Claire Kerrane
Question:81. Deputy Claire Kerrane asked the Minister for Education when the review of the school transport scheme will be finalised; and if she will make a statement on the matter. [14194/23]
View answerSchool Transport
Questions (81)
Written answers
The School Transport Scheme is a significant operation managed by Bus Éireann on behalf of the Department of Education. In the current school year over 147,900 children, including over 18,000 children with special educational needs, are transported on a daily basis to primary and post-primary schools throughout the country.
In addition, school transport scheme services are being provided in the current school year for over 4,500 children who have arrived to Ireland from Ukraine.
The total cost of the scheme in 2022 was €338.9m.
A review of the School Transport Scheme commenced in February 2021. The review is being conducted with a view to examining the current scheme, its broader effectiveness and sustainability, and to ensure that it serves students and their families adequately.
Significant consultation has been undertaken as part of this review. A public survey was administered for parents/guardians and students who use the service and those who do not use the service but who would like to. A broad array of stakeholders including schools, special education interest groups, industry representatives and other Government Departments were all consulted as part of this review.
Phase 1 of the review examined the impact of eligibility criteria on mainstream pupils who were eligible for transport to their nearest school but attending their next nearest school. The report was completed in June 2021.
Following consideration of this report, for the 2021/2022 school year, the provision of temporary alleviation measures was approved for transport for post-primary students who are otherwise eligible for school transport, but were attending their second nearest school and had applied and paid on time. These measures have been continued for the current 2022/2023 school year, and will again continue in the 2023/2024 school year pending completion of the review.
These measures mean that transport will be provided for post-primary pupils who are eligible for transport to their nearest school and are attending their second nearest school and, who applied for school transport by the 28th April 2023 and pay for a ticket/enter medical card details by the 9th June 2023.
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.
School Admissions
Questions (82)
Bernard Durkan
Question:82. Deputy Bernard J. Durkan asked the Minister for Education the extent to which adequate provision has been made to ensure sufficient school places in all schools, pre-school, primary and post-primary without exception; if adequate steps are being taken to assuage the fears of parents and children many of whom are suffering anxiety and hardship on foot of the situation still prevailing in respect of capacity; and if she will make a statement on the matter. [14102/23]
View answerWritten answers
I can assure the Deputy that the provision of school places to meet the needs of children and young people at primary and post primary level, including children and young people with special educational needs is an absolute priority for my Department. The Deputy may be aware that the Department of Children, Equality, Disability, Integration and Youth (DCEDIY) is responsible for early years education outside the formal education system, including pre-school provision through the free Early Childhood Care and Education Scheme (ECCE).
In order to plan for school place needs, 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.
While my Department is aware of enrolment pressures and demand for additional school places in some areas, 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'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.
Through close engagement with school patrons and authorities, my Department has established a requirement for additional school places at primary and post primary level in a small number of areas across the country. With the support of my Department, a significant number of additional junior infant and first year places have already been made available in schools in recent weeks. Engagement is ongoing with further schools and patrons with a view to making increased provision where necessary. It is expected that these places will become available imminently.
Teacher Training
Questions (83)
Joan Collins
Question:83. Deputy Joan Collins asked the Minister for Education if her Department will deliver a comprehensive programme of in-person continuing professional development to support curriculum change together with specific funding for further school resources. [14237/23]
View answerWritten answers
My Department promotes the quality of teaching and learning through the provision of continuing professional development (CPD) and supports for teachers and principals. The professional development needs of teachers are met through the provision of an induction programme for newly-qualified teachers, dedicated support for school leaders, national CPD for curricular and policy reform, and ongoing support for teachers. These supports are delivered by:
- Professional Development Service for Teachers (PDST) (cross sectoral service covering primary and senior cycle at post-primary)
- Junior Cycle for Teachers (JCT) (junior cycle at post-primary)
- National Induction Programme for Teachers (NIPT) (primary and post-primary) and the
- Centre for School Leadership (CSL) (primary and post-primary).
These Support Services will continue to provide their suite of professional development opportunities at primary and post-primary level. Discrete professional development will be provided for each of the forthcoming curriculum area specifications allowing teachers to access and request readily available formal and informal supports such as seminars, online supports, cluster meetings and the provision of web-based CPD. The strategic range and selection of CPD models recognises and supports teacher agency, operational considerations, tacaíocht trí mheán na Gaeilge and maximises upon the potential offered by blended approaches to CPD provision.
The new Primary Curriculum Framework was launched on 9 March 2023 providing the blueprint for guiding the enhancement of primary and special education for the coming years in primary and special schools. This framework sets out the vision, principles, approaches to learning and time allocations of the new Primary School Curriculum. Under the framework, schools will have a dedicated structure underpinning learning, teaching and assessment catering for all primary and special schools and introduce key competencies for children’s learning, setting out the main features and components for the full redevelopment of the primary school curriculum, detailing curriculum areas, subjects and suggested time allocations. It introduces and expands aspects of learning including STEM Education, Modern Foreign Languages and a broader Arts education. The Department of Education support services will continue to provide their suite of professional development opportunities at primary level, now drawing connection with the Framework content. The Inspectorate will support school leaders and teachers through their supportive and advisory visits, and assist school communities in introducing the changes to teaching and learning promoted in the framework.
The Primary Mathematics Curriculum will be introduced into schools in the 2023/24 school year. A comprehensive programme of professional development to support it is in development and will be provided through the lens of the new Primary Curriculum Framework and the National Council for Curriculum and Assessment will also provide a toolkit made up of components including Progression Continua, Math Concepts, Examples of Children’s Learning and Support Materials for teachers. This toolkit will be launched at the same time as the curriculum specification.
The Primary Language Curriculum has been implemented in all primary and special schools since 2019 and is part of the redeveloped curriculum and will be updated to include modern foreign languages. Support continues to be provided by PDST in the case of primary schools and National Council for Special Education for special schools.
Implementation of the Junior Cycle commenced in September 2014, with the introduction of English for first year students. Further subjects were introduced on a phased basis up to 2019, and since 2019 all students starting Junior Cycle study the new Junior Cycle specifications for all of their subjects. The summer examinations in 2022 were the first time when all Junior Cycle subjects were examined in the new format.
In September 2023, the following curricular components will be implemented in schools:
- Redeveloped Social, Personal and Health Education specification
- NCCA developed 135 hour Physical Education specification
- Level 2 History Short Course
In the area of Junior Cycle Social, Personal and Health Education (SPHE) a two-day seminar is being provided by PDST and JCT Post-Primary SPHE teams introducing new and existing teachers of Junior Cycle SPHE to the updated National Council for Curriculum and Assessment specification. Teachers will be supported in developing their understanding of the diverse and facilitative role of the SPHE teacher and advance a shared understanding of how to create a safe and inclusive SPHE classroom.
In addition a new blended learning postgraduate programme to upskill post-primary teachers teaching SPHE and Relationships and Sexuality Education (RSE) is available which offers a pathway for progression for post-primary teachers interested in developing their skills in teaching SPHE/RSE.
Education Policy
Questions (84)
Gary Gannon
Question:84. Deputy Gary Gannon asked the Minister for Education the way the withdrawal of children from the updated sexual education course on the forthcoming curriculum will be facilitated; if that will differ from the facilitation of non-religious children who wish to not attend religious instruction; and if she will make a statement on the matter. [14340/23]
View answerWritten answers
In regard to religious instruction, under the provisions of the Education (Admission to Schools) Act 2018, where schools provide religious instruction, they must clearly set out in their admission policies the school’s arrangements for students, where the parent or in the case of a student who has reached the age of 18 years, the student, has requested that the student attend the school without attending religious instruction in the school.
More generally, in accordance with Section 30 of the Education Act, 1998, parents have a right to have their children opt out of classes which are contrary to the conscience of the parent if they so wish. It is expected that this right will be upheld by schools on foot of a parental request.
As with religious instruction or any subject, the manner in which any school ensures that the right to opt out of a particular class is upheld is a matter for the school concerned. The school must determine the particular arrangements which are most appropriate in its individual circumstances having regard to local issues such as available space, supervision requirements and how the school concerned organises classes etc.
School Curriculum
Questions (85)
Joan Collins
Question:85. Deputy Joan Collins asked the Minister for Education the way the Department will ensure coherence in the system in order that the implementation of the new primary curriculum is prioritised and initiative overload does not occur; and if she will make a statement on the matter. [14238/23]
View answerWritten answers
The redevelopment of the primary curriculum builds on the successes and strengths of the 1999 curriculum whilst also responding to key challenges. It incorporates the call for new areas of learning such as modern foreign languages, STEM and more time for existing areas such as wellbeing.
The new primary curriculum will better reflect the world we live in and it’s smooth and successful implementation in all our primary and special schools is a priority for me. My Department is very aware of the pressures on teachers and the system and we appreciate that this curriculum change will take time and effort.
As the Deputy is aware, the curriculum is not taught in isolation but is supported by inter-connected strategies and policies. Our intention is that these policies and strategies reinforce and complement each other. These include the current Literacy and Numeracy Strategy and its successor strategy will help raise the standards in literacy, numeracy and digital literacy for all our learners. The implementation of the STEM Education Policy Statement and its implementation plans which will help prepare our schools for engagement under the new curriculum area of Science, Technology, Engineering and Mathematics. The Digital Strategy for Schools seeks to further progress the effective use of digital technology within our classroom and supports the development of ‘being a digital learner’ as set out in the Primary Curriculum Framework. Our Foreign Languages strategy focuses on supporting the development of language skills in our schools which will help pave the way for introduction of modern foreign languages within our primary schools.
The intention is that all our strategies work to keep the curriculum alive and up to date. We are acutely aware that they must not create confusion or unmanageable burdens on the system. In developing the specifications for the new curriculum my Department and the NCCA will be very cognisant of the vital importance of coherence in the system.
We are also aware of the need for sustained communications to all education stakeholders throughout this change process and to this end the Department has developed and is actioning a comprehensive communications strategy.
Education Policy
Questions (86)
Richard Bruton
Question:86. Deputy Richard Bruton asked the Minister for Education if she will indicate how her Department assesses standards of literacy and numeracy at school entry and through primary education. [14232/23]
View answerWritten answers
Assessment is an enabler of effective teaching and learning. Section 22 of the Education Act requires schools “to regularly evaluate students and periodically report the results of the evaluation to the students and their parents”. To support this legislative requirement, primary schools implement standardised testing on an annual basis during the period May/June for all pupils in 2nd, 4th and 6th classes and report the results to my Department. English-medium schools are required to implement standardised testing in English reading and Mathematics with Irish-medium schools required to implement standardised testing in Irish reading, English reading and Mathematics.
Early screening for literacy and numeracy difficulties is important at the end of the infant two-year cycle. Schools use screening and diagnostics test suitable for use with pupils at the end of Senior Infants and the beginning of First Class. These help to identify those pupils who are experiencing some difficulty in learning to read or with numeracy skills. These tests complement a teacher’s observations and assessments of a child’s performance and increase understanding of particular difficulties. They provide information on young children’s difficulties so that instruction can be improved, through differentiated instruction, and /or additional support teaching.
Assessment in the Primary School: Guidelines for Schools (NCCA, 2007) support teachers’ knowledge and understanding of assessment and show how a variety of assessment methods can be used to support assessment of children’s progress and achievement, and to extend and enrich their learning. The Guidelines ask schools to develop a whole-school assessment policy based on a balanced combination of Assessment for Learning and Assessment of Learning.
External inspections of primary schools also support the monitoring of standards of literacy and numeracy in primary schools. Inspection reports provide judgement on the quality of literacy and numeracy in a school, affirm the practices that are working well and make recommendations for improvement that can inform and complement school self- evaluation.
School Funding
Questions (87)
Donnchadh Ó Laoghaire
Question:87. Deputy Donnchadh Ó Laoghaire asked the Minister for Education her views on whether the Covid cleaning grant for schools will be continued for term 2; and when the payment schedule will issue. [14330/23]
View answerWritten answers
More than €362 million of additional Covid-19 Capitation grant funding has been made available to recognised primary and post primary schools to provide for the implementation of infection prevention and control measures to reduce the risk of the spread of COVID -19 to date.
As the Deputy is aware, the continued payment of Covid-19 capitation grants is determined by the prevailing public health advice at the time.
I am pleased to confirm that circa €38 million has recently been provided to schools to cater for ongoing enhanced cleaning, PPE and hand hygiene for Term 2 of the 2022/23 school year. This represents a total of €400.7 million to date.
School Funding
Questions (88)
Paul McAuliffe
Question:88. Deputy Paul McAuliffe asked the Minister for Education if she will provide an update on the minor works grants for 2023; and if she will make a statement on the matter. [13840/23]
View answerWritten answers
My Department has a strong track record of delivery of school building projects and this was achieved again in 2022 notwithstanding the wider construction sector environment of high inflation, labour shortages and supply chain issues.
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.
During 2022, there was circa. 180 school building projects delivered during 2022 and a further 300 school building projects remained under construction at the start of 2023 – the majority of which will be completed over the course of this year and early 2024. In this regard, it is worth noting that there were over 50 new school buildings under construction over the course of 2022. This is providing high quality new and modern facilities in schools throughout the country. 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.
The Department recognises the importance of the Minor Works Grant to primary schools. The funding provides good flexibility at local level to assist schools to manage and undertake works that support the operation of the school.
A total of €280 million in Minor Works Grants and Enhanced Minor Works Grants has been allocated to schools between 2018 and 2022.
The Minor Works Grant for primary schools for the current school year 2022/2023 was paid in December in 2021.
My Department has a strong pipeline of projects for delivery under the school building programme involving approximately 300 projects at construction and in excess of 1,000 projects at the various stages of appraisal and design.
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 my 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.
My Department's Planning and Building Unit is currently assessing its work programme and priorities for the remainder of 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 the remainder of 2023, my Department is at the advanced stages of engagement with the Department of Public Expenditure, NDP Delivery and Reform in relation to capital funding pressures in order to continue to adequately support the operation of the school system with rollout of school building projects to construction in 2023. The timeline for the payment of the next tranche of minor grant funding to primary schools will be considered within this overall context.
Education Policy
Questions (89)
Mark Ward
Question:89. Deputy Mark Ward asked the Minister for Education her views on mental health support teams that operate in some schools in England (details supplied); if she has considered rolling out a similar system in Ireland; and if she will make a statement on the matter. [14197/23]
View answerWritten answers
The provision of child and adolescent mental health services in Ireland lies specifically within the remit of the Department of Health and the HSE. HSE Primary Care Psychology Services and Child and Adolescent Mental Health Services (CAMHS) provide a range of clinical support to children and young people with mental health needs. However, the Department of Education also plays an important role in supporting the wellbeing and mental health of our young people. The Department’s Wellbeing Policy and Framework for practice has given recognition to the importance of promoting wellbeing in education. The approach set out in the Wellbeing Policy is a whole school and preventative approach which has multiple components that include providing children and young people with opportunities to build core social and emotional skills and competencies, experience supportive relationships within the school setting and be part of a school environment and culture that feels both physically and psychologically safe.
Aligned with the policy, a number of supports are currently being offered to schools to support wellbeing and mental health.
- Schools are encouraged to use a reflective, school self-evaluation approach to identify and prioritise the needs of its own school community in relation to the promotion of wellbeing and mental health, and to respond to meeting those needs. To support schools in this work the Professional Development Service for Teachers (PDST) is currently providing training to schools to ensure that the promotion of wellbeing will be at the core of the ethos of every school. Schools will be navigated through an introduction to the Wellbeing Framework and how to use the School Self Evaluation (SSE) process in guiding wellbeing promotion in their schools. These seminars will be supported by two webinars and in-school visits.
- NEPS has developed training for school staff on the promotion of wellbeing and resilience in schools which include upskilling school staff on the use and implementation of therapeutically-informed approaches in schools. These include trauma-informed approaches, approaches based on the principles of cognitive behaviour therapy, and attachment-aware approaches. The approaches outlined in the training are based on research findings, on the experience of experts in their fields and on the experience of practicing psychologists working in schools. The training will build the capability of school staff in both primary and post-primary settings, including for school leaders, teachers and SNAs.
- NEPS provides training for school staff on the Friends for Life programmes to help reduce anxiety in children and also the Incredible Years Classroom Management System. Priority will be given to schools new to DEIS.
- NEPS has launched an eLearning course - Responding to Critical Incidents in Schools. This course is aimed specifically at the school’s Critical Incident Management Team, but open to all interested staff.
- NEPS has developed a number of resources to support the wellbeing of children and young people from Ukraine enrolling in schools in Ireland.
The programmes and initiatives set out above are in addition to the educational psychological support that NEPS provide to all primary and post-primary schools. This involves direct support in the event of a critical incident, access to national and regional support and development work to build school capacity to support students, access to individual pupil casework where there is need. NEPS works closely with the HSE and its agencies to ensure those who may require the provision of therapy or counselling are referred on to the appropriate clinical services for intervention and support.
I announced in the budget that €5 million will be invested in piloting a programme of counselling supports for primary school students. This will serve to support the very positive work which already takes place in the area of wellbeing in our schools. The details of the programme are currently being finalised. As part of the scoping of this initiative my officials met with practitioners from the UK involved in mental health support teams.
Special Educational Needs
Questions (90)
Donnchadh Ó Laoghaire
Question:90. Deputy Donnchadh Ó Laoghaire asked the Minister for Education if she will give a date for the allocation of SNAs for the coming school year; the model of allocation that will be used; and if she will make a statement on the matter. [14327/23]
View answerWritten answers
I would like to thank the Deputy for the question and advise that the provision of education for children with special needs is a priority for Government and for me as Minister for Special Education and Inclusion. This is reflected in my Department’s 2023 budget allocation of more than €2.6 billion to support special education. This level of educational funding and support is unprecedented and represents in excess of 27% of the Department of Education’s total allocation for 2023.
Special Needs Assistants (SNAs) provide schools with additional adult support staff to assist children with additional care needs. Such support is provided in order to facilitate attendance by 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.
My department has allocated 1165 additional SNA’s to schools in the past year and in Budget 2023 an additional 1194 SNA’s are being provided to support schools and will be allocated as follows: 735 to support students in new special classes, 124 to support students in new special school places and 335 to support students in mainstream classes.
For the first time ever we will have over 20,000 Special needs assistants in schools in 2023.
The Special Needs Assistant (SNA) allocations for the 2023/2024 school year are presently being development by my department and will be advised to schools as soon as possible and in line with previous year timelines.
Schools Building Projects
Questions (91)
Pearse Doherty
Question:91. Deputy Pearse Doherty asked the Minister for Education if she is aware of the concerns of a school (details supplied); if she has taken steps to address these concerns; and if she will make a statement on the matter. [13404/23]
View answerWritten answers
The large scale capital project for the school referred to by the Deputy, is at Architectural Planning Stage 3 - Tender Action and Award. The project brief is to provide a new 8 classroom school with 2 classroom SEN.
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 the remainder of 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 adequately support the operation of the school system with rollout of school building projects to construction in 2023.
I want to reassure the Deputy and the relevant school communities that school building projects that are currently on hold due to capital funding pressures will be progressed and delivered – it is a question of timing. I am well aware of the urgency in getting these projects delivered as quickly as possible. The outcome of our engagement with the Department of Public Expenditure, NDP Delivery and Reform will provide better clarity on the timelines for the progression of these projects. This is a key priority for me. I have engaged directly with Minister Donohue on this matter and will continue to do so with a view to getting our funding pressures resolved as quickly as possible.
We will be providing an update to individual schools when our engagement with the Department of Public Expenditure, NDP Delivery and Reform concludes. In tandem with this, my Department’s Planning & Building Unit will also be updating Patron Bodies and School Management Bodies at that stage. 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.
Education Policy
Questions (92)
Cathal Crowe
Question:92. Deputy Cathal Crowe asked the Minister for Education if she will support plans for an independent Gaelcoláiste an Chláir in Ennis, County Clare. [13886/23]
View answerWritten answers
My Department has received correspondence from the patron of Ennis Community College, Limerick and Clare Education and Training Board, requesting that the Irish-medium unit in the school, known as Gaelcholáiste an Chláir, would be given approval to transition to a standalone gaelcholáiste.As part of the 20 Year Strategy for the Irish Language 2010-2030, my Department has committed to creating opportunities for expanding Irish-medium education outside the Gaeltacht. This is in the context of the announcements on the establishment of 47 new schools from 2019, which affords particular consideration to the establishment of Gaelscoileanna, Gaelcholáistí, and Aonaid Lán-Ghaeilge as part of the patronage process for new schools.
Most new post-primary schools must have a student enrolment capacity of 600 – 1,000 students. A lower threshold of 400 students may apply to Gaelcholáistí, having regard to the alternative of establishing an Irish-medium unit (Aonad) in an English-medium school. This is a potential outcome from the patronage process for new schools established to cater for a demographic need. It is also possible for any post-primary school patron to contact my Department to explore the establishment of an Aonad in an existing school.
As the Deputy may be aware work on the development of a new policy for Irish-medium education outside of the Gaeltacht is now well underway in the Department. The policy on Irish-medium education outside of the Gaeltacht is part of the overall framework of the 20-year Strategy for the Irish language 2010-2030 and is building on the achievements of the Policy on Gaeltacht Education 2017-2022. Included among the key objectives of the policy are developing a clear policy on the establishment and sustainability of Aonaid/Sruthanna (units/streams) in existing English-medium post-primary schools to strengthen Irish-medium education provision and exploring how opportunities for the establishment of Gaelscoileanna and Gaelcholáistí can be increased as part of the patronage process.A public consultation process was launched in October 2022 to gather the views of stakeholders, including young people, parents, education professionals, education stakeholders and Irish-language organisations. The first phase of this consultation, which included an online questionnaire and a call for written submissions, concluded on 30 January 2023. Responses to the questionnaire and the call for submissions are currently being analysed.Further phases of the consultation will commence shortly, and will involve further engagement with stakeholders in the form of focus groups, bilateral meetings and a Policy Forum.
Focus groups are being conducted with children and young people to ensure their voices are included in the policy development process. Focus groups will take place shortly with parents, guardians, educators and other stakeholders to explore important themes that are arising during the consultation process.
As part of the actions being taken to ensure that the new policy will be informed by current research is a review of national and international literature and research on Irish-medium Aonaid and Sruthanna in English-medium schools, which is being carried out on behalf of the Department.
The outcome of the above work will be useful in considering applications such as that referred to by the Deputy.
School Staff
Questions (93, 125)
Gino Kenny
Question:93. Deputy Gino Kenny asked the Minister for Education the measures she is taking to address the shortage of teachers; and if she will make a statement on the matter. [13892/23]
View answer
Richard Boyd Barrett
Question:125. Deputy Richard Boyd Barrett asked the Minister for Education the measures she is taking to address the shortage of teachers; and if she will make a statement on the matter. [14160/23]
View answerWritten answers
I propose to take Questions Nos. 93 and 125 together.
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 have been implemented to support the supply of substitute teachers
These include:
- Additional primary substitute teacher supply panel posts have been provided in locations where significant challenges in sourcing substitution continue. This brings the total to 610 posts on 151 panels covering more than 2,840 schools, including the large majority of primary schools in Dublin.
- As a temporary measure post primary teachers can provide additional hours substitute cover in the subject they are qualified to teach. The number of additional hours that can be taught per term has been increased from 20 to 35 for the remainder of the 2022/23 school year.
- For 2022/23, higher education institutions have introduced flexibility in the delivery of initial teacher education programmes to allow student teachers to provide more substitute cover.
- The Teaching Council introduced regulations allowing for the registration of 3rd and 4th year undergraduate student teachers under registration Route 5 (Student Teachers). More than 2,700 student teachers have registered under route 5 to date. This initiative supports the employment of student teachers to cover substitutable vacancies.
- The Department has adjusted the provision of CPD by the teacher support services to reduce the need for substitution. In addition, the support services have released seconded personnel to provide substitute cover to schools.
- A waiver of abatement for retired teachers returning to teach for up to 50 days in each of the three calendar years, 2021 to 2023 inclusive has been agreed with the Department of Public Expenditure and Reform.
For 2022/23, job-sharing teachers may be employed to work in a substitute capacity during the period they are rostered off, in their own or in other schools, and the limits on substitute work applying to teachers on career break have also been suspended.
The Department provided details of the staffing arrangements for the 2023/24 school year to primary and post primary schools before the end of January. This will facilitate schools to begin recruitment for the 2023/24 school year earlier than in 2022.
Newly qualified teachers (NQTs) who qualify outside Ireland may now complete induction (Droichead) in Ireland under a new measure implemented by the Teaching Council. This measure seeks to enhance the supply of NQTs available to schools.
Measures targeted at supporting the long term supply needs of the system have also been put in place
- At primary level, I recently approved 610 additional places on ITE programmes over the next two academic years (2023/24 and 2024/25).
- At post primary level, the Department has increased the number of places on teacher upskilling programmes in mathematics, Spanish and physics. The programmes are delivered outside of class time and are offered at no cost to the teacher. Approximately 170 places were provided in the first intake across the three programmes with an increase in places to over 300 in 2023.
- A new programme for post primary teachers to up-skill in Irish is planned for commencement in 2023/2024. The Department is also considering additional upskilling programmes in other priority subject areas.
- The Department introduced a scheme to allow post-primary schools to share teachers, the aim of which is to recruit teachers in high-demand subjects and give teachers a full-time teaching contract. It is expected that a pilot of the scheme will be introduced in a number of locations for the 2023/24 school year. An eLearning form of this scheme is also being explored.
In addition to the above measures, the Teaching Transforms campaign continues to promote the teaching profession and encourage students to follow a career in teaching. The campaign uses digital, radio and video media, and is supported by a dedicated webpage, www.gov.ie/teachingtransforms. I am very pleased to note that CAO first preference choices for post primary teaching have increased this year by 11%.
The Department meets on a regular basis with the school management bodies and the teacher unions on this very important issue and we will continue to work intensively with all stakeholders to develop and implement creative solutions to address the teacher supply challenges for schools.
School Transport
Questions (94)
Claire Kerrane
Question:94. Deputy Claire Kerrane asked the Minister for Education if she will provide an update on the review of the school transport scheme; and if she will make a statement on the matter. [14193/23]
View answerWritten answers
The School Transport Scheme is a significant operation managed by Bus Éireann on behalf of the Department of Education. In the current school year over 147,900 children, including over 18,000 children with special educational needs, are transported on a daily basis to primary and post-primary schools throughout the country.
In addition, school transport scheme services are being provided in the current school year for over 4,500 children who have arrived to Ireland from Ukraine.
The total cost of the scheme in 2022 was €338.9m.
A review of the School Transport Scheme commenced in February 2021. The review is being conducted with a view to examining the current scheme, its broader effectiveness and sustainability, and to ensure that it serves students and their families adequately.
Significant consultation has been undertaken as part of this review. A public survey was administered for parents/guardians and students who use the service and those who do not use the service but who would like to. A broad array of stakeholders including schools, special education interest groups, industry representatives and other Government Departments were all consulted as part of this review.
Phase 1 of the review examined the impact of eligibility criteria on mainstream pupils who were eligible for transport to their nearest school but attending their next nearest school. The report was completed in June 2021.
Following consideration of this report, for the 2021/2022 school year, the provision of temporary alleviation measures was approved for transport for post-primary students who are otherwise eligible for school transport, but were attending their second nearest school and had applied and paid on time. These measures have been continued for the current 2022/2023 school year, and will again continue in the 2023/2024 school year pending completion of the review.
These measures mean that transport will be provided for post-primary pupils who are eligible for transport to their nearest school and are attending their second nearest school and, who applied for school transport by the 28th April 2023 and pay for a ticket/enter medical card details by the 9th June 2023.
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.
School Transport
Questions (95)
Éamon Ó Cuív
Question:95. Deputy Éamon Ó Cuív asked the Minister for Education when it is anticipated that the review of the school transport system will be completed; and if she will make a statement on the matter. [13974/23]
View answerWritten answers
The School Transport Scheme is a significant operation managed by Bus Éireann on behalf of the Department of Education. In the current school year over 147,900 children, including over 18,000 children with special educational needs, are transported on a daily basis to primary and post-primary schools throughout the country.
In addition, school transport scheme services are being provided in the current school year for over 4,500 children who have arrived to Ireland from Ukraine.
The total cost of the scheme in 2022 was €338.9m.
A review of the School Transport Scheme commenced in February 2021. The review is being conducted with a view to examining the current scheme, its broader effectiveness and sustainability, and to ensure that it serves students and their families adequately.
Significant consultation has been undertaken as part of this review. A public survey was administered for parents/guardians and students who use the service and those who do not use the service but who would like to. A broad array of stakeholders including schools, special education interest groups, industry representatives and other Government Departments were all consulted as part of this review.
Phase 1 of the review examined the impact of eligibility criteria on mainstream pupils who were eligible for transport to their nearest school but attending their next nearest school. The report was completed in June 2021.
Following consideration of this report, for the 2021/2022 school year, the provision of temporary alleviation measures was approved for transport for post-primary students who are otherwise eligible for school transport, but were attending their second nearest school and had applied and paid on time. These measures have been continued for the current 2022/2023 school year, and will again continue in the 2023/2024 school year pending completion of the review.
These measures mean that transport will be provided for post-primary pupils who are eligible for transport to their nearest school and are attending their second nearest school and, who applied for school transport by the 28th April 2023 and pay for a ticket/enter medical card details by the 9th June 2023.
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.
Special Educational Needs
Questions (96)
Holly Cairns
Question:96. Deputy Holly Cairns asked the Minister for Education if she will outline the process by which an area is assigned a special school. [13917/23]
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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 and almost 300 new special classes sanctioned at post-primary level. Specifically for example in County Cork, the NCSE has sanctioned 103 new special classes at primary level and 46 new special classes at post-primary level over the last 3 years.
In addition, 3 new special schools have been opened in recent years and 2 further special schools are due to be opened during this school year.
2 of these special schools are in the Cork region. Carrigaline Community Special School opened in 2021 and Rochestown Community Special School is due to open later in the current school year.
There are currently 14 special schools in County Cork with a provisional enrolment of 952 children in September 2022. This number will rise to 15 when the new Rochestown Community Special School opens later this year and will enrol 25 children to begin with. It is envisaged that this new special school will grow to accommodate over 60 students over the next few years.
My Department is engaging intensely with the NCSE in relation to the forward planning of new special classes and additional special school places for the next school year 2023/2024. This work involves a detailed review of statistical data to forecast demand for special class and special school places, consideration of improved data sharing arrangements, consideration of available school accommodation, and a particular focus on the provision of special classes at post-primary level.
At local level, the NCSE is continuing to engage with schools regarding the establishment of additional special classes in both mainstream and special schools for the next school year 2023/2024. Every support will be made available to schools to progress the opening of special classes in the shortest possible timeframe.
The majority of special schools run their admission processes in March and April, and it is only after these admission processes are complete that it becomes clear whether or not every child seeking a special school placement has received an offer of a placement.
My Department and the NCSE are aware that a number of children attending special schools have to travel significant distances to school each day and this is also a very important consideration when any decision is made to open a new special school.
My Department is committed, in conjunction with the NCSE, to continue to work with parents, schools, patrons and all stakeholders to ensure that there are sufficient appropriate places for students with additional needs and to support all students to achieve their potential.
I want to reassure you also that my Department will continue to support the NCSE and schools through the provision of the necessary funding and capital investment to ensure all children are successful in accessing an appropriate education
Schools Building Projects
Questions (97)
Michael Moynihan
Question:97. Deputy Michael Moynihan asked the Minister for Education if she will provide an update on the school building programme; if she is satisfied with its progress to date; and if she will make a statement on the matter. [14088/23]
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My Department has a strong track record of delivery of school building projects and this was achieved again in 2022 notwithstanding the wider construction sector environment of high inflation, labour shortages and supply chain issues.
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.
My Department is 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 my 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.
The strong level of delivery is a key driver of capital pressures in the Department. In addition to the normal pressures on the school building budget, there are also additional pressures in the context of requirement to accelerate delivery of accommodation for children with Special Education Needs and also in respect of capacity for continued inflow of Ukrainian and other IP students – particularly at post-primary level where accommodation pressures are more acute
My Department's Planning and Building Unit is currently assessing its work programme and priorities for the remainder of 2023 in the context of its available funding. My Department's published NDP allocation for 2023 is €860 million. Over 70% of the NDP allocation for 2023 is needed to cover expenditure on contractual commitments on existing projects at construction carried forward from 2022. High construction inflation remains a continuing feature of the construction sector for 2023. As part of its planning ahead for the remainder of 2023, my Department is at the advanced stages of engagement with the Department of Public Expenditure, NDP Delivery and Reform in relation to capital funding pressures in order to continue to adequately support the operation of the school system with rollout 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 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.
Schools Building Projects
Questions (98)
Thomas Gould
Question:98. Deputy Thomas Gould asked the Minister for Education if she will provide an update on the new school building for a school (details supplied). [14196/23]
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I can confirm to the Deputy that the school referred to has been approved for a project under my Department's Additional School Accommodation (ASA) Scheme and has been devolved to the school for delivery. The project will provide the following accommodation at the school:
3 Mainstream classrooms and 1 x SEN Base Unit, consisting of a SEN Classroom Base, Safe Space, Multi-sensory room and toilet.
This year, my Department will invest in excess of €2 billion, or over 25% of the Department’s budget in the area of special educational needs support. As a result, the numbers of special education teachers, special needs assistants and special class and school places are at unprecedented levels.
Over the last two years, the Department and the National Council for Special Education (NCSE) have worked closely on a more streamlined and joined up planning process which has ensured a targeted approach to meet demand for special education placements ahead of each new school year. The Department continues to work with the NCSE in relation to the short-term requirements for special class and special school places and also the more strategic and longer-term requirements.
Further to this and as part of my Department’s ongoing assessment of enrolment requirements for 2023 and the associated work programme, my officials have already engaged with the school authorities in question and issued approval of an additional special education needs (SEN) base and this has been accepted by the school authority. This additional provision of a second SEN to the school will be devolved for delivery to the school authority and the Department will be available to the school for assistance throughout the process to ensure delivery of the project.
While the school authority has identified a technical challenge presented by the current project, my Department is committed to providing the school with the additional accommodation it needs to provide a suitable learning environment for its pupils and the community as soon as possible. Following a review of the project by the professional and technical officials in my Department which identified and assessed all options to progress this project, my officials are engaging directly with the school authority to ensure this important project is progressed.
My Department has a strong track record of delivery of school building projects and this was achieved again in 2022 notwithstanding the wider construction sector environment of high inflation, labour shortages and supply chain issues. This is evidenced by the fact that there are currently 300 school building projects at construction stage and a further 1,000 at pre-construction stage.
School Textbooks
Questions (99)
Thomas Gould
Question:99. Deputy Thomas Gould asked the Minister for Education if she will provide an update on the promised free schoolbooks scheme. [14195/23]
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Since June 2020, and over the past three Budgets, I have secured funding to support measures aimed at ensuring that all children and young people are actively supported to access education in its fullest forms. One of the most important policies in this regard has been the establishment of Ireland’s first national primary school book scheme, which will provide free schoolbooks, workbooks and copybooks, in primary schools and special schools. More than 558,000 pupils enrolled in approximately 3,230 primary schools, including over 130 special schools, will benefit from this measure.
The total investment, of over €50 million, significantly increases the funding for school books currently provided to all recognised primary schools in the country.
The implementation of the measure will build on the experience of the existing school book rental scheme, which is available in the majority of recognised primary schools, and on the free school books pilot provided to over 100 primary DEIS schools in recent years.
Detailed Guidance on the implementation of the scheme is published and has been made available to primary schools to ensure schools have sufficient time to implement the new scheme in advance of the start of the 2023/24 school year. The Guidance has been informed by the engagements with all relevant stakeholders.
The grant under the new scheme will issue to each recognised primary school in April. In the case of primary schools managed by ETBs, the funding will issue directly to the relevant ETB.
In recognition of the work required in schools associated with implementing this scheme, my Department has put in place an administrative support grant. The administration support grant will be paid separately to the schoolbook grant and will issue to all primary schools and special schools.
Primary schools and special schools will continue to have autonomy to choose books that meet their curricular requirements. The scheme will seek to ensure that value for money is achieved and that primary schools and special schools will be supported to implement the scheme in a way that has the best learning outcomes for pupils.
Schools Building Projects
Questions (100)
Brian Stanley
Question:100. Deputy Brian Stanley asked the Minister for Education if she will reinstate priority approval for a school (details supplied) given the new building has now been put on hold. [14130/23]
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My Department’s Planning and Building Unit is currently assessing its work programme and priorities for 2023 in the context of overall requirements and available funding.
Our most immediate priorities are to cater for September 2023 requirements.
We are 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 rollout of school building projects to tender and construction in 2023 and minimise project delays to the greatest extent possible.
This includes the major building project for the school referred to by the Deputy, due to proceed to tender.
Prior to the major project being progressed to tender, an enabling works is required to underground ESB cables at the site for the new school. These works are to be carried out in the near future, in conjunction with ESBN Ireland and the Local Authority.
I want to reassure the Deputy and the relevant school communities that school building projects that are currently on hold due to capital funding pressures will be progressed and delivered – it is a question of timing.
The Department will update the School Authorities when there is further clarity on the progression of the major project.