Written Answers Nos. 248-267
248. Deputy Paul Murphy asked the Minister for Education her views on whether current trainee educational psychologists should only have to accept to work in an organisation in exchange for the number of years for which funding has been offered, for example, one year of funding in exchange for one year work post-qualification (details supplied); and if she will make a statement on the matter. [19957/23]
View answer263. Deputy Róisín Shortall asked the Minister for Education further to Parliamentary Question No. 64 of 19 April 2023, if additional student funding supports, separate to those already announced for trainee educational psychologists, will be considered as part of the interim recommendations of the working group; the exact timeline she is working towards; the estimated date for completion of the final report; and if she will make a statement on the matter. [20063/23]
View answerI propose to take Questions Nos. 248 and 263 together.
A working group in the Department has been examining the matter of how NEPS can continue to recruit adequate numbers of suitably qualified staff and continue to respond to the educational psychological needs of children in recognised primary and post-primary schools across the country.
To address supply issues in the medium to long term a workforce plan for educational psychologists is being developed within the Department of Education and work has begun with other Government Departments to advance this. Officials in my Department liaise regularly with the Department of Health, and with Mary Immaculate College and University College Dublin, and, as this work progresses, will continue to do so and to consult with other stakeholders as appropriate.
As an immediate short-term measure the Department introduced a bursary to support Trainee Educational Psychologists currently in their third year (or third year equivalent) of professional training in University College Dublin (UCD) and Mary Immaculate College (MIC), who expect to graduate in 2023.
The working group referred to above has also been asked to make some interim recommendations in Q2 of this year regarding any other short-term measures required in advance of their final report. Funding supports for students of the educational psychological doctorate programme are being considered as part of this process. Officials in my Department are liaising with Mary Immaculate College and University College Dublin in that regard.
249. Deputy Richard Boyd Barrett asked the Minister for Education whether she has any plans to re-open the residential institutions redress in order to accommodate those people who, due to the nature of their personal trauma, were unable to apply before the deadline; and if she will make a statement on the matter. [19975/23]
View answerThe Redress Scheme operated by the Residential Institutions Redress Board which was in place for people who had suffered abuse in a number of scheduled institutions had an original closing date of 31st December 2005 but the Board were able to accept applications after that closing date where exceptional circumstances existed. Overall the board accepted applications over a nine year period and there were extensive communications to raise awareness of the board among those eligible to apply. The Board continued to accept late applications until the Residential Institutions Redress (Amendment) Act, 2011 was enacted. This legislation removed the Board’s power to accept late applications received on or after the 17th September 2011.
250. Deputy Michael Healy-Rae asked the Minister for Education if she will provide funding for a school (details supplied); and if she will make a statement on the matter. [19977/23]
View answerI recently announced €29 million in minor works funding for primary and special schools. This funding can be used not only for the maintenance and small-scale improvements to school buildings and grounds but also for the provision of ICT infrastructure in schools.
I am keenly aware of the challenges faced by educators and parents in relation to costs of digital technology, including tablets, and my Department continues to work to help support schools and families meet these costs. In 2017 a circular letter issued to schools with measures to be adopted to reduce the cost of school uniforms and other costs including such ICT devices. assets.gov.ie/12695/2045e7ccec684f72b55d93930e45372c.pdf
This circular also instructed schools to consult with parents and their school community on the issue of ensuring costs are reasonable for parents, and how to avoid costs acting as a barrier. This circular specified that wherever possible, generic rather than branded items should be specified (e.g. uniform, clothing, IT tablets, sports equipment etc.).
Decisions regarding the use and deployment of digital technology in schools is a matter for the Board of Management of each school. Schools are advised to consult with members of the school community including parents when planning for the introduction of digital technologies including devices with cost and other implications been fully considered by the Boards of Managements before a decision is made.
The Professional Development Service for Teachers Technology in Education (PDST-TIE) offers advice and supports to schools on digital learning. Advice sheets are available on digital technology in education, including on the adoption of laptops and tablets in schools.
The Digital Strategy for Schools to 2027 was published in April 2022 and builds on the achievements of the previous Digital Strategy for Schools 2015-2020. It aims to further support the school system so that all students across our schools have the opportunity to gain the knowledge and skills they need to navigate an ever-evolving digital world successfully. The strategy was developed following an extensive consultation process with all relevant stakeholders including students, parents/guardians, teachers and industry and sets out the various supports and resources available to schools in this important area.
The strategy is underpinned by an overall investment of €200m, €50m of which has already issued directly to schools. In addition, €50m in grant funding was issued in November 2021 as part of Ireland’s National Recovery and Resilience Plan (NRRP) to address the needs of learners at risk of the digital divide. Again, building on the overall investment of €210m under the previous strategy.
gov.ie/en/circular/b4fea-grant-scheme-for-eu-nrrp-funding-to-schools-to-address-the-digital-divide-and-learners-at-risk-of-educational-disadvantage/
Schools are being encouraged to use this significant investment that has been made in ICT and to utilise their existing resources for the supporting of Ukrainian children.
Finally, a central repository of information and CPD resources for school leaders and teachers to support cultural and linguistic diversity is being developed on the Scoilnet.ie website that schools are familiar with. These supports to include those designed by the National Educational Psychological Service (NEPS) to help children suffering from trauma and EAL, intercultural and relevant curriculum supports developed by the teacher education supports services including PDST, the NCCA and the ETB sector.
251. Deputy Claire Kerrane asked the Minister for Education the next steps in the process for the scoping inquiry into historical sexual abuse in schools run by religious orders; and if she will make a statement on the matter. [19985/23]
View answerThe Department of Education is very conscious of the enormous trauma which has been endured by all survivors of abuse and how vitally important it is that survivors have the opportunity to be heard in full. The scoping inquiry I announced on March 7th, 2023 will shape the Government’s response to revelations of historical sexual abuse in schools run by religious orders and has survivor engagement as a central part of its work. This will allow the views of those who are most directly affected to be heard clearly and will ensure that the recommendations arising from the scoping inquiry will be informed by the outcomes sought by survivors. To date, some 200 survivors have registered their interest in taking part in the scoping inquiry.
The next steps will involve the progression of the various elements of the inquiry with inputs from experts across a range of areas, including child protection, restorative justice and, most importantly, survivor engagement.
252. Deputy Emer Higgins asked the Minister for Education the number of additional post-primary school places that will be provided in the south Clondalkin area in September 2023; and if she will make a statement on the matter. [19986/23]
View answerAs the Deputy will be aware, for school planning purposes, my Department divides the country into 314 school planning areas and utilises a Geographical Information System to anticipate school place demand. Information from a range of sources, including Child Benefit data, school enrolment data and information on residential development activity is used for this purpose. Additionally, Project Ireland 2040 population and housing targets inform my Department's projections of school place requirements.
While my Department is aware of increasing pressures and demand for additional school places it is important to note that where enrolment pressures arise, it may not be as a result of lack of accommodation but may be driven by the following factors:
- Duplication of applications – pupils have applied for a place to a number of schools in the area
- School of choice – pupils can’t get a place in their preferred school while there are places in other schools in the town/area
- Some towns/areas have single sex schools and while places are available in the school they are not available to all pupils
- External draw – pupils coming from outside the local area
My Department'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.
My Department is working to establish the true extent of any capacity issues in the Clondalkin school planning area through ongoing discussions with the relevant school patrons and authorities.
This close engagement will allow my Department to identify particular capacity requirements for the forthcoming years which may necessitate further action to that already in train including, where required, the provision of modular accommodation solutions.
253. Deputy Michael Lowry asked the Minister for Education if she will investigate the reason two school transport applications for post-primary students (details supplied) who are otherwise eligible for school transport but are attending their second nearest school and have applied for school bus tickets to their second nearest school were denied bus tickets by Bus Éireann due to their not attending their nearest school; if she will clarify and confirm the criteria Bus Éireann should use in such circumstances; and if she will make a statement on the matter. [19999/23]
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 3,800 children who have arrived to Ireland from Ukraine.
The total cost of the scheme in 2022 was €338.9m.
Under the terms of my Department's Post Primary School Transport Scheme children are eligible for school transport where they reside not less than 4.8 kilometres from and are attending their nearest post primary school as determined by my Department/Bus Éireann, having regard to ethos and language.
Bus Éireann advised the pupils referred to by the Deputy are not eligible for school transport under the terms of the Post Primary Scheme as the pupils are attending their second nearest post primary school.
Pupils who are not eligible for school transport may apply for transport on a concessionary basis in accordance with the terms of the Scheme and subject to a number of terms and conditions including
- there is a suitable service, as determined by Bus Éireann, operating into their education centre;
- there is spare capacity on the service;
- routes will not be extended or altered, additional vehicles will not be introduced, nor will larger vehicles or extra trips using existing vehicles be provided to cater for children travelling on a concessionary basis; no additional State cost will be incurred;
Bus Éireann has advised they are reviewing the applications to consider if concessionary transport is available from the closest pick up point to the family home. Bus Éireann will contact the family directly in this regard.
254. Deputy Brendan Griffin asked the Minister for Education if a child (details supplied) in County Kerry will qualify for the July Provision; and if she will make a statement on the matter. [20004/23]
View answerThe Department announced details of the 2023 Summer Programme on 9 February 2023. All schools have an opportunity to run a programme for those children that need it the most.
The central theme for this year’s programme is, ‘Building Confidence and Connections’. The primary aim of this theme is to help our children and young people to realise their potential, to be resilient in dealing with the normal stresses of their lives, to take care of their physical well-being and to have a sense of purpose, connection and belonging to their school community.
The main priority in 2023 is that those children with the most complex special educational needs, especially in special schools, should have access to a school-based summer programme.
This year’s school based programme is open to pupils enrolled in special schools, special classes, pupils who have complex special educational needs in mainstream classes and those who are most at risk of educational disadvantage.
Schools with special classes running a school based scheme should prioritise students in special classes when assigning places for their programme. All students attending special classes are eligible to participate in their school’s summer programme. Subsequent places can then be given to pupils with complex special educational needs in mainstream classes
Children entering primary school in September 2023 and who meet the above criteria are also eligible for the programme. Remaining places on the programme should be offered to those at most risk of educational disadvantage.
Full details on eligibility are available on gov.ie/summerprogramme. The terms and conditions for the 2023 Summer Programme are being implemented following a comprehensive review and engagement with education partners and stakeholders since last summer, including the Oireachtas Joint Committee on Autism.
The Department has engaged with management bodies, schools and parents with a view to encouraging more schools to participate in the 2023 programme. This year, the Primary School Scheme combines the Inclusion Programme and Special Class elements from last year into one cohesive scheme for mainstream primary school bring a more targeted approach for children with special educational needs.
This year also introduces a new adjustment to the scheme for special schools. This programme has been designed and developed to ensure supports and funding are targeted to enhance the availability of a school-based programme for pupils in special schools.
In addition, there are two in-school schemes at mainstream primary level and one at post primary:-
- The Primary School Scheme for pupils in all primary mainstream schools.
- The DEIS expanded literacy and numeracy summer camp/campaí samhraidh for pupils in DEIS primary schools.
- The Post-Primary Scheme for students with complex special educational needs and those at risk of educational disadvantage.
A Department helpline is available for schools and parents at 09064 84292 to address any specific queries regarding year’s scheme or queries can be directed to schoolsummerprogramme@education.gov.ie. Participating schools can also request additional resources from the Department to run their programme.
This year’s Home-based programme will be available for pupils with complex special educational needs where their school is not running a Summer Programme or a place on a school-based programme is unavailable.
Details of this year’s Home-based programme will be published shortly along with full details on eligibility criteria. Full information, when available, will issue to schools directly and published on gov.ie/summerprogramme.
Based on the details supplied, it appears that the child is in a preschool setting. If he is entering primary school in September 2023 and meets the criteria, he may be eligible for the school-based summer programme provided the primary school he is to attend is running the Summer Programme and has a place available. Alternatively, where the primary school is not running the Summer Programme or, if it is being run but the school does not have a place available, the home-based summer programme may be available. Either way, it is advisable that his parent(s) contact the primary school to ascertain if they can accommodate their child in this year’s programme.
255. Deputy Mark Ward asked the Minister for Education further to Parliamentary Question No. 361 of 28 March 2023, the school in the Dublin mid-west area that has had one new special class at post-primary level approved for the 2023-2024 school year; the schools in this area that have engaged with the NCSE to establish a special class; if she will provide an update on their engagements to date; and if she will make a statement on the matter. [20007/23]
View answerI would like to thank the Deputy for the question and would like to advise the following:
The National Council for Special Education (NCSE), which is a separate statutory agency, is responsible through its network of local Special Educational Needs Organisers (SENOs), for processing applications from schools for the establishment of special classes in various geographical areas where a need has been identified.
The NCSE welcomes expressions of interest from schools in opening special classes to meet the demand for special class provision. In deciding on the location of a special class, SENOs take into account both the present and the future potential need for special class provision in the area, they must be satisfied that the special class is sustainable and appropriately located. SENOs liaise with relevant professionals in their area to arrive at an informed decision.
It is department policy, in accordance with the principles of inclusive education and as set out in the Education of Persons with Special Educational Needs (EPSEN) Act 2004 is that children with special educational needs should be educated in mainstream placements with additional supports provided as appropriate.
Where children require more specialised educational settings, such as special classes or special schools, the department and the NCSE ensures that the necessary resources and supports for such placements are provided in line with the needs of the child.
The NCSE has advised my department that it continues to work with schools to ensure all students identified as requiring places in the special class meet the Department of Education’s criteria for enrolment in a special class.
In addition to the 218 new special classes announced on 12 April, the NCSE advise that they will very shortly publish a list of further additional special classes that have now been sanctioned for the coming school year 2023/2024.
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 education.
Information on the list of schools with special classes, the types and locations of these classes is published on the NCSE website and is available at ncse.ie
256. Deputy Steven Matthews asked the Minister for Education if her attention has been drawn to The Fair Employment (School Teachers) Bill passed in the Northern Ireland Assembly in March 2022; if similar legislation is under consideration by her Department for this jurisdiction; and if she will make a statement on the matter. [20010/23]
View answerThe Department is aware of the Fair Employment (School Teachers) Act (Northern Ireland) 2022 referred to by the Deputy. The current position in the Republic of Ireland is that the recruitment and appointment of teachers to fill teaching posts is a matter for the individual school authority.
In accordance with Department Circulars 31/2011 and 44/2019, schools are required to ensure that individuals appointed to teach are registered teachers with qualifications appropriate to the sector and suitable to the post for which they are employed. In post primary schools teachers are required to be registered Route 2 with the Teaching Council and have qualifications in the subjects for the post they are appointed to in order to receive incremental salary.
It should also be noted that schools and other educational institutions are required to comply with anti-discrimination and other employment legislation, such as the Employment Equality Act 1998.
Section 37 (1) of the Employment Equality Act, 1998 allowed for the exclusion of discrimination on particular grounds in certain employments. The amended Section 37 now draws a distinction between religious institutions that are entirely privately funded and those which are funded by the taxpayer. The rationale is in the case of the second category, the Government has the right to protect employees who are paid from public monies from unfair treatment or discrimination in their work place.
The amended Section 37 now requires relevant employers in schools with a religious ethos to show that any favourable treatment of an employee or prospective employee is limited to the religion ground and action taken against a person is objectively justified by reference to that institution’s aim of protecting its religious ethos. This provision raises the threshold for discrimination so that schools are precluded from discrimination on any other equality grounds and that any action taken is reasonable and proportionate.
257. Deputy Jackie Cahill asked the Minister for Education how the panel system for the appointment of primary teachers operates; how it differs from the supplementary panel; if she will detail how the various criteria for inclusion on both the panel and supplementary panel work; and if she will make a statement on the matter. [20047/23]
View answerThe redeployment arrangements are a mechanism used to fill teaching posts. Each Main Redeployment Panel is created for surplus permanent/CID holding teachers in order to ensure that vacancies are offered in the first instance to these teachers. Information on staffing and redeployment in primary schools for the 2023/24 school year are set out in Circular 0006/2023. The Main Redeployment Panels were issued to schools on 23rd March and schools are engaging with teachers on the Main Redeployment Panel to fill teaching vacancies arising in September.
Once all surplus permanent/CID holding teachers are redeployed, schools are required to fill permanent vacancies from Supplementary Redeployment Panels comprised of eligible fixed-term (temporary/substitute) and part-time teachers. Eligibility criteria and arrangements for filling teaching posts through this panel are set out in Circular 0074/2022. Teachers who applied for the Supplementary Redeployment Panel 2023/24 have been informed of the outcome of their applications.
Once the redeployment panels have exhausted, schools with permanent vacancies may proceed to open competition to fill these vacancies. It is open to any teacher to apply for these vacancies as they arise.
258. Deputy Holly Cairns asked the Minister for Education when the minor works grant will be paid to schools for the current school year; and if she will make a statement on the matter. [20049/23]
View answerMy 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.
On 11th April 2023, my Department announced €29 million in minor works funding for primary and special schools for the 2023/24 school year.
To provide schools with a good lead in period to plan and undertake works that will support the operation of schools going into the 2023/24 school year payment of these grants have now been processed. Schools will receive funding in their bank accounts in the next couple of days.
Schools have the autonomy to use this funding for maintenance and small-scale improvements to school buildings and grounds. Given that each school setting is different, individual schools are best placed to decide how best to use this funding to address their particular needs.
The works that can be undertaken under minor works scheme include maintenance and small-scale improvements to school buildings and grounds, improvement or replacement of mechanical and electrical services, the purchase of standard furniture and physical education equipment, the purchase of floor coverings and window blinds, the purchase of IT related equipment, ventilation improvements, and enhancements to outdoor learning environments.
259. Deputy Holly Cairns asked the Minister for Education the reason the timelines for when schools receive grants to maintain school buildings, pay for utilities and cleaning services, and to pay staff have been revised several times this school year; if she will provide additional funding to schools adversely impacted by her Department’s delays; and if she will make a statement on the matter. [20050/23]
View answerMy Department provides funding to recognised Primary schools in the free education scheme by way of per capita grants. The two main grants are the Capitation grant to cater for day to day running costs such as heating, lighting, cleaning, insurance, general up-keep etc. and the Ancillary to cater for the cost of employing ancillary services staff.
Schools are permitted to regard the capitation and ancillary grants as a combined grant. It is a matter for each individual school to decide how best to apply the grant funding to suit its particular needs.
As the Deputy is aware, an agreement was reached between my Department and Fórsa on improved terms and conditions for grant funded secretaries. Further details are available in Circular 0036/2022 .
A bulletin was issued to schools by my Department recently advising them of the work that has been ongoing to implement this agreement so that secretaries who accepted it can be paid on my Department’s payroll from 1st September 2023.
In relation to payment of the Ancillary Grant referred to by the Deputy, my Department has been engaging with Management Bodies in order to discuss the interim arrangements for payment of the grant due up to September 2023 when secretaries are placed on a payroll operated by this Department.
These arrangements have now been finalised and a notice has issued to schools confirming funding will be in school accounts in the coming days.
260. Deputy Holly Cairns asked the Minister for Education if the Covid cleaning grant will be given to schools for term three of this school year; and if she will make a statement on the matter. [20051/23]
View answerMore than €400.7 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.
Details in relation to the payment of grants for Term 3 will be provided as soon as soon as possible.
261. Deputy Sorca Clarke asked the Minister for Education the number of students who have been expelled from primary schools by county in 2021, 2022 and to date in 2023, in tabular form. [20055/23]
View answer262. Deputy Sorca Clarke asked the Minister for Education the number of students who have been expelled from secondary schools by county in 2021, 2022 and to date in 2023, in tabular form. [20056/23]
View answerI propose to take Questions Nos. 261 and 262 together.
In line with the arrangements set out as part of the current Government formation, since January 2021 Tusla Education Support Services (TESS), is under the remit of my Department.
TESS operates under the Education (Welfare) Act, 2000, a piece of legislation that emphasises the promotion of school attendance, participation and retention. TESS has three strands namely the Statutory Educational Welfare Service (EWS) and the two school support services the Home School Community Liaison Scheme (HSCL) and the School Completion Programme (SCP). The three TESS strands work together collaboratively with schools, families and other relevant services to achieve the best educational outcomes for children and young people. All three strands share the same national outcomes:
- Improved Attendance
- Improved Participation
- Improved Retention
In accordance with the Education (Welfare) Act, 2000 schools are obliged to report on school attendance and data on non-attendance in primary and post-primary schools at the aggregated level are collected by Tusla through the Annual Attendance Report (AAR) and, also at the student level through the Student Attendance Report (SAR).
This data is collated by TESS and analysed to provide information, which can be used by TESS to monitor non-attendance, expulsion, and suspensions in all primary and post-primary schools at national level. Tusla publishes its analysis of school attendance data and the latest report relating to the 2018/19 school year was published earlier this year - see Research and StatisticsTusla - Child and Family Agency
I do not propose to provide a county breakdown for expulsions in primary and post-primary schools as the overall number per school year is low when compared with the total school going population.
School expulsions from the 2020/21 school year in primary schools are as follows;
School year 2020/2021 : 13
School year 2021/2022 : 8
School year 2022/present : 7
School expulsions from the 2020/21 school year broken down by province for post primary schools are as follows;
School year 2020/21
|
Province |
Number |
|
Leinster |
52 |
|
Munster |
27 |
|
Connacht/Ulster |
8 |
|
Total |
87 |
School year 2021/2022
|
Province |
Number |
|
Leinster |
77 |
|
Munster |
31 |
|
Connacht/Ulster |
18 |
|
Total |
126 |
School year 2022/present
|
Province |
Number |
|
Leinster |
60 |
|
Munster |
40 |
|
Connacht/Ulster |
17 |
|
Grand Total |
117 |
264. Deputy Paul Kehoe asked the Minister for Education if she will provide details of the funding that is going towards period poverty in schools; if she will provide a breakdown of that funding, in tabular form, as the Department of Public Expenditure, National Development Plan Delivery and Reform has indicated that the funding of implementation measures for period poverty needs to be funded separately via each Department’s vote; and if she will make a statement on the matter. [20101/23]
View answerThe Programme for Government includes the commitment to ‘provide a range of free, adequate, safe, and suitable period products in all educational publicly-funded settings (including schools, colleges and HEIs), to ensure that no students are disadvantaged in their education by period poverty.’
The Government has also taken the decision in 2021 to support the Private Members’ Bill, the Free Provision of Period Products Bill, 2021 (Bill 4) which seeks to make period products freely available to all those who need them. It has also been agreed that the recommendations of the 2021 Discussion Paper on Period Poverty in Ireland will be taken into account in the development of the Bill.
To co-ordinate all of the work here an implementation group, led by the Department of Health has been established. My Department is represented on the group and is engaging with it to determine how best these commitments will be taken forward in the context of schools and to ensure no students are disadvantaged in their education by period poverty as committed in the Programme for Government. No funding has been provided to schools to date.
265. Deputy Paul Kehoe asked the Minister for Education if a child can be deemed eligible for school transport to their second closest school when there is no bus service to their closest school; and if she will make a statement on the matter. [20117/23]
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 3,800 children who have arrived to Ireland from Ukraine.
The total cost of the scheme in 2022 was €338.9m.
If families have applied to attend their nearest school in regards to ethos and language and have been advised by the school authorities that it is full, my Department will consider if students can be deemed eligible for transport to the next nearest school.
To establish that the nearest school is full parents must provide:-
- The steps taken to enrol their 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 enrolment.
These families can submit details to the School Transport Section at school_transport@education.gov.ie where officials in my Department will be happy to assist.
266. Deputy Brendan Howlin asked the Minister for Education if her attention has been drawn to the severe pressure on secondary school places in Wexford town for the coming academic year; if she will set out a timeline for the construction of the new post-primary school in Wexford town (details supplied); if she will make contact with each of the post-primary schools in Wexford town to ensure the maximum possible first-year intake in September 2023 to reduce the pressure on students without a place this year; and if she will make a statement on the matter. [20139/23]
View answerI 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.
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 Wexford, it is important to note that where enrolment pressures arise, it may not be as a result of lack of accommodation but may be driven by the following factors:
- Duplication of applications – pupils have applied for a place to a number of schools in the area
- School of choice – pupils can’t get a place in their preferred school while there are places in other schools in the town/area
- Some towns/areas have single sex schools and while places are available in the school they are not available to all pupils
- External draw – pupils coming from outside the local area
My Department is working to establish the true extent of any capacity issues across school planning areas through ongoing discussions with the relevant school patrons and authorities.
This close engagement will allow my Department to identify particular capacity requirements for the forthcoming years which may necessitate further action to that already in train including, where required, the provision of modular accommodation solutions.
The project to which the Deputy refers is part of a two-school campus project devolved for delivery to Waterford and Wexford Education and Training Board (WWETB). The Department received the Stage 1 Report following a meeting with WWETB and its Design Team.
My Department purchased a site subject to planning permission to facilitate this project. During the design process some potential site constraints have been identified which are being fully investigated by WWETB and their design team. My Department is engaging directly with WWETB in relation to the options for progressing the delivery of both schools. It is not possible to provide a timeline for completion of the project at this early design stage.
267. Deputy Gary Gannon asked the Minister for Education if she will provide a timeline on when the updated deferred Leaving Certificate criteria will be announced. [20142/23]
View answerThe State Examinations Commission has statutory responsibility for operational matters relating to the State examinations.
In view of this I have forwarded your query to the State Examinations Commission for direct reply to you.
