Written Answers Nos. 292-306
292. Deputy Paul Donnelly asked the Minister for Education her views on class sizes increasing by approximately 35% to 40% due to a reduction in the staff allocation at a school (details supplied); and if she will make a statement on the matter. [29067/23]
View answerThe key factor for determining the level of staffing resources provided at individual school level is the staffing schedule for the relevant school year and pupil enrolments on the previous 30 September. The enrolment thresholds for the appointment of classroom teachers for the 2023/24 school year are set out in Appendix A of Circular 0006/2023, available on the Department website.
There will be no reduction in teaching staff in the school referred to by the Deputy for the 2023/24 school year.
The staffing process contains an appeals mechanism for schools to submit a staffing appeal under certain criteria to an independent Primary Staffing Appeals Board. The school referred to by the Deputy submitted an appeal to the March meeting of the Appeals Board. The appeal was refused on the basis that the grounds of appeal did not warrant the allocation of an additional teacher. The Appeals Board operates independently of the Department and its decision is final.
293. Deputy David Stanton asked the Minister for Education to outline the data her Department considers when projecting second level school place requirements; how often this data is reviewed; if such data has highlighted the need for an additional second-level school in the east Cork area in the near future; and if she will make a statement on the matter. [29072/23]
View answerI wish to advise the Deputy that in order to plan for school provision and analyse the relevant demographic data, my 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.
The level of demand volume across school planning areas with an increasing net requirement ranges from small to medium increases that are likely to be accommodated by existing schools through to significant projected growth that may require additional provision. Where data indicates that additional provision is required at primary or post primary level, the delivery of such additional provision is dependent on the particular circumstances of each case and may be provided through either one, or a combination of, the following:
• Utilising existing unused capacity within a school or schools,
• Extending the capacity of a school or schools,
• Provision of a new school or schools.
My Department is aware of increasing pressures and demand for additional school places in a number of school planning areas (SPAs) including the school planning areas around East Cork.
Where capacity issues arise it may not be as a result of lack of accommodation but may be driven by the following factors:
• Duplication of applications – pupils have applied for a place to a number of schools in the area
• School of choice – pupils can’t get a place in their preferred school while there are places in other schools in the town/area
• Some towns/areas have single sex schools and while places are available in the school there are not available to all pupils
• External draw – pupils coming from outside the local area
My Department's main responsibility is to ensure that schools in an area can, between them, cater for all pupils seeking school places in the area. In relation to school admissions, it is the responsibility of the managerial authorities of all schools to implement an enrolment policy in accordance with the Education Act, 1998.
Parents have the right to choose which school to apply to and where the school has places available the pupil should be admitted. However, in schools where there are more applicants than places available a selection process may be necessary. This selection process and the enrolment policy on which it is based must be non-discriminatory and must be applied fairly in respect of all applicants. However, this may result in some pupils not obtaining a place in the school of their first choice.
Similar to the process adopted in advance of the current academic year, my Department is engaging with patron bodies around the country to identify particular capacity requirements for the forthcoming year(s) which may necessitate action including, where required, the provision of modular accommodation solutions.
New schools are established by my 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.
Additionally, my Department will continue to liaise with the local Council in respect of its review of the Development Plan with a view to identifying any potential long-term school accommodation requirements.
294. Deputy Marc MacSharry asked the Minister for Education if she will review the case of two children who live more than 3.2 km from their local school who have been turned down for school transport (details supplied); and if she will make a statement on the matter. [29080/23]
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 149,000 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.
There has been an increase of 21% in tickets issued to eligible students and 38% increase in tickets issued on a concessionary basis in the current 2022/23 school year compared to the 2021/22 school year.
In addition, school transport scheme services are being provided in the current school year for over 5,400 children who have arrived to Ireland from Ukraine.
The total cost of the scheme in 2022 was €338.9m.
Under the terms of the Primary School Transport Scheme, children are eligible for school transport where they reside not less than 3.2kms from and are attending their nearest Primary School as determined by the Department/Bus Éireann, having regard to ethos and language.
Children who are not eligible for school transport, but who completed the application and payment 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.
Due to 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.Under the terms of the scheme, the availability of concessionary transport varies from year to year based on the capacity on the buses running on all of the various routes and the number of eligible children accommodated on each route.
Routes will not be extended or altered, additional vehicles will not be introduced, nor will larger vehicles or extra trips using existing vehicles be provided to cater for children travelling on a concessionary basis.
Bus Eireann have confirmed, that the family to whom the Deputy refers, are not eligible for school transport as they are not attending their nearest primary school. The family reside 3.7kms to their nearest school and 4.8kms from their school of attendance. They cannot be considered for concessionary transport as there is no service operating from where they reside to the school of attendance.
295. Deputy Marc Ó Cathasaigh asked the Minister for Education the information her Department's planning and building unit has available regarding current Irish primary school outdoor spaces, including the average space available, how the space was designed, what boundaries, surfaces, equipment and natural elements are in situ, whether funding for equipment has been through public or private means, if the outdoor space is also used for community purposes; and if she will make a statement on the matter. [29088/23]
View answerThe specific information requested by the Deputy relating to outdoor spaces in primary schools is not available in my Department.
My Department’s Design Guidelines for all new schools provides for outdoor multi use games areas (hard play areas) and the level of play space provided varies with the size of school. For example, a new 24 classroom primary school with special education needs classes is provided with 3 ball courts (1,755m² in total), 2 junior play areas (600m² in total), as well as secure hard and soft play area (300m²) and a 100m² sensory garden. In respect of new post-primary schools, a new 1,000 pupil post-primary school will be provided with 6 ball courts (3,060m² in total) and a 200m² secure hard and soft special education play area.
A suite of technical guidance documents is available on www.gov.ie to assist design teams in best practice design and development of school building projects
Details of large-scale projects completed from 2010 to date may be viewed on my Department's website at, www.gov.ie and this information is updated regularly.
In general, the priority use of school property will be for educational purposes, however, it is Department policy to support the use of school facilities for wider community usage where possible. Accordingly, a set of guidelines ('Guidelines on the use of School Buildings outside of School Hours') in relation to the use of school buildings outside of school hours was published by my Department in October 2017. These guidelines can be viewed on the Department's website at www.education.ie/en/Publications/Policy-Reports/guidelines-on-the-use-of-school-buildings-outside-of-school-hours.pdf. The purpose of these guidelines is to provide guidance for schools in relation to the use of school buildings outside of school hours. These guidelines are presently being updated, following consultations with school stakeholders - however, the 2017 documents remain valid.
296. Deputy Frankie Feighan asked the Minister for Education the reason it would take up to seven weeks in her Department's primary school payroll section to progress the paperwork on a jobseeker's application for a teacher (details supplied) who does not have a permanent full-time contract and is concerned about a seven-week or more delay in getting paid jobseeker's payment; and if she will make a statement on the matter. [29090/23]
View answerI can advise the Deputy that a request from the individual was been received in my Department on 12th June 2023. The individual is seeking a number of forms to be completed containing records from 2022 and onwards.
The form for the current period from Easter to Summer 2023 can only be completed when the schools are closed which Is at the end of June 2023. Forms are processed chronological order of receipt and the time frame for return is approximately 4 weeks at present.
297. Deputy Jennifer Murnane O'Connor asked the Minister for Education the number of WTE structural engineers working in her Department in 2022 and to date in 2023, in tabular form; and if she will make a statement on the matter. [29150/23]
View answerThe information sought by the Deputy is set out in the attached tabular statement.
|
Department of Education |
||
|
Grade WTE |
30-Apr-22 |
30-Apr-23 |
|
Senior Structural Engineers |
2 |
4 |
298. Deputy Seán Haughey asked the Minister for Education if she is aware of concerns expressed about the challenging nature of Leaving Certificate 2023 maths paper 1; if she will ask the State Examinations Commission to examine these concerns and respond to them; and if she will make a statement on the matter. [29195/23]
View answerI am very much aware of the impact Maths Paper 1 Higher Level has had on students, parents and teachers, however, the State Examinations Commission (SEC) has responsibility for the operation, delivery and development of the State examinations.
The examination paper development process involves a multi-stage process of drafting, setting, translating and various layers of oversight and scrutiny. Those involved are experts in the subject who are also experienced teachers.
Each year the Commission receives commentary and observations about the content and level of difficulty of the examination papers from students, parents, teachers, professional bodies and other interested parties.
I understand that all such correspondence is brought to the attention of the Chief Examiner and is considered in the refinement of draft marking schemes. The approach taken by the SEC to the development of the final marking schemes ensures consistency in the marking and fairness to candidates.
299. Deputy Seán Haughey asked the Minister for Education her plans for the reform of the Leaving Certificate examination; and if she will make a statement on the matter. [29196/23]
View answerIn March 2022, I announced an ambitious programme of work for a reimagined Senior Cycle of education where the student is at the centre of their Senior Cycle experience. In my announcement, I set out a clear vision for the redevelopment of all Senior Cycle programmes, including the Leaving Certificate Established (LCE), and also the Leaving Certificate Applied (LCA), Leaving Certificate Vocational Programme (LCVP) and Transition Year (TY) Programmes.
The traditional written examinations in June have been an important part of the Leaving Certificate Established, and I firmly believe that examinations have their strengths. They enable us to assess a considerable range of student learning in a manageable way that is trusted by students, teachers, parents and the general public.
However, we also need to get a better balance in the range of ways we assess students’ learning. Under Senior Cycle redevelopment, we are moving to a model that uses other forms of assessment beyond terminal written examinations, over a less concentrated time period, in line with international best practice. It will enable us to maintain the high standards and quality that we need to continue to achieve in our schools to serve our students well. It is vital that the form of assessment we use both reflects excellence in standards and truly enables all students to showcase their abilities.
In the future, each Leaving Certificate subject will have a State Examinations Commission (SEC) externally moderated, teacher-based form of assessment which will be worth 40%. This will be designed on a subject-by-subject basis. This does not prevent further components, which would be externally assessed in a similar fashion to existing arrangements.
Setting a weighting of 40% for the teacher-based form of assessment demonstrates our commitment to deliver on the objectives of encouraging the development of a broad range of skills whilst also addressing the stress for students that many experience arising from the exams.
It is planned that the first tranche of new and revised subject specifications, including updated assessment models, will be introduced for students in entering 5th year in Network Schools in September 2024. The first tranche includes the two new subjects of Drama, Film and Theatre Studies, and Climate Action and Sustainable Development, and the optional subjects of Business, Biology, Chemistry, Physics, Arabic, Latin and Ancient Greek. The national roll-out of the first tranche is planned for students entering 5th year in September 2024; with annual tranches of revised subject specifications from then.
Work is currently advancing within the National Council for Curriculum and Assessment (NCCA) to develop the subject specifications for the first tranche of new and revised subjects. The NCCA and the SEC have also commissioned research on the weighting and timing of additional assessment components, and on moderation of teacher-based assessment.
In addition, in September 2023, the NCCA will publish a schedule of subject specification reviews which will provide the sequencing and timing of changes to all subject specifications beyond those in the first tranche.
Whilst the Deputy has asked about the reform of examinations, it is important to highlight that Senior Cycle redevelopment will have an effect on all aspects of the student experience across all four of the Senior Cycle programmes. Considerable work has been ongoing regarding Senior Cycle redevelopment in my Department, the NCCA and the SEC, and much has been achieved since my announcement last year, including:
• Subject background papers were prepared, public consultations completed and Subject Development Groups convened for the two new subjects ((i) Drama, Film and Theatre Studies and (ii) Climate Action and Sustainable Development) and also for Business;
• Subject Development Groups for the remaining subjects in the first tranche (Biology, Chemistry, Physics, Arabic, Latin and Ancient Greek) have been reconvened;
• Access to the LCA and LCVP has been broadened through the removal of subject specific requirements. These are the first steps which will ultimately lead to a more integrated Leaving Certificate available to all students.
• The Post-Primary Special Education Development Group was established within the NCCA’s structures to develop follow-on Senior Cycle modules for students progressing from Level 1 and Level 2 Learning Programmes at Junior Cycle level.
• A Statement Development Group was established to develop a revised Transition Year Programme Statement.
• The Senior Cycle Redevelopment Programme Delivery Board, which will oversee the reform work and report regularly to me on progress, was appointed in February of this year
• At the same time, I established the Senior Cycle Redevelopment Partners’ Forum. This is a representative stakeholder engagement group; which will underpin the collaboration necessary to support implementation and, where appropriate, further developments under the programme.
Our focus now is on advancing the planning in relation to the approach to Network Schools, with further engagement necessary with the NCCA and other key partners before launching an Expression of Interest process to schools seeking their participation.
300. Deputy Mattie McGrath asked the Minister for Education the remuneration that will be provided to the link person referenced in the letter to principals on the Pilot Programme of Counselling Supports in Primary Schools; the resources that will be put in place for them; the hours that will be made available to them to co-ordinate this programme in their school; and where her Department sees capacity for a link person given the current workload on teachers and school principals. [29197/23]
View answerThe announcement of a pilot of counselling supports in primary schools marks an important development in supporting the well-being and mental health of children. I was delighted to secure this funding as we know that nationally and internationally there is increasing concern about the mental health and well-being of children and young people and that school staff are facing challenges every day in supporting children and young people presenting with these issues. I have listened to schools and to stakeholders and responded to their calls for the provision of mental health services in primary schools. This pilot will support children to cope better with their emotions and feelings, learn about and understand their feelings, develop coping skills and improve their relationships with others. Under this pilot selected schools are provided with easy access to a pre-approved panel of counsellors. This pilot will build on existing good practice, guidance and supports currently available in the system.
NEPS psychologists will work with schools to identify and support the prioritisation of those most in need of access to this counselling support. This is part of the current role of the NEPS psychologist when working with schools – identifying need for and signposting to appropriate services.
The significant work in preparing for this project will be done by my Department, which will manage and provide for all matters relating to Garda Vetting, payments, governance and related training. As this is a pilot project, the NEPS psychologists will work very closely with the schools concerned. What is required by schools is to link with a counsellor on a panel of pre-approved counsellors to provide for the service. This service will be provided, initially, to a small number of children in each school, and as such, I am satisfied that the expert assistance of the psychologists to the schools will provide adequate reassurance and support to implement this project. To the greatest degree possible in the context of the pilot my Department has mitigated additional work for school personnel, whom I know will be eager to participate in this innovative initiative, for the benefit of children in their school.
The Department will be providing detailed information and support to both the schools and the counsellors over the coming months to ensure the smooth running of the pilot.
301. Deputy David Stanton asked the Minister for Education if she is aware that there are still children with no second level school place secured in east Cork ahead of the commencement of the 2023/2024 school year in September; the action she intends to take to ensure that these young people are offered school places; and if she will make a statement on the matter. [29213/23]
View answerAs the Deputy will be aware, for school planning purposes, my Department divides the country into 314 school planning areas and utilises a Geographical Information System to anticipate school place demand. Information from a range of sources, including Child Benefit data, school enrolment data and information on residential development activity is used for this purpose. Additionally, Project Ireland 2040 population and housing targets inform my Department's projections of school place requirements.
While my Department is aware of increasing pressures and demand for additional school places it is important to note that where enrolment pressures arise, it may not be as a result of lack of accommodation but may be driven by the following factors:
• Duplication of applications – pupils have applied for a place to a number of schools in the area
• School of choice – pupils can’t get a place in their preferred school while there are places in other schools in the town/area
• Some towns/areas have single sex schools and while places are available in the school they are not available to all pupils
• External draw – pupils coming from outside the local area
My Department's main responsibility is to ensure that schools in an area can, between them, cater for all pupils seeking school places in the area. In relation to school admissions, it is the responsibility of the managerial authorities of all schools to implement an enrolment policy in accordance with the Education Act, 1998.
Parents have the right to choose which school to apply to and where the school has places available the pupil should be admitted. However, in schools where there are more applicants than places available a selection process may be necessary. This selection process and the enrolment policy on which it is based must be non-discriminatory and must be applied fairly in respect of all applicants. However, this may result in some pupils not obtaining a place in the school of their first choice.
My Department is working to establish the true extent of any capacity issues across school planning areas through ongoing discussions with the relevant school patrons and authorities.
This close engagement will allow my Department to identify particular capacity requirements for the forthcoming years which may necessitate further action to that already in train including, where required, the provision of modular accommodation solutions.
The Educational Welfare Services (EWS) of the Child and Family Agency (Tusla) is the statutory agency that can assist parents who are experiencing difficulty in securing a school place for their child. The local service is delivered through the national network of Educational Welfare Officers (EWO). Contact details are available at www.tusla.ie/get-in-touch/education-and-welfare/
302. Deputy Richard O'Donoghue asked the Minister for Education if her attention has been drawn to the fact that many students have contacted my office and many other offices throughout the country in an extremely upset manner after sitting the Leaving Certificate maths paper 1 (details supplied). [29236/23]
View answerI am very much aware of the impact Maths Paper 1 Higher Level has had on students, parents and teachers, however, the State Examinations Commission (SEC) has responsibility for the operation, delivery and development of the State examinations.
The examination paper development process involves a multi-stage process of drafting, setting, translating and various layers of oversight and scrutiny. Those involved are experts in the subject who are also experienced teachers.
Each year the Commission receives commentary and observations about the content and level of difficulty of the examination papers from students, parents, teachers, professional bodies and other interested parties.
I understand that all such correspondence is brought to the attention of the Chief Examiner and is considered in the refinement of draft marking schemes. The approach taken by the SEC to the development of the final marking schemes ensures consistency in the marking and fairness to candidates.
303. Deputy Cormac Devlin asked the Minister for Education to provide an update on a school building project (details supplied); and if she will make a statement on the matter. [29253/23]
View answerThe school referred to by the Deputy was approved funding under the Additional School Accommodation Scheme for the provision of two Mainstream Classrooms.
My Department subsequently agreed to extend the scope of this project which provided for the replacement of temporary accommodation on site with 8 new permanent classrooms and 3 Special Education Teaching rooms. and ancillary accommodation.
The project is devolved for delivery to the school authority and my Department received the school's Design Team Stage 1 architectural design report in 2022. Additional information was requested from the Design Team to complete this review. This information was received from the school in April 2023, The submission is being reviewed by my Department's technical team and upon completion, my Department will engage directly with the school authority to provide whatever practical assistance and advice is necessary to implement this important project for the wider school community.
304. Deputy Cormac Devlin asked the Minister for Education to provide an update on a school building project (details supplied); and if she will make a statement on the matter. [29254/23]
View answerAs the Deputy is aware, a major building project for the school to which he refers is included on the Department's school building programme.
The project is currently at project brief stage and my Department expects to be in contact directly with the school authority as part of this process shortly.
There are standard procedures to be followed in relation to the progression of a building project, which involve finalising the project brief, the appointment of a Design Team, preliminary design, detailed design, planning permission and then ultimately proceeding to tender and construction. It is not therefore possible, at this stage, to provide an estimated timeframe for this project.
305. Deputy Cormac Devlin asked the Minister for Education to provide an update on a school building project (details supplied); and if she will make a statement on the matter. [29255/23]
View answerThe Letter of Acceptance (LOA) for the schools referred to by the Deputy issued to the preferred tenderer on the 18th May 2022 commencing the school building contract.
Works are progressing well on site with the school building due for completion for the start of the 2023/24 school year.
306. Deputy Emer Higgins asked the Minister for Education if she will provide an update on the reserved specialists tender process for the school building project for a school (details supplied); and if she will make a statement on the matter. [29278/23]
View answerThe major project for the school referred to by the Deputy is at Architectural Planning Stage 3 - Tender Action and Award. The reserve specialist tender report is currently under review by my Department.
When the Senior Quantity Surveyor has assessed the reserved specialist tender report and is satisfied with the details and the calculations, a recommendation will issue to the Design Team.
