Written Answers Nos. 291-305
291. Deputy Eoin Ó Broin asked the Minister for Education if she will outline the process through which a student can obtain an exemption from the study of Irish at secondary school level; and the criteria to be met in order to eligible for the exemption. [21566/23]
View answerThe linguistic, social and cultural importance of Irish is recognised in the constitution and both English and Irish are included as core subjects in the national curricula for recognised primary and post-primary schools and centres for education in Ireland. This has been the case since the foundation of the State and the importance of the teaching of both languages in this way has been re-affirmed on a number of occasions by the State, including most recently in the 20-Year Strategy for the Irish Language 2010-2030. Indeed, the most recent curricular changes at primary and junior cycle level have emphasised not only the importance of learning both languages but also the wider benefits of bilingualism. In that context, exemptions from the study of Irish may only be considered in exceptional circumstances.
The circumstances where an exemption from the study of Irish may be granted are set out in Section 2.2 of Circulars 0054/2022 – Primary and 0055/2022 – Post-primary. My department has provided a webpage on exemptions from the study of Irish that includes a question and answer sheet for parents as well as guidelines for school staff considering applications for exemptions from the study of Irish. These can be accessed here: www.gov.ie/en/service/irish-exemption/
An application for an exemption is made on an application form which is sent to the Principal of the school where the child is enrolled. Copies of the application form can be downloaded from the department’s website. The school will consider the application under the terms of the circular and following the guidelines provided in the circular and associated documents.
The decision to exempt a student from the study of Irish is an important decision that has implications for a student’s future learning. The decision to grant an exemption from the study of Irish is made by the principal, but it must be made following detailed discussion with the student, their parent(s)/guardian(s), teachers (including special education teachers as appropriate).
The only circumstances in which an exemption from the study of Irish can be granted are those set out in Circular 0054/2022 & Circular 0055/2022, Section 2.2. The circulars provide detailed criteria for each of the grounds where an exemption may be granted, a difficulty learning Irish alone is not sufficient. For Post-primary school students, an exemption from the study of Irish may be considered for:
• A student moving from a different country without previous experience of learning the Irish language, subject to the conditions as outlined in subsection 2.2.1 of the Circular.
• A student who experiences significant literacy difficulties which are a continuing obstacle to their learning in all subjects despite targeted supports and intervention over time as outlined in subsection 2.2.2 of the Circular.
• A student who experiences a high level of multiple and persistent needs that are a significant barrier to the student’s participation and engagement in their learning and school life despite targeted supports and intervention over time as outlined in subsection 2.2.3 of the Circular.
• A student in a recognised special school or class or who was previously enrolled in a recognised special school or class or who has a recommendation and has been deemed eligible for a place in a recognised special school and/or in a special class in a mainstream school according to the details outlined in subsection 2.2.4 of the Circular.
In all other cases, schools are required to address a wide diversity of needs by providing a differentiated learning experience for students in an inclusive school environment. This is informed by the principles of inclusion and the benefits of bilingualism for all students that underpin the Framework for Junior Cycle (2015) and curricular provision in senior cycle. The specification for Junior Cycle Irish aims to consolidate and deepen the students’ knowledge, understanding, values and language skills supporting their personal, cognitive and social development. The learning outcomes presented in the specification apply to all students. All students should be encouraged to study the Irish language and achieve a level of personal proficiency that is appropriate to their ability.
292. Deputy Mark Ward asked the Minister for Education the special education preschool facilities available for a child (details supplied) who has a diagnosis of autism and whose parents cannot find a suitable place for them. [21583/23]
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 SEN nationwide.
The Early Childhood Care and Education (ECCE) programme provides up to two years of pre-school within the eligible age range, without charge. The Access and Inclusion Model (AIM), introduced in 2016, enables the full inclusion and meaningful participation of children with disabilities/additional needs in the ECCE Programme. The goal of AIM is to create a more inclusive environment in pre-schools, so all children, regardless of ability, can benefit from quality early learning and care. A diagnosis of autism (or other disabilities/additional needs) is not required to access AIM supports. However, pre-school children with a diagnosis are generally supported in mainstream pre-schools with additional supports provided through AIM where required.
NCSE sanctions the establishment of special classes, including ASD Early Intervention (EI) classes where there is an identified need. I understand that, on occasion, EI 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 EI class who require a special class placement. Information on the location of EI classes is available on the NCSE website.
In relation to the student referred to by the Deputy, the NCSE has advised my department that they have no record of recent contact with the student's family.
They recommend that the family get in touch with their Special Education Needs Organiser (SENO) to discuss the situation and explore suitable options for the student.
The local SENOs remain available to assist and advise parents of children with special educational needs: ncse.ie/regional-services-contact-list
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.
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.
293. Deputy Paul McAuliffe asked the Minister for Education the name and location of the proposed new special school in Dublin 7; the proposed commencement date for the school; the estimated number of students that the school will cater for; the estimated number of teachers that will be employed at the school; what the enrolment process will involve; and if she will make a statement on the matter. [21605/23]
View answerI would like to thank the Deputy for the question and would like to advise the following:
My department is committed to delivering an education system that is of the highest quality and where every child and young person feels valued and is actively supported and nurtured to reach their full potential. My department strives to ensure that every child has access to an educational experience that is appropriate to their needs and supports both their academic and personal development.
As part of Budget 2023, my department’s budget was substantially increased, by over 10%, meaning that for 2023 the 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.
Additional funding is also being provided to allow the National Council for Special Education (NCSE) recruit additional staff, including Special Educational Needs Organisers (SENOs). These additional resources should ensure that the NCSE can better support parents and schools in relation to the provision of special education needs places.
Our policy, which is 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.
We have made a lot of progress over the last three years in terms of providing special classes and special school places with over 600 new special classes sanctioned at primary level, almost 300 new special classes sanctioned at post-primary level and five new special schools established over the last three years.
There are a total of 2,537 special classes opened nationwide. Of the 2,537 special classes, there are 1798 at primary level and 739 at post primary level. We want to continue this level of progress to ensure that there are sufficient places in special classes and special schools for children who need them.
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.
The new special school in Dublin will be under the patronage of City of Dublin ETB. It is intended that places in the new special schools will be prioritised for children who have no offer of a special school place for the 2023/24 school year. My department continues to work with the City of Dublin ETB and the NCSE in planning for the establishment of the new special school. Details in relation to the location of the new special schools, the admission process and the number of places to be offered for 2023/24 in each new special school will be confirmed very shortly.
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.
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.
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 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-services-contact-list
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.
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.
294. Deputy Sean Fleming asked the Minister for Education if she will provide details in respect of schools (details supplied) in County Laois; and if she will make a statement on the matter. [21630/23]
View answerThe requested data is set out in the table.
Data was compiled from the final primary enrolment data for academic year 2017-2018 which can be found at the link below:
www.gov.ie/en/collection/primary-schools/
|
Academic year |
County |
School Type |
Schools |
Girls |
Boys |
Total |
|
2017 |
Laois |
Mainstream Primary |
63 |
5,438 |
5,335 |
10,773 |
|
2017 |
Laois |
Special |
2 |
44 |
77 |
121 |
|
Total |
65 |
5,482 |
5,412 |
10,894 |
295. Deputy Sean Fleming asked the Minister for Education if she will provide details in respect of schools (details supplied) in County Laois; and if she will make a statement on the matter. [21632/23]
View answer296. Deputy Sean Fleming asked the Minister for Education if information will be provided in respect of schools (details supplied) in County Laois; and if she will make a statement on the matter. [21635/23]
View answer297. Deputy Sean Fleming asked the Minister for Education if information will be provided in respect of schools (details supplied) in County Laois; and if she will make a statement on the matter. [21636/23]
View answerI propose to take Questions Nos. 295 to 297, inclusive, together.
The requested data is set out in the table.
Please note this data is compiled from the final enrolment data for academic year 2017-2018 and from the preliminary enrolment data for 2022-2023. The preliminary data for 2022-2023 will be replaced by the 2022-2023 final enrolment data in June 2023. You will find both sets of data on our website at the link below:
www.gov.ie/en/collection/63363b-data-on-individual-schools/
|
Academic year |
County |
School Type |
Schools |
Girls |
Boys |
Total |
|
2017 |
Laois |
Mainstream |
63 |
5,438 |
5,335 |
10,773 |
|
2017 |
Laois |
Special |
2 |
44 |
77 |
121 |
|
2017 |
Laois |
Post-Primary |
10 |
2,915 |
2,915 |
5,830 |
|
Total |
75 |
8,397 |
8,327 |
16,724 |
|
Academic year |
County |
School Type |
Schools |
Girls |
Boys |
Total |
|
2022 |
Laois |
Mainstream |
63 |
5,226 |
5,639 |
10,865 |
|
2022 |
Laois |
Special |
2 |
38 |
110 |
148 |
|
2022 |
Laois |
Post-Primary |
10 |
3,342 |
3,380 |
6,722 |
|
Total |
75 |
8,606 |
9,129 |
17,735 |
298. Deputy Colm Burke asked the Minister for Education if a modular unit will be provided at a school (details supplied), given that it has been sanctioned for a third ASD class and will require this additional space in order to accommodate these students; and if she will make a statement on the matter. [21639/23]
View answerI can confirm to the Deputy, that my Department has recently received an application for the Additional School Accommodation (ASA) scheme, from the school in question to facilitate the opening of a Special Class.
My officials are currently liaising with the school authorities regarding accommodation required at the school.
The purpose of the ASA scheme is to ensure that essential mainstream classroom and Special Education Needs (SEN) accommodation is available to cater for pupils enrolled each year, where the need cannot be met by the school’s existing accommodation.
At primary level, this situation generally arises to cater for a school’s accommodation requirements where an additional teaching post has been sanctioned by Teacher Allocation Section, or a new special class has been sanctioned by the NCSE, and all available alternative accommodation within the school is already being used for classroom purposes.
299. Deputy Holly Cairns asked the Minister for Education if she will assist a disability service for young people (details supplied) to run the summer programme; if she will ensure that her Department officials engage with this service to facilitate same; and if she will make a statement on the matter. [21676/23]
View answerThe Department recently 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 wellbeing and to have a sense of purpose, connection and belonging to their school community.
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’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.
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.
A Department helpline is available for schools and parents at 09064 84292 to address any specific queries regarding this 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. Further details will be published shortly along with full details on eligibility criteria. Full information, when available, will issue to schools directly and will be published on www.gov.ie/summerprogramme.
As in previous years, where parents source and procure a Private Group Provider for the Home-based programme, private providers will be required to be in compliance with the published terms and conditions for Private Group Provider Arrangements. These terms and conditions will be available on www.gov.ie/summerprogramme, the details of which may be a suitable arrangement for this organisation.
Again, a Department helpline is available at 09064 84292 to address any specific queries regarding this year’s scheme. Alternatively queries can be directed to: homebasedsummerprogramme@education.gov.ie
300. Deputy Holly Cairns asked the Minister for Education if she will outline her engagement with the Minister for Enterprise, Trade and Employment concerning changes to the Health and Safety Authority's guidelines regarding the use of glyphosate on school grounds and in the vicinity of schools; and if she will make a statement on the matter. [21677/23]
View answerInformation is currently being compiled in respect of this matter and will be provided to the Deputy in due course.
301. Deputy Michael Ring asked the Minister for Education the position regarding a lease for a school (details supplied); when the matter will be finalised; and if she will make a statement on the matter. [21727/23]
View answerThe current position on the lease to which the Deputy refers is that the work is ongoing and approaching conclusion. The Chief State Solicitors Office, on behalf of my Department, has been engaging with the property owners’ legal representative on the draft lease for some time and the vast majority of the clauses in the draft lease are agreed.
My Department is working with relevant stakeholders with a view to finalising the remaining clauses of the lease.
302. Deputy Pa Daly asked the Minister for Education if teachers are expected to teach new SPHE-RSE classes or modules without any formal training in same. [21734/23]
View answerThe National Council for Curriculum and Assessment (NCCA) carried out an extensive review of Relationships and Sexuality Education (RSE) in 2018 and 2019 and a key recommendation arising from that review was the need for an updated Social, Personal and Health Education (SPHE) curriculum spanning both primary and post-primary education.
Following extensive work and public consultation, the NCCA has now finalised an updated SPHE curriculum for Junior Cycle which, following approval, will be rolled out in schools this coming September.
Work on Senior Cycle specifications has begun and it is expected to be available for public consultation in Q3 this year. A background paper was already published for consultation in October last year.
Work on Primary SPHE/RSE has begun and development of a draft primary specification is expected to be completed in early 2025. Public consultation on this specification is planned for 2024.
To support the implementation of the updated Junior Cycle SPHE curriculum, the SPHE teams from Junior Cycle for Teachers (JCT) and Professional Development Service for Teachers (PDST) collaboratively designed and developed a two-day face-to-face Continuing Professional Development (CPD) Workshop. The roll-out of these workshops began in March, ahead of formal approval of the new specification, in order to allow for roll-out in schools this coming September. The workshops will run until the end of May, and in total include 22 English workshops and two Gaeilge workshops. This two-day workshop is designed to enable participants to:
• Gain a deeper understanding of the role of the SPHE teacher and the creation of a safe, inclusive SPHE classroom
• Explore the updated specification , including its four strands and three cross-cutting elements
• Consider how to adopt the updated specification in their own school context
• Apply knowledge of the updated specification to develop an understanding of assessment, reflection and reporting in SPHE
• Spend time planning collaboratively
JCT also designed, developed and delivered a one-hour online learning event in March as part of their Festival of Professional Learning where 186 participants explored the new Junior Cycle specification.
In addition, I recently announced the commencement of a new postgraduate programme to upskill registered post-primary teachers teaching SPHE/RSE. This programme, funded by my Department and provided by Dublin City University (DCU) Institute of Education, provides a pathway for progression for post-primary teachers interested in developing their skills in teaching SPHE/RSE, building capacity and leadership within the teaching profession in relation to this important area.
The upskilling programme and course fees are covered by Department funding while substitute cover is provided to allow participating students undertake the programme. The programme is a blended learning approach with the aim to upskill teachers’ pedagogical practice and leadership skills in relation to the delivery of SPHE/RSE in post-primary schools.
The role of the SPHE/RSE teacher is complex, with a range of sensitive topics addressed in the classroom. Teachers need ongoing, appropriate teacher professional development to support them in this important work. In addition, curricular changes at both junior and senior cycle level are imminent. This new programme will take account of these changes as they emerge. The programme will lead to enhanced teacher competency to successfully implement these curricular changes. The first cohort of students commenced in February 2023.
The above programmes are among a range of CPD opportunities provided by Support Services funded by my Department including the Professional Development Service for Teachers (PDST) (cross-sectoral service covering primary and senior cycle at post-primary); Junior Cycle for Teachers (JCT); National Induction Programme for Teachers (NIPT); and Centre for School Leadership (CSL). These Support Services provide their suite of professional development opportunities at primary and post-primary level.
PDST facilitates a wide range of CPD for SPHE and RSE and Wellbeing in the context of a whole-school approach provided by its Primary and Post-Primary Health and Wellbeing Teams. At Primary level, PDST aims to support teachers as reflective practitioners by providing a range of CPD opportunities in the areas of PE, physical literacy, fundamental movement skills, physical activity, movement breaks; SPHE and RSE; Child Protection, Stay Safe, Anti-Bullying; Teacher Wellbeing; Restorative Practice; Wellbeing in Education (School Self-Evaluation). It can be noted that 41 PDST RSE Face-to-Face Seminars are being facilitated countrywide this month, aimed at equipping Primary teachers to become competent and confident in teaching the sensitive elements of RSE in the context of SPHE.
At Post-Primary level, PDST supports teachers as reflective practitioners by providing a range of professional development opportunities in the areas of PE, LCPE, SCPE, Mental Health, Personal Safety, Substance Use, Restorative Practice, Child Protection, Teacher Wellbeing and Wellbeing in Education (SSE), as well as Senior Cycle RSE and the new Junior Cycle SPHE curriculum.
Also, following on from a recommendation in the 2019 Report on the Review of RSE, a portal site was developed by the NCCA where teachers can access SPHE/RSE teaching and learning resources. These online toolkits are published by the NCCA to support teachers in teaching SPHE at each stage of learning, and are found on curriculumonline.ie. The materials in these toolkits are designed to support teachers in independently progressing their professional development in SPHE. They can also be used to support professional conversations in school and for professional development at a team or whole staff level.
303. Deputy David Stanton asked the Minister for Education if she has received a request from Bus Éireann to provide a school bus service on a route (details supplied); the number of students who are involved in this request; if she will accede to this request; and if she will make a statement on the matter. [21735/23]
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.
Children are eligible for transport at primary level where they reside not less than 3.2 kilometres from and are attending their nearest national school, and at post primary level where they reside not less than 4.8 kilometres from and are attending their nearest post primary school/education centre as determined by the department/Bus Éireann, having regard to ethos and language.
Children who are eligible for school transport and who have completed the application process on time are now accommodated on school transport services where such services are in operation for the 2022/2023 school year.
Children who are not eligible for school transport, but who completed the application process on time, will be considered for spare seats that may exist after eligible children have been facilitated; such seats are referred to as concessionary seats.
Because of the nature of concessionary transport for non-eligible children and the priority of providing places for eligible children, there may be an excess of demand over supply for concessionary places, in these cases Bus Éireann will allocate tickets for spare seats using an agreed selection process.
Bus Éireann has advised that the pupils referred to by the Deputy in this case are not eligible under the School Transport Scheme as they are not attending their closest school. Bus Éireann further advised that a new service cannot be established as there is currently an insufficient number of eligible applications from pupils residing in the distinct locality.
Families can apply for online at: buseireann.ie/schooltransport. The closing date for new applications in respect of the 2023/2024 school year was 28th April 2023 and the closing date for payment for all applicants is 9th June 2023. Once the payment closing date has passed, Bus Éireann will review applications and plan routes during the summer months for the upcoming school year.
304. Deputy Catherine Murphy asked the Minister for Education if she will set out the rationale for requiring teachers to have not just a MyGov account but also a public services card in order to avail of digital payslips. [21758/23]
View answer305. Deputy Catherine Murphy asked the Minister for Education if she and or officials engaged with the Department of Social Protection in the context of using the public services card in order to access digital payslips; if she and or officials requested sanction for this from either the Minister For Social Protection or the Minister For Public Service and Reform. [21759/23]
View answer306. Deputy Catherine Murphy asked the Minister for Education if she engaged with officials or the Ministers at the Department of Social Protection and or Education in the context of the use of the public services card in order to access payslips by teachers. [21760/23]
View answer307. Deputy Catherine Murphy asked the Minister for Education if she and or her officials undertook a data protection impact assessment in the context of digital payslips issuing for teachers, the use of a public services card and my gov ID to access same; and if she will provide the outcomes of that assessment to this Deputy or publish them on her Departments website. [21761/23]
View answer308. Deputy Catherine Murphy asked the Minister for Education if she will set out the rationale for setting up the digital service as an opt-in service rather than an opt-out one. [21762/23]
View answerI propose to take Questions Nos. 304 to 308, inclusive, together.
As referenced, payslips are now being made available to serving and retired staff, paid through the Department’s schools employee payroll service, in two formats. Firstly the paper payslip is still available as an option, and secondly an e-payslip can now be delivered electronically to a recipient’s Digital Postbox should they choose to avail of this service.
The e-payslip is being provided on an opt-in basis and recipients’ may select the format by which they wish to receive their payslip.
The Office of the Government Chief Information Officer manages this service which uses encryption and other security tools and techniques to safeguard the data. In addition, my Department also undertook its own assessment of the data protection implications of using this service before deciding to use the Digital Postbox. This assessment included consultation with my Department’s Data Protection Officer who was satisfied with the content of the DPIA and that relevant risks were identified and mitigated against.
Access to the Digital Postbox is authenticated via MyGovID using a two-factor authentication process. This is designed to ensure that access to the Digital Postbox is safe and secure and that no other persons can access an individual’s account. This is the standard process in place to utilise the Digital Postbox to receive communications from public bodies.
I can confirm that officials from my Department engaged with officials from the Office of the Government Chief Information Officer, the Department of Social Protection, Teacher Representative Organisations and School Management Bodies, on the delivery of the e-payslips via the Digital Postbox.
Access to e-payslips via the Digital Postbox was made available to primary school teachers on 27th April 2023 and will be available to post primary school teachers on 18th May 2023.
