner which represents a pragmatic and sustainable solution.
Further classes will be required in Louth in the coming years and I want to assure you that both my Department and the NCSE will support schools through the provision of the necessary funding, capital investment and professional development supports to ensure all children are successful in accessing an appropriate education.
Education Policy
Questions (96)
Donnchadh Ó Laoghaire
Question:96. Deputy Donnchadh Ó Laoghaire asked the Minister for Education her views on the recent change in position with regard to funding for an organisation (details supplied); and if she will make a statement on the matter. [5250/23]
View answerWritten answers
The voice of parents and that of children and young people is of critical importance to me as Minister and to my Department in all of our work. To assist with this, my Department provides funding to ensure that parents and students are supported to have national representation.
Since 1985, the National Parents Council post primary (NPCPP) has been the organisation recognised as representing parents at post primary level and funding was provided to them in this regard. For example, in 2020 we provided €205,000.
My Department has an obligation under the Department of Public Expenditure and Reform Circular 13/2014 to ensure that all Exchequer funds are accounted for and properly managed and that there is transparency and accountability in the management of public money. There is a responsibility on the part of any organisation in receipt of public funding to demonstrate good governance.
My Department engaged with representatives of the Board of the National Parents Council Post Primary in May 2022 and discussed an independent governance review. Draft terms of reference for the review were discussed and subsequently shared with the Board for input at that time. Following a publicly tendered procurement process an external company, with considerable experience of governance and related issues, was contracted to conduct a review of the governance and financial arrangements applying in the National Parents’ Council Post Primary (NPCPP) and to make observations and recommendations on foot of same.
The NPCPP’s Board consistently and repeatedly declined to engage with this review process. The review therefore proceeded using publicly available information, including from the Companies Registration Office. A final draft was shared by the reviewer with the NPCPP for comment three weeks ago. The reviewer has advised that no comment has been received to date. Throughout this process, my Department has sought to engage with the NPCPP, including offering meetings, but these offers have not been availed of.
Given the non-co-operation with the external review several months after the Department met Board representatives to discuss the need for same, the Department concluded that to make any further grant payments at this point in time would be a breach of its obligations to protect Exchequer funding and formally notified NCPPP of its decision to cease provision of funding. It did however offer to pay for any outstanding appropriate costs.
The Education Act 1998 Section 2 refers to recognition of ‘national association of parents’ and in order to ensure clarity for the NPCPP and others, the Department also advised the NPCPP that it is no longer a body recognised under this Act. The Department has requested another established body to take the role on, on an interim basis, subject to review and further consideration in the coming months. Parent Councils or associations in schools are not impacted by this decision.
The Department sincerely regrets the situation which has now arisen directly as a result of the actions of the Board of the NPCPP.
As I have briefly mentioned already, in order to ensure continuity of support for parents and their continued input into policy making, my Department has formally requested the National Parents’ Council Primary to extend its remit and provide representation and support to post-primary parents with immediate effect. This arrangement will be subject to review and further consideration in the coming months.
The Department continues to work with the independent reviewer as the governance review is finalised and remains available to NPCPP as indicated in correspondence.
Teacher Training
Questions (97)
Willie O'Dea
Question:97. Deputy Willie O'Dea asked the Minister for Education if she will provide an update on the provision of training for relationships and sexuality education and social, personal and health education teachers; and if she will make a statement on the matter. [5181/23]
View answerWritten answers
I am fully committed to ensuring every child and young person has access to modern, inclusive sex education. The Programme for Government states that ‘this Government will develop inclusive and age appropriate curricula for RSE and SPHE across primary and post-primary schools, including an inclusive programme on LGBTI+ relationships.’ This reflects that access to sexual and health education is an important right for students. It is equally as important that this education meets the needs of students in their day-to-day lives and that it reflects models of best practice.
I recently announced the provision of a new flagship postgraduate programme to upskill registered post-primary teachers teaching SPHE / RSE.
This programme, funded by my Department and provided by Dublin City University, will provide a pathway for post-primary teachers to develop their pedagogical practice and leadership skills in teaching SPHE/RSE and will build capacity and leadership within the profession in this important area.
Fees and substitute provision will be covered by the Department and substitute cover will be provided to support participation.
The programme, delivered in a blended learning format, will provide substantial theoretical and practical continuing professional development for each participant.
In giving effect to the Programme for Government commitment, there has been a focus on the development of inclusive and age-appropriate curricula.
The NCCA was asked to look at a number of specific issues in respect of RSE and the curriculum.
A draft revised Junior Cycle specification was published last year by the NCCA and a consultation process was completed. The consultation took feedback from teachers, students and parents as well as from other interested groups and individuals. The results of this consultation will inform the NCCA in finalising the specification and submitting it for approval, with the aim that is implemented in September 2023.
In relation to Senior Cycle, a background paper was published for consultation in October 2022. It is expected that the draft Senior Cycle specification will be published for consultation in Quarter 3 of 2023.
RSE is a key component of the SPHE curriculum in primary school. The teacher support services provide tailored in-school support for RSE and SPHE in a range of ways that best suit the needs of the school.
CPD provided by these Support Services includes the provision of seminars, online workshops and in-school support. New CPD to support the new NCCA specification for Junior Cycle will be rolled out for delivery in the current school year.
The role of the SPHE/RSE teacher is complex, with a range of sensitive topics addressed in the classroom. Teachers need ongoing, appropriate CPD to support them in this important work. Curricular changes at both junior and senior cycle level are imminent. The new DCU programme will take account of these changes.
The first students are commencing the programme in February 2023. Further intakes to the programme will be offered in the future depending on demand.
School Patronage
Questions (98)
Richard Bruton
Question:98. Deputy Richard Bruton asked the Minister for Education if she is satisfied with the model being piloted for the transfer of patronage in schools; and if modifications in that approach are planned. [5215/23]
View answerWritten answers
The Government’s objective is to have at least 400 multi-denominational schools in the primary system by 2030 to improve parental choice. I fully support this commitment and I am working with my Department in this respect. In recent years there has been progress towards increasing the numbers of multi-denominational primary schools with the vast majority of new primary schools established to cater for demographic demand in the last decade having a multi-denominational ethos.
In March 2022, I announced that arrangements are being put in place in a number of towns and areas of cities that have no multi-denominational primary schools to identify potential schools and to engage with school authorities, school staff and the school communities with a view to agreeing on a transfer of patronage and change of ethos, where there is sufficient demand for this.
The Schools Recon?guration for Diversity process, supporting transfers of schools to multi-denominational patrons in response to the wishes of local communities, has been developed in order to accelerate the delivery of multi-denominational schools across the country. Where a school transfers from the patronage of one patron to another, the school remains open with the same roll number and operating from the same school property. All State-funded primary schools follow a common national curriculum and are subject to the same rules and regulations.
The ongoing pilot process is engaging with 63 schools in the cities of Cork, Dublin, Galway and Limerick and the Arklow, Athlone, Dundalk and Youghal areas. The Council for Education of the Irish Episcopal Conference (representing the Catholic patrons) and relevant Bishops have confirmed their willingness to engage and co-operate fully with my Department in seeking to facilitate a more diverse school patronage in these towns and cities.
My Department has made available a number of independent facilitators, who are former senior inspectors, across the pilot areas to work with the school patron and relevant school authorities at a local level. This work involves engagement with school authorities, school staff and parents with a view to agreeing on a transfer of patronage and change of ethos, where there is sufficient demand for this. This process is about providing information and engaging with, and seeking feedback from, the school community.
The pilot has already facilitated increased diversity with the announcement on 12 January that a Catholic school in Athlone – Cornamaddy National School, will be transferring patronage from its Catholic patron to Longford and Westmeath Education and Training Board, becoming a multi-denominational community national school.
The engagement at local level across all pilot areas should be largely concluded in many of the areas by the end of Q1 2023 and this will help clarify the level of demand for reconfiguration in these areas.
I have always been clear about the intention to examine any learnings from the pilot in order to inform future work. My Department is committed to pulling together information on what worked well across the pilot and what could be done better. We will then work with all the relevant stakeholders to apply this learning to future phases of work. My goal remains to establish a strong process, that has the support of all patrons and local communities, and which will enable us to continue to increase the number of multi-denominational primary schools across the country.
Educational Disadvantage
Questions (99)
Seán Canney
Question:99. Deputy Seán Canney asked the Minister for Education if she will review the process by which DEIS designation is given to schools to ensure that all schools that cater for students from all backgrounds, including refugees, are properly recognised; and if she will make a statement on the matter. [2881/23]
View answerWritten answers
My Department provides a wide range of supports to all schools, DEIS and non-DEIS, to support the inclusion of all students and address barriers to students achieving their potential. Supplementing these universal supports, the DEIS programme provides a targeted and equitable way to address concentrated educational disadvantage that promotes equity across the primary and post-primary sector.
Last March, I was glad to be able to announce a major expansion of the DEIS programme. 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 over 1,200 schools, addressing educational disadvantage. 1 in 4 students and 30% of schools are now supported in the programme. The 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 on the programme to €180million.
Schools that were identified for inclusion in the programme were those with the highest levels of concentrated disadvantage as identified through the refined DEIS identification model, which is an objective, statistics-based model. Schools were not required to apply for inclusion in the DEIS programme and the model was applied fairly and equally to all schools.
The development of the refined DEIS identification model followed extensive work by the DEIS technical group. The group sought to identify enhancements to the identification model that would allow it capture a wide breadth of disadvantage in order to identify those schools with the highest proportion of students from disadvantaged backgrounds. One important refinement developed by the technical group provided that the model took into consideration the level of disadvantage experienced by students residing in accommodation provided by the International Protection Accommodation Service. It also took into consideration the significant educational disadvantage experienced by Traveller and Roma learners and by students residing in emergency homeless accommodation. A detailed paper on the refined DEIS identification model is available on gov.ie.
It is important to note that schools that are catering for children fleeing war in Ukraine and children residing in accommodation provided by IPAS, the International Protection Accommodation service, are provided with resources to ensure that those children are supported in their education. Additional teaching resources have been granted to support schools in their work with children who require supports. Additional language supports, special educational needs and wellbeing supports have also been provided.
My Department’s Statement of Strategy, sets out the vision and mission of the Department for an educational system where every child and young person feels valued and is actively supported and nurtured to reach their full potential. It sets as a goal to ensure equity of opportunity in education and that all pupils are supported to fulfil their potential.
Recognising this, it is important to note that the extension of the DEIS programme to new schools is just one component of work in achieving this vision. I acknowledge that there are children at risk of educational disadvantage being supported in schools throughout the country, not just in the DEIS programme. These schools have access to universal supports such as the National Educational Psychological Service (NEPS), extra teacher hours in the form of English as an Additional Language (EAL) support, as well as additional resource teachers and special educational needs supports.
The next phase of work to continue to address disadvantage will explore the allocation of resources to schools to tackle educational disadvantage. Part of this programme of work will involve consultation with stakeholders.
Following the National Census 2022 held on the 3rd April last it is envisaged that an updated HP Deprivation Index will be generated by Pobal and will be available in Q3 of 2023. My Department will engage with Pobal in relation to this process. The updated HP Deprivation Index, when available, can be considered by my Department to inform future resource allocation to tackle educational disadvantage.
School Accommodation
Questions (100)
Thomas Gould
Question:100. Deputy Thomas Gould asked the Minister for Education the status of an extension for a school (details supplied). [5057/23]
View answerWritten answers
The purpose of my Department’s Additional School Accommodation (ASA) programme is to ensure that essential classroom accommodation is available to cater for pupils enrolled each year and where the need cannot be met by the school’s existing accommodation.
I can confirm to the Deputy that the school referred to has been approved for a project under my Department's Additional School Accommodation (ASA) Scheme and has been devolved to the school for delivery. The project will provide the following accommodation at the school:
3 Mainstream classrooms and 1 x SEN Base Unit, consisting of a SEN Classroom Base, Safe Space, Multi-sensory room and toilet.
This year, my Department will invest in excess of €2 billion, or over 25% of the Department’s budget in the area of special educational needs support. As a result, the numbers of special education teachers, special needs assistants and special class and school places are at unprecedented levels.
Over the last two years, the Department and the National Council for Special Education (NCSE) have worked closely on a more streamlined and joined up planning process which has ensured a targeted approach to meet demand for special education placements ahead of each new school year. The Department continues to work with the NCSE in relation to the short-term requirements for special class and special school places and also the more strategic and longer-term requirements.
Further to this and as part of my Department’s ongoing assessment of enrolment requirements for 2023 and the associated work programme, my officials have already engaged with the school authorities in question and issued approval of an additional special education needs (SEN) base and this has been accepted by the school authority. This additional provision of a second SEN to the school will be devolved for delivery to the school authority and the Department will be available to the school for assistance throughout the process to ensure delivery of the project.
While the school authority has identified a technical challenge presented by the current project, my Department is committed to providing the school with the additional accommodation it needs to provide a suitable learning environment for its pupils and the community as soon as possible. Following a review of the project by the professional and technical officials in my Department which identified and assessed all options to progress this project, my officials are engaging directly with the school authority to ensure this important project proceeds and we are making progress and I am confident we are making progress.
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. This is evidenced by the fact that there are currently 300 school building projects at construction stage and a further 1,000 at pre-construction stage.