Written Answers Nos. 377-396
377. Deputy Eoin Ó Broin asked the Minister for Education the total capital allocation to her Department for new schools in 2020, 2021 and 2022; the total spend from this budget in each of those years and the total carry over, if any, in each of these years, in tabular form. [8127/23]
View answerMy 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.
Under 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.
Key achievements by my Department in 2022 include:
- There were circa. 180 school building projects delivered during 2022 and close to 300 school building projects which continued in construction at the start of 2023
- most of which will be completed in 2023.
- Accelerated delivery of modular accommodation to facilitate additional capacity in special classes and special schools to cater for over 900 children with additional needs.
- Successfully supported and facilitated the enrolment of over 13,500 children from Ukraine in our primary and post-primary schools.
- Necessary refurbishment and maintenance in nearly 1,000 schools.
- 16 Deep Energy Retrofit Pathfinder projects ongoing in partnership with SEAI.
- Strategic initiatives put in place to support planning for school provision requirements include the Department’s Geographic Information System, National Inventory of School Capacity, engagement with key stakeholders and also setting up of 16 Regional Education and Language Teams (REALTs) to facilitate enrolment of children from Ukraine in a structured and coordinated manner.
- Strategic initiatives put in place to support delivery include use of project manager supports, procurement frameworks, variety of delivery mechanisms and a strong pipeline of projects.
I am very appreciative of the strong support provided by Government for our education budget. As part of the supplementary budget, €300m additional capital funding was provided in 2022. This helped to alleviate capital funding pressures that arose in 2022 which was reflective of the strong delivery by the Department of school building projects – particularly to support mainstream provision and special education needs provision. My Department’s overall capital outturn for 2022 was €1.12 billion.
Circa 80% of the School Building Programme allocation is expenditure in relation to Large Scale projects, Additional Accommodation Scheme, Modular Accommodation and Site acquisition to ensure the provision of additional and modernised capacity across the school system.
My Department's Planning and Building Unit is currently assessing its work programme and priorities for 2023 in the context of its available funding. My Department's published NDP allocation for 2023 is €860 million. High construction inflation remains a continuing feature of the construction sector for 2023. As part of its planning ahead for 2023, my Department is engaging with the Department of Public Expenditure, NDP Delivery and Reform in relation to capital funding pressures in order to continue to be able to adequately support the operation of the school system with roll-out of school building projects to construction in 2023.
Key priorities for my Department's work programme include continuing strong delivery to support the operation of the school system with particular regard to planning ahead for the 2023/24 school year and beyond and also with particular regard to supporting special needs provision.
The table below details the total capital allocation and capital out turn for 2020, 2021 & 2022.
Breakdown of annual expenditure 2020-2022
|
- |
2020 |
2021 |
2022 |
|
NDP Allocation |
745 |
740.4 |
792 |
|
Supplementary |
180 |
200 |
300 |
|
Capital Outturn |
925 |
989.4 |
*1121 |
*subject to verification of Annual accounts
378. Deputy John McGuinness asked the Minister for Education the level of funding allocated to the Middletown centre for autism, Northern Ireland, each year since the commencement of the programme; the number of referrals made each year from this jurisdiction; and if the project will be funded on a permanent basis as it was described as a pilot project in 2014. [8137/23]
View answerThe Middletown Centre for Autism project is a jointly funded initiative between the Department of Education in Northern Ireland and the Department of Education aimed at supporting the promotion of excellence in the development and harmonisation of education and allied services to children and young people with autistic spectrum disorders.
At the request of my Department, and, as approved by the North South Ministerial Council, Middletown Centre for Autism (MCA) commenced provision, on a limited basis in the Republic of Ireland of an intensive educational assessment and learning support service to children and young people on an outreach basis (MCA Pilot). This is a second-tier service which complements existing provision for children and young people with autism. Therefore, where autistic children and young people experience significant difficulties, the first course of action is engagement with first tier services provided by the Department of Education, (including NEPS), National Council for Special Education and Health Services Executive and (HSE)/ HSE funded services.
The MCA Pilot is a second-tier service and currently works with a minimum of 12 referrals per year. The nomination and referral process is initiated by parents and professionals at school level via the Principal following a multidisciplinary school based review involving the National Educational Psychological Service (NEPS), the local Special Educational Needs Officer (SENO) and other relevant professionals. Nominations cannot be made directly to Middletown Centre for Autism (MCA), the Department of Education or the NCSE.
Nominations for MCA Referral are only considered for children and young people where such a review concludes despite comprehensive autism specific support and consistent engagement from school and home with first-tier services, the child or young person continues to present with significant and enduring behavioural and emotional concerns which impact their engagement and participation in education. MCA’s Learning Support & Assessment team builds on the work of first tier services and works alongside them to ensure their involvement in the process. They aim to create a strong base for building family and professional capacity to support the child when the referral concludes (normally after 10 months).
The Centre provides a comprehensive nationwide training service for parents and educational professionals. Parents can view the range of courses which the Centre has available through the website www.middletownautism.com. The Centre’s professional training programme will provide 7,000 differentiated training opportunities for professionals in Ireland. This will include Training required by the NCSE and training required to support the planned increase in new autism classes. The centre will also provide 7,000 training opportunities for parents in Ireland.
The Centre is currently preparing its business for their forthcoming financial year and this will be further discussed with the sponsoring Departments in due course.
The joint budget allocation for the Centre split equally between each Department:
|
Middletown Financial Year |
Joint Budget Allocation |
|
2014/15 |
£2,174,000 |
|
2015/16 |
£2,174,000 |
|
2016/17 |
£2,324,000 |
|
2017/18 |
£2,278,000 |
|
2018/19 |
£2,354,000 |
|
2019/20 |
£2,480,000 |
|
2020/21 |
£2,458,000 |
|
2021/22 |
£2,510,000 |
|
2022/23 |
£2,510,000 |
379. Deputy Ciarán Cannon asked the Minister for Education the reason post-primary teachers who are upskilling to teach maths, physics and Spanish are offered financial support, while those who are upskilling to teach home economics are denied such support; and if she will make a statement on the matter. [8166/23]
View answer396. Deputy Pauline Tully asked the Minister for Education the criteria used when deciding to cover the fees for teachers to upskill to maths, physics and Spanish; and if she will make a statement on the matter. [8321/23]
View answer397. Deputy Pauline Tully asked the Minister for Education the reason home economics is not considered on the programme to upskill post-primary teachers; and if she will make a statement on the matter. [8322/23]
View answerI propose to take Questions Nos. 379, 396 and 397 together.
In 2018, my Department established a Steering Group on Teacher Supply to facilitate multi-agency engagement and to lead on a coordinated programme of actions to support the supply of teachers. Arising from the work of this Group and its various substructures, the Teacher Supply Action Plan was published in November 2018.
The Action Plan called for the development of upskilling programmes in targeted subject areas for existing teachers, and following a request from my Department, the Higher Education Authority (HEA) issued a funding call to initial teacher education (ITE) providers for upskilling programmes in mathematics, physics and Spanish in late 2019. These were identified by the Steering Group as among the most challenging subjects in terms of teacher recruitment. Following the successful completion of the funding call, these programmes commenced in January 2021.
Upskilling programmes are provided over two years on a part-time basis. They are free of cost to participants. The first cohort of participants, approximately 170 teachers, completed these programmes in 2022 and some 300 teachers are due to graduate in 2023. My Department has agreed to extend funding in 2023 and to provide for additional capacity.
Funding for these programmes was put in place following a competitive call to all initial teacher education providers for proposals. It is intended to commence an upskilling programme in Irish in 2023/24 and consideration will be given to programmes in other subjects. The allocation of funding for any future programmes will be dependent on a competitive process for potential providers.
Separate from the direct funding to these upskilling programmes, the Teacher Fee Refund Scheme provides funding to teachers towards the cost of participation and examination fees on the successful completion of professional development courses. Funding under the scheme is being prioritised for those taking courses in particular areas, including upskilling for post-primary teachers leading to registration with the Teaching Council in an additional subject. The maximum refund under the scheme is €5,000 per year and the level of refund depends on the volume of eligible applications that are received. Department Circulars 0005/2023 and 0015/2021 relate to this Scheme.
380. Deputy Ciarán Cannon asked the Minister for Education the number of vacant home economics teaching posts that exist at second level in Ireland; and if she will make a statement on the matter. [8167/23]
View answer388. Deputy Donnchadh Ó Laoghaire asked the Minister for Education to provide an update on the current vacancies in home economics teaching posts in post-primary schools. [8204/23]
View answer398. Deputy Pauline Tully asked the Minister for Education if she will provide an update on the current vacancies in home economic teaching posts in post-primary schools; and if she will make a statement on the matter. [8323/23]
View answerI propose to take Questions Nos. 380, 388 and 398 together.
The recruitment and appointment of teachers to fill teaching posts is a matter for the individual school authorities, subject to procedures agreed upon under Section 24 of the Education Act 1998 (as amended by the Education (Amendment) Act 2012). My Department does not currently collate data on vacant home economics posts in post-primary schools.
The recruitment of teachers is a priority area of action for the Department given the importance of ensuring that every child's experience in school is positive and that they have available to them qualified, engaged, and supportive teachers to support them in their learning.
My Department is undertaking a comprehensive programme to support the supply of teachers. A number of measures are being implemented, including:
- a range of special, temporary arrangements introduced by HEIs to create a greater capacity for student teachers to provide substitute cover,
- adjustment of the provision of continuing professional development (CPD) to reduce the need for substitution and to provide additional personnel to support schools,
- increasing the additional hours that post-primary teachers can teach each term from 20 to 35 for the remainder of the 2022/23 school year,
- launching a communications campaign to encourage retired teachers to take up short-term substitute positions and to enable them to teach for up to 50 days in each of the calendar years 2021 to 2023 without, in most cases, a reduction in their pension,
- providing the allocated staffing resources for the 2023/34 school year to post-primary schools on 26 January and to primary schools on 31 January, - introduction, by the Teaching Council of regulations, to allow the registration of 3rd and 4th-year undergraduate student teachers, with more than 2,600 student teachers now registered,
- 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,
- allowing job-sharing teachers to be employed to work in a substitute capacity, during the period they are rostered off duty, in their own or in other schools on a temporary basis for the 2022/23 school year, and
- suspending, on a temporary basis, the limits on substitute work that apply to teachers on a career break for the 2022/23 school year.
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.
381. Deputy Aodhán Ó Ríordáin asked the Minister for Education if there are plans to open any further special school placements for children in the north Dublin area. [8174/23]
View answerI would like to thank the Deputy for the question and would like to advise the following:
Enabling children with special educational needs (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 level of educational funding and support is unprecedented and represents in excess of 27% of the Department’s total allocation for 2023.
This includes funding to support children with SEN in mainstream classes; funding for new special classes and new special school places; additional special educational teachers and special needs assistants.
The National Council for Special Education (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 mainstream, 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 - three of the five new special schools were established in Dublin city and county. In addition to the new special schools, one existing special school expanded its provision to cater for 24 students on a second site on the North side of Dublin in October 2022.
There are 46 special schools in Dublin city and county. Of these, 5 are hospital schools and 2 are attached to CAMHS Units. There is an enrolment of over 2700 students within these special schools. A list of all special schools is available on the website of the NCSE: www.ncse.ie
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. Where additional special school places are required, this may be provided through the establishment of a new school or the expansion of existing schools.
I want 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.
382. Deputy Mairéad Farrell asked the Minister for Education the criteria for the schools' energy retrofit pathfinder programme; the way a school can put forward its interest in being considered for the programme; and if she will make a statement on the matter. [8175/23]
View answerI would like to inform the Deputy that my Department and the Department of Environment, Climate and Communications established a jointly funded pathfinder programme, which is administered by the Sustainable Energy Authority of Ireland (SEAI) and the Planning and Building Unit in the Department of Education with delivery support from Limerick Clare ETB.
This pathfinder is a great example of collaboration ensuring the deployment of new design approaches and technologies are introduced to the educational environment on an evidence based approach.
This programme continues to assist the Department to explore options and test various solutions for decarbonised energy efficiency solutions in our broad range of school building types.
It is paving the way for, and informing, a much larger schools national programme for the decarbonisation of schools built prior to 2008 as included in the National Development Plan and will play a key part of meeting delivery of the Climate Action Plan.
It is facilitating research on a range of typical retrofit options, which will have been tried and tested. It is providing valuable development information for a solution driven delivery strategy which will be founded on a solid evidence base that has proven the robustness and scalability of renewable solutions within the schools’ sector.
The pathfinder programme has retrofitted 48 schools across Ireland to date with work on an additional 16 schools currently at various stages of progress.
Each school undergoes a comprehensive assessment to ensure that the measures are suitable for that school and will deliver value to both the school and learnings for the national retrofit programme.
The works typically involves upgrades to the building fabric including wall and roof insulation, doors and windows, air tightness improvements, LED lighting and heating upgrades as well as renewable technologies.
The pathfinder programme is thus delivered on broad assessment in line with the above considerations and not on an application invitation basis. Schools who wish to be consideration should ensure that they are meeting Energy Monitoring and Reporting requirements and can demonstrate a strong and holistic commitment to energy management practices through participation in the Energy in Education Programme.
The Energy in Education website portal and advice programme (Joint programme between SEAI and Dept. of Education assists schools to reduce energy consumption and on the benefits of sustainability: www.energyineducation.ie. Typically savings of between 5 to 10% are identified through low and no cost measures, while some schools participating have identified potential savings of up to 15 % or more.
383. Deputy Niall Collins asked the Minister for Education her views on matters raised in correspondence (details supplied); and if she will make a statement on the matter. [8180/23]
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 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 NCSE has responsibility for planning and coordinating school supports for children with special educational needs including the allocation of SNAs and reviews.
The Special Needs Assistant (SNA) scheme is designed to provide schools with additional adult support staff who can assist children with special educational needs who also have additional and significant care needs. Such support is provided in order to facilitate the attendance of those pupils at school and also to minimise disruption to class or teaching time for the pupils concerned, or for their peers, and with a view to developing their independent living skills.
When a school has been allocated an SNA post, the Board of Management, as the employer, is responsible for filling the vacancy.
SNAs are not allocated to individual children but to schools as a school based resource. The deployment of SNAs within schools is a matter for the individual Principal/Board of Management of the school. SNAs should be deployed by the school in a manner which best meets the care support requirements of the children enrolled in the school for whom SNA support has been allocated.
It is a matter for schools to allocate support as required, and on the basis of individual need, which allows schools flexibility in how the SNA support is utilised.
The school can apply to the NCSE for a review of its SNA allocation if it is insufficient to meet the needs of its students. Detailed information on the NCSE Exceptional Review process is published on the NCSE website: ncse.ie/application-for-sna-exceptional-review.
All schools have the contact details of their local SENO, and the SENO is available to offer assistance and advice to the school. Parents may also contact their local SENO directly to discuss their child's special educational needs, using the contact details available on www.ncse.ie.
My Department does not have a role in making individual school determinations and the school should liaise with the NCSE directly in the event that additional supports are required. As this matter relates to the needs of an individual student, I will arrange for the NCSE to provide an update on the matter directly.
384. Deputy Joe Carey asked the Minister for Education the individual total capital expenditure on new primary and post-primary school accommodation projects in County Clare from 2011 to 2023, in tabular form; and if she will make a statement on the matter. [8186/23]
View answerUnder Project Ireland 2040, the education sector will receive a total of approximately €4.4 billion capital investment over the period 2021-2025. This significant investment allows us to move forward with certainty on our ambitious plans and deliver high quality building projects, with a real focus on sustainability, for school communities across Ireland. This investment will build on the good progress being made on adding capacity to cater for demographic changes and provision for children with special educational needs. This investment will also facilitate an increased focus on the modernisation of existing school stock and help transition the school system for an era of net zero carbon by 2050.
During 2022, 180 school building projects were delivered and a further 300 continued in construction at the start of 2023 - most of which will be completed in 2023. There was also accelerated delivery of modular accommodation to facilitate additional capacity in special classes and special schools to cater for over 900 children with additional needs. In addition, there was necessary refurbishment and maintenance in nearly 1,000 schools under the Multi-annual Summer Works Scheme and the Emergency Works Scheme.
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 are listed on a county by county basis at www.gov.ie. and is updated on a regular basis to reflect their progress through the various stages of capital appraisal, site acquisition, design, tender and construction.
The table below shows total capital expenditure on new primary and post-primary school accommodation projects in County Clare from 2011 to 2023. This table does not include expenditure on large scale extensions, projects delivered under the Additional Accommodation Scheme or other Capital schemes.
385. Deputy Neasa Hourigan asked the Minister for Education if she will provide additional places in a special reading school (details supplied) and in special reading schools generally throughout the Dublin area for children with severe dyslexia; and if she will make a statement on the matter. [8198/23]
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 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), which is a separate statutory agency, is responsible through its network of local Special Educational Needs Organisers (SENOs), for processing applications from schools for the establishment of special classes in various geographical areas where a need has been identified. The NCSE welcomes expressions of interest from schools in opening special classes to meet the demand for special class provision. In deciding on the location of a special class, SENOs take into account both the present and the future potential need for special class provision in the area, they must be satisfied that the special class is sustainable and appropriately located. SENOs liaise with relevant professionals in their area to arrive at an informed decision.
It is Department policy, in accordance with the principles of inclusive education, that pupils with additional learning needs are supported in mainstream classes along with their peers, with additional supports provided as necessary.
My Department has invested considerably in ensuring that all recognised mainstream schools have been allocated additional special education teaching resources to cater for children with special educational needs, including pupils with a Specific Learning Disability (SLD). Guidelines for schools on the organisation, deployment and use of their special education teachers have been published on my Department’s website, at gov.ie - Guidelines for Primary Schools Supporting Pupils with Special Educational Needs in Mainstream Schools (www.gov.ie).
It is a matter for schools to monitor and utilise their allocation of additional teaching support to best support the needs of identified pupils, in accordance with my Department's guidance. In addition, there are specialist educational supports provided by the National Educational Psychological Services (NEPS) and the National Council for Special Education (NCSE) to help schools provide an appropriate education for pupils with special educational needs including reading difficulties.
My Department provides for a range of placement options and supports for schools, which have enrolled pupils with special educational needs, including pupils with a SLD, to ensure that wherever a child is enrolled, s/he will have access to an appropriate education. As such, pupils with SLD have the option of attending their local school with additional teaching supports or attending a special class attached to a mainstream school or a special school.
Funding is also made available to schools for the purchase of specialised equipment such as computers and/or software to assist children with special educational needs, including children with SLDs, where relevant professionals recommend the equipment as being essential for the provision of education. Schools apply to the NCSE, through their local Special Educational Needs Organiser (SENO) for such support. SENOs make recommendations to my Department where assistive technology is required, in accordance with the criteria set out in my Department's Circular 0010/2013.
A continuum of education provision is in place covering the full range of need spanning placement in mainstream classes with supports through to more specialist placements either in a special class or a special school depending on the level of complexity of need.
It is important to note though, that the majority of students with significant literacy difficulties currently receive additional teaching support from a Special Education Teacher in a mainstream class. This is provided on the basis of the individual pupil’s learning needs, identified in schools, as opposed to being based on a requirement for a child to have a diagnosis, or an assessment, of a particular disability.
As the Deputy may be aware, I have requested my Department to arrange for a review of the policy on reading classes and schools. The Department’s Inspectorate is currently working to finalise its report on the outcomes of a series of special educational needs inspections in schools with special classes for children with specific learning disabilities. It is envisaged that this report will be finalised in the coming weeks. When completed, this report will also be considered in the context of overall policy on special education.
386. Deputy Cian O'Callaghan asked the Minister for Education if she will provide an updated timeframe for building works to commence at a school (details supplied); and if she will make a statement on the matter. [8200/23]
View answerThe project referred to by the Deputy is at Architectural Planning Stage3 – Tender Action and Award. A tender process can take between 8-12 months to complete, subject to no issues arising.
My Department has a large pipeline of projects for delivery under the school building programme, including the project referred to by the Deputy. The main elements of this pipeline currently involve in excess of 1,300 school building projects for delivery under my Department’s Large Scale and Additional Accommodation Scheme. These projects are currently in progress across the various stages of planning, design, tender and construction.
My Department is currently assessing overall requirements for 2023 and associated work programme and will update individual schools of same in due course.
387. Deputy Donnchadh Ó Laoghaire asked the Minister for Education if consideration will be given to awarding the same financial supports to registered post-primary teachers to upskill, in order to teach home economics, as is currently being offered to registered teachers to teach mathematics, physics and Spanish. [8203/23]
View answer401. Deputy David Stanton asked the Minister for Education further to Parliamentary Question No. 156 of 9 February 2023, if her Department has considered fully funding post-primary teachers to participate in upskilling programmes for the teaching of home economics, similar to the funding provided for upskilling programmes in mathematics, physics and Spanish; and if she will make a statement on the matter. [8339/23]
View answerI propose to take Questions Nos. 387 and 401 together.
In 2018, my Department established a Steering Group on Teacher Supply to facilitate multi-agency engagement and to lead on a coordinated programme of actions to support the supply of teachers. Arising from the work of this Group and its various substructures, the Teacher Supply Action Plan was published in November 2018.
The Action Plan called for the development of upskilling programmes in targeted subject areas for existing teachers, and following a request from my Department, the Higher Education Authority (HEA) issued a funding call to initial teacher education (ITE) providers for upskilling programmes in mathematics, physics and Spanish in late 2019. These were identified by the Steering Group as among the most challenging subjects in terms of teacher recruitment. Following the successful completion of the funding call, these programmes commenced in January 2021.
Upskilling programmes are provided over two years on a part-time basis. They are free of cost to participants. The first cohort of participants, approximately 170 teachers, completed these programmes in 2022 and more than 300 teachers are due to graduate in 2023. My Department has agreed to extend funding in 2023 and to provide for additional capacity.
Funding for these programmes was put in place following a competitive call to all initial teacher education providers for proposals. It is intended to commence an upskilling programme in Irish in 2023/24 and consideration will be given to programmes in other subjects. The allocation of funding for any future programmes will be dependent on a competitive process for potential providers.
Separate to the direct funding to these upskilling programmes, the Teacher Fee Refund Scheme provides funding to teachers towards the cost of participation and examination fees on successful completion of professional development courses. Funding under the scheme is being prioritised for those taking courses in particular areas, including upskilling for post primary teachers leading to registration with the Teaching Council in an additional subject. The maximum refund under the scheme is €5,000 per year and the level of refund depends on the volume of eligible applications that are received. Department Circulars 0005/2023 and 0015/2021 relate to this Scheme.
389. Deputy Ivana Bacik asked the Minister for Education if she will report on the implementation of the Irish Sign Language Act 2017 by her Department and by agencies which operate under the remit of her Department. [8236/23]
View answerI would like to thank the Deputy for the question and would like to advise the following:
The Department of Education is fully committed to implementing the Irish Sign Language (ISL) Act 2017 as intended so as to ensure that the education system is a fully inclusive environment for all students who are Deaf or hard of hearing.
The period covered by the review of the ISL Act coincided with the Department and our schools operating in a very challenging environment since the onset of Covid 19 in early 2020 and this resulted in considerable disruption to the necessary planning and consultation to progress the required schemes in the required timeframes.
Notwithstanding this, considerable progress has been made since the timeframe of the review and I would like to briefly outline the progress made on all aspects of the ISL Act 2017.
My Department has in place an ISL Home Tuition scheme which support families of students who rely on ISL as required by Section 5(a) of the Act. The total cost of this ISL tuition scheme is in the region of €310,000 annually, with approximately 240 children and their families supported under the scheme by approximately 72 tutors
The Act requires me to establish a scheme to provide Irish Sign Language support for children attending recognised schools whose primary language is Irish Sign Language.
I was delighted to announce, last November, the commencement of the first phase of the implementation of an enhanced scheme of provision.
The new scheme is in addition to the existing provision that is in place, the enhanced scheme includes the implementation of two new roles to the education system, an ISL – Specialist Classroom Support (referred to as ISL – SCS) and an Advisor Deaf/Hard of Hearing (ISL) (referred to as ISL Advisor).
The ISL - SCS role will provide intensive support to individual students whose primary language is ISL to access the curriculum
The ISL Advisor role will focus on upskilling whole school communities and a student’s peers to enhance an inclusive environment for pupils whose sole means of communication is ISL in schools.
Both of these roles will play a pivotal role into the future by ensuring that students whose primary language is ISL are supported by a holistic whole school approach.
A national advertising campaign commenced in January 2023, by the NCSE, to recruit for the role of ISL-SCS on a nationwide basis and this campaign will be followed by an ISL Advisor campaign.
The new Bachelor of Education (Irish Sign Language) is the first programme of its kind in the history of the State. It is a new undergraduate pilot programme in Dublin City University Institute of Education (DCU) that enables Deaf and Hard of Hearing people who use Irish Sign Language (ISL) to enter primary teaching and commenced in September 2019. It is a four-year, full-time, honours degree specifically designed for Deaf and Hard of Hearing students who communicate through ISL.
The Teaching Council is the statutory body charged with determining standards for the teaching profession and for accrediting programmes of Initial Teacher Education (ITE). All ITE programmes that lead to registration with the Council must have professional accreditation from the Council.
Considerable research working is ongoing at present led by the National Council for Curriculum and Assessment (NCCA) in the area of ISL and the Curriculum. This research report, when finalised, will provide information on where Sign Language sits within broader curriculum and policy frameworks internationally, the stages of development and essential indicators for learning Sign Language, suitable pedagogical approaches and guidance on assessing learning in Sign Language.
390. Deputy Jennifer Murnane O'Connor asked the Minister for Education if there will be a review of the way DEIS is allocated particularly in cases where two single-sex schools sit adjacent with the same demographic and are not allocated similar status in 2023; and if she will make a statement on the matter. [8268/23]
View answerMy Department provides a wide range of supports to all schools, DEIS and non-DEIS, to support the inclusion of all students and address barriers to students achieving their potential.
Supplementing the universal supports available to all schools, the Delivering Equality of Opportunity in Schools (DEIS) Programme is a key policy initiative of my Department to address concentrated educational disadvantage at school level in a targeted and equitable way across the primary and post-primary sector.
In March last year, I announced a major expansion of the DEIS programme which means that, for the first time since 2017 the programme was significantly expanded to an additional 322 schools. The programme now includes over 1,200 schools and supports approximately 240,000 students. This means 1 in 4 of all students are now supported in the programme.
This recent expansion will add an additional €32million to my Department’s expenditure on the DEIS programme from 2023, bringing the overall Department of Education allocation for the programme to €180million.
Schools were identified for inclusion in the programme 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 has been applied fairly and equally to all schools.
The DEIS identification process is based on the principle of concentrated disadvantage and the proportion of students from disadvantaged backgrounds within a school. It takes into account the specific enrolment within a school and the proportion of students within that school, with a weighting applied based on the HP index assigned in respect of where the individual student resides or Traveller/Roma ethnicity.
It is possible for two neighbouring schools to have a different profile in terms of proportion of students from disadvantaged backgrounds and the relative weighting of disadvantage apportioned in each. The designation of neighbouring schools to different DEIS bands does not mean that there is no educational disadvantage present in one school, but that the concentrated level of educational disadvantage of the two schools is different. Gender of students, or the designation of a school as single or mixed is not a factor in the DEIS identification model.
The extension of the DEIS programme to new schools is just one component of work in my vision for an inclusive education system which supports all learners to achieve their potential. While the DEIS programme supports those schools with the highest levels of concentrated educational disadvantage, I also recognise that there are students at risk of educational disadvantage in all schools. Since June 2020, and over the past three budgets, I have secured funding to provide measures to support children in this regard. As part of Budget 2023, I announced over €50 million to provide free books to primary school pupils within the free education scheme from next September. I have also further improved the staffing schedule for all primary schools to 23:1, the lowest it has ever been.
Following the National Census 2022 held on the 3rd April last, it is envisaged that an updated HP Deprivation Index will be generated by Pobal and will be available in Q3 of 2023. My Department will engage with Pobal in relation to this process. The updated HP Deprivation Index, when available, will be considered by my Department to help inform future resource allocation to tackle educational disadvantage.
The next phase of work will consider all schools, within and outside the DEIS programme and explore the overall allocation of resources to schools to tackle educational disadvantage. Part of this programme of work will involve consultation with relevant stakeholders over the coming months.
391. Deputy Donnchadh Ó Laoghaire asked the Minister for Education her views on the supports available for students with a diagnosis of dyscalculia in post primary education, in particular, supports to help students with Leaving Certificate maths. [8275/23]
View answerIt is the policy of the Department of Education, in accordance with the principles of inclusive education, that pupils with additional learning needs are supported in mainstream classes along with their peers, with additional supports provided as necessary. Primary and post-primary schools make provision for pupils’ special educational needs (SEN) through a continuum of interventions ranging from additional support teaching in mainstream schools to placement in a special class, or in some cases, enrolment in a special school. Schools are provided with the resources, through the special education teacher allocation model, to assist them in meeting the needs of their students, including those with literacy and numeracy difficulties. Schools are required to target their additional resources at those students requiring the greatest level of support.
The State Examinations Commission (SEC) facilitates access to the certificate examinations by candidates who would have difficulty in accessing the examination or communicating what they know to an examiner because of a physical disability, including visual and hearing impairments, a medical or other condition, including sensory and mental health conditions, or a learning difficulty. The access scheme is referred to as the scheme of Reasonable Accommodations at the Certificate Examinations or RACE Scheme.
The purpose of the scheme is to allow candidates who have special educational needs that interfere with their capacity to engage with the standard examination arrangements to demonstrate what they know and can do, without compromising the integrity of the assessment. This involves such students being held to the same standard as other candidates with regard to what the examination is intended to measure.
In common with similar schemes which operate in other jurisdictions, the focus of the RACE scheme is on the need to remove barriers to accessing the examinations, while retaining the need to assess the same underlying skills and competencies as are assessed for all other candidates, and to apply the same standards of achievement as apply to all other candidates.
I am advised that the access arrangement provided by examining bodies in other jurisdictions to students with dyscalculia is access to a calculator in mathematics, science and other technical examinations. The SEC allows all students to use electronic non-programmable calculators in all examinations in accordance with Rule 74 of the Rules and Programme for Secondary Schools.
Also, under the RACE scheme, the SEC will also consider applications for use of other forms of assistive technology (other than those named in the scheme) in the examinations as set out in the Instructions for Schools.
392. Deputy Duncan Smith asked the Minister for Education if her Department has any plans to add more special school places for north Dublin in 2023; and if she will make a statement on the matter. [8303/23]
View answerI would like to thank the Deputy for the question and would like to advise the following:
Enabling children with special educational needs (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 level of educational funding and support is unprecedented and represents in excess of 27% of the Department’s total allocation for 2023.
This includes funding to support children with SEN in mainstream classes; funding for new special classes and new special school places; additional special educational teachers and special needs assistants.
The National Council for Special Education (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 mainstream, 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 - three of the five new special schools were established in Dublin city and county. In addition to the new special schools, one existing special school expanded its provision to cater for 24 students on a second site on the North side of Dublin in October 2022.
There are 46 special schools in Dublin city and county. Of these, 5 are hospital schools and 2 are attached to CAMHS Units. There is an enrolment of over 2,700 students within these special schools. A list of all special schools is available on the website of the NCSE: www.ncse.ie.
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. Where additional special school places are required, this may be provided through the establishment of a new school or the expansion of existing schools.
I want 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.
393. Deputy Bernard J. Durkan asked the Minister for Education if all efforts are being made to ensure a child (details supplied) has a school place for September 2023, given they have fully completed their ECCE years, who was refused a place in the two local schools in Kilcock due to them being oversubscribed; if every effort is being made to put in place the resources as required to ensure that each child who needs a school place will have one in September; and if she will make a statement on the matter. [8312/23]
View answerMy Department's main responsibility is to ensure that schools in an area can, between them, cater for all pupils seeking school places in the area. In relation to school admissions, it is the responsibility of the managerial authorities of all schools to implement an enrolment policy in accordance with the Education Act, 1998.
Parents have the right to choose which school to apply to and where the school has places available the pupil should be admitted. However, in schools where there are more applicants than places available a selection process may be necessary. This selection process and the enrolment policy on which it is based must be non-discriminatory and must be applied fairly in respect of all applicants. However, this may result in some pupils not obtaining a place in the school of their first choice.
While my Department is aware of increasing pressures and demand for additional school places in Kilcock, it is important to note that where enrolment pressures arise, it may not be as a result of lack of accommodation but may be driven by the following factors:
- Duplication of applications – pupils have applied for a place to a number of schools in the area
- School of choice – pupils can’t get a place in their preferred school while there are places in other schools in the town/area
- Some towns/areas have single sex schools and while places are available in the school they are not available to all pupils
- External draw – pupils coming from outside the local area
My Department is working to establish the true extent of any capacity issues across school planning areas through ongoing discussions with the relevant school patrons and authorities.
This close engagement will allow my Department to identify at an early stage particular capacity requirements for the forthcoming years which may necessitate further action to that already in train including, where required, the provision of modular accommodation solutions.
394. Deputy Bernard J. Durkan asked the Minister for Education if every effort can be made to ensure that the daughter of a person (details supplied) has a school place in a local school in Kilcock in September 2023; and if she will make a statement on the matter. [8314/23]
View answerMy Department's main responsibility is to ensure that schools in an area can, between them, cater for all pupils seeking school places in the area. In relation to school admissions, it is the responsibility of the managerial authorities of all schools to implement an enrolment policy in accordance with the Education Act, 1998.
Parents have the right to choose which school to apply to and where the school has places available the pupil should be admitted. However, in schools where there are more applicants than places available a selection process may be necessary. This selection process and the enrolment policy on which it is based must be non-discriminatory and must be applied fairly in respect of all applicants. However, this may result in some pupils not obtaining a place in the school of their first choice.
While my Department is aware of increasing pressures and demand for additional school places in Kilcock, it is important to note that where enrolment pressures arise, it may not be as a result of lack of accommodation but may be driven by the following factors:
- Duplication of applications – pupils have applied for a place to a number of schools in the area
- School of choice – pupils can’t get a place in their preferred school while there are places in other schools in the town/area
- Some towns/areas have single sex schools and while places are available in the school they are not available to all pupils
- External draw – pupils coming from outside the local area
My Department is working to establish the true extent of any capacity issues across school planning areas through ongoing discussions with the relevant school patrons and authorities.
This close engagement will allow my Department to identify at an early stage particular capacity requirements for the forthcoming years which may necessitate further action to that already in train including, where required, the provision of modular accommodation solutions.
395. Deputy Bernard J. Durkan asked the Minister for Education if a school place can urgently be facilitated in a local school for a person (details supplied); and if she will make a statement on the matter. [8315/23]
View answerMy Department's main responsibility is to ensure that schools in an area can, between them, cater for all pupils seeking school places in the area. In relation to school admissions, it is the responsibility of the managerial authorities of all schools to implement an enrolment policy in accordance with the Education Act, 1998.
Parents have the right to choose which school to apply to and where the school has places available the pupil should be admitted. However, in schools where there are more applicants than places available a selection process may be necessary. This selection process and the enrolment policy on which it is based must be non-discriminatory and must be applied fairly in respect of all applicants. However, this may result in some pupils not obtaining a place in the school of their first choice.
While my Department is aware of increasing pressures and demand for additional school places in Kilcock, it is important to note that where enrolment pressures arise, it may not be as a result of lack of accommodation but may be driven by the following factors:
- Duplication of applications – pupils have applied for a place to a number of schools in the area
- School of choice – pupils can’t get a place in their preferred school while there are places in other schools in the town/area
- Some towns/areas have single sex schools and while places are available in the school they are not available to all pupils
- External draw – pupils coming from outside the local area
My Department is working to establish the true extent of any capacity issues across school planning areas through ongoing discussions with the relevant school patrons and authorities.
This close engagement will allow my Department to identify at an early stage particular capacity requirements for the forthcoming years which may necessitate further action to that already in train including, where required, the provision of modular accommodation solutions.
