Written Answers Nos. 499-516
499. Deputy Aodhán Ó Ríordáin asked the Minister for Education what action the parents of a child such as a person (details supplied) should take to ensure their child has access to a place in a reading school; and if she will make a statement on the matter. [16442/23]
View answerI would like to thank the Deputy for the question and would like to advise the following:
Enabling children with special educational needs to receive an education is a priority for this government.
For 2023, the spend by my Department on special education will be substantially increased by over 10% on last year, meaning that for 2023 my department will spend over €2.6 billion on special education.
This level of educational funding and support is unprecedented and represents in excess of 27% of the Department’s total allocation for 2023.
This includes additional teaching and care supports. It also includes funding for the National Educational Psychological Service (NEPS) for an additional 54 psychologists to provide services to special schools and special classes.
In 2023 the number of teaching and special needs assistants (SNA) posts in our schools will increase with an additional 686 teachers and a further 1,194 SNAs in our schools next year.
For the first time ever we will have over 19,000 teachers working in the area of special education and over 20,000 SNAs. Together we have almost 40,000 qualified and committed people in our schools who are focused wholly and exclusively on supporting children with special educational needs.
It is Department policy, in accordance with the principles of inclusive education, that pupils with additional learning needs are supported in mainstream classes along with their peers, with additional supports provided as necessary.
My Department has invested considerably in ensuring that all recognised mainstream schools have been allocated additional special education teaching resources to cater for children with special educational needs, including pupils with a Specific Learning Disability (SLD).
Guidelines for schools on the organisation, deployment and use of their special education teachers have been published and are available at gov.ie - Guidelines for Primary Schools Supporting Pupils with Special Educational Needs in Mainstream Schools (www.gov.ie)
It is a matter for schools to monitor and utilise their allocation of additional teaching support to best support the needs of identified pupils in accordance with my department's guidance.
In addition, there are specialist educational supports provided by the NEPS and the National Council for Special Education (NCSE) to help schools provide an appropriate education for pupils with special educational needs including reading difficulties.
My Department provides for a range of placement options and supports for schools, which have enrolled pupils with special educational needs, including pupils with a SLD, to ensure that wherever a child is enrolled, s/he will have access to an appropriate education. These placement options include; attending their local school with additional teaching supports, attending a special class attached to a mainstream school, or attending a special school.
Funding is also made available to schools for the purchase of specialised equipment such as computers and/or software to assist children with special educational needs, including children with SLDs, where relevant professionals recommend the equipment as being essential for the provision of education. Schools apply to the NCSE, through their local Special Education Needs Organiser (SENO) for such support. SENOs make recommendations to my Department where assistive technology is required, in accordance with the criteria set out in my department's Circular 0010/2013.
A continuum of education provision is in place covering the full range of need spanning placement in mainstream classes with supports through to more specialist placements either in a special class or a special school depending on the level of complexity of need.
It is important to note though, that the majority of students with significant literacy difficulties currently receive additional teaching support from a special education teacher in a mainstream class. This is provided on the basis of the individual pupil’s learning needs, identified in schools, as opposed to being based on a requirement for a child to have a diagnosis, or an assessment, of a particular disability.
As the Deputy may be aware, I have requested my Department to arrange for a review of the policy on reading classes and schools. The Department’s inspectorate is currently working to finalise its report on the outcomes of a series of special educational needs inspections in schools with special classes for children with specific learning disabilities. It is envisaged that this report will be finalised in the coming weeks. When completed, this report will also be considered in the context of overall policy on special education.
500. Deputy Denise Mitchell asked the Minister for Education the number of schools affected by her Department's decision to pause school building works going to tender or construction phase in Dublin 5, Dublin 13 and Dublin 17 respectively; and if she will make a statement on the matter. [16445/23]
View answerI am pleased to inform the Deputy that on 5 April an agreement was secured to guarantee and support the rollout and continuation of my Department’s ambitious school building programme.
My Department has a proven track record of delivery, with over 180 projects completed last year within a challenging environment of high inflation, labour shortages and supply chain issues.
This year alone, over 300 school building projects are currently under construction, including 40 new school buildings and 260 projects at existing schools. There are also over 1,000 other school building projects being progressed through various stages of development. My Department also continues to support schools with the successful integration of over 15,000 Ukrainian students within our school system.
The agreement reached on 5 April will facilitate the continued rollout of urgently required school building projects in both mainstream and special education settings, including the 58 projects that were temporarily paused due to capital funding pressures.
My Department is very appreciative of the strong support provided by Government for the education budget.
Officials from my Department have updated each of the 58 schools in relation to the formal arrangements and next steps in respect of the delivery of their individual projects.
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.
501. Deputy Donnchadh Ó Laoghaire asked the Minister for Education how many teachers, across all categories of schools, have been employed by her Department in each of the past four years. [16526/23]
View answerI wish to inform the Deputy, that the Board of Management of schools are the direct employer of teachers. My Department acts as paymaster on behalf of primary schools, voluntary secondary, community and comprehensive schools.
The information requested is available on my Department's website at the link below and is extracted at the end of June each year.
www.gov.ie/en/publication/c97fbd-teacher-statistics/#number-of-teachers-by-gender-appointed-to-teaching-posts
502. Deputy Donnchadh Ó Laoghaire asked the Minister for Education how many teaching positions, across all categories of schools, have been sanctioned by her Department in each of the past four years. [16527/23]
View answerThe table below shows the total number of teachers for the years 2018 – 2021, this includes primary and post-primary.
|
|
2018 |
2019 |
2020 |
2021 |
|
Total number of Teachers |
65,815 |
66,932 |
69,221 |
72,496 |
Data is reported on an academic year basis, i.e., 2021 means September 2021. Teacher numbers are based on allocations of teachers (whole time equivalents) each year and not actual persons (to avoid complications arising from job-sharing, leave cover and other factors). PLC teachers are not included in the number for teachers.
For a more detailed breakdown please follow the link below:
assets.gov.ie/246552/96fc2eb5-b7c9-4a17-afbc-de288a471b3f.pdf#page=null
503. Deputy Réada Cronin asked the Minister for Education further to Parliamentary Question No. 358 of 28 March 2023, the actions that are being taken now to ensure capacity for the next school year in north Kildare; and if she will make a statement on the matter. [16696/23]
View answerThe School Transport Scheme is a significant operation managed by Bus Éireann on behalf of the Department of Education. In the current school year over 147,900 children, including over 18,000 children with special educational needs, are transported on a daily basis to primary and post-primary schools throughout the country.
In addition, school transport scheme services are being provided in the current school year for over 4,500 children who have arrived to Ireland from Ukraine.
The total cost of the scheme in 2022 was €338.9m.
Under the terms of the Department's Post Primary School Transport Scheme children are eligible for transport 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 complete the application process on time will be accommodated on school transport services where such services are in operation for the 2023/24 school year.
In addition, temporary alleviation measures have been continued for the 2023/2024 school year(s), pending completion of the review and this means that transport will be provided for post-primary pupils who are eligible for transport to their nearest school and are attending their second nearest school and who apply and pay by the closing dates.
Children who are not eligible for school transport, but who complete 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.
A minimum number of 10 eligible children residing in a distinct locality, as determined by Bus Éireann, are required before consideration may be given to the establishment or retention of school transport services.
Bus Éireann review all school transport services over the summer months. Arising from this review, routes may be altered, extended or withdrawn depending on the number and location of eligible children who will be availing of school transport for the following school year.
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. Where there is a transport service available, Bus Éireann liaise with families regarding ticketing etc.
In cases where the Department is satisfied that a family's nearest school is full, eligibility for school transport will be determined based on the distance they reside from the next nearest school having regard to ethos and language. Bus Éireann have confirmed that families in this area are attending their third and fourth closest schools. They have been requested to provide the details below which have not yet been received in School Transport Section.
- The steps taken to enrol your child in the nearest and next nearest schools
- Evidence that an application for enrolment was made within the deadline dates specified by the school and
- A letter from the School Authorities confirming that the school was full at the time of enrollment for your child
This documentation can be sent to school transport section at the address below for consideration to school_transport@education.gov.ie
504. Deputy Joan Collins asked the Minister for Education if she will address a matter in relation to accommodation for a school (details supplied); if the prefabs will be allowed to go ahead so that the school has the needed extra space on site for September and not elsewhere; if she will find a solution that gives the school and children the space they are entitled to in the future and if the Government will follow through on its promises to children with additional needs in mainstream schools. [16715/23]
View answerI can confirm to the Deputy, that my Department is in receipt of an application for the Additional School Accommodation (ASA) scheme from the school in question.
My Department's Planning and Building Unit is currently assessing its work programme and priorities for 2023 in the context of its available funding. Key priorities for the 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 educational needs provision.
The school in question is being considered as part of this assessment and a decision will issue to the school authorities as soon as possible in this regard. My officials have been in touch with the school in relation to this matter.
505. Deputy Joan Collins asked the Minister for Education how many private schools there are in the State; if she will provide a list of them; and how many have provided special classes for children with disabilities and autism. [16749/23]
View answerPrivate primary schools are not recognised schools under the Education Act, 1998 and therefore do not fall within the remit of the Minister for Education. The Department has no responsibility regarding funding or any other matter relating to private primary schools that are not recognised by the Minister as such schools are privately owned and managed.
506. Deputy Louise O'Reilly asked the Minister for Education what options are available to the family of a student (details supplied) who has withdrawn from school and is refusing to attend due to difficulties they have faced in the school, but who has applied to enrolled in a new school and has been denied a place in that school. [16809/23]
View answerWhere a student is facing difficulties in a school, support services from the Educational Welfare Officer, the National Educational Physiological Services and the local Special Educational Needs Organiser as appropriate are available to the family by contacting the school in question.
Where a board of management make a decision to refuse admission to a school, the 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.
The role of the section 29 hearing committee is to examine the application for enrolment and consider if it was correctly processed by the school, in accordance with the school’s Enrolment Policy.
The section 29 appeals committee cannot consider matters that are not provided for within the school’s Enrolment Policy. If it is considered that a school has erred in their processing of an enrolment application, a section 29 appeal committee can examine how the application was processed by the school and identify if the school did not follow its Enrolment policy. In cases where an error occurred the section 29 appeal committee will consider if the error had a material effect on the application. Where an error had a material effect on the enrolment application, the section 29 appeal committee can direct the school to enrol the student or adjust the students ranking on the waiting list.
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.
A section 29 appeal must be made no later than 63 calendar days from the date of the school’s decision to refuse admission.
It is important to note that if a parent/guardian have been refused admission due to the school being oversubscribed, and they wish to appeal this decision they must first make a written request to the school seeking a review of the board of management’s decision. This request for a review to the board of management is time bound and must be made within 21 calendar days from the date of the decision by the school to refuse admission to the child.
If a parent/guardian has been refused admission for a reason other than the school being oversubscribed, they may, but are not required to, request a review by the board of management within 21 calendar days from the date of the decision by the school to refuse admission to the child. Where a parent/guardian has been refused admission for a reason other than the school being oversubscribed and do not choose to seek a review by the board of management they may make an appeal to an independent appeals committee no later than 63 calendar days from the date of the school’s decision to refuse admission.
Full details on the section 29 appeals process for refused enrolment are available on the Gov.ie website at the links below:
www.gov.ie/en/publication/8248c-appeals-in-relation-to-refusal-to-admit-a-student-due-to-a-school-being-oversubscribed/
www.gov.ie/en/publication/31c4f-appeals-in-relation-to-refusal-to-admit-a-student-for-a-reason-other-than-the-school-being-oversubscribed/
507. Deputy Sorca Clarke asked the Minister for Education if her Department is considering aligning the Common European Framework of Reference for Languages for primary and secondary schools; and if she will make a statement on the matter. [16827/23]
View answerI can advise the Deputy that the Common European Framework of Reference for Languages (CEFR) is a framework designed for second language adult learners and its use has implications beyond curriculum, including for example, Initial Teacher Education and Continuing Professional Development, external assessments such as state examinations and the development of standardised tests.
In terms of relevant language curriculum developments at primary and post primary level:
- The Primary Language Curriculum/Curaclam Teanga na Bunscoile is an integrated language curriculum for English and Irish for children of all abilities in all primary and special schools.
-This curriculum promotes the transfer of skills within and between languages and the CEFR was a reference point during its development.
-As set out in the newly launched Primary Curriculum Framework (2023), Modern Foreign Languages will be taught to children in 3rd to 6th class as part of the redeveloped primary curriculum. This specification is currently under development and Learning Outcomes will be broadly aligned with the CEFR.
- Recent developments at post-primary include the introduction of new Modern Foreign Language and Irish T1 and T2 specifications at Junior Cycle. These were developed in the context of the Framework for Junior Cycle 2015 and are broadly aligned with the reference levels set out in the CEFR.
- Reflecting the CEFR framework, the specifications for junior cycle also introduced a fifth language skill – spoken interaction.
- In the case of the developments above at primary and post-primary, broad alignment to the CEFR is not intended to set a standard. Rather, the descriptors in the framework were/are used in setting out the types of learning experiences that would help children/students to make progress in a range of language skills, competences and outcomes.
508. Deputy Emer Higgins asked the Minister for Education what measures are in place to assist teachers in the south Clondalkin area to support high-risk students given the waiting lists for CAMHS are so long; and if she will make a statement on the matter. [16846/23]
View answerThe provision of child and adolescent mental health services in Ireland lies specifically within the remit of the Department of Health and the HSE. Child and Adolescent Mental Health Services (CAMHS) is a service that provides assessment and treatment for young people who are experiencing mental health difficulties. However, The Department of Education 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.
Following the publication by the National Education Psychological Service (NEPS) of guidance for post primary schools on establishing a student support team or reviewing an existing team, psychologists are currently facilitating post-primary schools to improve the Student Support Team process. Student Support Teams are the structure through which key wellbeing and wellbeing-related policies are implemented in post-primary schools.
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 has resumed the provision of training for school staff on the Friends for Life programmes to help reduce anxiety in children and also the Incredible Years Classroom Management System. NEPS has also 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.
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, an additional 54 educational psychologists to provide services to special schools and special classes as part of budget 2023. I also 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.
509. Deputy Louise O'Reilly asked the Minister for Education what options and funding streams are available to a school that wishes to start a school library and stock it with books. [16849/23]
View answerMy Department acknowledges that a library of books, audio books and other material to increase the literacy (in English, Irish or other languages) and numeracy resources in a school, can play an important part in a school’s teaching and learning.
In 2022 my Department made once-off funding of €20 million available to all recognised primary and post-primary schools in the Free Education Scheme to purchase books, audio books and other media for the purposes of improving their existing literacy-resource banks. Assistance was also provided by my Department, with the support of the Public Library Service, to the schools on how best to use the funding, through a guidance note, webinars and support from local libraries, that support is still available to schools.
Following on from this funding, as the Deputy is aware, in Budget 2023, my Department announced over €50 million to provide free schoolbooks to primary school pupils within the free education scheme from September 2023. At a minimum the scheme will provide free schoolbooks, workbooks and copybooks for all pupils in recognised primary schools and special schools and will eliminate the cost of these items for parents of children and young people enrolled in these schools. Any surplus grant can be used to purchase shared books, audio books and other material to increase the literacy (in English, Irish or other languages) and numeracy resources in a school. Funding should only be used for this purpose, however, where all other schoolbooks, workbooks, copybooks and related classroom resources costs have been met. Alternatively, the surplus can be carried forward to the next school year. Schools should consider the need to replace or purchase new schoolbooks in the following year when deciding how to use any surplus grant in the current year.
Separately, under the Junior Certificate School Programme (JCSP), the JCSP Demonstration Library Project was set up. Introduced in 1996, the JCSP is a social inclusion programme that is aimed at students who are identified as being at risk of being socially or academically isolated or at risk of early school leaving. The Demonstration Library Project has established high-quality school libraries in 30 schools with 32 professional librarians based in these schools. Librarians are responsible, together with key school staff, for drawing up and implementing library strategies to tackle the literacy difficulties experienced by many JCSP students. Each year, every library receives a grant from JCSP which funds literacy and numeracy initiatives, book buying and resources for the library. Currently there is a review of the JCSP being undertaken and therefore the programme is closed to new applicants while the review continues but current provision is continuing for the present.
I hope this information is of assistance to the Deputy.
510. Deputy Jim O'Callaghan asked the Minister for Education if a response will issue to correspondence (details supplied). [16855/23]
View answerA response to the correspondence referred to by the Deputy issued on 17 April.
The Deputy may wish to note that the Programme for Government commits to the development of inclusive and age appropriate curricula for RSE and SPHE across primary and post-primary schools. Work to implement this commitment is ongoing, building on a major review of RSE in schools, completed in 2019 by the National Council for Curriculum and Assessment (NCCA). he review involved students, parents, teachers, school leaders, researchers and organisations, with a view to gaining a full appreciation of the nature of young peoples’ needs and experience of RSE and this included responses from nearly 8,000 parents. An updated Junior Cycle specification has been developed for introduction in schools this coming September, and work is ongoing on an updated specification for Senior Cycle.
The NCCA has recently commenced work on the curricular area of Wellbeing in primary schools, which includes SPHE and RSE. The development process for the new specification will include research and consultation. Consultation is a core feature of the NCCA’s work in developing curricula with a variety of voices reflected throughout the curriculum development process for all subjects. Members of Subject Development Groups are nominated by the partners in education and include representatives of teachers, school management, parents and other stakeholders in education, including co-opted persons with expertise in the area.
It is intended the public consultation on the draft Primary Wellbeing specification will occur next year, with the intention of introducing the new specification in schools in 2025.
SPHE and RSE teaching and learning is an important and sensitive area and I would encourage parents, students, teachers and all other stakeholders to take part in this public consultation as this work progresses.
511. Deputy Pauline Tully asked the Minister for Education if her Department plans to publish rights-based guidance on restraint and the elimination of seclusion that will protect children and young people from harm and comply with the UN Convention on the Rights of the Child (UNCRC) and the UN Convention on the Rights of People with disabilities (UNCRPD); and if she will make a statement on the matter. [16864/23]
View answerOn receipt of policy advice from the NCSE, the Department of Education established an Expert Working Group to develop guidelines for schools on the prevention and management of challenging behaviours (including the use of physical interventions) where such behaviour is considered as likely to present serious risk of physical harm to the student concerned and/or others within the school environment.
Following consideration of the views and contributions received as part of the consultation process, a final draft of the guidelines has been prepared and is being considered by the Department. They place a strong focus on prevention and early intervention strategies for the management of crisis situations in which physical intervention may be employed only as the last part of a comprehensive, positive and planned behavioural approach by the school. They are underpinned by the principles that such intervention is never used for the purposes of discipline; that it should be applied proportionately and should last only as long as is necessary to de-escalate the situation. The guidelines underline the importance of continued supervision of children during a crisis period including matters related to behaviour and the need for such incidents to be recorded. They also make clear that seclusion of children is inappropriate.
Development of the Guidelines has been informed by evidence showing that whole school positive behavioural approaches and early and ongoing engagement with the school community, including parents/guardians, are necessary for the development of effective school policy and practice.
In developing the guidelines the expert working group reviewed national and international legislative requirements, school governance structures and duty of care considerations directly related to supporting the wellbeing and safety of students and staff.
My department is engaging with stakeholders at the end of April to obtain further feedback on the guidelines and they will be published soon thereafter.
The guidelines when issued will apply to all schools. In this regard, consideration is being given to the implementation of guidelines by schools including the kind of supports and training that may be required.
512. Deputy Aengus Ó Snodaigh asked the Minister for Education the reason she has halted the long-promised development of school buildings (details supplied) which already has planning permission in place and a contractor ready to go; if she will explain the implications for the school and another school; the examination that took place of the implications for students and potential students as a result of this decision before it was made, particularly those with additional educational needs; the additional supports that will be put in place to support these students throughout the delay; and when she expects the development to recommence given the commitment by An Taoiseach that the delayed projects will recommence in 2023. [16906/23]
View answerI can confirm to the Deputy, that my Department is in receipt of an application for the Additional School Accommodation (ASA) scheme from the school in question.
My Department's Planning and Building Unit is currently assessing its work programme and priorities for 2023 in the context of its available funding. Key priorities for the 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 educational needs provision.
The school in question is being considered as part of this assessment and a decision will issue to the school authorities as soon as possible in this regard. My officials have been in touch with the school in relation to this matter.
513. Deputy Catherine Murphy asked the Minister for Education If she met the Governor of Pennsylvania during her recent visit to Philadelphia for St. Patrick’s Day. [16920/23]
View answerI wish to advise the Deputy that I did not meet with the Governor of Pennsylvania during my recent visit to Philadelphia for St. Patrick's Day events.
514. Deputy Thomas Pringle asked the Minister for Education if she will bring swimming lessons and driving lessons into second level education in (details supplied); and if she will make a statement on the matter. [16938/23]
View answerThe Road Safety Authority (RSA) has been involved for a number of years in providing a comprehensive integrated road safety education programme in pre-school, primary, post-primary, third level and in the community. This has been done in partnership with many organisations including the Department of Education, An Garda Síochána, the Health & Safety Authority and the Higher Education Authority. As part of this, the RSA has developed a range of material that teachers can use to educate school children about road safety as it applies to all road users – pedestrians, motorcyclists, cyclists and motorists. The resources are tailored to each user group. These are available on their website Road safety education for secondary school students (rsa.ie). In addition, while at post-primary level there are no plans to introduce mandatory driver education classes, basic tuition to lay a foundation in driver education is featured on many school curricula already.
In relation to 16-18 year olds, there are opportunities built into the programmes for students to engage with the content of the driver theory test. For example, the 'Your road to safety' Transition Year programme, consists of a 45-hour version and a 20-hour fast-track option. The programme provides important educational material and learning on road safety for pedestrians, cyclists, motorcyclists and motorists. It covers such issues as seatbelts and airbags, driver fatigue, drink/drug driving, road-safety engineering and enforcement, basic first aid at road crashes, emergency services and rehabilitation, licensing and insurance issues, the NCT, purchasing a car and driving abroad. The programme does not include driving lessons. However, relevant driver theory test content is included at the end of each module.
At Junior Cycle a new Physical Education specification designed for 135 hours engagement over the three years of Junior Cycle has been developed by the National Council for Curriculum and Assessment (NCCA) and is to be rolled out in schools in September 2023. The course offers a level of flexibility that allows each individual school to design a programme that can be delivered using the resources and supports available to it. Aquatics is one of the physical activities included in the specification, which are the instrumental medium for students to achieve learning outcomes. One of these outcomes is that students should be able to: “Demonstrate an understanding of personal survival and water safety considerations”. It is worth noting that other short courses can also be developed by schools themselves or by other bodies, using a template provided by the NCCA. It is therefore open to a school or other body to develop a targeted short course in Aquatics for use in schools.
In the Leaving Certificate Physical Education specification, learners’ physically active participation is central to teaching and learning. To enable this to happen, students learn about the different theoretical perspectives through their participation in three different physical activities. These activities are selected from six distinct physical activity areas which reflect the activities more commonly included in school physical education programmes currently. In the Physical Activity area, Aquatics students learn about water-based activities that utilise swimming and/or diving skills and techniques for performance water safety, or recreational purposes. Learners may choose one of the following activities Lifesaving, survival swimming, swimming strokes, water-polo, synchronised swimming.
The Physical Education curricula at both primary and second level have been developed on the understanding that facilities available to schools vary. Consequently, they offer a level of flexibility that allows each individual school to design a programme that can be delivered using the resources and supports available to it. However, it is recognised that the particular context of the school, the physical education programme it can facilitate and the level of community facilities will have a bearing on the level of choice that can be managed. The physical education teacher, in consultation with the learners, will agree the range of activities that can be accommodated and supported for Physical Education. In relation to physical education facilities, many schools have PE halls and practically all schools have outdoor play areas. In addition, many schools, use adjacent local facilities, including community halls, public parks, playing fields and swimming pools. Access to these facilities is arranged directly by schools and the Department is not involved in these arrangements.
515. Deputy Michael Healy-Rae asked the Minister for Education if the eligibility of a person (details supplied) for the supplementary panel for primary teaching will be reviewed; and if she will make a statement on the matter. [16955/23]
View answerThe core function of the redeployment arrangements is to facilitate the redeployment of all surplus permanent teachers to other schools that have vacancies. Thereafter, schools are required under the panel arrangements to fill permanent vacancies from supplementary panels comprised of eligible fixed-term (temporary/substitute) and part-time teachers.
The criteria, reviewed annually with the Education Partners, are published on the Department website. Circular 74/2022 sets out the arrangements for the Supplementary Panel for the 2023/24 school year.
The teacher referred to by the Deputy is ineligible for the Supplementary Panel as she has not earned sufficient increments since her resignation from a permanent position.
516. Deputy Eoin Ó Broin asked the Minister for Education the efforts being made by her Department to ensure special school placements are available to all children who require them; and if she will provide advice for parents who cannot secure a place for their child for the coming school year. [16962/23]
View answerI would like to thank the Deputy for the question and would like to advise the following:
Enabling children with special educational needs (SEN) to receive an education appropriate to their needs is a priority for this Government.
It is also a key priority for me as Minister for Special Education & Inclusion, for my Department and for the National Council for Special Education (NCSE).
For 2023, the spend by my Department on special education will be substantially increased by over 10% on last year, meaning that for 2023 my department will spend over €2.6 billion providing supports to children and young people with special educational needs and their schools.
This level of educational funding and support is unprecedented and represents in excess of 27% of the Department’s total allocation for 2023.
This includes funding to support children with SEN in mainstream classes; funding for new special classes and new special school places; additional special educational teachers and special needs assistants.
The NCSE has responsibility for coordinating and advising on the education provision for children with special educational needs nationwide.
Over the last two to three years, my Department and the NCSE have introduced a number of strategic initiatives to plan for and provide sufficient mainstream, special class and special school places.
These initiatives are bearing fruit with over 600 new special classes sanctioned at primary level, almost 300 new special classes sanctioned at post-primary level and five new special schools established over the last three years.
My Department is engaging intensely with the NCSE in relation to the forward planning of new special classes for the next school year 2023/2024. This work involves a detailed review of statistical data in relation to forecasting demand for special class places, consideration of improved data sharing arrangements and a particular focus on the provision of special classes at post-primary level.
Just last week, Minister Foley and l announced the establishment of two new special schools as part of a comprehensive update on enhanced education provision for students with special educational needs. These two new special schools will be established in Carrigtwohill, east Cork and Dublin 7 for the 2023/24 school year.
Along with the two new special schools, I also confirmed that 218 new special classes have been sanctioned by the NCSE for opening in the coming school year 2023/2024, with more to be confirmed in the coming weeks – 126 at primary and 92 at post-primary level. Also capacity will be expanded in 11 other special schools around the country.
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
Parents seeking special class placements for their children are advised to contact the NCSE locally so that their needs can be taken into account for planning purposes. The local Special Educational Needs Organisers (SENOs) remain available to assist and advise parents of children with special educational needs. Parents may contact SENOs directly using the contact details available at: ncse.ie/regional-service
The NCSE is committed to collaborating with parents and schools in the area to provide special class placements as appropriate to each student’s needs. We encourage parents to stay in touch with their local SENO, who can provide essential information on the most appropriate placements for their children.
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.
