Written Answers Nos. 411-425
411. Deputy Ruairí Ó Murchú asked the Minister for Enterprise, Trade and Employment if he will report on the work being done by the interdepartmental group on modern methods of construction; and if he will make a statement on the matter. [37143/23]
View answerMore widespread adoption of Modern Methods of Construction (MMC), an umbrella term for a range of innovative construction processes, is an important pillar of the Government’s approach in Housing for All to increase innovation adoption and productivity in construction, and to deliver housing as efficiently as possible, and in a compliant and environmentally sustainable way.
In July 2022, in collaboration with a number of Government Departments, my Department established the Modern Methods of Construction (MMC) Leadership and Integration Group.
This Group is an overarching leadership mechanism to ensure integration and coordination across a range of existing and emerging MMC relevant entities and initiatives under Housing for All, including but not limited to: the forthcoming Demonstration Park for MMC at Mount Lucas being developed by Solas and Laois-Offaly Education and Training Board; the 'Construct Innovate' Technology Centre and the 'Built to Innovate' suite of business supports for residential construction, supported by my Department through Enterprise Ireland; and the Build Digital Project hosted by TU Dublin and supported by DPENDPDR.
The overriding ambition of the Group is to ensure that there is a robust framework in place that will enable the residential construction sector to rapidly evolve and transform with the adoption of new technology and MMC applications that make best use of available resources and expertise.
With the assistance of the Modern Methods of Construction Leadership and Integration Group, my Department, along with the Department of Housing, Local Government and Heritage developed and recently published a 'Roadmap for the increased adoption of Modern Methods of Construction in Public Housing Delivery'. This was a deliverable under Housing for All for Quarter 2 this year.
The Group's Terms of Reference, Agendas and Minutes are regularly published on my Department's website.
412. Deputy Colm Burke asked the Minister for Education if he will ringfence dedicated additional funding for every special school across the country in relation to the school summer programme; and if she will make a statement on the matter. [36174/23]
View answerThe Department announced details of the 2023 Summer Programme in February 2023. This followed a previous announcement in October 2022 that additional funding had been secured in Budget 2023 to run the programme to match the investment in 2021 and 2022, bringing the total funding available to €40m. Again, all schools were given an opportunity to run a programme for those children that need it the most.
The central theme for this year’s programme has been ‘Building Confidence and Connections’. The primary aim of this theme was 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 has been that those children with the most complex special educational needs, especially in special schools, should have access to a school-based summer programme.
The terms and conditions for the 2023 Summer Programme have been 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, the Department has introduced a new Special School Programme as a pilot initiative to ensure there has been a real focus on supporting special schools. This programme has been designed and developed to ensure supports and funding are targeted to enhance the availability of a school-based programme for pupils in special schools.
As part of this pilot, a National Coordinator was appointed to liaise with special schools to help facilitate them in running a programme. A series of live recorded webinars directed specifically at encouraging as well as assuaging any concerns of Special Schools have also taken place and are available to view on www.gov.ie/summerprogramme.
Schools have been given flexibility to engage staff that were not employed in their schools to support their summer programme. A portal was made available for teachers and SNAs to register their interest in working on a school based programme in a special school. Student teachers and students in relevant disciplines such as therapy, social care and nursing and others, including early childcare workers and carers, were able to register their interest in working on this year’s Programme.
Other key additional supports that have been put in place for both schools and teachers/SNAs involved in the operation of the 2023 Summer Programme have been:
• School Organiser Role - In 2023, instead of preparation hours, a dedicated role of School Organiser was introduced in each school offering the summer programme. The School Organiser will receive additional remuneration for their role. The gross remuneration for a School Organiser in a special school is €3,000 whilst in a mainstream school the gross remuneration is €2,000. This role has been envisaged to be a key leadership role that will offer development opportunities for staff in schools.
• Staff training – This year, information and training sessions have been provided to all schools, particularly special schools, which has given guidance and training to School Organisers. These sessions were facilitated through an online forum given by one Education Centre.
• Length of school day - For special schools, the length of the day on the Summer Programme has been reduced from the full school day to 10am – 2pm. However, the same daily rate, regardless of the reduced length of day, will continue to be paid to staff taking part in the Summer Programme in special schools. This again recognises the challenges associated with running the programme in a special school.
• Flexibility in Weeks - The weeks that schools run a programme are no longer required to be consecutive. Instead, the scheme has been made flexible to allow schools choose weeks which best suit their needs and staff availability.
• Continuation of 2022 supports - Other enhanced measures utilised from last year have been continued so as to encourage schools’ participation. These include a Centralised Application Process to reduce admin burden on schools, earlier payment of school staff as well as enhanced capitation for special schools.
• Flexible grant funding - Reflecting the unique circumstances that arise in a special school during the summer months, additional grant funding of €2,000 will also be provided for each week that a special school provides a school based Summer Programme.
Measures to encourage schools to sign up this year have proven successful and, based on registrations alone, it has been anticipated that there has been a 20% increase of overall figures of schools participating in the Primary Schools Scheme (including DEIS schools) and a 50% increase of the overall figures of schools participating in the Special Schools Scheme.
Once all the 2023 Summer Programmes have concluded, it is intended that a full review will be carried out, with particular reference to the Special Schools Pilot Programme. It is only then following the review that a decision to ring-fence additional funding in special schools can be made.
413. Deputy Patrick Costello asked the Minister for Education if she will consider increasing the resources available to the home school community liaison scheme; and if she will make a statement on the matter. [36645/23]
View answer490. Deputy Patrick Costello asked the Minister for Education her views on whether there is a need to increase the provision of home school community liaison officers, given there are currently only 530 home school community liaison coordinators covering 693 schools and approximately 207,000 pupils; and if she will make a statement on the matter. [36644/23]
View answerI propose to take Questions Nos. 413 and 490 together.
My Department provides a wide range of supports to all schools, DEIS and non-DEIS, to support the inclusion of all students and address barriers to students achieving their potential.
Supplementing the universal supports available to all schools, the Delivering Equality of Opportunity in Schools (DEIS) Programme is a key policy initiative of my Department to address concentrated educational disadvantage at school level in a targeted and equitable way across the primary and post-primary sector.
In March last year, I announced the single largest expansion of the DEIS programme. This benefited 361 schools. The programme now includes 1,200 schools and supports approximately 240,000 students. This means 1 in 4 of all students are now supported in the programme.
This recent expansion will add an additional €32million to my Department’s expenditure on the DEIS programme from 2023, bringing the overall Department of Education allocation for the programme to €180million.
I am very conscious of the benefits of the DEIS programme. Analysis has shown that since the programme began in 2006, it has helped to close the gap in achievement between schools serving the highest levels of educational disadvantage and those serving populations with little or no disadvantage. It has provided children who come to education at a disadvantage with an equitable opportunity to achieve their potential in education.
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 are engaging with a range of relevant stakeholders to inform the review process as well as drawing on international examples. The OECD estimates that the review will be completed in Q2 2024.
The OECD review is being 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, including Home School Community Liaison support, within the DEIS programme. This work will be involve consultation with a range of relevant stakeholders. It will also seek to ensure that schools are supported to ensure every child has an equal opportunity to achieve their potential.
414. Deputy Donnchadh Ó Laoghaire asked the Minister for Education how many vacancies for SENO posts exist in the Cork area; when they will be filled; and if she will make a statement on the matter. [35586/23]
View answerThe National Council for Special Education (NCSE) is responsible for the identification, delivery, and coordination of education services for children with special needs through its network of SENOs. These SENOs are assigned by region rather than on a county basis and work closely with parents, guardians, teachers, healthcare professionals, school authorities, and relevant government agencies.
The Cork area falls under the Southwest Team 1 and Southwest Team 2, which currently comprises 14 SENOs, two Team Managers and a Regional Manager. In response to a SENO recruitment competition, the NCSE has extended an offer of employment to a successful candidate for the one vacant post in this area. As a result, 1 newly appointed SENO will be expected to join the team in September, bringing the total number of SENOs for this region to 15.
Essential services are maintained through cover provided by available staffing resources. Parents seeking information about the SENO for their area may contact the regional team manager, who can provide the details of the SENO providing cover in their area. A list of regional manager, team manager, and SENO contact details can be found on the NCSE website.
The NCSE remains proactive in engaging with schools and parents and is continually working to improve the provision of special education placements and resources. Through its network of SENOs, the NCSE is available to provide advice and support to parents of students on the on suitable placement options, providing tailored guidance on the best educational alternatives for their child, including mainstream placements, special class placements, and special school placements, all of which are supported with additional resources as required.
The NCSE is committed to ensuring it is adequately resourced, maintaining a visible and efficient presence in schools and assisting parents and children throughout their educational journey. The €13 million investment announced in Budget 2023 will result in an increase of over 50% in overall NCSE staffing levels, including an up to 60% increase for the current 73 SENOs. This funding will enable the NCSE to continue delivering crucial support to children, families, and schools.
More information and contact details for SENOs are available on the NCSE website.
415. Deputy Jennifer Murnane O'Connor asked the Minister for Education the amount of funding originally allocated for the ICT grant for the 2023 to 2024 school term; the specific reason it has been stopped; and if she will make a statement on the matter. [35598/23]
View answerUnder the Digital Strategy for Schools 2015 to 2020 overall investment of €210m issued to all recognised primary and post-primary schools in annual grant funding. This funding was to support schools to invest in appropriate digital infrastructure to support the embedding of the use of digital technology in teaching, learning and assessment.
The new Digital Strategy for Schools to 2027 was published last year and is underpinned by an investment of €200m to support schools over the period committed to under Ireland’s National Development Plan (NDP). The first tranche of €50m issued to all recognised primary and post-primary schools in respect of the 2021 to 2022 school year. Funding of €50m secured as part of Ireland's National Recovery and Resilience Plan under the NextGenerationEU Recovery and Resilience Facility also issued to all recognised schools in the free education scheme to support learners at risk of educational disadvantage through the digital divide in late 2021.
My Department intends to pay the next tranche of ICT grant funding in the 2023 to 2024 school year.
The specific timing for issue of the ICT grant is subject to the availability of Exchequer funding and the wider capital needs of the Department including the building programme to ensure the supply of school accommodation.
As part of the forthcoming Review of the National Development Plan, my Department’s aim is to provide better clarity and certainty for schools on the timelines for payment of minor works and ICT grant funding.
416. Deputy Sorca Clarke asked the Minister for Education what actions are planned to ensure that the Irish students from the North are not negatively impacted by the post-marking adjustments for final examinations. [35612/23]
View answerThe State Examinations Commission (SEC) has responsibility for the development, operation and delivery of the State examinations, which may be sat by Irish students or students of other nationalities who fulfil the entry criteria. Arrangements for the delivery of final year examinations in Northern Ireland is necessarily a matter for the relevant authorities there.
2022 marked the return to externally delivered examinations for all candidates at both Leaving Certificate and Junior Cycle, with over 130,000 sitting the examinations that year. This was a welcome step towards normality, after the calculated and accredited grades processes which were implemented in 2020 and 2021.
In February of 2022 I announced a range of measures to address genuine and serious concerns that had been raised about the 2022 exams, in the context of ongoing public health challenges at that time. Those measures included further changes to the exam papers beyond adjustments that had been made at the start of the school year, designed to give students added choice and time in the exam hall, relieving pressure and ensuring greater fairness in the context of variation across schools as a result of the pandemic.
In regard to the Leaving Certificate specifically, the arrangements for the 2022 examinations included a commitment that the results would be, on aggregate, no lower than those of 2021. In order to achieve this, a “post-marking adjustment” was made to all of the results. This achieved the objective of ensuring that the class of 2022 were not disadvantaged when compared to the class of 2021. It also ensured grades were no higher than the previous year.
For 2023, adjustments have also been made to assessment arrangements for students due to sit State examinations in 2023, to take account of the disruption to their learning during the COVID-19 pandemic. I have also been clear that there should not be a “cliff edge” return to pre-pandemic grade levels. In order to ensure that there is no sharp decrease in grades, a post-marking adjustment will also be made in 2023, as was the case in 2022 for those students who sit the Leaving Certificate examination. Work is ongoing to ensure that the approach in implementing this will be fair and will be student-centred.
417. Deputy Sean Sherlock asked the Minister for Education the number of schools not taking part in the school-based summer programme in 2023; and the number of students impacted. [35640/23]
View answerDetails of this year’s Summer Programme were announced by the Department on 9 February 2023. Again, all schools have an opportunity to run a programme for those children that need it the most.
The central theme for this year’s programme is, ‘Building Confidence and Connections’. The primary aim of this theme is to help our children and young people to realise their potential, to be resilient in dealing with the normal stresses of their lives, to take care of their physical wellbeing and to have a sense of purpose, connection and belonging to their school community.
The main priority in 2023 is that those children with the most complex special educational needs, especially in special schools, should have access to a school-based summer programme.
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.
As the Summer Programme is reliant on schools and their staff choosing to participate on a voluntary basis, it is a matter for the Board of Management of the school to decide whether or not it will participate in the programme in any given year. Where a school is not running a Summer Programme or a place on a school-based programme is unavailable, the home-based programme is again available for pupils with complex special educational needs.
For the purposes of the 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.
Regarding the Deputy's request, I wish to advise that all schools were invited to register an interest in running the summer programme. Final data in relation to participating schools will not be known until all summer programmes have concluded. However, I can confirm that based on registrations received approx. 1/3 of schools across the Primary and Post-Primary Sector, including special schools, expressed an interest in participating in this year's programme. This will see an increase of 20% on the number of schools who took part in 2022. In relation to the number of students impacted, this information is not available as it is a matter for the individual schools who take part in the programme to determine which, if any, of their students meet the eligibility criteria outlined.
418. Deputy Cathal Crowe asked the Minister for Education if she will ensure that a modular classroom project at a school (details supplied) proceeds without further delay so that the infrastructure can be in place in time for the upcoming new school year. [35660/23]
View answerI am pleased to advise the Deputy that approval under the Additional School Accommodation scheme has issued to the school in question for the provision of a special education needs (SEN) class and a special education teaching room.
The project is being delivered under the Department’s Devolved SEN Reconfiguration and Modular Accommodation programme. The Department has a significant modular accommodation programme in place to assist schools in the provision of additional capacity, including in respect of facilitating the establishment of special classes.
This programme involves the use of Project Management supports which is designed to enable the accommodation to be provided as quickly as possible and help ease the administrative workload for school authorities in relation to the management and delivery of projects. The use of the Department’s Modular Accommodation Framework also assists in ensuring lead in periods for procurement of modular accommodation are minimised to the greatest extent possible. To date, this has worked very well in the education sector and has seen delivery of large scale, high quality modular accommodation to meet the needs of children, particularly those with special educational needs.
However, the wider context in relation to the overall modular market at present is challenging with modular accommodation suppliers being very busy across commercial, housing and other sectors. The Department is working closely with the Project Management teams and the modular accommodation suppliers to ensure additional capacity for the schools sector is delivered as quickly as possible.
419. Deputy Sean Sherlock asked the Minister for Education the number of seats allocated, as of 10 July 2023, for school transport, by county, in tabular form; and the number of applications deemed unsuccessful in obtaining a seat. [35664/23]
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.
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 and payment 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 complete the application and payment process on time, will be considered for spare seats that may exist after eligible children have been facilitated; such seats are referred to as concessionary seats.
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.
In addition, temporary alleviation measures will continue for the 2023/24 school year, pending completion of the school transport scheme review. This means that transport will be provided where such services are in operation for post-primary pupils who are eligible for transport to their nearest school and are attending their second nearest school and who apply and pay on time.
Bus Éireann have advised that so far, a total of 83,231 tickets have been issued to on time eligible and concessionary pupils for the 2023/24 school year. The number of concessionary/late applications that will not receive tickets for school transport services for the 2023/2024 school year is not yet known. Bus Eireann continue to review all new and existing applications and plan routes during the summer months for the upcoming school year. Any remaining tickets for services will continue to issue in the coming weeks.
Bus Éireann have provided the number of tickets issued so far for the 2023/2024 school year by county as requested in the table below:
|
County |
On time tickets issued as of 11th July 2023 |
|
Carlow |
2311 |
|
Cavan |
2080 |
|
Clare |
1557 |
|
Cork |
9394 |
|
Donegal |
7811 |
|
Dublin |
2227 |
|
Galway |
5006 |
|
Kerry |
3493 |
|
Kildare |
3554 |
|
Kilkenny |
3618 |
|
Laois |
1289 |
|
Leitrim |
1722 |
|
Limerick |
2471 |
|
Longford |
2236 |
|
Louth |
2326 |
|
Mayo |
3721 |
|
Meath |
3425 |
|
Monaghan |
2903 |
|
Offaly |
2540 |
|
Roscommon |
1533 |
|
Sligo |
1727 |
|
Tipperary |
3510 |
|
Waterford |
2434 |
|
Westmeath |
2425 |
|
Wexford |
5723 |
|
Wicklow |
2195 |
|
Total |
83231 |
420. Deputy Aindrias Moynihan asked the Minister for Education if she is satisfied that schools infrastructure planning is keeping pace with demographic changes; and if she will make a statement on the matter. [35693/23]
View answerI wish to advise the Deputy that schools infrastructure planning is kept under on-going review in the context of available information on population, enrolments and residential development activity.
In order to plan for school provision and analyse the relevant demographic data, my Department divides the country into 314 school planning areas and uses a Geographical Information System, using data from a range of sources, including 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.
Major new residential developments in a school planning area have the potential to alter demand in that area. In that regard, as part of the demographic exercises, my Department engages with each of the local authorities to obtain the up-to-date information on significant new residential development in each area. This is necessary to ensure that schools infrastructure planning is keeping pace with demographic changes as there is a constantly evolving picture with planned new residential development.
The 2022 demographic exercise indicates that 85% of the 314 school planning areas at primary level show static or decreasing enrolments for the period to 2026 compared with 2021. At post-primary level some 74% of school planning areas are anticipated to have increased enrolments for the period to 2029, with most expected to reach a peak within the next two or three years.
Where demographic data indicates that additional provision is required, the delivery of such additional provision is dependent on the particular circumstances of each case and may, be provided through:
• Utilising existing unused capacity within a school or schools,
• Extending the capacity of a school or schools,
• Provision of a new school or schools.
The Department will continue to liaise with Local Authorities in respect of their County Development Plan and any associated Local Area Plans with a view to identifying any potential long-term school accommodation requirements across school planning areas.
421. Deputy Pádraig O'Sullivan asked the Minister for Education if a child (details supplied) in Cork can travel on the public school bus despite having a diagnosis that requires a special needs escort to accompany them to school; and if she will make a statement on the matter. [35710/23]
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.
The purpose of my 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.
The National Council for Special Education acts in an advisory role to the Department of Education on the suitability of placements for children with special educational needs. Under the terms of the School Transport Scheme for Children with Special Educational Needs, the Department will consider the report of the Special Education Needs Organiser (SENO). School transport is provided to children with special educational needs who are attending the nearest school to their place of residence that is or can be resourced to meet their educational needs, as identified by the SENO.
In certain circumstances, School Bus Escorts are employed on board a school transport service provided through Bus Éireann where the child’s care and safety needs while on board the school transport are such as they require the support of an escort. In some cases, School Bus Escorts can be employed to assist a child on a mainstream service. Safety of children, bus escorts and drivers travelling on our school transport services is of paramount importance to the Department and to Bus Éireann.
The School Transport Section within my Department sanction the employment of a school bus escort to the school authorities that a pupil is attending. The school management authority is the employer of the School Bus Escort and it is the responsibility of the employer to keep up to date and comply with legislation relating to terms and conditions of employment.
Once sanction has been given by the Department, the school authorities liaise with their local Bus Éireann office when an escort has been successfully sourced and Garda vetted and is ready to commence in order for the child to be accommodated on the service.
Families can make an application under the school transport scheme for children with special educational needs. An application form should be completed and signed by the Parents/Guardians, School Principal and the SENO prior to or at the time of first enrolment. Completed application forms should be forwarded by the SENO to School Transport Section.
Upon receipt of the application and provided the child referred is eligible under the school transport scheme for children with special educational needs and the recommendation provided by the SENO clearly states that the child can avail of a mainstream service, the School Transport Section within my Department will determine if an Escort upon the mainstream service can be sanctioned.
If the family referred to by the Deputy have any specific queries, they can contact officials in School Transport Section of my Department at: school_transport@education.gov.ie where they will be happy to assist.
422. Deputy Duncan Smith asked the Minister for Education to provide an update on the progress of the School Inclusion Model Pilot that is currently ongoing in primary schools which allow access to onsite professional support from occupational therapists and speech and language therapists; when these pilots will produce results; when they will be rolled out more broadly to other schools; and if she will make a statement on the matter. [35718/23]
View answerThe School Inclusion Model (SIM) provides a systematic approach to building the capacity of school communities to meet the needs of students. The SIM model comprises two main sources of additional support for schools; a team of in-school therapists and enhanced support from NEPS.
SIM In-School Therapists work in partnership with teachers and schools with a view to creating inclusive school environments, designed to improve educational outcomes for all students. This work is carried out through a mixture of teacher professional learning, in-school coaching and modelling and the co-design and delivery of educationally relevant therapeutic interventions and strategies to promote student learning and participation.
In addition to the work of the In-School Therapists, SIM has allowed for the provision of an enhanced service from the National Educational Psychological service (NEPS) to the SIM pilot schools. This has allowed NEPS to provide an enhanced, preventative and responsive, model of service to schools to build inclusive practice to support the needs of students in the SIM pilot schools. The majority of schools who participated in the pilot (82%) reported that this enhanced allocation has resulted in more comprehensive support for individual pupils, as well as increased support and consultation for teachers.
SIM therapists have adapted many well-known therapy interventions to make them relevant to the educational context. These are SLT and OT interventions, grounded in best practice, which have been aligned with the curriculum in consultation with NCSE Advisors and partner schools. These interventions are structured to be primarily delivered by the teacher, with training, implementation support and co-delivery available to schools and teachers from their assigned in-school therapists.
To ensure that therapy supports as described have long lasting impact, the overall focus of SIM therapists is building the capacity of schools and teachers to maintain knowledge and practices gained from collaborating with therapists and other professionals in SIM. In line with the research in sustaining change in practice, SIM therapists emphasise the importance of implementation teams in schools. Schools have been encouraged to establish Inclusion Teams, with representation from teaching staff, school management, SIM therapy, NEPS psychologists, as well as other professionals linked to the school where applicable.
This year, 62 of the 75 schools have active Inclusion Teams which meet a number of times per year to agree a unique priority programme of work for the school. The impact of implementation teams and embedding interventions is evident in data gathered internally by NCSE therapy management.
The In-School Therapy Project (ISTP) re-engaged with SIM Pilot Schools in the HSE Community Healthcare Organisation (CHO) Region 7 in December 2021, following a pause in in-school therapy supports caused by the COVID-19 pandemic. The NCSE have produced a summary report based on data collated over a 6 month period in 2022. This report details the impact of six months of collaboration between NCSE therapists and SIM Pilot Schools. This re-engagement has allowed for the development of a model of collaborative practice in the SIM schools between the NCSE In-School Therapists and NEPS psychologists
This collaboration is defined in terms of contacts, teacher professional learning and the co-delivery of interventions aiming to build the capacity of school staff to deliver educationally relevant interventions and strategies, which positively affect the inclusion and educational outcomes of all students.
There are reported positive outcomes in the areas of teaching confidence, changes to practice, the learning environment and student educational outcomes.
Initial data received from a sample of schools on the sustained impact of SIM in-school therapy indicates:
• Teachers continuing to use interventions they had been trained on in year 1 and 2
• Teachers in a school upskilling their colleagues on strategies learned e.g. Talktime
This preliminary longer-term data indicates that when therapists collaborate with schools in the delivery of teacher-led interventions, schools can sustain this support in the absence of the therapist. There are a number of challenges and barriers to continuing the roll-out of SIM in CH07 and expanding SIM to other areas at this time. The single biggest challenge is the availability of therapists. While the Department’s initial intention was to expand SIM to other areas, pressures relating to workforce supply has resulted in SIM being limited to one CHO area. The Department is currently exploring possible solutions in this regard.
423. Deputy Paul Kehoe asked the Minister for Education if she will provide an update on the much-needed extension to a school (details supplied) and the need for additional accommodation for the coming school year; and if she will make a statement on the matter. [35727/23]
View answerThe project for the school to which the Deputy refers is devolved for delivery to Kildare & Wicklow Education & Training Board (KWETB). The project is to provide an extension to the existing school, the demolition of a section of the building and the refurbishment of some of the existing buildings.
In April 2023, my Department approved a submission from the school authority to increase the original brief in the context of a significant increase in projected new enrolments in the area. This allowed for a project to cater for a 1,000 pupil school plus 6 special education needs classes. The school's design team will therefore submit revised plans to incorporate the increase in advance of the school authority seeking the necessary planning approval. My Department is engaged with the school authority and expects to receive the new design submission shortly.
In order to cater for the school's more immediate enrolment requirements, I am pleased to advise the Deputy that funding was also approved for the provision of six modular general classrooms. The project is being delivered under the Department’s Devolved SEN Reconfiguration and Modular Accommodation programme. This programme provides project management supports to enable the accommodation to be provided as quickly as possible and helps to ease the administrative workload for individual schools in relation to the management and delivery of the project. The project manager has sourced appropriate modular units and is currently arranging for their delivery and the required preparation of site works for these units.
424. Deputy Michael Creed asked the Minister for Education the current situation regarding additional classroom accommodation in a school (details supplied) in County Cork; if her Department can confirm receipt of the R1 form which subsequent to the tendering process was submitted by the school on 23 June 2023; if everything is in order for the school to proceed to appoint the successful contractor, in view of the tight timelines for completion of the project ahead of the new school year; and if she will make a statement on the matter. [35751/23]
View answerI am pleased to advise the Deputy that approval under the Additional School Accommodation scheme has issued to the school in question for the provision of two modular general classrooms.
The project is devolved for delivery to the school authority. The school submitted a Tender Report to the Department last month and this is currently being reviewed by the Department's Professional and Technical officials. The Department will be in contact with the school shortly with the outcome of this review and the most appropriate method of progressing this important project for the wider school community.
425. Deputy Patrick Costello asked the Minister for Education when the latest high-level independent review of her Department's current child protection policies and processes will be published. [35753/23]
View answerThe report on the high-level independent review of the Department’s current child protection policies and processes has not been published.
The Department of Education is continuing to engage with the education partners in relation to implementation of the recommendations.
The Department of Education’s annual statement of priorities Forbairt contains a commitment to publish the report and its implementation plan during 2023.
