Tuesday, 9 May 2023

Written Answers Nos. 276-290

State Examinations

Questions (276)

Carol Nolan

Question:

276. Deputy Carol Nolan asked the Minister for Education the extent to which the State Examinations Commission is permitted to hire individuals who are not working as or qualified as teachers to correct the State exams; if there is scope to extend the ability of the commission to engage additional suitable persons in 2023; the number of such persons who have been engaged to correct the exams in each of the years from 2019 to date as a proportion of the total number of examiners; and if she will make a statement on the matter. [21195/23]

Written answers

Minister for Education

The 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.

Special Educational Needs

Questions (277)

Michael Lowry

Question:

277. Deputy Michael Lowry asked the Minister for Education if she will examine the case of a person (details supplied); when this student will be offered a primary school place in this special unit; and if she will make a statement on the matter. [21246/23]

Written answers

Minister of State at the Department of Education

I would like to thank the Deputy for the question and would like to advise the following:

Enabling children with special educational needs (SEN) to receive an education appropriate to 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 SEN nationwide.

In relation to the student referred to by the Deputy, the NCSE has advised my department that enrolments are currently underway for the ASD class in the mentioned school, and the Special Educational Needs Organiser (SENO) has not received a notification of enrolment for this student.

The NCSE encourages the parent to contact their local SENO, who can provide tailored advice, further assistance, and keep them informed of any suitable placements that become available.

The NCSE is committed to collaborating with parents and schools in the area to provide special education placements as appropriate to each student’s needs.

However, it should be noted that enrolment of students in a school is a matter for each individual school having regard to their own enrolment/admissions policy. The NCSE has no role in regard to enrolments or in regard to waiting lists for places in any school.

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 in relation to forecasting demand for special class and special school places, consideration of improved data sharing arrangements, consideration of school accommodation capacity and a particular focus on the provision of special classes at post-primary level.

As both Minister Foley and I announced on 12 April, 2 new special schools are being established for the 2023/2024 school year - one in Carrigtwohill, east Cork and one in the Dublin 7 area - with further capacity being expanded in 11 other special schools.

In addition, the NCSE have sanctioned 218 new special classes for the coming school year 2023/2024 - 126 at primary and 92 at post-primary level. Further classes will be sanctioned over the coming weeks.

In Co. Tipperary, 9 new special classes will open for 2023/24, 1 at primary level and 8 post-primary level, bringing the total number of special classes in Co. Tipperary to 115.

Information on all special classes, including the new classes sanctioned are available on the NCSE website and via the local SENO.

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.

Departmental Meetings

Questions (278)

Darren O'Rourke

Question:

278. Deputy Darren O'Rourke asked the Minister for Education if she has spoken with her British counterpart to date in 2023. [21276/23]

Written answers

Minister for Education

I have not had any bilateral engagement with my British counterpart yet in 2023, but would intend to do so when the opportunity arises.

School Funding

Questions (279)

Joan Collins

Question:

279. Deputy Joan Collins asked the Minister for Education if she will urgently request that her Department clears the moneys for a school (details supplied). [21294/23]

Written answers

Minister for Education

The Large Scale Capital project for the school referred to by the Deputy is at an advanced stage of Architectural Planning Stage 3 – Tender Action and Award. A tender report is currently under review by my Department.

School Staff

Questions (280)

Rose Conway-Walsh

Question:

280. Deputy Rose Conway-Walsh asked the Minister for Education the additional resources that are available for a school (details supplied); if she will consider providing a full-time EAL teacher; and if she will make a statement on the matter. [21296/23]

Written answers

Minister for Education

My Department provides specific English Language support to schools with pupils newly arrived into the country that have English as an additional language.

The school referred to by the Deputy has an allocation of 20 hours per week based on the number of new entrant pupils enrolled, as set out in the NE-EAL application form.

The key factor for determining the level of staffing resources provided at individual school level is the staffing schedule for the relevant school year and pupil enrolments on the previous 30 September.

The staffing process contains an appeals mechanism for schools to submit a staffing appeal under certain criteria to an independent Primary Staffing Appeals Board. The Appeals Board operates independently of the Department and its decision is final. Information on the appeals process and application forms are available in Circular 0006/2023.

Special Educational Needs

Questions (281, 282)

David Stanton

Question:

281. Deputy David Stanton asked the Minister for Education the number of primary schools that provided the summer programme in 2022; the number of primary schools that are expected to provide the Summer Programme in 2023; and if she will make a statement on the matter. [21326/23]

David Stanton

Question:

282. Deputy David Stanton asked the Minister for Education if consideration has been given to early years education staff with experience in special need education, who do not hold teaching qualifications, being eligible for employment under the summer programme; and if she will make a statement on the matter. [21327/23]

Written answers

Minister of State at the Department of Education

I propose to take Questions Nos. 281 and 282 together.

The Department recently announced details of the 2023 Summer Programme on 9 February 2023. All schools will 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 wellbeing and to have a sense of purpose, connection and belonging to their school community.

The main priority in 2023 is that those children with the most complex special educational needs, especially in special schools, should have access to a school-based summer programme.

The 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. Measures to encourage schools to sign up and provide places on the school-based summer programme are as follows:

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.

In 2022, a total of 705 Primary Schools participated in the Special Educational Needs Summer Programmes. 494 schools did the Primary School Inclusion Programme and 380 school participated in the Special Class Scheme element of last year's programme. A total of 39 Special Schools also participated in the 2022 Summer Programme.

The measures introduced this year to encourage schools to sign up this year are proving successful and based on registration it is anticipated that there will be a 20% increase of overall figures of schools participating in Primary Schools Scheme and a 50% increase of the overall figures of schools participating in the Special Schools Scheme.

With regard to eligibility for employment under the Summer Programme, student teachers and students in relevant disciplines such as therapy, social care and nursing and others, including early childcare workers and early years education staff, can register their interest in working on this year’s Programme.

Schools are given flexibility to engage staff that are not currently employed in their schools to support their summer programme. A portal is available for teachers and SNAs to register their interest in working on a school based programme in a special school. This portal is live on www.educationposts.ie and has been widely publicised. All registered schools have access to this portal and can engage personnel on this portal to address their staffing needs for this year’s Summer Programme.

Early childcare workers and early years education staff can be engaged as SNA on the Home Based Programme, the terms of which will be published shortly and will available on www.gov.ie/summerprogramme. Parents are required to carry out the required qualification, vetting and child protection procedures regardless of how they source a teacher/SNA. To help parents source a teacher/SNA for the summer programme in their local area, the IPPN has created a Summer Programme Noticeboard for teachers and SNAs to advertise their availability for the programme. Parents can also post notices on the board to source suitable candidates. The Summer Programme Noticeboard is available on: www.educationposts.ie

Question No. 282 answered with Question No. 281.

School Accommodation

Questions (283)

Kathleen Funchion

Question:

283. Deputy Kathleen Funchion asked the Minister for Education if she will provide an update with regard to a school (details supplied) which in August 2022 was offered a purchase option on a six-room modular building; and if she will make a statement on the matter. [21355/23]

Written answers

Minister for Education

I am pleased to advise the Deputy that approval in principle has issued to the school in question for the provision of 6 x Special Educational Tuition rooms under my Department's Additional School Accommodation (ASA) Scheme. The project has been devolved for delivery to the school authority.

My Department is currently reviewing the procurement report submitted by the school in the context of its wider school building programme. Following this review, an update will be issued directly to the school authority in question.

School Transport

Questions (284)

Cathal Crowe

Question:

284. Deputy Cathal Crowe asked the Minister for Education if she will intervene in a matter involving two bus routes for Ukrainian schoolchildren (details supplied). [21357/23]

Written answers

Minister for Education

The School Transport Scheme is a significant operation managed by Bus Éireann on behalf of the Department of Education. In the current school year, over 147,900 children, including over 18,000 children with special educational needs, are transported on a daily basis to primary and post-primary schools throughout the country.

In addition, school transport scheme services are being provided in the current school year for over 3,800 children who have arrived to Ireland from Ukraine.

The total cost of the scheme in 2022 was €338.9m.

Children are eligible for transport at primary level where they reside not less than 3.2 kilometres from and are attending their nearest national school, and at post primary level where they reside not less than 4.8 kilometres from and are attending their nearest post primary school/education centre as determined by the department/Bus Éireann, having regard to ethos and language.

Applications continue to be submitted on a daily basis from REALT co-ordinators to School Transport Section. Every effort is being made to ensure school transport services are up and running as they are required. However, given the reported challenges in sourcing contractors/drivers in certain areas, and the ongoing movement and arrival of families, it may in some cases take time to arrange services for families.

The service which is due to operate from Ennis to Ennistymon Post Primary Centre is currently being assessed by Bus Éireann to determine the transport options available.

The service which operates from Lisdoonvarna to Ennistymon Post Primary Centre commenced from 03/05/2023.

School Uniforms

Questions (285)

Anne Rabbitte

Question:

285. Deputy Anne Rabbitte asked the Minister for Education if consultation with the parents’ association or parent representatives on the board of management satisfies the criteria for consultation when a school is changing its uniform; and if she will make a statement on the matter. [21377/23]

Written answers

Minister for Education

Under the Education Act 1998, the Board of Management of a school is the body charged with the direct governance of a school. The Board of Management is accountable to the Patron of the school.

Circular 0032/2017 sets out the principles of cost-effective practice to be adopted by schools to reduce the cost of returning to school. Under these measures, schools should select school uniform items which are generic and can be purchased from an array of retailers. Only "iron on" or "sew on" crests should be used. Schools should also consult with parents as to their views on how to reduce costs.

In relation to parental complaints, whereas my Department provides funding and policy direction for schools, it does not have the power to instruct schools to follow a particular course of direction with regard to individual complaint cases. My Department's role is to clarify for parents and students how their grievances and complaints against schools can be progressed.

A school may have a formal complaints process, in which case this should be followed in pursuing any complaint. Where a person is of the view that a school's Board of Management has failed to investigate or adequately investigate their complaint, it is open to them to raise the matter directly with the Chairperson of the Board of Management by correspondence marked “Private and Confidential”.

The Office of the Ombudsman for Children may independently investigate complaints about schools recognised by the Department of Education, provided the parent has firstly and fully followed the school's complaints procedures. The key criterion for any intervention by the Ombudsman for Children is that the administrative actions or non-actions of a school has, or, may have, adversely affected the child.

Further information is available on the gov.ie website: www.gov.ie/en/policy-information/complaints-about-schools/

The Education (Student and Parent Charter) Bill is currently before Dáil Éireann. When enacted, it will improve how schools engage with students and their parents by requiring each school to consult with students and their parents on individual school plans, policies and activities, including school costs. This will help ensure that the various views of students and parents will be heard and responded to by schools.

School Curriculum

Questions (286)

Paul Kehoe

Question:

286. Deputy Paul Kehoe asked the Minister for Education if she will outline all the courses taught in secondary school to teach children about fake news and equip them with the necessary skills to spot misinformation; her views on whether adequate hours are being devoted to this topic currently; and if she will make a statement on the matter. [21380/23]

Written answers

Minister for Education

At Junior Cycle, the Framework for Junior Cycle provides multiple opportunities for the development of digital skills. A set of 24 Statements of Learning are central to the student experience in Junior Cycle and Statement 24 focuses explicitly on the development of digital skills setting out the expectation that the student uses technology and digital media tools to learn, communicate, work and think collaboratively and creatively in a responsible and ethical manner.

In addition to this cross-curricular focus on digital skills, schools may choose to offer short courses which explicitly focus on digital skills. In particular, NCCA has developed a short course in Digital Media Literacy through which students will learn to use digital technology to engage in self-directed enquiry, to discriminate between multiple sources of information and to participate safely and effectively in an online environment.

At Senior Cycle, one of the Key Skills is information processing. The Senior Cycle Key Skills Framework states “This key skill helps learners become competent in an information-intensive environment. As well as developing the specific skills of accessing, selecting, evaluating and recording information, learners develop an appreciation of the differences between information and knowledge and the roles that both play in making decisions and judgements”. Students have opportunities to develop their digital media literacy skills through engagement with a variety of Leaving Certificate subjects, including English, History, Economics, or Politics and Society. Full details of the specifications for these subjects can be found on www.curriculumonline.ie

In addition, key to the Digital Strategy for Schools to 2027 is that all learners are given the opportunity to use digital technologies in their learning to reach their full potential and provide them with the necessary digital skills needed for an increasingly digital world. Online safety and the safe and ethical use of digital technologies is a key component of the Digital Strategy. The strategy will continue to work towards ensuring learners have the opportunities to develop their digital skills so that they can navigate the digital world in a confident and competent manner and that their voices are heard and taken into account in further developments in this area.

Support and resources in the area of online safety and digital citizenship are provided by Webwise. Webwise promotes the autonomous, effective and safer use of the internet by young people through a sustained information and awareness strategy targeting school leaders, teachers, parents/guardians and learners themselves with consistent and relevant messages. Misinformation and fake news is also addressed across a range of resources developed by Webwise including the Connected post-primary resource, digital citizenship online courses and through the provision of advice for parents, teachers and young people via the Webwise Parents, Teachers and Youth Hubs.

Special Educational Needs

Questions (287)

David Stanton

Question:

287. Deputy David Stanton asked the Minister for Education the supports available to early years children with special needs or additional needs who are not enrolled in a full day care setting such as a sessional ECCE service; and if she will make a statement on the matter. [21389/23]

Written answers

Minister of State at the Department of Education

The National Council for Special Education (NCSE) has responsibility for coordinating and advising on the education provision for children with special educational needs nationwide. Responsibility for provision in the early year’s sector lies with the Department of Children, Equality, Disability, Integration and Youth (DCEDIY).

The Early Childhood Care and Education (ECCE) programme provides up to two years of pre-school within the eligible age range, without charge. The programme is managed and funded by DCEDIY and is recognised as the national universal pre-school programme available to all children, free of charge. The Access and Inclusion Model (AIM) is a model of supports provided through the ECCE programme, and is designed to ensure the full inclusion and meaningful participation of children with disabilities in the ECCE programme. The main supports are grouped into universal or targeted supports. Universal supports are designed to create a more inclusive culture in Early Learning and Care settings, through training courses and qualifications for staff. Where universal supports are not enough to meet the needs of an individual child, targeted supports are available to ensure the child can meaningfully participate in pre-school. In addition to targeted and universal supports, AIM also provides universal design guidelines for Early Learning and Care settings and AIM Inclusive Play resources.

The NCSE sanctions the establishment of special classes, including Early Intervention classes where there is an identified need. There are currently 151 Early intervention classes nationwide. On occasion, Early Intervention classes are re-designated as school-age special classes to reflect the changing age-profile of students, the changing needs in an area and in order to ensure a continuation of support for students in the Early Intervention class who require a special class placement.

Information on the list of schools with special classes, the types (including Early Intervention) and locations of these classes is published on the NCSE website and is available at www.ncse.ie

The Home Tuition Grant Scheme provides a compensatory educational service for children with special educational needs seeking an educational placement for whom such a placement is not available, including placement in Early Intervention classes. Provision is also made for early educational intervention for children aged from 2.5 years to 3 years with autism.

Home Tuition is provided as an interim measure only for children for whom a placement in a recognised school is sought but not available and should not be regarded as an optional alternative to a school placement. Ensuring that every child with special educational needs gets a suitable education is a priority for the Department of Education.

Where parents of children, who are eligible for Home Tuition under the terms of the scheme, and for whom home tuition has been approved, have sought alternative arrangements to be put in place for the tuition, my Department has responded by putting arrangements in place with private pre-school providers which provide group tuition to children in a class type setting. Each pre-school provider is selected by the parents.

In recognition of the demand for group arrangements by parents of children, who are eligible for Home Tuition under the scheme, my Department now advises all such parents of the option to enter into a group arrangement with other parents of children for whom home tuition has been sanctioned. Parents wishing to enter into such an arrangement must notify my Department in advance for approval.

Schools Building Projects

Questions (288)

Paul Kehoe

Question:

288. Deputy Paul Kehoe asked the Minister for Education if she will provide an update on the progress of a school building project (details supplied); and if she will make a statement on the matter. [21394/23]

Written answers

Minister for Education

The school to which the Deputy refers was approved funding under the Additional School Accommodation (ASA) Scheme to provide the following accommodation: 6 General Classrooms (5 Prefab replacement) 1 x WC for assisted Users, 2 Science Labs + shared Prep area, 1 computer Lab, 1 Technology room & prep area, 1 Home Economics room, toilets, lockers, circulation, stairs and 2 class SEN base. This project has been devolved to the school's Board of Management for delivery.

A Stage 1 Report was submitted for review in the Department by the school and its Design Team. Approval to proceed to Stage 2a, providing that the points raised in the Department's Review Report were addressed by the appointed school’s Design Team, was given in Quarter 1 of this year.

As the project has been devolved to the school, it is now a matter for the Board of Management and its Design Team to advance this project in that context.

Schools Building Projects

Questions (289)

Seán Canney

Question:

289. Deputy Seán Canney asked the Minister for Education if she will support a project (details supplied). [21403/23]

Written answers

Minister for Education

The major building project for the school referred to by the Deputy will be delivered under my Department's ADAPT Programme.The ADAPT Programme uses a professional external Project Manager to co-ordinate and drive the Design Team to achieve the best possible timeframe for the project through the stages of Architectural Planning to Tender and Construction.The tender process to appoint the Design Team for this major project is currently underway.

The Project Manager is in contact with the school authorities in relation to the appointment of the Design Team, which is anticipated to be completed in Quarter 2 of 2023. Upon appointment, the Design Team will proceed to the initial stage of Architectural Planning, Stage 1 – Preliminary Design, where the Design Team will assess the site and prepare their initial sketch schemes. A preferred design option, including the scope and extent of works to be carried out will be established during this early stage. Until the project design is at a stage where statutory approvals, planning permission, etc are secured by the Design Tea, it will not be possible to provide an estimated onsite date.

Special Educational Needs

Questions (290)

Gary Gannon

Question:

290. Deputy Gary Gannon asked the Minister for Education the position regarding the provision of autism-specific units for schools (details supplied) in County Dublin; and if she will make a statement on the matter. [21552/23]

Written answers

Minister of State at the Department of Education

I would like to thank the Deputy for the question and would like to advise the following:

Enabling children with special educational needs (SEN) to receive an education appropriate to 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 SEN nationwide.

Just recently on 12th April, 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. This will bring to 7, the number of new special schools established in the last 3 years, 4 of which are located in Dublin. Capacity is also being expanded in 11 other special schools.

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. Of these new classes, 29 are in Co. Dublin, with 15 at primary level and 14 at post-primary level. These new classes will bring the total number of special classes in Co. Dublin to 494, 376 at primary and 118 at post-primary. Additional special classes will be sanctioned in the coming weeks.

Regarding the first of the two schools referred to by the Deputy, this school has proposed a new special class as part of their overall building upgrade. This proposal is in the early stages of development and is still under consideration.

In relation to the second school referred to by the Deputy, they school are currently awaiting the installation of a modular unit to open a special class for children with autism in September 2023.

Further to the sanction of SEN provision at the school, I am pleased to inform you that my department is supporting the school by making direct arrangements for the delivery and installation of the required modular accommodation to facilitate the introduction of these classes.

My department has appointed a Project Manager Team to assist and oversee the delivery of this accommodation. The team will be liaising with the school authority and the providers of the modular accommodation to facilitate the schools requirements. The project manager and their team will engage with the school authority, my department and the accommodation supplier with respect to same.

In the surrounding area where the two schools referred to by the Deputy are located, a new class is being opened in a separate primary school which will accommodate six children in September 2023. Additionally, there are two special schools in a nearby primary school as well.

The number of special class and special school places required in any school year for each locality requires detailed planning and engagement between my department, the NCSE and schools to ensure sufficient mainstream, special class and special school places are provided for. The planning activity between all stakeholders occurs all year round and the NCSE continuously engages with schools regarding the establishment of additional special classes. 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.

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.