Written Answers Nos. 375-388
375. Deputy Pauline Tully asked the Minister for Education the number of children in counties Cavan and Monaghan that are awaiting an appointment with a NEPS psychologist; the number that are waiting less than six months; those waiting 6-12 months and those that are waiting more than 12 months; broken down in tabular form; and if she will make a statement on the matter. [35210/23]
View answerThe National Educational Psychological Service (NEPS) of the Department of Education does not operate waiting lists. In common with many other psychological services and best international practice NEPS delivers a consultative model of service. NEPS Psychologists work with schools using a problem solving model to help schools identify need and interventions to support those needs. Under this model, NEPS encourages schools to use a continuum based assessment and intervention process whereby each school takes responsibility for initial assessment, educational planning and remedial intervention for pupils with learning, emotional or behavioural difficulties.
The NEPS casework service involves the provision of a psychological service for a student, with the psychologist working with the student, teachers and parents, and other professionals if appropriate, to identify need and plan for intervention to support the student in school. Schools prioritise those students with most need. Additional supports for children with special educational needs are embedded in all primary and post primary schools. Schools allocate their Special Education Teaching and SNA supports based on need in the school setting, so that those with highest level of need can access the highest level of support within the school in a timely manner. This model means that pupils do not need a psychological assessment, or a diagnosis of a disability, in order to access additional support in school.
376. Deputy Réada Cronin asked the Minister for Education whether her Department will make a new commitment to the position of history on the curriculum, such subject being critical to giving a student a necessary level of continuum and context vis-à-vis current and emerging situations, globally, therefore facilitate a citizen in making a deeper and more reflective response; and if she will make a statement on the matter. [35220/23]
View answerThe importance of history is reflected across the curricula at both primary and post-primary level.
At primary level, history is taught to all learners and is included in the Social, Environmental and Scientific Education Curriculum which recognises that a broad and balanced understanding of history is essential if a child is to become a confident, informed, critical and responsible adult member of society. Providing a rounded historical education reflects the nature of history itself: firstly, it is concerned with knowledge and interpretations of the lives of people in the past, and secondly, it enables children to experience something of the way in which historians go about their work.
Through exploring the past in this way, children can acquire knowledge and concepts while simultaneously developing important skills and attitudes appropriate to their individual stages of development. History at primary school covers the following curricular areas:
The Lives of People in the Past
• Local Studies
• National and International History
• Working as a Historian
The full primary curriculum is undergoing review and redevelopment by the NCCA, which has seen the launch of the Primary Curriculum Framework in March this year. As developments progress, curriculum specifications will be developed for the five curriculum areas and their associated subjects with toolkits provided to support learning, teaching, and assessment. History will be taught as part of Social and Environmental Education under the new primary curriculum. As part of the development process each curriculum area will undergo a public consultation process in 2024. It is anticipated that the new curricula will be available in the 2025/2026 school year.
Under the Framework for Junior Cycle (2015), students were initially required to study the subjects of English, Irish and Mathematics, with maximum of seven other optional subjects, or a smaller number if they chose to study some of the new short courses developed by the NCCA. Subsequent to the NCCA’s report on History’s status within the Framework, the decision was made by my predecessor to afford History a special core status. Accordingly, since September 2020, all post-primary schools have been required to offer History as a Junior Cycle subject and all students entering first year are required to study History as part of the curriculum.
In addition, the NCCA has developed a short course in History for certain students with general learning difficulties/needs which it is intended will be made available from September 2023.
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. History is one of a number of optional subjects offered by schools.
On 29 March 2022 I announced an ambitious programme of work for a re imagined Senior Cycle of education where the student is at the centre of their Senior Cycle experience which will:
• Empower students to meet the challenges of the 21st century
• Enrich the student experience and build on what’s strong in our current system
• Embed wellbeing and reduce student stress levels
The redeveloped Senior Cycle includes the development of new and revised subject specification for all subjects. I have asked the NCCA to publish by September 2023 a schedule of dates by which individual subject curricula will be completed.
377. Deputy Réada Cronin asked the Minister for Education whether her Department is taking a necessary new approach to the school-transport situation, to make it work for children’s/parents’ needs, given the system extant has little or no bearing on how schools are functioning, spatially in the community, and how families are forced to use them; and if she will make a statement on the matter. [35231/23]
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 are being 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 underway. 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.
Significant consultation has been undertaken as part of this review. A public survey was administered for parents/guardians and students who use the service and those who do not use the service but who would like to. A broad array of stakeholders including schools, special education interest groups, industry representatives and other Government Departments were all consulted as part of this review.
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 current 2022/2023 school year, and will again continue in the 2023/2024 school year pending completion of the review.
For the 2023/2024 school year, these measures mean that transport will be provided for post-primary pupils who are eligible for transport to their nearest school and are attending their second nearest school and, who applied for school transport by the 28th April 2023 and pay for a ticket/enter medical card details by the 9th June 2023.
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.
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.
378. Deputy Michael Lowry asked the Minister for Education concerning a school transport renewal application for a family (details supplied) as to the reason behind the rejection and refusal of their application for the school bus service to a school for the school year 2023/2024; and if she will make a statement on the matter. [35244/23]
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 an increase of 38% 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.
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 will be 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, will be considered for spare seats that may exist after eligible children have been facilitated; such seats are referred to as concessionary seats.
Bus Éireann advised that in this case referred to by the Deputy, the service can facilitate 24 pupils. Tickets were issued for all eligible pupils and the remaining seats were offered to students on a concessionary basis. Bus Éireann have confirmed the family were not successful in obtaining seats for the 2023/2024 school year.
Because of the nature of concessionary transport for non-eligible children and the priority of providing places for eligible children, there may be an excess of demand over supply for concessionary places, in these cases Bus Éireann will allocate tickets for spare seats using an agreed selection process.
379. Deputy Cathal Crowe asked the Minister for Education if she will provide in tabular form on a county basis the average class size for primary schools in each county in the school years 2019/2020, 2020/2021, 2021/2022 and 2022/2023; and if she will make a statement on the matter. [35288/23]
View answerPlease find attached requested data.
The figures are based on mainstream classes in mainstream schools for each academic year and are collated from the relevant Class Size tables published on the DES website and can be found at the following link; www.gov.ie/en/collection/class-size-information-at-individual-primary-school-level/.
|
Local Authority |
Ave. Class Size 2019 |
Ave. Class Size 2020 |
Ave. Class Size 2021 |
Ave. Class Size 2022 |
|
Carlow County Council |
25.0 |
23.8 |
23.9 |
23.0 |
|
Cavan County Council |
23.3 |
22.7 |
22.0 |
22.6 |
|
Clare County Council |
22.9 |
22.2 |
21.4 |
22.0 |
|
Cork City Council |
22.3 |
21.6 |
21.4 |
21.4 |
|
Cork County Council |
24.5 |
23.5 |
22.9 |
23.2 |
|
Donegal County Council |
22.7 |
22.2 |
21.6 |
22.0 |
|
Dublin City Council |
23.0 |
22.5 |
22.0 |
22.0 |
|
Dun Laoghaire Rathdown |
25.6 |
24.8 |
24.3 |
24.4 |
|
Fingal County Council |
25.8 |
25.5 |
24.9 |
24.5 |
|
Galway City Council |
22.9 |
22.7 |
22.4 |
22.5 |
|
Galway County Council |
23.1 |
22.2 |
21.7 |
22.1 |
|
Kerry County Council |
23.2 |
22.0 |
21.4 |
22.5 |
|
Kildare County Council |
25.3 |
24.7 |
24.3 |
24.2 |
|
Kilkenny County Council |
24.6 |
23.3 |
22.9 |
23.6 |
|
Laois County Council |
24.1 |
23.2 |
22.6 |
22.7 |
|
Leitrim County Council |
23.8 |
22.3 |
21.6 |
23.0 |
|
Limerick City and County Council |
23.9 |
23.1 |
22.7 |
22.7 |
|
Longford County Council |
22.8 |
21.2 |
20.6 |
21.4 |
|
Louth County Council |
24.7 |
24.2 |
23.5 |
23.2 |
|
Mayo County Council |
22.0 |
20.9 |
21.0 |
21.3 |
|
Meath County Council |
25.5 |
24.6 |
23.9 |
23.6 |
|
Monaghan County Council |
24.3 |
23.3 |
23.2 |
23.0 |
|
Offaly County Council |
23.7 |
22.8 |
22.0 |
22.0 |
|
Roscommon County Council |
22.7 |
21.5 |
21.9 |
21.5 |
|
Sligo County Council |
23.0 |
22.6 |
21.8 |
21.8 |
|
South Dublin County Council |
24.5 |
24.1 |
23.7 |
23.5 |
|
Tipperary County Council |
23.4 |
22.1 |
22.0 |
21.9 |
|
Waterford City and County Council |
24.0 |
23.4 |
23.2 |
22.6 |
|
Westmeath County Council |
24.4 |
23.3 |
23.2 |
22.8 |
|
Wexford County Council |
24.5 |
22.9 |
22.2 |
22.9 |
|
Wicklow County Council |
24.8 |
24.1 |
23.6 |
23.3 |
380. Deputy Róisín Shortall asked the Minister for Education further to Parliamentary Question No. 245 of 29 June 2023, in respect of essential emergency works required by a school in Dublin 11 (details supplied) if she will ensure that necessary consequential works are also included in order to ensure safe, hygienic and acceptable conditions are created for the children attending this school and that the current intolerable bathroom conditions are addressed without further delay; and if she will make a statement on the matter. [35304/23]
View answerI can confirm to the Deputy, that my Department has since approved the Emergency Works application to which the Deputy refers and the school has been advised of same.
381. Deputy Sean Fleming asked the Minister for Education to outline her plans to provide additional school accommodation required at a location (details supplied) due to the increasing population in recent times; and if she will make a statement on the matter. [35333/23]
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 the Department is aware of increasing pressures and demand for additional school places in the Portlaoise area, 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
Through close engagement with school patrons and authorities, my Department has established a requirement for additional school places in the Portlaoise area. With the support of my Department, a number of additional school places have already been made available in recent weeks. Engagement is ongoing with schools and patrons with a view to making increased provision where necessary.
382. Deputy Sean Fleming asked the Minister for Education the up-to-date position regarding the application for additional school accommodation; when this project will proceed to the next stage (details supplied); and if she will make a statement on the matter. [35352/23]
View answerThe Deputy will be aware that the project to which he refers has been devolved for delivery to the school authority under my Department's Additional School Accommodation Scheme.
My Department received a Stage 2B architectural report from the school for review. In order to complete the review, clarification was sought from the school on some details within this report. The project review was recently completed and a decision on the outcome will issue to the school authority in the coming days.
383. Deputy Niall Collins asked the Minister for Education if she can advise if a child (details supplied) can avail of the July Provision; and if she will make a statement on the matter. [35353/23]
View answerThe Department of Education announced details of the 2023 Summer Programme on 9 February 2023. All schools once again 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.
This year’s school based programme is open to pupils enrolled in special schools, special classes, pupils who have complex special educational needs in mainstream classes and those who are most at risk of educational disadvantage.
Children entering primary school in September 2023 and who meet the above criteria are also eligible for the programme.
Full details on eligibility are available on www.gov.ie/summerprogramme. The terms and conditions for the 2023 Summer Programme are being implemented following a comprehensive review and engagement with education partners and stakeholders since last summer, including the Oireachtas Joint Committee on Autism. The Department has also engaged with management bodies, schools and parents with a view to encouraging more schools to participate in the 2023 programme.
This year’s Home-based programme is again 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.
For the purposes of the Home-based Summer Programme, children with complex special educational needs are defined as:
Any student enrolled in a special school or a special class - primary and post primary
Students presenting with the most significant needs in mainstream classes in primary and post-primary schools who are accessing the highest level of the Continuum of Support (School Support Plus). This will include a small number of students with enduring needs which significantly affect their capacity to learn, to function independently and to participate in education.
These students require highly individualised and differentiated learning programmes that are significantly different to their peers. These students may present with the following:
Significant needs with physical and/or sensory functioning (including students who are Deaf or have severe to profound hearing loss and students who are blind or have severe to profound visual impairment)
Significant needs in cognitive functioning and independence/daily living skills (including students who have moderate to severe OR significant/profound learning disability)
Significant needs in social communication, social interaction combined with rigid repetitive patterns of behaviour
Students with Down syndrome
Students with severe OR significant emotional behavioural needs to the extent that these behaviours of concern are impacting on a student’s ability to learn, to function independently and to participate fully in school life.
Autistic Students are eligible for this Programme
Children in the above categories entering primary school and Early Intervention ASD classes in September 2023 are also eligible for the programme.
Full details of the Home-based programme for parents/legal guardians and teachers/SNAs, including eligibility criteria, is available on www.gov.ie/summerprogramme.
In the case referred to by the Deputy, the child concerned is not currently eligible for the school-based or the home-based Summer Programme as she is not entering into a primary school or an Early Intervention ASD class in September 2023.
384. Deputy Darren O'Rourke asked the Minister for Education if predictive grades are an option for students who are unable to sit an exam due to a medical emergency not covered under the SEC Circular S24/23; and if she will make a statement on the matter. [35371/23]
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.
385. Deputy Sean Fleming asked the Minister for Education the up-to-date position regarding an application (details supplied) for additional school accommodation; when this project will proceed to the next stage; and if she will make a statement on the matter. [35380/23]
View answerThe school to which the Deputy refers to was approved funding under my Department's Additional School Accommodation scheme for the provision of four special education classrooms.
A Stage 1 (initial design) architectural report was recently received in my Department from the school and this is currently being reviewed by my Department's Professional & Technical officials. Upon completion of that review, a decision will issue to the school authority to advise it on how to proceed with their project.
Whilst this project has been devolved to the school authority for delivery, the Department will engage directly with the school to provide whatever practical assistance and advice is necessary to implement this important project for the wider school community.
386. Deputy Sean Fleming asked the Minister for Education the up-to-date position regarding an application (details supplied) for additional school accommodation; when this project will proceed to the next stage; and if she will make a statement on the matter. [35382/23]
View answerI am pleased to inform the Deputy that my Department has approved the provision of one additional classroom accommodation under the modular framework, for Kolbe Special School that will cater for children with special educational needs.
My Department will continue to keep the School Authority updated as the project progresses.
387. Deputy Claire Kerrane asked the Minister for Education the reason a decision has been made by her Department to close a facility (details supplied); when local schools were informed of this decision and how; if consideration has been given to the high-level needs of children in the facility; and if she will make a statement on the matter. [35391/23]
View answerAll Primary school aged children arriving through the Irish Refugee Protection Programme (IRPP) will now have access to the full suite of supports and resources available through recognised primary schools. These supports and resources have been enhanced and increased over the last number of years to meet the needs of a growing number of new arrivals. Research tells us that integration into mainstream schools can have a stabilising effect and provide children with a safe environment which promotes wellbeing, particularly for those whose lives and education have been disrupted. Facilitating migrant children to access schools as quickly as possible also enables them to build relationships with other children, to meet and develop friendships with their Irish peers, thus supporting their inclusion into Irish society. Enabling children of school-going age to access a welcoming school environment also ensures a sense of security, safety and belonging.
Supports and resources accessible in mainstream schools to support the needs of migrant children have increased significantly over the last number of years with the rise in numbers of IPAS arrivals and particularity in response to the thousands of children and young people arriving from Ukraine since the outbreak of the war in 2022. Provision of additional supports and resources under the Departments policies and strategies aim to ensure all school aged migrant children have access to a high quality inclusive education within the mainstream setting in order to benefit fully from our school system.
This Departmental policy to integrate children and young people into existing mainstream schools as quickly as possible is informed by a number of core principles which are informed by research[1] and by the recent experiences of other children in the refugee or international protection process in our school system.
The Irish Refugee Protection Programme[2] was established by Government decision on 10 September 2015 as a direct response to a humanitarian crisis, with children in the centres accessing mainstream services as quickly as possible. At the time, to facilitate this access an interim educational provision at primary level was established in the EROCs, managed by the local Educational and Training Boards (ETBs). This included the establishment of temporary primary classes which by their nature are not recognised schools and therefore do not operate under the usual school governance structures nor do they have access to the wider range of supports available in recognised schools. The Department acknowledges the commitment and dedication of the ETBs in their work, providing this interim provision, to support these children and young people on their arrival.
Some enhanced supports introduced in recent years include:
The establishment of the REALTs (Regional Education and Language Teams
The REALTs were established by my Department to streamline the alignment of education focused supports for Ukrainian families arriving in Ireland. Their role has recently been expanded to include children arriving under the IRPP and International Protection applicants. The primary role of the REALT is to assist children in finding school places and to support schools to meet the needs of these children as they emerge.
Language supports
Many schools already have an existing Special Education Teaching allocation which also includes the EAL allocation, and further temporary Language Support is also provided, as necessary, to schools that have high concentrations of pupils that require language (EAL) support.
Special Education Teaching allocation
The Special Education Teaching allocation, as outlined in Circular 0020/2022, (primary schools) and 0021/2022 (post primary schools) provides a single unified allocation for special educational support teaching needs to each school, based on each school’s educational profile and also encompasses the Language Support (EAL) allocation that schools were allocated in previous years.
Wellbeing supports
The Department of Education’s Wellbeing Policy Statement and Framework for Practice (2018-2023) acknowledges that schools provide opportunities to develop friendships and to respectfully encounter diversity and access support structures. The policy promotes the provision of a whole-school approach to supporting wellbeing, an approach that has been found internationally to produce a wide range of educational and social benefits for individual children and young people. The approach proposed is a whole-school and preventative approach with multiple components that include:
• Providing children and young people with opportunities to be part of a school environment and culture that feels both physically and psychologically safe, an environment in which children and young people feel a sense of belonging and connectedness, in which they feel their voice is heard, and they feel supported.
• Schools are encouraged to use a reflective, school self-evaluation approach to identify and prioritise the needs of its own school community in relation to the promotion of wellbeing and mental health, and to respond to meeting those needs.
Officials from my Department have engaged with the ETBs and other relevant stakeholders over an extended period of time in relation to the future for the interim educational provision of primary classes in the EROCs.
Formal notification was issued to the two ETBs that have responsibility for the primary age provision in two EROCs in May of this year. Arrangements have been made for the enrolment of the small number of children who attended these classes in the 2022/2023 school year in local primary schools. An extension of the cooperation hours (as an exceptional measure) has been agreed for the 2023/2024 school year. This means that the teachers will remain in place for the coming year and will be available to support these children and any new arrivals during this next school year.
Officials from my Department will continue to engage with the two ETBs concerned over the coming year and it is intended that the ETBs will report to my Department on any issues arising during the year to ensure appropriate supports are in place for children arriving as part of the Irish Refugee Protection Programme.
[1] OECD 2019 Refugee education: integration models and practices in OECD countries
OECD Education Working Paper No. 203; UNICEF, February 2022; Education, Children on the move and Inclusion in Education
[2] Source: Department of Justice Briefing on opening of Ballaghadereen EROC January 2017
388. Deputy Seán Crowe asked the Minister for Education if she is aware of the school safety deficit being experienced by a school (details supplied); and if she will make a statement on the matter. [35435/23]
View answerI can confirm to the Deputy, that my Department has received an application, under the Additional School Accommodation (ASA) scheme, from the school authority in question.
The purpose of the ASA scheme is to ensure that essential mainstream classrooms and Special Education Needs (SEN) accommodation is available to cater for pupils enrolled each year, where the need cannot be met by the school’s existing accommodation.
This application was assessed by my officials and a provisional offer was issued to the school authorities
This provisional offer was accepted by the school authorities, however concerns were raised about other issues within the existing school building. In this regard my Department’s Professional & Technical team have been reassessing and compiling a plan to deal with these issues. On completion of this process the school authority will be contacted directly with an update.
Separately, I can confirm to the Deputy that recent Emergency Works applications by the school to which the Deputy refers have been approved and the school has been advised of same.
