Written Answers Nos. 314-326
314. Deputy Claire Kerrane asked the Minister for Education if there are different categories of Gaelscoil at primary level; which subjects are taught through Irish, which subjects are taught through English, and which subjects are taught bilingually, in each category; and which specific primary and secondary legislative measures by Act and statutory instrument mentioning the relevant section or sections underpin each of the above activities. [26269/23]
View answer316. Deputy Claire Kerrane asked the Minister for Education if there are different categories of Gaelscoil at the primary level, and to what extent special needs, support and resource teachers are expected to carry out their work through Irish, through English and-or bilingually in each category; and which specific primary and secondary legislative measures by Act and statutory instrument mentioning the relevant section or sections underpin each of the above activities. [26271/23]
View answer318. Deputy Claire Kerrane asked the Minister for Education if Gaelscoileanna carry out pre-literacy in Irish or in English; if this is in line with current legislation and-or circulars and-or best practice; and if she will make a statement on the matter. [26273/23]
View answer319. Deputy Claire Kerrane asked the Minister for Education if she is aware of Gaelscoileanna teaching mathematics through English; if this is in line with relevant primary and secondary legislation and best practice as defined by legislation and circulars; and if she will make a statement on the matter. [26274/23]
View answerI propose to take Questions Nos. 314, 316, 318 and 319 together.
There is currently no categorisation of Irish-medium schools outside of the Gaeltacht (Gaelscoileanna) at primary level. The school authority is responsible for ensuring that teaching and learning is in line with the school’s mission in the way set out in the Deputy’s questions.
Under the Policy on Gaeltacht Education, Irish-medium primary schools within Gaeltacht Language Planning Areas may apply for Gaeltacht School status under the Gaeltacht School Recognition Scheme. Status as a Gaeltacht School can be achieved by meeting the language based criteria laid out in the Policy for Gaeltacht Education. The first language-based criterion requires that Gaeltacht primary schools implement a two-year total immersion programme in Irish in infant classes, during which no English is taught. The language-based criteria also specify that a total-immersion approach be implemented throughout the school, where all areas of learning, apart from English, are taught through Irish. Additional language support hours, to be used specifically for Irish language development, are also provided to schools participating in the Scheme in accordance with school enrolment.
315. Deputy Claire Kerrane asked the Minister for Education if, and to what extent, a school, its patron and/or the Minister is responsible for ensuring compliance with the current primary and secondary legislation, circular letters, guidelines and other such measures. [26270/23]
View answerThe Education Act, 1998 sets out the legal framework for schools, their patrons and the Minister for Education. The act provides that the Board of Management is the body charged with the direct governance of a school on behalf of the Patron. The act also sets out a requirement on schools to ensure that education provided by a school meets education policy as determined by the Minister.
The Department’s Inspectorate has a quality assurance and improvement remit in relation to the oversight of curriculum, assessment, teaching, learning, leadership and governance in schools. The Inspectorate promotes improvement and publishes inspection reports on the quality and standards in individual schools, and across the education system, in line with the provisions of the Education Act
The FSSU supports boards of management in complying with the provisions of the Education Act in terms of transparency, accountability, and financial responsibility for state and other funding. The FSSU also supports boards of management in meeting their compliance requirements to other regulatory and statutory bodies.
The NCSE is the statutory body responsible for the co-ordination of special education needs provision in our schools. The NCSE allocate teaching and SNA supports to schools to support the needs of children and young people with special educational needs. These allocations are made in line with Department guidelines and circular letters. The NCSE also operate a review process for allocations.
In accordance with Department of Education guidelines, the NCSE also sanction the establishment of new special classes and review the enrolment of students to those classes to ensure that students meet the entry requirements for those classes.
While schools are required to adhere to broad legislative requirements including child protection, health and safety and charities legislation, there are separate compliance requirements that are overseen by various agencies, including Tusla, the Health and Safety Authority and the Charities Regulator. In such instances agencies work closely with the Department and education partners to ensure that all legislative requirements are in place in schools.
317. Deputy Claire Kerrane asked the Minister for Education when a whole-school evaluation was last carried out in a Gaelscoil (details supplied); and if she will provide a copy of all relevant documentation, including copies of notes, letters and emails made and-or sent by the inspectorate and the school in relation to that inspection. [26272/23]
View answerA whole-school evaluation was conducted in September 2009 in Gaelscoil de hÍde, Cnoc na Crúibe, Roscommon, Roll No: 20126K. Further formal inspection of the school took place in November 2020 during which a whole-school Initial Child Protection and Safeguarding Inspection (CPSI) was carried out. In May 2021, the Inspectorate carried out a whole-school Final Child Protection and Safeguarding Inspection (CPSI) in the school. The published reports arising from these evaluations may be accessed through the ‘find-a-school’ search tool on the website of the Department of Education or on the Gov.ie website at the address: www.gov.ie/en/school-reports/. The inspection reports associated with this school are located by inserting the school roll number in the search tool.
In relation to the request for additional documentation associated with these inspections, the Department of Education, as a public body, is bound by Data Protection and FOI Legislation governing access to records. Therefore, in order for the school or requestor to seek access to additional records held by the Inspectorate, a FOI request should be submitted to the Department of Education. The operational procedures to be followed in making a request are as follows: the school, or other requestor, should make the request in writing to the Freedom of Information Unit, Department of Education, Marlborough Street, Dublin 1, D01 RC96 or by e-mail to: foi@education.gov.ie. The standard application form for FOI requests is available on the www.gov.ie website under the heading Organisation Information - Freedom of Information (FOI) www.gov.ie/pdf/27478/?page=1. This will guide the school or requestor in submitting a request. The request should include the following:
• a statement that the request is being made under the FOI Act
• as much information as possible about the specific records being sought in order to facilitate the search. Where possible, please try to indicate the time period / dates for which access to access records is sought.
• for personal requests, some form of identification (copy of passport, driving licence, birth certificate, etc.) or letter of consent if solicitors are acting on your behalf
• please include a day time telephone number, if possible, so that the requestor may be contacted quickly if it is necessary to clarify details of your request.
Should the school, or any requestor, require assistance, staff in the FOI Unit of the Department of Education will be pleased to assist.
320. Deputy Claire Kerrane asked the Minister for Education the plans she has to ensure children attending Gaelscoileanna at primary level have the opportunity to continue their learning through Irish at second level; her views on whether this is important; the actions she is taking to ensure children can progress from Gaelscoileanna at primary level to second level; and if she will make a statement on the matter. [26275/23]
View answer321. Deputy Claire Kerrane asked the Minister for Education the plans she has to ensure that pupils attending Gaelscoileanna in counties Roscommon and Galway and on their borders, such as in Carrick-on-Shannon or Athlone, will be able to receive their post-primary education in the same language as their primary education where that is their parents' wish, in the same way that those attending English-language schools are catered for in that language at secondary level. [26276/23]
View answer322. Deputy Claire Kerrane asked the Minister for Education her plans to make primary education through Irish available in the larger urban areas in County Roscommon (details supplied) in the same way as it has been made available in all the main towns of other counties of a similar size and, in some cases, smaller populations. [26277/23]
View answerI propose to take Questions Nos. 320 to 322, inclusive, together.
New schools are established by the Department on the basis of identified demographic demand in an area, and only after consideration of the capacity of existing schools to absorb the expected school place demand.
In order to plan for school provision and analyse the relevant demographic data, the Department divides the country into 314 school planning areas and uses a Geographical Information System, using data from a range of sources, including Child Benefit and school enrolment data, to identify where the pressure for school places across the country will arise and where additional school accommodation is needed at primary and post-primary level.
Major new residential developments in a school planning area have the potential to alter demand in that area. In that regard, as part of the demographic exercises, the Department engages with each of the local authorities to obtain the up-to-date information on significant new residential development in each area. This is necessary to ensure that schools infrastructure planning is keeping pace with demographic changes.
Where demographic data indicates that additional provision is required, the delivery of such additional provision is dependent on the particular circumstances of each case and may, be provided through:
- Utilising existing unused capacity within a school or schools,
- Extending the capacity of a school or schools,
- Provision of a new school or schools.
A patronage process is run after it has been decided, based on demographic analysis, that a new school is required. The New Schools Establishment Group (NSEG) is an external independent advisory group which was set up in 2011 to advise me on the patronage of new schools. The patronage process is open to all patron bodies and prospective patrons.
An Online Patronage Process System (OPPS) provides objective information to parents in the relevant school planning areas to assist them in making an informed choice about their preferred model of patronage and language of instruction for the new school.
A prospective patron can choose the school(s) it wishes to apply for and complete an application form in that regard for each school, for submission to the Department. The Department provides details on the OPPS of the school(s) and the list of applicant patrons which have applied for patronage of the school(s).
Parents access the OPPS website, which allows them to access the appropriate survey for their area, to input the details of the eligible child(ren) and to select their preferred patron and language of instruction (where applicable). Parental preferences, as well as other considerations such as the extent of diversity of provision in an area (including Irish-medium provision), are key to the decision-making process and to whether, at primary level, a school would take the form of an Irish-medium Gaelscoil, at post-primary level, a school would take the form of an Irish-medium Gaelcholáiste or whether, if English-medium, the school would include an Irish-medium unit or “Aonad”.
Work on the development of a new policy for Irish-medium education outside of the Gaeltacht is now underway in the Department.
The policy on Irish-medium education outside of the Gaeltacht will be part of the overall framework of the 20-year Strategy for the Irish language 2010-2030 and will build on the achievements of the Policy on Gaeltacht Education 2017-2022. The policy will be an important step towards achieving the Programme for Government commitments on Irish-language education.
The key objectives of the policy are in accordance with the 20-Year Strategy for the Irish Language 2010-2030 and the Programme for Government 2020 and include:
- provision of a framework for the delivery of high-quality Irish-medium education in Gaelscoileanna and Gaelcholáistí and in Irish-medium early learning and care settings (for example, naíonraí) outside of the Gaeltacht
- increasing the proportion of children and young people attending Irish-medium schools, including by building on the foundations laid in Irish-medium early learning and care settings (for example, naíonraí)
- exploring how opportunities for the establishment of Gaelscoileanna and Gaelcholáistí can be increased as part of the patronage process
- developing a clear policy on the establishment and sustainability of Aonaid/Sruthanna (units/streams) in existing English-medium post-primary schools to strengthen Irish-medium education provision
- examining how the supply of teachers and other staff with a high standard of Irish can be increased to meet demand in Irish-medium education settings
- looking at ways to deepen community engagement around Irish-medium schools and early learning and care settings.
A public consultation process was launched on 27 October 2022 to gather the views of stakeholders, including young people, parents, education professionals, education stakeholders and Irish-language organisations. The first phase of this consultation, which included an online questionnaire and a call for written submissions, concluded on 30 January 2023. Responses to the questionnaire and the call for submissions are currently being analysed.
Further phases of the consultation will commence shortly, and will involve further engagement with stakeholders in the form of focus groups, bilateral meetings and a Policy Forum.
A Steering Committee has been established with representatives from relevant Government Departments and Agencies to oversee the development of the policy. The following bodies are represented on the Steering Committee:
The Department of Education
The Department of Children, Equality, Disability, Integration and Youth
The Department of Tourism, Culture, Arts, Gaeltacht, Sport and Media
The Department of Further and Higher Education, Research, Innovation and Science
The Inspectorate
An Chomhairle um Oideachas Gaeltachta agus Gaelscolaíochta
Foras na Gaeilge
The Teaching Council
The National Educational Psychological Service (NEPS)
National Council for Curriculum and Assessment
National Council for Special Education.
A number of actions are being taken to ensure that the new policy will be informed by current research:
- A review of national and international literature has been commissioned through a public procurement process and is being carried out by Sealbhú, DCU.
- A report giving an overview of provision for Irish-medium education outside of Gaeltacht areas was compiled and published by the Department.
- Research on Irish-medium Aonaid and Sruthanna (Units and Streams) in English-medium schools is being carried out on behalf of the Department.
- Two composite reports on inspection findings on the quality of educational provision in Gaelscoileanna and Gaelcholáistí, covering the period 2017 to 2020, were published in spring 2021. These reports provide a helpful insight into relevant themes related to practice in schools.
It is expected that the new policy will be published before the end of 2023. Timelines will depend on the outcome of the consultation process and on the recommendations from the review of national and international research currently being conducted on behalf of the department by Sealbhú in DCU.
323. Deputy Alan Kelly asked the Minister for Education in which quarter of which year she expects a new school (details supplied) in Roscrea to be opened. [26281/23]
View answerThe project to which the Deputy refers has been devolved for delivery to Tipperary Education and Training Board (TETB).
A design team to deliver this project has been appointed by the ETB and this team is in the process of preparing the Stage 1 Report (preliminary design).
The Design Team will ensure that the project progresses through the design stages, obtains the necessary statutory planning permission, and moves onward to tender and construction in due course.
At this early stage, it is not possible to provide a timeline for completion of the project; the ETB will be engaging directly with the school authority to keep them informed of progress.
324. Deputy Alan Farrell asked the Minister for Education if she will provide an update on the request for historical employment records by a person (details supplied); and if she will make a statement on the matter. [26322/23]
View answerI wish to advise the Deputy that correspondence in relation to the person referenced was issued to the Department of Social Protection on 12th May 2023 with the available primary teaching records requested.
This was confirmed by email to the Deputy's office on the same day by an official from the Payroll Division of my Department.
325. Deputy Sorca Clarke asked the Minister for Education when the refurbishment works at a school (details supplied) are expected to move to tender stage of works. [26338/23]
View answerThe project to which the Deputy refers has been devolved to the school Board of Management for delivery, with the assistance of the Joint Managerial Body (JMB).
This major building project includes an extension, refurbishment and demolition works.
Currently the design team is working through Stage 2b of the architectural planning process. This includes recommendations made by my Department for the Decarbonisation Strategy for the project. Given the complexities involved, this has added some time to the finalisation of the Stage 2b Report. When the Stage 2b Report has been approved, the next stage is tendering for a contractor and onwards to construction.
Until Stage 2b has been approved, it is not possible to accurately provide a timeframe for the commencement of the works at the school.
326. Deputy Sorca Clarke asked the Minister for Education when the refurbishment works at a school (details supplied) are expected to be completed; and the estimated cost for these works. [26339/23]
View answerThe project to which the Deputy refers has been devolved for delivery to Louth and Meath Education and Training Board (LMETB).
Works commenced onsite in December 2021, and providing that nothing unforeseen arises, it is expected to reach substantial completion in Q1 2024.
As this project is still ongoing, it is not possible to provide the costs which remain commercially sensitive until the Final Account is approved.
