Written Answers Nos. 602-621
602. Deputy Pa Daly asked the Minister for Education if she will examine the lack of summer provision in special needs' schools; what she intends to do to resolve this issue; and if she will make a statement on the matter. [28344/23]
View answerDetails of this year’s Summer Programme were announced by the Department on 9 February 2023. Again, 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 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.
Schools with special classes running a school based scheme are asked to 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 with the remaining places on the programme being offered to those at most risk of educational disadvantage
The Summer Programme is reliant on schools and their staff choosing to participate on a voluntary basis. However, 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.
As part of this pilot, a National Coordinator has been appointed to liaise with special schools to help facilitate them run a programme. A series of live recorded webinars directed specifically at encouraging as well as assuaging any concerns of Special Schools have recently taken place and are available to view on www.gov.ie/summerprogramme.
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.
Schools are given flexibility to engage staff that are not currently employed in their schools to support their summer programme. A portal is also available for teachers and SNAs to register their interest in working on a school based programme in a special school. Student teachers and students in relevant disciplines such as therapy, social care and nursing and others, including early childcare workers and carers, will also be able to register their interest in working on this year’s Programme.
This year’s Home-based programme is 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 have been published which include full details on eligibility criteria. Full information has also issued to schools directly and published on www.gov.ie/summerprogramme.
603. Deputy Catherine Murphy asked the Minister for Education if primary schools will receive a digital strategy ICT grant this academic year and in the next line with the Digital Strategy for Schools to 2027;and if not, if she will provide her rationale. [28376/23]
View answer617. Deputy Marc Ó Cathasaigh asked the Minister for Education the position regarding ICT grant funding this school year; the rationale regarding the withdrawal of this funding stream given the need for schools to progress their digital learning; and if she will make a statement on the matter. [28517/23]
View answerI propose to take Questions Nos. 603 and 617 together.
Under the Digital Strategy for Schools 2015 to 2020 overall investment of €210m issued to all recognised primary and post-primary schools in annual grant funding. This funding was to support schools to invest in appropriate digital infrastructure to embed the use of digital technology in teaching, learning and assessment.
The new Digital Strategy for Schools to 2027 was published last year and is underpinned by an investment of €200m to support schools over the period committed to under Ireland’s National Development Plan (NDP). The first tranche of €50m issued to all recognised primary and post-primary schools in late 2021.
It is hoped to issue the next tranche of funding in the 2023-2024 school year. As with all such funding, the issuing of the grant is subject to the availability of Exchequer funding and the wider capital needs of the Department including the building programme to ensure the supply of school accommodation.
It is anticipated that the funding committed to under the NDP will be available to support the implementation of the Digital Strategy to Schools in future years.
As with funding under the previous strategy, the funding under the Digital Strategy for Schools to 2027 issues directly to schools as they are best placed to identify the requirements of their own learner cohort and to meet those requirements in the most appropriate way in accordance with their digital learning plan.
The recently announced €29 million in minor works funding for primary and special schools 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.
604. Deputy Catherine Murphy asked the Minister for Education if DEIS schools receive an enhanced grant under the Digital Strategy for Schools to 2027. [28377/23]
View answerUnder the Digital Strategy for Schools 2015 to 2020 overall investment of €210m issued to all recognised primary and post-primary schools in annual grant funding. This funding was to support schools to invest in appropriate digital infrastructure to embed the use of digital technology in teaching, learning and assessment.
The new Digital Strategy for Schools to 2027 was published last year and is underpinned by an investment of €200m to support schools over the period committed to under Ireland’s National Development Plan (NDP). The first tranche of €50m issued to all recognised primary and post-primary schools in late 2021.
The funding allocation model applying to the ICT Infrastructure Grant will be detailed in the Circular at the time of issue of the grant. All students following primary and post-primary programmes are included, for per capita purposes, in recognised primary, special and post-primary schools. An enhanced per capita rate applies to students enrolled in DEIS and Special schools and to pupils in mainstream special class primary settings. Information on the background to this scheme for the 2021-2022 school year, the rates and eligibility for this funding, is set out in the associated circular which can be found on .gov.ie website.
As with funding under the previous strategy, the funding under the Digital Strategy for Schools to 2027 issues directly to schools as they are best placed to identify the requirements of their own student cohort and to meet those requirements in the most appropriate way in accordance with their digital learning plan.
605. Deputy Paul Murphy asked the Minister for Education further to Parliamentary Question No 191 of 1 June 2023, if he will indicate a timeframe for when the claims lodged by teachers' unions at TCC might be progressed; and if she will make a statement on the matter. [28419/23]
View answerAs outlined in my reply to your question of the 1st June 2023, the teachers unions have lodged a number of claims at the TCC in relation to incremental credit, and specifically a claim about private post primary teaching service outside the E.U. These claims are still under consideration. The Department will advise the TCC of the outcome on completion of this process.
606. Deputy Seán Canney asked the Minister for Education if her Department will now sanction an extension to a school (details supplied); if her Department can approve an extension for another 500 students; and if she will make a statement on the matter. [28425/23]
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.
Where an increasing requirement for school places is identified, my Department first considers any existing capacity across schools in the relevant area. If a need for additional school capacity is established, my Department considers the scope to expand existing schools or any requirement to establish a new school to meet the need.
There is significant recent and current capital investment by my Department at post primary schools in the town to which the Deputy refers and my Department will continue to work to advance the projects to ensure sufficient places for both mainstream provision and for pupils with special education requirements both for the coming academic year and into the future.
At present my Department does not have an application for additional accommodation for the school in question. It is open to the school authority to submit an application for assessment.
607. Deputy Jennifer Murnane O'Connor asked the Minister for Education when a new special educational needs organiser will be appointed to the Carlow area following the vacancy arising (details supplied); and if she will make a statement on the matter. [28451/23]
View answerThe National Council for Special Education (NCSE) is responsible, through its network of Special needs Organisers (SENOs), for fulfilling the functions of the Council within a designated area in relation to the identification of and delivery and co-ordination of education services to children with disabilities.
The Council employs SENOs to provide a nationwide system of local services. Locally based SENOs consult widely with parents/guardians, teachers, health care professionals, school authorities, HSE and other relevant government agencies.
SENOs are assigned by region, rather than on a county basis. The Carlow area falls under South East Team 2, which is comprised of 3.5 SENOs, a team manager and a regional manager. The recent SENO recruitment competition, which concluded last month, has led to the NCSE extending offers of employment to successful candidates. Consequently, newly appointed SENOs are expected to be assigned to schools across this region shortly.
In addition, where a Team Manager or SENO vacancy arises, a point of contact is assigned to the area to assist schools, parents and local services until the position is filed. Essential services are maintained through cover provided from available staff resources. If parents are unsure of the SENO for their area, they can contact the team manager for the region, who will be able to inform them of the SENO’s details providing interim cover. A list of Regional Manager, Team Manager, and SENO contact details can be found on the regional contact list on the NCSE website.
608. Deputy Peter Burke asked the Minister for Education if she will review the facilitating of the teaching of art in second-level schools; if there has been a drop in the number of schools offering this subject; if art is a core subject which should be taught at second level, what responsibility is on the school to provide art classes once there is an art teacher on the staff; and if she will make a statement on the matter. [28452/23]
View answerEach school is required to use the Framework for Junior Cycle 2015 to plan a programme for each of the three years of the Junior Cycle that meets the requirements set out in the Framework and Circular 0028/2023. When planning its Junior Cycle programme, each school is required to take account of the school’s local context and the backgrounds, interests, and abilities of its students and to reflect the characteristic spirit of the school.
The Junior Cycle Visual Arts specification, was introduced in 2017. This places the student at the centre of their experience of Visual Art in junior cycle. It allows the student to make a greater connection with learning by focusing on the quality of learning that takes place, and by offering experiences that are engaging and enjoyable for them, and are relevant to their lives. Due to the impact of the COVID 19 pandemic it was first examined in 2022.
In the spring term of 2023, the NCCA conducted an early insights review of Junior Cycle Visual Art. The review process entailed consultations with students, teachers and school leaders as part of school-based visits, as well as focus group discussions with teachers in regional settings around the country, and consultations with other relevant stakeholders on their experience of the subjects as enacted. Feedback from all interested parties was also sought via an online survey. A report on the early insights review will be published in Autumn 2023 on www.ncca.ie
Students taking the established Leaving Certificate programme must take at least five subjects. English, Mathematics and Irish are the core subjects for all students, except for those students who have an exemption from Irish. Typically, students take six or seven subjects. The range of subjects offered in an individual school is a matter for the school. The range of subjects offered will vary in accordance with the teaching resources in the school and the needs and interests of the students. Art is one of a number of optional subjects offered by schools.
A new Leaving Certificate Art specification was published in 2019, and was available for students entering fifth year in September 2021. These students will take the examination for this subject for the first time in June 2023. This specification is built around the artistic process and how it supports learning. In this specification, Visual Studies refers to the study of the visual expressions of all aspects of culture, created by past, recent modern and contemporary societies.
For the Leaving Certificate Applied Programme students may engage with two optional modules Visual Art and Craft and Design.
Visual Art consists of two modules: Individuality and Identity and The Local Environment. In each module students undertake research, make contextual references, practice making and developing ideas, and practice reflection and evaluation. The Craft and Design module is divided into four different areas - Fashion and Textiles; Graphic Communication and Print Media; Three-Dimensional Studies; and Lens-Based Studies. The course encourages students to explore different craft and design possibilities using basic tools and equipment and to experiment and become familiar with the basic processes related to their chosen crafts.
A comprehensive suite of teaching and learning resources and supports are available to teachers at Junior and Senior Cycle from the Junior Cycle for Teachers (JCT) www.jct.ie/home/home.php and Professional Development Service for Teachers (PDST) pdst.ie/ .
The table below outlines the number of schools offering the subject at Junior and Senior Cycle since the introduction of the new specifications.
|
Year |
Number of Schools – Senior Cycle |
Number of Students – Senior Cycle |
Number of Schools – Junior Cycle |
Number of Students – Junior Cycle |
|
2022 |
688 |
41,503 |
704 |
71,343 |
|
2021 |
690 |
36,904 |
704 |
68,935 |
609. Deputy Alan Dillon asked the Minister for Education if she will consider providing support for IXL learning supports for a school (details supplied); and if she will make a statement on the matter. [28466/23]
View answerChoices regarding educational materials, textbooks, educational products as well as digital and online services to support the implementation of the curriculum in schools are made by individual schools and their boards of management. The current policy in the Department is not to endorse any products, publications or services from individual providers, therefore, it is not possible for my Department to support the services of IXL Learning in any individual school.
610. Deputy Alan Dillon asked the Minister for Education if she will provide an update on a DEIS status application for a school (details supplied); and if she will make a statement on the matter. [28467/23]
View answerMy Department provides a wide range of supports to all schools, DEIS and non-DEIS, to support the inclusion of all students and address barriers to students achieving their potential.
Supplementing the universal supports available to all schools, the Delivering Equality of Opportunity in Schools (DEIS) Programme is a key policy initiative of my Department to address concentrated educational disadvantage at school level in a targeted and equitable way across the primary and post-primary sector.
In March last year, I announced the single largest expansion of the DEIS programme. This benefited 361 schools. The programme now includes 1,200 schools and supports approximately 240,000 students. This means 1 in 4 of all students are now supported in the programme.
This recent expansion will add an additional €32million to my Department’s expenditure on the DEIS programme from 2023, bringing the overall Department of Education allocation for the programme to €180million.
Schools were identified for inclusion in the programme through the refined DEIS identification model, which is an objective, statistics-based model. Schools were not required to apply for inclusion in the DEIS programme and the model has been applied fairly and equally to all schools.
The DEIS identification process is based on the principle of concentrated disadvantage and the proportion of students from disadvantaged backgrounds within a school. The DEIS identification model aimed to identify those schools with the highest levels of concentrated disadvantage or the highest proportion of students from disadvantaged backgrounds within a school using the school's enrolment data and national census data as represented by the Pobal HP Deprivation index which is publicly available.
A detailed paper on the refined DEIS identification model is available on gov.ie at www.gov.ie/en/publication/a3c9e-extension-of-deis-to-further-schools/#how-schools-were-selected-for-inclusion-in-deis
In accordance with Circular 0019/22 schools that were not satisfied with the outcome following the application of the DEIS identification model to their school enrolment data were provided with the opportunity to have that outcome reviewed. The DEIS appeals process was applied fairly across all appellants, the window for appeals has now closed and the results are final.
Following the processing of Rathbane National School's appeal, regrettably there was no change to the outcome of the initial application of the refined DEIS identification model to the school. My Department, however, will continue to support Rathbane National School and the school community as they deliver high quality, inclusive teaching and learning to their students and young learners.
The extension of the DEIS programme to new schools is just one component of work in my vision for an inclusive education system which supports all learners to achieve their potential. While the DEIS programme supports those schools with the highest levels of concentrated educational disadvantage, I also recognise that there are students at risk of educational disadvantage in all schools. Since June 2020, and over the past three budgets, I have secured funding to provide measures to support children in this regard. As part of Budget 2023, I announced over €50 million to provide free books to primary school pupils within the free education scheme from next September. I have also further improved the staffing schedule for all primary schools to 23:1, the lowest it has ever been.
Following the National Census held in April 2022, it is envisaged that an updated HP Deprivation Index will be generated by Pobal and will be available in Q3 of 2023. My Department will engage with Pobal in relation to this process. The updated HP Deprivation Index, when available, will be considered by my Department to help inform future resource allocation to tackle educational disadvantage.
The next phase of work will consider all schools, within and outside the DEIS programme and explore the overall allocation of resources to schools to tackle educational disadvantage. Part of this programme of work will involve consultation with relevant stakeholders over the coming months.
611. Deputy John McGuinness asked the Minister for Education the status of the provision of a new school to accommodate the amalgamation of schools (details supplied); and if the process will be expedited. [28475/23]
View answerMy Department has had engagement with the schools to which the Deputy refers regarding their proposed amalgamation. As part of this, the schools' accommodation has been discussed.
My Department is considering a proposed option to meet the long-term needs of the schools. There are multiple factors being assessed as part of this consideration, including technical feasibility, climate action implications, demographic trends, and local school place needs.
Officials will be in contact with the school to further discuss the proposed amalgamation when this consideration is complete.
612. Deputy Brendan Griffin asked the Minister for Education for clarification on a matter (details supplied); and if she will make a statement on the matter. [28476/23]
View answerUnder the Programme for Government, there is a commitment to make further progress in reducing the pupil teacher ratios in primary schools and supporting small schools and I am delighted that significant progress has been made.
In Budget 2023, I ensured major investment in our schools and I have succeeded in bringing the teacher allocation ratio to an average of 1 classroom teacher for every 23 pupils in all primary schools for the 2023/24 school year which is the lowest ever seen at primary level. This was my third successive Budget which saw an improvement in allocation of teachers to primary schools. Budget 2021 reduced the staffing schedule to an average of 1 classroom teacher for every 25 pupils, while Budget 2022 reduced it further to 1 classroom teacher for every 24 pupils. 2021 saw the introduction of a three point reduction in the retention schedule, which assists schools which would otherwise be at risk of losing teaching posts.
This significantly increased investment reflects my commitment and that of Government to support the educational success of learners and to provide a quality inclusive school system with improved learning outcomes for all.
This builds on measures in previous budgets which has seen improvements in the overall allocation of teaching posts and specific targeted measures for small and isolated schools as well as primary schools on our islands.
The staffing process contains an appeals mechanism for schools to submit a staffing appeal under certain criteria to an independent Primary Staffing Appeals Board, including a specific measure aimed at small schools.
613. Deputy Francis Noel Duffy asked the Minister for Education the cost to run the north inner city multidisciplinary team each year; and if she will make a statement on the matter. [28479/23]
View answerMy Department is committed to supporting a quality and inclusive school system that provides an equal opportunity at success for all children, including those at risk of educational disadvantage.
The North East Inner City Multi-Disciplinary Team (NEIC MDT) comprises of Educational Psychologists from my Department’s National Educational Psychological Service (NEPS) and Health Service Executive (HSE) Speech and Language Therapists, Occupational Therapists and a Psychologist.
This project is an interagency collaboration between my Department and the HSE which provides a multidisciplinary team to ten NEIC primary schools. The NEIC MDT provide school staff, children and families access to on-site Speech and Language Therapy, Occupational Therapy and Psychology; it also offers psychology support to families through the HSE Psychologist on the team. The MDT provide a wraparound service including preventative work, early intervention, assessment and therapeutic intervention, to support all children, school staff and families.
The MDT teams provide a needs-based school service that responds to the presenting issues for each child, their family and school.
My Department provides funding for 2.8 Whole Time Equivalent NEPS psychologists at a cost of some €250,000 per annum. The other posts are funded by the HSE.
614. Deputy Brendan Griffin asked the Minister for Education her advice on a matter (details supplied); and if she will make a statement on the matter. [28492/23]
View answerUnder the Programme for Government there is a commitment to seek to make further progress in reducing the pupil teacher ratios in primary schools.
In Budget 2023, I ensured major investment in our schools and I have succeeded in bringing the teacher allocation ratio to an average of 1 classroom teacher for every 23 pupils in all primary schools for the 2023/24 school year which is the lowest ever seen at primary level. This was my third successive Budget which saw an improvement in allocation of teachers to primary schools. A three point reduction in the retention schedule, in place since 2021, assists schools that would otherwise be at risk of losing teaching posts.
The configuration of classes and the deployment of classroom teachers are done at local school level. The Department's guidance to schools is that the number of pupils in any class is kept as low as possible taking all relevant contextual factors into account (e.g. classroom accommodation, fluctuating enrolment etc.). School authorities are also requested, where possible, to use their autonomy under the staffing schedule to implement smaller class sizes for junior classes.
615. Deputy Rose Conway-Walsh asked the Minister for Education if she will provide an update on the working conditions of resource staff working in YouthReach and how their employment terms and conditions compare with that of teaching staff; and if she will make a statement on the matter. [28498/23]
View answerWhile the Department of Education retains regulatory responsibility for the ETB sector, the Department of Further and Higher Education, Research, Innovation and Science now has policy responsibility for the further education sector.
Youthreach is a further education and training programme for early school leavers which aims to provide young people with the knowledge, skills and confidence to participate fully in society and progress to further education, training and employment. It provides a range of supports for learners, including work placement, career guidance, personal counselling as well as informal support from staff. It requires staff who are flexible, multi-disciplined and experienced. The length of the programme is longer than the school year, but this is to ensure the continuity in the lives of the young person and provide that ongoing support needed over a longer period.
The staff in Youthreach include Youthreach Coordinators, Youthreach Resource Persons and teachers. Youthreach Coordinators and Resource Persons have their own terms and conditions and are a separate grade to teachers. Accordingly, they do not require to be registered with the Teaching Council nor does Section 30 of the Teaching Council Act, 2001 apply to Youthreach Centres as they do not fall within the definition of a recognised school.
While relevant qualifications are desirable, no qualifications are specified for Youthreach Coordinators and Resource Persons. This is intended to give Education and Training Boards (ETBs) maximum flexibility to recruit staff with the combination of personal qualities and professional skills most likely to meet the often complex needs of participating learners. The roles of the Youthreach Coordinator and Youthreach Resource Person were designed very much with the programmes structure in mind. Template contracts of employment for these roles, as set out in Circular 12/03, were negotiated and agreed by all stakeholders.
Teachers are also employed in Youthreach but it is a matter for each ETB to decide on the staff required for the programme being delivered in their Youthreach centres.
A union representing Youthreach Coordinators and Youthreach Resource Persons has submitted a claim in respect of both grades. Officials from both departments have engaged with the union on the matter under the auspices of the Workplace Relations Commission.
616. Deputy Ivana Bacik asked the Minister for Education if she plans to grant extra time on examinations to candidates with dyslexia to complete State exams, both Junior and Leaving Certificate; and if she will make a statement on the matter. [28507/23]
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.
618. Deputy Michael Lowry asked the Minister for Education her efforts to enhance the quality of education in Ireland; the steps being taken to improve students' digital literacy skills, promote inclusive education and assist teachers in adapting to changing educational needs; the initiatives and policies in these areas that are being implemented; and if she will make a statement on the matter. [28545/23]
View answerThe Department of Education’s Statement of Strategy sets out the vision, mission and goals in order to provide an education system where every child and young person feels valued and is actively supported and nurtured to reach their full potential. It aims to ensure that our school system is open and welcoming for all students, regardless of background, and that in particular learners at risk of educational disadvantage will be supported to achieve their full potential.
My Department is committed to
• supporting the provision of high-quality education and improve the learning experience to meet the needs of all students, in schools and early years settings
• ensuring equity of opportunity in education and that all students are supported to fulfil their potential
• providing strategic leadership and support for the delivery of the right systems and infrastructure for the sector in co-operation of our education partners.
These goals are being progressed, for example, through increasing investment in our school infrastructure, supporting the continuous professional development of school staff, improving services for children with Special Educational Needs (SEN), tackling educational inequality and continued curriculum reform.
A number of key national education strategies and initiatives underpin the work of the Department and drive the significant changes that are being planned and implemented across the continuum of education. These include the National Síolta Aistear Initiative, Wellbeing Policy Statement, Literacy and Numeracy for Learning and Life strategy, DEIS Plan, 20 year strategy for the Irish Language – Implementation Plan, Policy on Gaeltacht Education, Teacher Supply Action Plan, Digital Strategy for Schools, Languages Connect: Ireland’s Strategy for Foreign Languages in Education. STEM Education Policy Statement and Education for Sustainable Development: The National Strategy on Education for Sustainable Development in Ireland
The curriculum from early childhood to senior cycle offers multiple opportunities for the development of digital skills and digital literacy. Reform of the curriculum across primary and senior cycle is underway which will build on these opportunities so as to ensure that our young people are equipped with the digital skills and digital literacy required to meet the challenges of the 21st century and therefore participate fully in society.
The Digital Strategy for Schools to 2027, published in April of last year, sets out the Department’s policy approach to continue the progress made in embedding digital technology across the curriculum and in all aspects of teaching, learning and assessment. Its stated vision is “to empower schools to harness the opportunities of digital transformation to build digital competence and an effective digital education ecosystem so as to develop competent, critically engaged, active learners while supporting them to reach their potential and participate fully as global citizens in a digital world”. The Digital Strategy will support the ongoing advancement of digital infrastructure through targeted funding, and working with colleagues across Government to ensure broadband connectivity to all schools, regardless of location. It will be supported through a capital investment of some €200m over its lifetime under the National Development Plan 2018-2030
The Department of Education’s STEM Education Policy Statement 2017–2026, published in November 2017, sets out the ambitious goals and actions required to achieve and improve the STEM education experience and outcomes for all learners from early years to post-primary school. Its vision is to nurture curiosity, inquiry, problem-solving, creativity, ethical behaviour, confidence, and persistence, along with the excitement of collaborative innovation. This will be achieved through for example curriculum and assessment reform, teacher professional development, embedding of digital learning in our classrooms and advances in initial teacher education. The second STEM Education Implementation Plan published in May this year sets out the approach for the continued promotion of STEM education for the coming years to 2026.
The Government has committed to the development of a successor strategy to the 2011 Literacy and Numeracy Strategy. The new Literacy, Numeracy and digital literacy strategy will be aligned with and support the new primary curriculum, the junior cycle framework and the revised senior cycle. Areas identified for particular attention including the further development of numeracy, increased support for our disadvantaged learners, a stronger emphasis on digital literacy and an increased focus on multilingual literacy. The new strategy, which is being developed against robust research and consultation, will be published later in 2023.
The Delivering Equality of Opportunity in Schools (DEIS) Programme is a key policy initiative of the Department to address concentrated educational disadvantage at school level in a targeted and equitable way across the primary and post-primary sector. In March last year, I announced the single largest expansion of the DEIS programme, benefitting 361 schools. The programme now includes 1,200 schools and supports approximately 240,000 students. The additional €32million to my Department’s expenditure on the DEIS programme from 2023, brings the overall allocation for the programme to €180million.
Further improved staffing schedule for all primary schools to 23:1 has brought the teacher allocation ratio in all primary schools to the lowest ever seen at primary level. This is the third successive Budget which has seen an improvement in allocation of teachers to primary schools.
Under the Assistive Technology scheme, funding is provided to schools towards the cost of computers and specialist equipment, which are required for educational purposes. All equipment provided under this scheme supports children with more complex disabilities who, in order to access the school curriculum, require essential specialist equipment. This year, my Department will spend in excess of €2 Billion, or over 25% of the Department’s budget on providing a wide range of schemes and supports for children with special educational needs with an additional €2 million funding in Budget 2023 for this scheme. This represents an increase of almost 60% on funding allocated previously to this essential support. This increased allocation supports my Department’s commitment to ensure that a full range of resources, not just teachers and SNAs, are available to support children who most need it.
In addition a total investment of over €50 million is provided for a new primary free school book scheme commencing for the 2023/24 school year. The new scheme will provide free schoolbooks, workbooks and copybooks, in recognised primary schools and special schools. More than 558,000 pupils enrolled in approximately 3,230 primary schools, including over 130 special schools, will benefit from this measure.
My Department continues to promote the quality of teaching and learning through the provision of continuing professional development (CPD) and supports for teachers and principals to include the provision of an induction programme for newly-qualified teachers, dedicated support for school leaders, national CPD for curricular and policy reform, and ongoing support for teachers. These supports are delivered by the department's Support Services:
I trust the information supplied shows the work and investment being undertaken within my Department to ensure that every child has access to an educational experience that supports both their academic and personal development.
619. Deputy Holly Cairns asked the Minister for Education to examine the possibility of using a school (details supplied), which closed in June 2022, as a special school for west Cork. [28588/23]
View answerI would like to thank the Deputy for the question and would like to advise the following:
Enabling children with special educational needs to receive an education is a priority for this Government. 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).
The vast majority of children with special educational needs are supported to attend mainstream classes with their peers. Where children with more complex needs require additional supports, special classes and special school places are provided.
For 2023, the spend by my department on special education will be substantially increased by over 10% on last year, meaning that for 2023 my department will spend over €2.6 billion on special education.
This level of educational funding and support is unprecedented and represents in excess of 27% of the Department’s total allocation for 2023.
This includes funding to support children with special educational needs in mainstream classes; funding for new special classes and new special school places; additional special educational teachers, special needs assistants.
The NCSE has responsibility for coordinating and advising on the education provision for children with special educational needs nationwide.
Over the last two to three years, my department and the NCSE have introduced a number of strategic initiatives to plan for and provide sufficient special class and special school places.
These initiatives are bearing fruit with over 600 new special classes sanctioned at primary level, almost 300 new special classes sanctioned at post-primary level and five new special schools established over the last three years.
Over the last two to three years, my department and the NCSE have worked with school patron bodies to open five new special schools, 2 of these are in Cork – Carrigaline Community Special School and Rochestown Community Special School. The newest of these schools, Rochestown Community Special School opened recently and has enrolled 25 children. It is envisaged that this new special school will grow to accommodate over 60 students over the next few years.
This brings to 15 the number of special schools located in County Cork, which for September 2022 had provisional enrolment for 952 children.
Recently on 12th April, Minister Foley and l announced the establishment of a further special school which will be established in Carrigtwohill, east Cork.
In addition, 328 new special classes – 217 at primary and 111 at post-primary level - have also been sanctioned by the NCSE for opening in the 2023/24 school year, with more to be confirmed in the coming weeks.
Of these new classes, 71 are in Co. Cork, with 53 at primary level and 18 at post-primary level. These new classes will bring the total number of special classes in Cork to 492.
The Deputy references the issue of establishing a new special school in West Cork specifically, and I want to assure you that both my department and the NCSE will continue to monitor and review the need for further new special schools or the expansion of existing special schools over the coming months and years.
It is particularly important to consider the distances that some of our students are travelling in order to access a special school placement, and this is a key consideration when we decide to establish any new special school or expand provision in an existing special school.
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.
620. Deputy Holly Cairns asked the Minister for Education if she will ensure that Circular Letter 10/98 is made available to the public by publishing it in the departmental website; and if she will make a statement on the matter. [28589/23]
View answerCircular Letter 10/98 is a historical circular that was published in 1998 by the Department of Education and has since been superseded.The allocation of staff in respect of VTOS is no longer a matter for the Department of Education. Staffing in respect of VTOS is now a matter for the Department of Further and Higher Education, Research, Innovation and Science (DFERIS).
My Department has forward this query to the relevant section of that Department.
621. Deputy Peadar Tóibín asked the Minister for Education the security protections in place for remote workers within civil and public service organisations to safeguard against personal information of members of the public in audio, text and electronic form being inadvertently exposed to unauthorised third parties within the remote setting; if she can provide a copy of the remote working best practice guidelines for civil and public service workers; and if she will make a statement on the matter. [28639/23]
View answerMy Department is committed to the highest level of data protection for the personal data which it processes and takes its compliance with data protection obligations very seriously. My Department has a range of policies in place which encompass ICT usage, removing files, Information security Policy, GDPR compliance among others. These policies apply to staff regardless of location i.e. working in the office or remotely.
My Department has specifically published a policy on removing files from the office for remote working, which includes guidance on security and confidentiality.
Staff working remotely use departmental laptops which are encrypted and multifactor authentication has been deployed to protect user accounts from compromise.
Remote working best practice is guided by the Blended Working Policy Framework for Civil Service Organisations.
