Written Answers Nos. 91-110
93. Deputy Gary Gannon asked the Minister for Education the number of resignations (including notices of resignation) of primary and secondary school teachers since the beginning of the 2022-2023 academic year. [31568/23]
View answerThe Deputy will be aware that my Department provides a payroll service to over 3,700 primary, secondary, community and comprehensive schools.
The number of teachers allocated for the 2022 / 2023 school year was 42,739 in primary schools and 34,250 in post primary schools. This has been an increase of over 17,000 teachers employed in our schools over the 10 year period from the school years (2011/2012 - 2022/2023).
Based on the information provided by schools to the Department’s Payroll Division, since 1st September 2022, the number of contracted teachers who have indicated they were not returning to teach in their school, and who did not take up a position in another primary, secondary, community or comprehensive school is as follows:
• 39 teachers in primary schools
• 72 teachers in non ETB post primary schools.
Some of the teachers who have indicated that they are not returning to teach may have taken up employment in the ETB sector.
The Board of Management of schools are the employer of teachers and the recruitment and appointment of teachers to fill teaching posts is a matter for each individual school authority. Therefore teachers will notify school management, in writing, of their intention to resign.
In general, teachers are required to provide three months’ notice to their Board of Management specifying the date on which they will be leaving. The school can pay the teacher up to that leaving date and this information is communicated to my Department’s payroll service.
Employee turnover is a key concern for employers across many different sectors of the economy both in Ireland and internationally. In an Irish context this is highlighted in the latest CIPD Ireland HR Practices in Ireland report which reports that a third of employers have reported a voluntary turnover rate of 16% or higher. This is a significant increase from 2022 when 21% of employers experienced the same level of worker departures.
The resignation figures experienced by other sectors is not reflected in the Education sector. It’s therefore positive that the numbers of teachers reported as resigning is consistent with previous years and the number of resignations accounts for less than half a percent of the overall number of teachers allocated to schools.
We are deeply fortunate in Ireland to have such a highly skilled, engaged, and committed teaching workforce. It is of immense benefit to our children and young people and to our society as a whole.
I was also pleased to note that CAO first preference choices for post-primary teaching have increased this year by 11%. This is very positive and reflects on the Teaching Transforms campaign which promotes the teaching profession and encourages students to follow a career in teaching.
In that context, I am also pleased to be able to approve 610 additional places on Initial Teacher Education programmes over the next two academic years.
My Department is continuing to engage closely with school management bodies, teacher unions and other education stakeholders to develop further, innovative measures to improve the availability of teachers.
95. Deputy Richard Bruton asked the Minister for Education if she is satisfied with the model being piloted for the transfer of patronage in schools; and if modifications in that approach are planned. [31671/23]
View answerThe Programme for Government includes a commitment to “achieve the target of at least 400 multi-denominational primary schools by 2030, to improve parental choice”.
In recent years there has been considerable progress towards increasing the numbers of multi-denominational primary schools.
In 2022, there were 166 primary schools with a multi-denominational or inter-denominational ethos.
For historical reasons, most primary schools are State-aided parish schools, with the local Bishop as patron, although this pattern is changing. It is recognised, including by the Catholic patrons, that more diverse provision is required to cater for our changing society.
The Schools Reconfiguration for Diversity process, supporting transfers of schools to multi-denominational patrons in response to the wishes of local communities, has been developed in order to accelerate the delivery of multi-denominational schools. When a school transfers from the patronage of one patron to another, the school remains open with the same roll number and operating from the same school property. All State-funded primary schools follow a common national curriculum and are subject to the same rules and regulations.
In March 2022 I announced that arrangements were being put in place in a number of towns and areas of cities that had no multi-denominational primary schools to identify potential schools and to engage with school authorities, school staff and the school communities with a view to agreeing on a transfer of patronage and change of ethos, where there was sufficient demand for this.
The engagement at local level across the seven pilot areas was largely concluded at the end of Q1 2023.
Two schools, Cornamaddy National School in Athlone and St. Enda’s Primary School in Whitefriar Street, Dublin 8, are transferring from Catholic patronage to the local Education and Training Board, becoming multi-denominational community national schools. My Department is hopeful that there will be a number of other transfers of patronage and change of ethos to multi-denominational in the short term.
As this was a pilot process it was always intended to review its operation and examine any lessons. My Department is continuing a review of the process over the course of the summer and following consultation with relevant stakeholders, this will be finalised and published in the autumn. It is envisaged that it will include a strategy and framework for delivering on the Government commitment for increasing multi-denominational provision.
The review is looking at the engagement with the school communities as well as taking on board the views of the facilitators and the feedback from parents and staff of schools involved in the pilot. My Department is engaging with representatives of the Catholic patrons and representatives of the main multi-denominational patron bodies, as part of this work.
The review is considering any lessons, including the aspects that worked well, the elements that can be improved upon and the process for providing multi-denominational options for parents in other towns and areas of the country going forward.
My goal remains to establish a strong process, that has the support of patrons and local communities, and which will enable us to continue to increase the number of multi-denominational primary schools across the country.
It is the intention of my Department to publish the final facilitator reports for the schools engaged with as part of this pilot in due course.
96. Deputy Joan Collins asked the Minister for Education how special schools can have generic behaviour codes which every child has to follow when these children with the highest supports do not understand what is been asked of them, leading to suspension of the children and families in distress (details supplied); her stance on behaviour codes for special schools; if she will examine with her Department and NCSE the matter of individualising behaviour codes for families; and if a Middletown programme will be introduced in all special schools and autism classes (details supplied). [31156/23]
View answerI want to thank the Deputy for her question and acknowledge the real difficulties being experienced by this child and his family. I would like to take the opportunity to set out how we support children with challenging behaviours in our schools where the express intention at all times is that they have the supports necessary to allow them to access their education.
The Board of Management of each school must prepare and make available a code of behaviour for all students under section 23 of the Education Welfare Act 2000. The Act requires that the school code of behaviour is prepared in accordance with guidelines issued by the then, National Educational Welfare Board (NEWB), now Tusla.
These guidelines encourage schools to be considerate in communicating the code of behaviour to students with special educational needs. Schools are advised that sanctions should be sensitive to the particular circumstances of vulnerable individuals or groups of students (such as children with special educational needs). Teachers should take particular care that they help these students to understand what is happening.
Following a recommendation in Cineáltas: Action Plan on Bullying 2022 , Tusla are reviewing and updating the Behaviour Guidelines for Schools to reflect current Department of Education policies and procedures. Tusla has established a multi-agency stakeholder steering group to oversee this work.
The National Council for Special Education (NCSE) employs a number of specialist roles to support schools and build teacher capacity in the areas of autism and behaviour. These roles include autism and behaviour advisors, who are assigned across regional support teams to provide advice and support to schools. This service can, as part of the designated training modules, provide guidance for schools in relation to the management of difficult behaviour.
Budget 2023 has provided funding for additional staffing in the NCSE, including additional advisors to support schools in this area. Schools may also seek advice and support from their local National Educational Psychological Service (NEPS) in dealing with behavioural issues.
Middletown Centre for Autism is a jointly initiative between my Department and the Department of Education in Northern Ireland and is jointly funded on a 50:50 basis.
It is a service aiming to provide further assessment, learning support and intervention for children and young people with autism.
Department of Education officials from both Northern Ireland and Ireland engage with the Middletown senior management team on a regular basis to formulate a strategy to increase the levels of service in both jurisdictions.
This includes exploring the development of a pilot scheme for special schools in Ireland with a view to adapting the wraparound Middletown support service for children in these schools and imparting knowledge of best practise to teaching professionals in these schools.
My Department also established an Expert Working Group to develop guidelines for schools on the prevention and management of challenging behaviours where such behaviour is considered as likely to present serious risk of physical harm to the student concerned and/or others within the school environment. The guidelines are nearing completion and will be published shortly. Specific training in relation to the new guidelines will then be provided to special schools.
The intention of this range of supports is to minimise, to the greatest degree possible, suspensions or expulsions from special schools and to better support these students on their educational journey.
97. Deputy Violet-Anne Wynne asked the Minister for Education if she will consider increasing the school capitation grants in her submission for Budget 2024; and if she will make a statement on the matter. [31647/23]
View answerAs Minister for Education I am very conscious of the need to ensure schools are supported, enabling them to maximise teaching and learning outcomes for all students.
My Department provides funding to all recognised schools in the Free Education Scheme by way of per capita grants. These grants are based on recognised enrolments in September of the relevant school year, which is the September 2022 enrolment figures for the 2022/2023 school year.
These grants are separate to the Department's meeting full payroll costs for all teachers and SNAs employed by a school.
The two main grants are the Capitation grant to cater for day to day running costs including heating, lighting etc. and the Ancillary/Schools Special Support Fund grant to cater for the cost of employing ancillary services staff. These grants may be regarded as a common grant from which the Board of Management can allocate according to its own priorities.
The current rate of standard Capitation grant is €183 per pupil at Primary level and €316 per student at Post-Primary level. Enhanced rates are also paid in respect of pupils with Special Educational needs.
The standard Ancillary Services Grant rate is €173 per pupil in Primary schools and €224.50 per student in Post-Primary schools.
Primary schools with less than 60 pupils are paid the Capitation and the Ancillary grants on the basis of having 60 pupils.
At Post-Primary level, schools with less than 200 students receive ancillary related grants on the basis of having 200 students.
My Department provided in excess of €660 million in capitation related grants to schools in 2022.
Schools also receive a range of other grants including Book Grants, Programme grants etc. For the 2023/24 school year I have introduced a landmark new scheme that signifies a new chapter in Irish primary education to provide free school books for all primary and special school pupils. The total free primary book grant amount paid to date in 2023 is €53.5m.
As part of the Cost of Living measures introduced in Budget 2023, €90 million issued at the end of 2022 in once-off additional capitation funding to support increased running costs for recognised schools in the free education scheme.
My Department has also made the services of the Financial Support Services Unit (FSSU) available to support schools in the area of financial governance and management. The FSSU provide templates specifically tailored for the needs of schools and also provide assistance through online supports and school visits.
I understand the need for increased capitation funding and I am pleased that my Department has been able to provide for increases in capitation funding for primary and post-primary schools in recent years. Capitation rates have increased by 7.5% in recent years with all schools benefitting. It is my intention to seek funding for further capitation increases in future budgets.
98. Deputy James O'Connor asked the Minister for Education further to Parliamentary Question No. 89 of 16 May 2023, if she will provide an update on the number of applications made for the school transport scheme within County Cork; if there is an increase in applications in the Cork east constituency; if her Department has plans for new school transport routes; and if she will make a statement on the matter. [31659/23]
View answerThe School Transport Scheme is a significant operation managed by Bus Éireann on behalf of the Department of Education. In the 2022/23 school year, over 149,000 children, including over 18,000 children with special educational needs, were 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% in tickets issued on a concessionary basis in the 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.
The School Transport Scheme is an important service for families and children. The purpose of the Department's School Transport Scheme is, having regard to available resources, to support the transport to and from school of children who reside remote from their nearest school.
Bus Éireann have advised that it is not possible to break down the information sought by the Deputy in to separate constituencies within the county.
In the 2022/2023 school year there was almost a 20% increase in applications received for mainstream transport compared to the 2021/2022 school year. Bus Éireann is in the process of assessing new and existing applications for the upcoming school year and a final figure will be available when this process is complete. However, they have indicated that they have received approximately 6,000 new applications which include on time and late applications for the 2023/2024 school year. Some of these applications may be duplicate applications, applications made in error, or applications where there is no existing service in place.
In respect of applications received from children with Special Educational Needs (SEN) there was an increase of 5% in new applications received in the 2022/2023 school year. Applications for Special Educational Needs transport are received on a year round basis.
For the 2022/23 school year there were 605 new Ukrainian applications received.
New school transport routes are established on a demand-led basis, subject to eligibility requirements. A minimum number of 10 eligible children residing in a distinct locality, as determined by Bus Éireann, are required before consideration may be given to the establishment or retention of school transport services, provided this can be done within reasonable cost limits.
The closing date for new applications for the 2023/2024 school year was Friday 28th April 2023. The closing date for payment/entering medical details for tickets for the 2023/2024 school year was Friday 9th June 2023. Bus Éireann issued families with acknowledgements and payment reminders once an application was completed. An extensive media campaign which included advertisements in local and national media was run by my Department in tandem with Bus Éireann’s reminders to families and social media messaging to encourage families apply and pay or enter medical card details on time.
The Bus Éireann family portal is now closed for all applications and payments for a period of 3 weeks.
This closure is necessary so that Bus Éireann can process applications, arrange transport and to assess all applications and determine whether they are eligible or concessionary and to include Temporary Alleviation Measures (TAMS) as soon as possible for the 2023/24 school year. Bus Éireann plans to issue all eligible tickets from July.
Bus Éireann are now reviewing all school transport services over the summer months. Arising from this review, routes may be altered, extended or withdrawn depending on the number and location of eligible children who will be availing of school transport for the following school year.
Pending completion of the School Transport review, there will be no removal or downsizing of buses/routes for the 2023/2024 school year.
99. Deputy Colm Burke asked the Minister for Education to outline the work completed to date under the pilot programme of counselling and wellbeing/mental health supports in schools; her Department's plans for the programme going forward; and if she will make a statement on the matter. [31607/23]
View answerThe Department of Education is committed to supporting the emotional wellbeing of our children and I was delighted to announce the establishment of a programme of counselling and mental health supports to be piloted in a number of primary schools from September 2023. Strand 1 of the pilot was announced on the 31st of May and Strand 2 on the 22nd of June.
Strand 1 will see the provision of one-to-one counselling to support some children in counties Cavan, Laois, Leitrim, Longford, Mayo, Monaghan and Tipperary. Schools were advised by letter of this exciting new initiative on June 1st, and invited to an online meeting with NEPS on the 27th June for further information. This meeting was well attended, with positive engagement from school principals who were assured of continuing NEPS support for them as the pilot is implemented.
Considerable work has been undertaken and will continue to roll this new pilot programme out. My Department will establish county panels of pre-approved experienced counsellors to work in the selected schools for the duration of the pilot. The counsellors will be accredited members of either the Psychological Society of Ireland (PSI), the Irish Association of Humanistic and Integrative Psychotherapy (IAHIP) or the Irish Association for Counselling and Psychotherapy (IACP). Further to initial engagement with these bodies and a survey of their members, the Department has sought applications from suitable candidates from these 3 bodies for inclusion on the panels. The National Educational Psychological Service (NEPS) will provide a strong induction programme to familiarise the counsellors on the panel with the education sector.
In line with the Department’s Continuum of Support, a child will be prioritised for counselling following a period of school-based intervention, with evidence that, despite intervention, the child has not made adequate progress. Psychologists from NEPS will work with schools to identify and support the prioritisation of those most in need of access to this counselling support.
Strand 2 will see the establishment of a new type of support from Education Wellbeing/Mental Health Teams for clusters of primary schools. This Strand will also see the introduction of Education Wellbeing/Mental Health Practitioners, who will work as part of a team under the direction and supervision of NEPS. 78 schools across Cork, Dublin 7, Dublin 16 and Carlow have been contacted by letter advising that they have been included in Strand 2 of the pilot.
The focus of the support to be provided under Strand 2 is on strengthening whole school preventative approaches. This includes the provision of psycho-education support for parents and teachers, and the provision of early intervention to groups of children or individual children with mild/emerging need, using low-level therapeutically-informed approaches.
The Department will partner with Cork Education and Training Board in the recruitment of Psychology, Social Care or Education graduates for the role of Education Wellbeing / Mental Health Practitioners for this pilot. These graduates will require additional training which will be provided by NEPS psychologists and their ongoing work in schools will be under the close supervision of NEPS. Each team will comprise one NEPS psychologist and four Education Wellbeing/Mental Health Practitioners. The Practitioners will work as part of a Wellbeing and Mental Health Support Team in the four cluster areas.
This pilot will build on existing good practice, guidance and supports currently available in the system. It will complement ongoing work and resources to support children’s mental health and wellbeing that is provided in schools by the Department’s support services and NEPS, as well as the wider mental health supports available to children and young people through the health services.
The scheme is not a substitute for services provided by HSE Primary Care Psychology or CAMHS. NEPS have liaised with the HSE in relation to the development of the pilot and will continue to do so throughout the pilot.
An evaluation of the pilot will be carried out and I am confident that we will take valuable learnings from this pilot.
100. Deputy Richard Bruton asked the Minister for Education if she will consider developing an enhanced range of interventions in acutely disadvantaged clusters of urban schools such as has been proposed by principals in a number of such schools. [31670/23]
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 these universal supports, the DEIS programme provides a targeted and equitable way to address concentrated educational disadvantage that promotes equity and has benefits for students.
My Department now spends approximately €180million annually providing additional supports to 1,200 schools in the DEIS programme. This includes an additional €32m allocated following my announcement to extend the programme to an additional 322 schools from last September. This now means that approximately 240,000 students or 1 in 4 of all students are now supported in the programme.
Within the DEIS programme, the highest levels of resources are targeted at those primary schools with the highest levels of concentrated educational disadvantage. Schools in this category are accorded DEIS Urban Band 1 status. There are currently 306 primary schools in DEIS Urban Band 1, including 79 primary schools who were included in the band for the first time last September as part of the extension of the programme. Schools in this band receive a more beneficial staffing schedule, home school community liaison support as well as access to the school completion and school meals programmes. Schools in DEIS Urban Band 1 also receive a DEIS grant that reflects the schools’ high levels of educational disadvantage and priority access to the support of the National Educational Psychologists Service (NEPS).
My Department is continuing to undertake work towards achieving its vision for an inclusive education system which supports all learners to achieve their potential. It also recognises that we need to target resources to those schools who need them most. That is why my Department has undertaken a programme of work to explore the allocation of resources to schools to address educational disadvantage. To support this work my Department have invited the OECD Strength Through Diversity: Education for Inclusive Societies Project to review the current policy approach for the allocation of resources to support students at risk of educational disadvantage in Ireland. This review will provide an independent expert opinion on the current resource allocation model for the DEIS programme and, drawing on international examples, inform a policy approach for an equitable distribution of supplementary resources to support students at risk of educational disadvantage attending all schools, both DEIS and non-DEIS.
The OECD review will be complimented by a programme of work by my Department which will look at reviewing individual resources and allocation approaches. This work will consider the allocation of resources within the DEIS programme. It will also seek to ensure that schools are supported to ensure every child has an equal opportunity to achieve their potential.
I am aware of the proposal referred to by the Deputy. In the context of the ongoing work in my Department in relation to resource allocation to address educational disadvantage, officials from my Department met with a number of the principals involved in the proposal last week. The officials noted the barriers many children in their schools face, preventing them achieving their potential in education. My officials noted the efforts and initiatives the schools have put in place to support those most vulnerable children in their schools in order to provide them with an equal opportunity to learn. The information provided from that meeting, together with consultations with other stakeholders, will inform my Department’s work in this area as it continues to develop.
101. Deputy Ruairí Ó Murchú asked the Minister for Education if her Department has considered the impact on Border third-level institutions of a later-than-usual Leaving Certificate results day, as Border third-level institutions need to attract Northern-based students who will receive UCAS offers based on their A Level results on August 17; and if she will make a statement on the matter. [31590/23]
View answerI am aware that the timing of issue of results is of course an important issue for the further and higher .education sector, in the context of planning for the transition from post-primary to further and higher education. In that regard, my Department, together with the State Examinations Commission and the Department of Further and Higher Education, Research, Innovation and Science, met with the higher education stakeholders in March. This included the Irish Universities Association, Technological Higher Education Association, Union of Students in Ireland and the CAO.
I understand that about 0.5% of new entrants into undergraduate courses in Ireland each year are from Northern Ireland. This translates as between 200 and 300 new entrants from Northern Ireland into undergraduate courses in Ireland each year.
The State Examinations Commission, or the SEC, has responsibility for the development, operation and delivery of the State examinations. The SEC has recently confirmed that it intends to issue the Leaving Certificate 2023 results on Friday, the 25th of August.
This is a full week earlier than the 2022 results, which issued on the 2nd of September last year. It is a significant and very welcome step towards pre-pandemic norms in relation to the timing for issue of results.
Within this timeframe, the SEC is again this year providing a deferred examinations sitting for candidates unable to sit the main exams due to bereavement or major illness or injury. It will also implement a post-marking adjustment in the context of avoiding any cliff edge in grades as compared to the pandemic years. This will happen after all marking is complete.
I want to acknowledge the huge effort and commitment by the SEC to deliver this timeline, while maintaining these important student-centred elements of the process.
I also want to take the opportunity to thank all those teachers who are engaging in examining work, and whose efforts are crucial to the delivery of these results for the more than 135,000 students altogether who have sat this year’s Leaving Certificate, Leaving Certificate Applied and Junior Cycle exam took place at over 800 post-primary schools and other venues across Ireland.
The SEC advises that candidates' results will be transferred to the Central Applications Office or the CAO at the earliest opportunity to facilitate progress to higher education. While the CAO falls under the remit of my colleague, the Minister for Further and Higher Education, Research and Innovation, I understand that the CAO has announced that the Round 1 offer date will be the 30th of August this year.
102. Deputy Thomas Gould asked the Minister for Education whether she has engaged with the State Examinations Commission regarding Leaving Certificate maths papers. [31632/23]
View answerThe State Examinations Commission or the SEC has responsibility for the development, operation and delivery of the State examinations. In accordance with its role, all matters relating to the drafting and setting of examinations and the marking of them fall within its remit. Ensuring integrity and fairness in the examinations is a core part of the SEC’s role.
The SEC has advised that examination papers and draft marking schemes are developed through a rigorous development process to meet the requirements of the relevant syllabi and standards of assessment. 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 teachers.
As part of the normal paper development process, Mathematics papers for 2023 were reviewed by subject experts before they were finalised in order to assess their suitability, the appropriateness of how they assess various learning outcomes set out in the subject specification or syllabus, the clarity of language in them and the demand they present.
Leaving Certificate examination papers are also subject to review by university representatives who view the draft examination papers and marking schemes. The role of the representatives is to verify to the university authorities that the examinations are satisfactory for matriculation purposes.
A detailed manual setting out the process is available on the website of the SEC which is www.examinations.ie. The Manual for Drafters, Setters and Assistant Setters can be found under Publications, on the About Us section of the website (www.examinations.ie/about-us/Setting%20Manual_rev3.pdf)
The Department engages regularly with the SEC on a range of matters relating to the examinations, and there has been engagement in respect of this particular issue. In terms of marking, the SEC advises that examiners in Maths, who are generally experienced teachers in the subject, work under the overall direction and management of the Chief Examiner for the subject.
The Chief Examiner for each examination takes all necessary steps to ensure that the examination paper, the marking scheme and its application to the work produced in that year’s examination combine to ensure that the performance standards are appropriately set and maintained. The approach taken by the SEC to the development of the final marking schemes ensures consistency in the marking and fairness to candidates.
The SEC has also advised that commentary and correspondence on the examinations from students, parents, teachers, professional bodies and other interested parties, which is a normal part of the examinations process, is brought to the attention of the Chief Examiner and is considered in the refinement of the draft marking scheme. Any such correspondence received in my Department has been brought to the SEC's attention.
The Deputy may also wish to note that the National Educational Psychology Service, has developed a range of online wellbeing resources and supports for Leaving Certificate students, which are available on gov.ie at Wellbeing support for Leaving Certificate students, parents and school staff (www.gov.ie).
103. Deputy Pádraig O'Sullivan asked the Minister for Education when a three-classroom extension project at a school (details supplied) will progress; and if she will make a statement on the matter. [30829/23]
View answerThe purpose of my Department’s Additional School Accommodation (ASA) programme is to ensure that essential classroom accommodation is available to cater for pupils enrolled each year and where the need cannot be met by the school’s existing accommodation.
I can confirm to the Deputy that the school referred to was approved funding under my Department's ASA Scheme and responsibility for the delivery of this project has been devolved to the school authority. The original project was to provide three mainstream classrooms to replace temporary accommodation, three additional new classrooms, a multi sensory room and ancillary accommodation.
The school authority appointed a Design Team and submitted design options in their stage 1 report which is part of the architectural planning process. Professional and technical officials in my Department reviewed this report and visited the school on the 26th of May 2023 with a view to progressing the project. Technical guidance has already issued to the school authority in order to maximise the potential of the school site and further increase the number of classrooms included in the project given the challenges of increasing the size of accommodation in the future. Prior to progressing the project to the next stage, the school authority have been requested to submit a revised Stage 1 submission. While the onus is on the school authority to liaise with their Design Team in order to prepare a response for submission to my Department, my officials will continue to work closely with the school authority and its design team in order to ensure this important project progresses as quickly as possible. As a special school project, it is a key priority and I am anxious to have it delivered as quickly as possible.
This year, my Department will invest in excess of €2 billion, or over 25% of the Department’s budget in the area of special educational needs support. As a result, the numbers of special education teachers, special needs assistants and special class and school places are at unprecedented levels.
Over the last two years, my Department and the National Council for Special Education (NCSE) have worked closely on a more streamlined and joined up planning process which has ensured a targeted approach to meet demand for special education placements ahead of each new school year. The Department continues to work with the NCSE in relation to the requirements for special class and special school places and also the more strategic and longer-term requirements.
More generally, my Department has a strong track record of delivery of school building projects and this was achieved again in 2022 notwithstanding the wider construction sector environment of high inflation, labour shortages and supply chain issues. This is evidenced by the fact that there are currently 300 school building projects at construction stage and a further 1,000 at pre-construction stage.
104. Deputy Fergus O'Dowd asked the Minister for Education when the long-awaited review of the school transport scheme is due to be completed and the recommendations published; and if she will make a statement on the matter. [31637/23]
View answerThe School Transport Scheme is a significant operation managed by Bus Éireann on behalf of the Department of Education. In the 2022/2023 school year, over 149,000 children, including over 18,000 children with special educational needs, were 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 an increase of 38% in tickets issued on a concessionary basis in the 2022/23 school year compared to the 2021/22 school year.
In addition, school transport scheme services have been provided in the 2022/2023 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.
The School Transport Scheme is an important service for families and children.
The purpose of the Department's School Transport Scheme is, having regard to available resources, to support the transport to and from school of children who reside remote from their nearest school.
A review of the School Transport Scheme is at an advanced stage. The review is being conducted with a view to examining the current scheme, its broader effectiveness and sustainability, and to ensure that it serves students and their families adequately.
Phase 1 of the review examined the impact of eligibility criteria on mainstream pupils who were eligible for transport to their nearest school but attending their next nearest school. The report was completed in June 2021.
Following consideration of this Phase 1 report, for the 2021/2022 school year, the provision of temporary alleviation measures was approved for transport for post-primary students who are otherwise eligible for school transport, but were attending their second nearest school and had applied and paid on time. These measures have been continued for the 2022/2023 school year, and will again continue in the 2023/2024 school year pending completion of the review.
Phase 2 of the review was completed late last year and phase 3 involved an examination of issues around eligibility criteria, scheme performance, scheme expenditure and the potential for scheme integration. In addition, external expert assistance was procured to assist in conducting a comprehensive cost benefit analysis in line the Public Spending code of the potential options for the future operation of the scheme. It is expected that phase 3 of the review will be completed shortly.
This final report will include recommendations on the future operation of the Department’s School Transport Scheme. Once approved by Government, it is planned that the review will be published.
For the 2023/2024 school year, it remains that children are eligible for transport at primary level where they reside not less than 3.2 kilometres from and are attending their nearest national school, and at post primary level where they reside not less than 4.8 kilometres from and are attending their nearest post primary school/education centre as determined by the Department/Bus Éireann, having regard to ethos and language.
Children who are eligible for school transport and who have completed the application process on time are accommodated on school transport services where such services are in operation.
Children who are not eligible for school transport, but who completed the application process on time, are considered for spare seats that may exist after eligible children have been facilitated; such seats are referred to as concessionary seats.
Pending completion of the School Transport review, there will be no removal or downsizing of buses/routes for the 2023/2024 school year.
105. Deputy Catherine Connolly asked the Minister for Education further to Parliamentary Question No. 85 of 16 May 2023, her plans to publish her Department’s review of the summer programme; and if she will make a statement on the matter. [31566/23]
View answerRef No: 31566/23
The Inspectorate report, ‘Summer Programme 2022: Perspectives of children and young people, their parents and programme managers’ was published on my Department’s website in April 2023.
The report is based on visits conducted by the Inspectorate to a sample of the primary, post-primary and special schools that provided the summer programme. During their visits, the inspectors observed the various activities that were taking place, spoke with programme managers, engaged in a group discussion with the children and young people who participated in the programme and invited parents to complete an online survey.
The published report identified many positive impacts of the summer programme and some areas for improvement.
A key positive finding was the extent to which children and young people experienced success in the programme through engaging in a broad range of enjoyable, activity-based tasks which were designed to enhance learning in literacy, numeracy and other subjects.
The report also commented positively on the friendships that were formed during the summer programme and on the extent to which these friendships sustained into the new school year; this had important benefits in key areas such as wellbeing and on successful transition within and between schools.
Findings from the parents’ survey showed the importance of the programme for those children with the most complex needs. Some parents reported how the programme provided the only opportunity for their children to participate in activities outside of their home during the summer period.
Inspectors noted that most schools had informal procedures in place for integrating participants’ learning during the summer programme into school planning for the 2022/23 school year. The report includes a few examples of very good practice in this area, such as schools using their digital platform to record progress and inform planning.
Some organisational issues were raised in the report. These included the timing and duration of the programme and the possibility of greater flexibility in relation to starting and finishing times.
The recommendations in the report included:
• Capitalising on the opportunities the summer programme provides schools to promote the wellbeing of children and young people,
• Highlighting the potential of the summer programme to promote successful transitions within, between and across learning settings to school managers and to parents.
• Addressing the organisational matters highlighted in the report for summer programme 2023 which include
• supporting schools regarding the possibilities of recruiting staff for the summer programme from colleges of further and higher education
• exploring flexibilities around the timing and duration of the programme.
Summer programme 2023 commenced in post-primary schools in June 2023 and will shortly commence in primary and special schools. I am delighted to note a significant increase in the number of schools offering the summer programme in 2023, with over 1,200 schools now offering the programme. I am particularly pleased to note that over sixty percent of special schools are offering the programme this summer; this represents a fifty-per cent increase on last year’s number.
The Department of Education Inspectorate has commenced evaluations of the summer programme 2023 in post-primary schools and will commence evaluations in primary schools in July. A report arising from these evaluations will be published in 2024.
106. Deputy Joan Collins asked the Minister for Education when she intends to introduce free schoolbooks in secondary schools. [31158/23]
View answerI believe it is crucially important that all children and young people are actively supported to access education in its fullest forms and I know that I am supported by Government in this belief.
Since June 2020, and over the past three Budgets, I have secured funding to support measures aimed at achieving that goal. One of the most important policies in this regard has been the establishment of Ireland’s first free primary school book scheme, which has been fully funded to provide free schoolbooks, workbooks and copybooks, in 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. This is a landmark moment in Irish education and one which furthers our goal to provide education for all and ensure that every child can benefit from free education.
The free primary schoolbooks scheme will eliminate the cost to families for all school books at primary school, including workbooks. It is supported by government funding of over €53 million, which has issued to all primary and special schools. The funding was paid at a rate of €96 per pupil in line with enrolment figures..
I am aware that the costs associated with accessing primary and post-primary education place a financial burden on many families each year.
Up to and including the 2022/23 school year, an annual book grant issued from my Department to all recognised primary and post primary schools within the Free Education Scheme in order to provide assistance for books including the operation of Book Rental Schemes. My Department provided funding of €18.2 million in 2022 to all of these schools. Of the overall total of €18.2m, the allocation to post-primary schools was €9.34m in the 2022/23 school year. Post-primary schools will continue to receive a book grant for the 2023/24 school year.
The extension of the free school book measure to students in recognised post-primary schools will be considered in the context of the available resources going forward.
107. Deputy Steven Matthews asked the Minister for Education the position regarding the roll-out of solar panels for all schools; if a timeline for the commencement of this project is available; and if she will make a statement on the matter. [30782/23]
View answerBudget 2023 included the announcement for the provision of up to 6kW photovoltaic (PV) panels to all schools, to be funded from the Climate Action Fund at the discretion of the Minister for the Environment. This is really positive news for our schools and will assist with their energy needs and costs along with supporting the decarbonisation of our school buildings.
This PV programme will form part of the response to meeting the 2030 and 2050 climate action targets for the schools sector and is a joint venture between Department of the Environment, Climate and Communications (DECC) and the Department of Education (DoE).
Department officials are working closely with colleagues in the Department of Environment, Climate and Communication in relation to the arrangements for this scheme. As the programme will be funded from the Climate Action Fund there is quite a rigorous process of development work required ensuring compliance with the Climate Action Fund regulations, prior to final DECC approval.
In parallel the Department is developing the strategic management requirements for provision of a multi annual solar PV delivery programme for primary and post primary schools.
As part of the preparation for the roll out of the national programme a key first step was to establish the level of existing PV installations across the overall school estate.
The solar panel programme for schools is detailed in the published Climate Action Plan 2023 to be developed with roll out of the multi-annual delivery programme commencing in Q4 2023. The Department is currently working to have the scheme developed and rolled out as soon as possible and ahead of the Q4 target timeline in the Climate Action Plan.
108. Deputy Michael Moynihan asked the Minister for Education the number of primary school teachers in counties Carlow Cork and Kerry in 2019-2020, respectively; and how these figures compare with the number of primary school teachers in the same counties for 2023-2024; and if she will make a statement on the matter. [31439/23]
View answerIn this the 2022/23 school year, the staffing schedule operates on a general average of 24 pupils to every 1 teacher. This is a historically low level of pupils to teachers. Primary schools also have access to other non-mainstream teachers, including for example special education teachers and language support teachers.
Under the Programme for Government, there is a commitment to make further progress in reducing the pupil teacher ratios in primary schools and I am delighted that significant progress has been made.
Budget 2023 provided an increase of €588 million in education funding, which brought the total amount for education to €9.6 billion. This significant increase built on recent budgets and further enhanced the investment in the primary and post-primary education system. The significant increased investment reflects the Government’s commitment to a quality, inclusive school system with improved learning outcomes for every student.
In Budget 2023, I ensured major investment in our primary 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.
This significantly increased investment reflects my commitment and that of Government to support the educational success of learners by delivering on its commitment to reduce class sizes.
In Budget 2021, I also introduced a three point reduction in the retention schedule, which assists schools that would otherwise be at risk of losing teaching posts. The recent announcement in Budget 2023 will further reduce this retention schedule, by virtue of the one point improvement to the staffing schedule that helps to ensure better teacher retention in primary schools, while also ensuring that less pupils are required to retain or recruit a teacher.
This builds on measures in previous budgets that have 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 information sought by the Deputy is attached. It should be noted that the 2023/24 figures, which include all types of teaching posts, are provisional as the teacher allocation process for 2023/24 is still ongoing with some schools still finalising their enrolments for September 2023.
|
COUNTY |
2019/20 total posts allocated |
2023/24 (provisional) total posts allocated to date |
|
CARLOW |
465 |
528 |
|
CORK |
4237 |
4754 |
|
KERRY |
1067 |
1240 |
109. Deputy Paul Murphy asked the Minister for Education if she will abolish fares for school transport; and if she will make a statement on the matter. [31656/23]
View answerThe School Transport Scheme is a significant operation managed by Bus Éireann on behalf of the Department of Education. In the 2022/2023 school year, over 149,000 children, including over 18,000 children with special educational needs, were 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 an increase of 38% in tickets issued on a concessionary basis in the 2022/23 school year compared to the 2021/22 school year.
In addition, school transport scheme services were provided for over 5,400 children who have arrived to Ireland from Ukraine.
The total cost of the scheme in 2022 was €338.9m.
The purpose of the Department's School Transport Scheme is, having regard to available resources, to support the transport to and from school of children who reside remote from their nearest school.
A review of the School Transport Scheme is at an advanced stage. The review is being conducted with a view to examining the current scheme, its broader effectiveness and sustainability, and to ensure that it serves students and their families adequately.
Phase 1 of the review examined the impact of eligibility criteria on mainstream pupils who were eligible for transport to their nearest school but attending their next nearest school. The report was completed in June 2021. Phase 2 of the review was completed late last year and phase 3 will be completed shortly. This final report will include recommendations on the future operation of the Department’s School Transport Scheme. Once approved by Government, it is planned that the review will be published.
The Government announced a wide range of once-off measures to assist with increased cost of living pressures which includes a significant reduction in charges for school transport for the 2023/2024 school year.
For the 2023/2024 school year, reduced charges will apply, ticketholders will save up to €50 at primary and €275 at post-primary, with an overall reduction in the family maximum contribution of €525 compared to the fees for 2021/2022 school year. This reduction in fees is at a cost of €49m.
It remains that eligible pupils availing of school transport under the special educational needs scheme and eligible pupils in receipt of medical cards are exempt from ticket charges.
The annual charge for School Transport Services for the 2023/24 school year is set out below:
|
Category of Pupil |
Annual Charge |
|
Primary Eligible/ Concessionary Pupil |
€50 |
|
Post Primary Eligible/ Concessionary Pupil |
€75 |
|
Maximum annual charge for families |
€125 |
110. Deputy Alan Dillon asked the Minister for Education if she will develop a register for schools for children with ASD and additional needs; and if she will make a statement on the matter. [31642/23]
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 (SNAs) and funding for the National Educational Psychological Service (NEPS).
The NCSE has the 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.
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 (GIS), using data from a range of sources, including CSO Census data, 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.
My department engage intensely with the NCSE in relation to the forward planning of new special classes and additional special school places. This work involves a detailed review of statistical data in relation to forecasting demand for special class places, consideration of improved data sharing arrangements and a particular focus on the provision of special classes at post-primary level.
As a result of this forward planning, on the 12th April, Minister Foley and l announced the establishment of two new special schools for the 2023/24 school year, with further capacity being expanded in 11 other special schools.
Along with the two new special schools, 380 new special classes – 250 at primary and 130 at post-primary level – have been sanctioned by the NCSE for opening in the 2023/24 school year, with more to be confirmed in the coming weeks.
As demand for new special classes at post-primary level is expected to increase significantly over the next few years, due to increasing demographics and increasing prevalence rates, my department and the NCSE have engaged with post-primary stakeholders in relation to the provision of special classes.
In October of last year, my department wrote to all post-primary schools to advise them of the need to begin planning to provide additional special classes. It is envisaged that all post-primary schools will be required to provide special classes over the next 3 to 5 years, with an approximate average of 4 special classes in each school.
It is open to any school to make an application to the NCSE for the establishment of a specialised provision and where sanctioned, a range of supports, including capital funding, is made available to the school.
Additionally, it is general practice to include a special educational need base in the accommodation brief for new school buildings, unless exceptional local circumstances indicate that it will not be required. The extent of provision made at these schools is informed by the level of demand in the area as well as the size of the school.
I can also clarify that the NCSE maintains records of students enrolled in special classes, students enrolled in special schools as well as students seeking places in special classes and special schools.
Parents seeking special class placements for their children are advised to contact the NCSE locally so that their needs can be taken into account for planning purposes. The local special educational needs organisers (SENOs) remain available to assist and advise parents of children with special educational needs. Parents may contact SENOs directly using the contact details available at: www.ncse.ie/regional-services-contact-list
Information on the list of schools with special classes, the types and locations of these classes is published on the NCSE website and is available at www.ncse.ie
The NCSE is committed to ensuring that sufficient special education placements will be available for children for the coming school year 2023/24.
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.
