Brendan Griffin
Question:258. Deputy Brendan Griffin asked the Minister for Education if clarification will be provided to a person (details supplied) regarding an issue pertaining to the Teaching Council. [12088/23]
View answerTeaching Council of Ireland
Questions (258)
Written answers
The Teaching Council registers teachers under the Teaching Council Act 2001-2015 and in line with the Teaching Council Registration Regulations, 2016. As set out in the Schedule of the Regulations, the Council registers teachers under five routes of registration: Route 1 - Primary, Route 2 - Post-primary, Route 3 - Further Education, Route 4 - Other and Route 5 - Student Teacher.
The Teaching Council registers teachers under the Teaching Council [Registration] Regulations, 2016 which can be viewed on their website. The requirements for registration under Route 3 – Further Education and Route 2 – Post Primary differ.
The person mentioned in the correspondence is currently registered under Route 3 – Further Education. The qualification held by this person is suitable for individuals interested in pursuing a career in adult education, lifelong learning, or community work. This is not the same as the content of the relevant programmes required for registration under Route 2 Post-Primary.
To clarify, for registration under Route 2 – Post Primary, the individual would be required to hold a Level 8 degree and an accredited teacher education qualification in Post Primary Education aimed at the 12-18 age group. The person mentioned in the correspondence does not hold a post primary teacher education qualification.
The Teaching Council does not comment on the employment issues as this is outside the Council’s remit, and is a matter for individual employers in line with relevant Department circulars.
Schools Building Projects
Questions (259)
Michael Ring
Question:259. Deputy Michael Ring asked the Minister for Education the update position in relation to funding that was announced in 2022 (details supplied); the progress that has been made to date since this funding allocation was approved; if planning permission has been applied for; if the works have been put out to tender for this development; if a contractor has been appointed; and if she will make a statement on the matter. [12090/23]
View answerWritten answers
I wish to advise the Deputy that my Department is in receipt of an application for additional school accommodation from the school authority in question.
Officials from my Department have been recently in contact with the school patron and correspondence will issue to the school authority shortly in relation to their additional accommodation, with particular reference to requirements for the 2023/24 school year.
Educational Disadvantage
Questions (260)
Thomas Pringle
Question:260. Deputy Thomas Pringle asked the Minister for Education the progress of the Refined DEIS Identification Model, namely when the updated model of identification and classification for DEIS will be fully implemented; the number of schools that are captured within the new most-disadvantaged DEIS category; the additional supports and resources that are planned to be offered to schools falling within this category; and if she will make a statement on the matter. [12121/23]
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 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 €32 million to my Department’s expenditure on the DEIS programme from this year, bringing the overall Department of Education allocation for the programme to €180 million.
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.
A detailed paper on the refined DEIS identification model is available on gov.ie at www.gov.ie/en/publication/a3c9e-extension-of-deis-to-further-schools/#how-schools-were-selected-for-inclusion-in-deis.
Schools that were not satisfied with the outcome following the application of the DEIS identification model to their school enrolment data were provided with the opportunity to have that outcome reviewed. Circular 0019/2022 outlined the details of the DEIS appeals process. The DEIS appeals process was applied fairly across all appellants, the window for appeals has now closed and the results are final.
Following this extension, there are currently 306 primary schools designated as DEIS Urban Band 1, 151 DEIS urban band 2 primary schools and 510 rural primary DEIS schools. In addition there are 235 DEIS post primary schools.
Details of the supports available to DEIS schools are available on the gov.ie website: gov.ie - DEIS Delivering Equality of Opportunity In Schools (www.gov.ie).
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.
The significant investment to date and ongoing work of my Department reflects my commitment to supporting a quality and inclusive school system that provides an equal opportunity at success for children at risk of educational disadvantage.
Educational Disadvantage
Questions (261)
Claire Kerrane
Question:261. Deputy Claire Kerrane asked the Minister for Education the reason a school (details supplied) does not have DEIS rural status given all other three schools in the area have, the grounds on which DEIS rural status does not apply, if this can be reviewed; and if she will make a statement on the matter. [12127/23]
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 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. The DEIS identification model aimed to identify those schools with the highest levels of concentrated disadvantage or the highest proportion of students from disadvantaged backgrounds within a school using the school's enrolment data and national census data as represented by the Pobal HP Deprivation index which is publicly available.
A detailed paper on the refined DEIS identification model is available on gov.ie at www.gov.ie/en/publication/a3c9e-extension-of-deis-to-further-schools/#how-schools-were-selected-for-inclusion-in-deis.
It is possible for 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 as DEIS or non DEIS does not mean that there is no educational disadvantage present in a non DEIS school, but that the concentrated level of educational disadvantage of the school is different to schools classified as DEIS. Gender of students, or the designation of a school as single or mixed is not a factor in the DEIS identification model.
Schools that were not satisfied with the outcome following the application of the DEIS identification model to their school enrolment data were provided with the opportunity to have that outcome reviewed. Circular 0019/2022 outlined the details of the DEIS appeals process. The school referred to by the Deputy submitted an appeal at that time and this did not result in a change of status for that school. The DEIS appeals process was applied fairly across all appellants, the window for appeals has now closed and the results are final.
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.
The significant investment to date and ongoing work of my Department reflects my commitment to supporting a quality and inclusive school system that provides an equal opportunity at success for children at risk of educational disadvantage.
Air Quality
Questions (262)
Thomas Gould
Question:262. Deputy Thomas Gould asked the Minister for Education the total amount spent to date of the €62 million allocation for HEPA filters in schools. [12138/23]
View answerWritten answers
Managing ventilation is one of a suite of public health measures in place to keep our schools safe.
Updated guidance for schools on Practical Steps for the Deployment of Good Ventilation Practices in Schools was provided in 2021 following the work of an expert group that carefully considered the role of ventilation in managing COVID-19.
The updated guidance for schools is also fully in line with the most recent guidance on non-healthcare building ventilation during COVID-19, published by the Health Protection Surveillance Centre in January 2022 and general advice on preventing the spread of COVID-19 in non-healthcare settings published by the Health Protection Surveillance Centre in May 2022.
The Expert Group established by the Minister for Health note, in its report published in April 2021, that very good advice is contained in the Department of Education’s Practical Steps for the Deployment of Good Ventilation Practices in Schools. They also note that it must be emphasised that ventilation should be delivered as part of a layered strategy of protective measures to control the spread of viruses. Along with these preventative actions, ventilation further reduces the risk of COVID-19 transmission in schools.
The Expert Group guidance outlines that Carbon Dioxide (CO2) monitors can play a part in providing a useful general indication that areas/rooms may not be adequately ventilated. My Department have funded and delivered in excess of 42,000 monitors to schools nationwide at a cost of over €4 million.
The Expert Group guidance also identifies that in areas with poor ventilation, structural interventions and measures to increase natural ventilation should be completed and if not possible in the short term, that consideration should be given to using stand-alone HEPA filter devices in poorly ventilated spaces pending the completion of structural interventions.
As noted in my Department’s Guidance where the recommended measures in the Practical Steps have been considered and poor ventilation continues to exist in a particular room/area, air cleaners may be considered as an additional measure in conjunction with other methods of ventilation that are available.
To provide additional support in the context of Covid-19 the payment of a minor works grant totalling €45m for primary schools and special schools, plus a once-off Covid-19 minor works funding of €17m for post-primary schools, was issued in December 2021. Schools used this money for a variety of purposes, including investment in ventilation systems. However the Department does not hold information in this regard.
Schools that identify inadequate ventilation in a room can utilise the minor work grant (for minor improvements) or apply for emergency works grant assistance to address ventilation enhancements on a permanent basis. A dedicated team has been established in the Department to support schools that may have concerns about ventilation.
To date 35 schools have applied for additional funding under the emergency works scheme to assist with ventilation. Of these, 24 have been approved, 2 were incorrectly classified as ventilation-related and assessed separately, 7 were rejected as the application form was not fully completed and 2 are waiting for the schools to revert with further information. None of these applications were for the funding of HEPA filters and contact was made with each of the schools who had applications rejected to advise them how best to proceed.
In conclusion, my Department is fully aware of the importance of good ventilation in schools. Our approach, as part of a layered strategy of protective measures to control the spread of the virus, is fully consistent with the Expert Group recommendations on good practices, the use of portable carbon dioxide monitors and the targeted deployment of HEPA air filter devices where necessary for poorly ventilated areas. However, it is important to note that air cleaners do not remove carbon dioxide. The best way to reduce carbon dioxide levels in a room is to dilute it with fresh air.
Special Educational Needs
Questions (263)
John Lahart
Question:263. Deputy John Lahart asked the Minister for Education if she will centralise the school place application model for students with additional needs; and if she will make a statement on the matter. [12168/23]
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 meet 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. Decisions on the admission of children to school, including children with additional needs, is a matter for each school in accordance with their published Admission Policy.
Last summer, a new piece of legislation, the Education (Provision in Respect of Children with Special Educational Needs) Act 2022 was enacted. The new legislation places additional duties on schools, patrons and boards of management to co-operate with the NCSE in relation to making additional provision for children with special educational needs. This is aimed at ensuring that all schools take a child centred approach and are open to accommodating children with special educational needed.
The new legislation also provides for a potential additional function for the NCSE to manage and co-ordinate admission to school for children with special educational needs in co-operation with parents and schools where necessary.
This new function could be used to support parents and schools in a specific location where there is a high demand for special class places. The NCSE could engage with schools and parents to agree a process for managing the admission process.
The new function could potentially reduce the need for schools to have to consider a large number of applications for a small number of available special class places and it could assist parents who presently may apply to a large number of schools seeking a special class place for a child with special educational needs.
However, the implementation of this new function will take time and could involve the NCSE establishing an advisory committee to review applications and support a number of schools to work together through the admission process for their special class or classes. The matter remains under review at present.
Additionally, in December 2021, I announced a review of the Education for Persons with Special Educational Needs (EPSEN) Act, 2004, which provides for the education of children aged under 18 years with SEN.
A number of steps have been taken by my Department in relation to this important review of legislation. Establishment of a Steering Group, Working Group and Advisory Group have been completed and all the groups have had multiple engagements.
An online public consultation phase was launched by my Department on the 30th November 2022. As of 7th March, over 18,000 replies have been received. The survey remains open until the 24th of March 2023. Focus groups will be organised at the conclusion of the public survey to explore key themes that arise as a result of the survey analysis. The review is due to be completed by Q3 2023.
The purpose of the review is to provide assurance that the law that governs the provision of education for children with special educational needs is adequate. This is important, in order to protect the interests of the children concerned and their families, and to ensure that the State can make plans to provide appropriate education for children with special educational needs.
Special Educational Needs
Questions (264)
John Lahart
Question:264. Deputy John Lahart asked the Minister for Education if she plans to expand the summer school programme for students with additional needs; and if she will make a statement on the matter. [12169/23]
View answerWritten answers
My Department announced the 2023 Summer Programme on the 9th February 2023. This follows the previous announcement on 17th October 2022 that additional funding was secured in Budget 2023 to run the programme to match the investment in 2021 and 2022, bringing the total funding available to €40m.
The terms for the 2023 programme are being implemented following a comprehensive review and engagement with education partners and stakeholders since last summer, including the Oireachtas Joint Committee on Autism.
Once again, all schools will have an opportunity to run a programme for those children that need it the most. This year’s programme will build on the progress that has been made over the last number of years, which has seen participation of children grow from 13,000 in 2019 to over 42,000 in 2022.
The central theme for this year’s programme is, ‘Building Confidence and Connections’. The primary aim of this theme is to help our children and young people to realise their potential, to be resilient in dealing with the normal stresses of their lives, to take care of their physical wellbeing and to have a sense of purpose, connection and belonging to their school community.
The main priority in 2023 is that those children with the most complex special educational needs, especially in special schools, should have access to a school-based summer programme. The Department has engaged with management bodies, schools and parents with a view to encouraging more schools to participate in the 2023 programme. Schools are given flexibility to engage staff that are not currently employed in their schools to support their summer programme. A portal is also available for teachers and SNAs to register their interest in working on a school based programme in a special school. This portal went live on the 1st March 2023 on www.educationposts.ie. Student teachers and students in relevant disciplines such as therapy, social care and nursing and others, including early childcare workers and carers, will also be able to register their interest in working on this year’s Programme. This year, the Primary School Scheme combines the Inclusion Programme and Special Class elements from last year into one cohesive scheme for mainstream primary school bring a more targeted approach for children with special educational needs.
This year also introduces a new adjustment to the scheme for special schools. This programme has been designed and developed to ensure supports and funding are targeted to enhance the availability of a school-based programme for pupils in special schools. A National Coordinator has been appointed to liaise with special schools to help facilitate them in running a programme.
In addition, there are two in-school schemes at mainstream primary level and one at post primary:-
- The Primary School Scheme for pupils in all primary mainstream schools.
- The DEIS expanded literacy and numeracy summer camp/campaí samhraidh for pupils in DEIS primary schools.
- The Post-Primary Scheme for students with complex special educational needs and those at risk of educational disadvantage.
Further supports that will facilitate schools run a school based programme 2023:
- School Organiser Role - In 2023, instead of preparation hours, there will be a dedicated role of School Organiser in each school offering the summer programme. The School Organiser will receive additional remuneration for their role. This is envisaged to be a key leadership role that will offer development opportunities for staff in schools.Summer Programme Manager
- In all schools (mainstream and special), the role that was previously called the Overseer will now be called the Summer Programme Manager.
- Staff training – This year there will be information and training session provided to all schools, including special schools, which will provided guidance and training.
- Length of school day for special schools - the length of the day for children’s activities is being reduced from the full school day to 10am – 2pm or alternate hours which best fits the school’s need. Four hours of activities for children must be provided each day, this again recognises the challenges associated with running the programme in a special school.
- Flexibility in Weeks - The weeks schools run a programme do not have to be consecutive, the scheme is flexible to allow schools choose weeks which best suit their needs and staff availability.
- Continuation of 2022 supports - Other enhanced measures from last year will continue to encourage schools’ participation, including a Centralised Application Process to reduce admin burden on schools, earlier payment of school staff and an additional capitation to cover the running costs of the scheme, as well as enhanced capitation for special schools.
Helpline support has been available to schools since the launch of the programme. The online registration portals for Primary, Post-Primary and Special Schools opened on 01 March 2023. Participating schools can request additional resources from the Department to run their programme.
A Home-based programme will be available once again for pupils with complex special education needs where their school is not running a Summer Programme or a place on a school-based programme is unavailable.
Special Educational Needs
Questions (265)
John Lahart
Question:265. Deputy John Lahart asked the Minister for Education the number of schools in which she has implemented section 37A of Education (Provision in Respect of Children with Special Educational Needs) Act 2022; and if she will make a statement on the matter. [12170/23]
View answerWritten answers
I would like to thank the Deputy for the question and would like to advise that my Department is committed, in conjunction with the National Council for Special Education (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.
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.
There are a total of 2,537 special classes opened nationwide. Of the 2,537 special classes, there are 1798 at primary level and 739 at post primary level.
This includes the 386 new special classes that have been sanctioned by the NCSE for 2022/2023. The 386 new special classes for 2022/23 is broken down by 256 at primary level and 130 at post primary level.
My Department has engaged intensely with the NCSE in relation to the forward planning for 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 demand for new special classes at post-primary level is expected to increase significantly over the next few years, due to increasing demographics and increasing prevalence rates, my Department and the NCSE are engaging with post-primary stakeholders in relation to the provision of special classes. My Department has also recently written to all post-primary schools to advise them of the need to begin planning to provide additional special classes.
If the recent growth in the need for special classes continues, it is expected that a similar level of special classes will be needed at primary level over the next three years as have been provided over the last three years. At post-primary level however, it is expected that we will need to double the number of new special classes being provided over the next three years. In addition, it is estimated that an additional 300 special school places may be needed over each of the next 3 years.
At local level, the NCSE is continuing to engage with schools regarding the establishment of additional special classes for the next school year 2023/2024. Every support will be made available to schools to progress the opening of special classes in the shortest possible timeframe.
The Minister has powers under Section 37A of the Education Act to direct a school to provide additional places but this power is only used as a last resort and where all reasonable efforts have failed.
This legal power to compel schools to open new special classes is only used where the following criteria apply:
- there is established need for additional places in an area
- it is considered that the schools involved in the Section 37A process have capacity to open the additional classes and - all reasonable efforts have been made to support these schools in making the required provision.
I can confirm that Section 37A, as amended and streamlined in the Education (Provision in Respect of Children with Special Educational Needs) Act 2022 has not been used to date since this legislation was enacted in July 2022.
Prior to this amendment, Section 37A as provided for originally in the Education (Admission to Schools) Act 2018 has previously been used twice to date; initially in the Dublin 15 area in 2019 and more recently in the South Dublin area in 2020 in respect of primary school provision only.
The published documents relating to the two occasions where the Section 37A process was used are available at the following links: gov.ie - Section 37A Notices 2019 - Dublin North (www.gov.ie) and gov.ie - Section 37A Notices 2020 – Dublin South - Notices issued on 26 June 2020 (www.gov.ie).
It is important to note that where possible, children with special educational needs should be accommodated in mainstream education, but where the needs of the children are greater, special classes and indeed special schools are provided. Every effort must be made where special classes exist within a mainstream school to integrate the children and young people in this class with their peers in mainstream classes.
I want to reassure you also that my Department will continue to support the NCSE and schools through the provision of the necessary funding and capital investment to ensure all children are successful in accessing an appropriate education.
Information on the list of schools with special classes, the types and locations of these classes is published on the NCSE website and is available at www.ncse.ie.
School Admissions
Questions (266)
Bernard Durkan
Question:266. Deputy Bernard J. Durkan asked the Minister for Education the extent to which emergency measures are being taken to ensure the availability of the adequate number of school places at primary and second level, with particular reference to the need to meet any such challenges in September 2023; and if she will make a statement on the matter. [12208/23]
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. Projections of post primary school place requirements are informed by multiple factors, including primary school enrolments in the area and primary to post primary transfer patterns.
While my Department is aware of increasing pressures and demand for additional school places, 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.
School Transport
Questions (267, 268, 269)
Bernard Durkan
Question:267. Deputy Bernard J. Durkan asked the Minister for Education if she will indicate the position arising from challenges experienced in the current year throughout North Kildare and nationally in the school transport sector; if she is in a position to ensure that no school buses pass children who could be accommodated if space on a bus is available, or if a larger bus might suffice, if children who have had their ticket withdrawn or been issued with inoperable tickets might have their cases reviewed in order to ensure safety and compassion for those cases; and if she will make a statement on the matter. [12209/23]
View answerBernard Durkan
Question:268. Deputy Bernard J. Durkan asked the Minister for Education whether the current review of school transport might entail facilitating children in September 2023 who cannot gain access to their nearest school due to a shortage of school places but who would then not qualify for school transport as they would not be attending their nearest school; and if she will make a statement on the matter. [12210/23]
View answerBernard Durkan
Question:269. Deputy Bernard J. Durkan asked the Minister for Education the plans in hand to address school transport for children attending school in Maynooth from Straffan-Rathcoffey who have been without a service this year, given the demand for such a service; if efforts will be made to facilitate a school bus given the local demand for such a service; and if she will make a statement on the matter. [12211/23]
View answerWritten answers
I propose to take Questions Nos. 267, 268 and 269 together.
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 €338.9m.
Children are eligible for transport at primary level where they reside not less than 3.2 kilometres from and are attending their nearest national school, and at post primary level where they reside not less than 4.8 kilometres from and are attending their nearest post primary school/education centre as determined by the Department/Bus Éireann, having regard to ethos and language.
Children who are eligible for school transport and who have completed the application process on time are now accommodated on school transport services where such services are in operation.
In addition, temporary alleviation measures have been continued for the current 2022/23 school year, pending completion of the review and this means that transport has been provided for post-primary pupils who are eligible for transport to their nearest school and are attending their second nearest school and who applied by the 29th April 2022 and registered for a ticket by the 29th July 2022.
Children who are not eligible for school transport, but who completed the application process on time, are considered for spare seats that may exist after eligible children have been facilitated; such seats are referred to as concessionary seats.
Because of the nature of concessionary transport for non-eligible children and the priority of providing places for eligible children, there may be an excess of demand over supply for concessionary places, in these cases Bus Éireann will allocate tickets for spare seats using an agreed selection process.
As part of the budgetary process, some additional funding was approved for the scheme which allowed officials in consultation with Bus Éireann to consider and evaluate where temporary additional capacity may be available. However, it is important to stress that this was subject to capacity considerations. It has become increasingly difficult to source additional contractors due to the lack of availability of vehicles and contractors/drivers.
In cases where the Department is satisfied that the nearest school is full, eligibility for school transport will be determined based on the distance that children reside from their next nearest school having regard to ethos and language. To establish that the nearest school is full parents/guardians must provide certain documentary evidence including confirmation that an application for enrolment in the nearest school was made within the deadline dates specified by the school and confirmation from the school authorities that the school was full.
Phase 1 of the review examined the impact of eligibility criteria on mainstream pupils who were eligible for transport to their nearest school but attending their next nearest school. The report was completed in June 2021.
Following consideration of this report, the provision of temporary alleviation measures was approved for transport for post-primary students who are otherwise eligible for school transport, but were attending their second nearest school and had applied and paid on time.
Phase two of the review has progressed significantly and is being completed in tandem with phase three which is well underway.
While work on the review was impacted somewhat by the current conflict in Ukraine, and by the increased demand for the scheme in summer 2022 due to fees being waived, my officials are working to complete phase 3 of the review within the coming weeks with recommendations on the future operation of the Department’s School Transport Scheme. Once approved by Government it is planned that the review will be published.
Planning for the operation of the school transport scheme for the 2023/24 is expected to be completed shortly. Bus Éireann will advertise the details of the 2023/2024 school year process through their website and social media platforms. Details will also be published on the Department’s website and, in line with normal practice, will also be communicated to Oireachtas Members.
Question No. 268 answered with Question No. 267.
Question No. 269 answered with Question No. 267.
School Admissions
Questions (270)
Bernard Durkan
Question:270. Deputy Bernard J. Durkan asked the Minister for Education if and when a person (details supplied) might expect to receive notice to the effect that a school place is available for their daughter; and if she will make a statement on the matter. [12227/23]
View answerWritten answers
My 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.
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. Projections of post primary school place requirements are informed by multiple factors, including primary school enrolments in the area and primary to post primary transfer patterns.
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 including those in the Kilcock area.
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.
School Admissions
Questions (271)
Bernard Durkan
Question:271. Deputy Bernard J. Durkan asked the Minister for Education the procedure to be followed to enable of the son of a person (details supplied) who was expelled from their post-primary school (Salesians), leaving him with very limited options other than the danger of falling into bad company; if their case can be treated with compassion in order to give him some option to complete his education given his mother’s commitment to ensuring his compliance with the highest possible standards of behaviour; and if she will make a statement on the matter. [12229/23]
View answerWritten answers
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 and the Education (Admission to Schools) Act 2018. My Department's main responsibility is to ensure that schools in an area can, between them, cater for all pupils seeking school places in that area.
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 will 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.
Where the reason for refusal to enrol a child is due to the school being oversubscribed, a parent/guardian can appeal that decision under section 29 of the Education Act, 1998, and an independent appeals committee will be appointed to consider the appeal. My Department has no authority to compel a school to admit a student, except in circumstances where an appeal under section 29 of the Education Act, 1998 has been allowed and the appeals committee directs that the school admit the child concerned.
Further information on the school admission process is available on the Department of Education website by accessing the following link: www.gov.ie/en/policy-information/c5bd9f-school-enrolment/.
Tusla Education Support Service (TESS) is the agency which can assist parents who are experiencing difficulty in securing a school place for their child. TESS can be contacted at 01-7718500/tessinfo@tusla.ie for assistance. More information on school attendance is available on their website on the following link: www.tusla.ie/tess/tess-ews/. The following link provides relevant phone numbers for the Education Welfare Officers assigned to various areas around the country: Tusla Education Support Service - TESSTusla - Child and Family Agency.