Written Answers Nos. 212-231
212. Deputy Mark Ward asked the Minister for Education further to Parliamentary Question No. 272 of 26 September 2023, when her Department expects to receive the 2nd tender report for a school (details supplied); when the school can expect to be contacted on this issue; and if she will make a statement on the matter. [43937/23]
View answerFurther to Parliamentary Question No 272, 26 September 2023, I wish to advise the Deputy that the 2nd Tender Report has not been received by my Department for review and we are currently not in a position to provide a timeline for completion of this review.
When the review of the 2nd tender report is complete and subject to no issues arising, officials from my Department will be in contact with the school authority.
213. Deputy Anne Rabbitte asked the Minister for Education the status of the works at a school (details supplied) for the provision of modular units on site; and if she will make a statement on the matter. [43940/23]
View answerI am pleased to advise the Deputy that my Department approved the provision of a Technology Room, a Construction room plus associated preparation area, 3 Mainstream Classrooms and reconfiguration of existing internal classrooms to form two Special Education Needs (SEN) classes.
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.
Works have commenced on site for the project referred to. My Department is fully aware of the urgency in respect of this project and continues to work closely with the school authority and its project manager in order to ensure this project is completed as soon as possible. The Department is also working closely with school authorities on contingency planning arrangements and putting any necessary supports in place where required.
214. Deputy Gino Kenny asked the Minister for Education for an update on the replacement of prefabs at a school (details supplied). [43954/23]
View answer215. Deputy Gino Kenny asked the Minister for Education to provide funding to replace the prefabs at a school (details supplied) as a matter of urgency due to serious health and safety concerns for students and teachers. [43955/23]
View answerI propose to take Questions Nos. 214 and 215 together.
I can confirm to the Deputy, that my Department is in receipt of an application for capital funding, under the Additional School Accommodation (ASA) scheme, from the school in question.
The purpose of the ASA scheme is to ensure that essential mainstream and special education 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 that an offer of accommodation has been proposed to the school authorities and this is currently under consideration. My Department will continue to engage with the school with a view to advancing an accommodation solution. Once a decision is reached by the school authorities, my Department will be in a position to progress this to the next stage.
216. Deputy Patrick Costello asked the Minister for Education the total number of 6th-class students currently enrolled in primary schools in the Dublin 8 SPA (2022-2023) in tabular form, specifying the number of students in Catholic, Church of Ireland, and multi-denominational primary schools; and the total number of first-year secondary school places that will be available next year (2023-2024) in the SPA, specifying the total number of spaces available in Catholic, Church of Ireland, and multi-denominational secondary schools. [43962/23]
View answerPlease find attached requested data regarding the number of 6th class pupils in Dublin 8 SPA. Data is taken from the Primary Online Database and is for academic year 2022-2023 as per the census date of 30th September 2022.
The post-primary school planning area for Dublin 8 is served by 5 post-primary schools. The following post-primary schools currently serve the Dublin 8 School Planning Area:
• CBS Synge
• St Patricks Cathedral Grammar School
• CBS James Street
• Mercy Secondary School
• Presentation College
In relation to places for 2024 at 1st year level - the annual admissions notice for each of the schools in the school planning area is available on the individual school website. Below are the details of each of these admissions notice.
|
School Name |
Roll No |
Ethos |
1st year Admissions 24/25 |
|
CBS Synge Street |
60470D |
CATHOLIC |
48 |
|
St Patricks Cathedral Grammar School |
60660I |
CHURCH OF IRELAND |
50 |
|
C.B.S. James Street |
60410I |
CATHOLIC |
60 |
|
Mercy Secondary School |
60872A |
CATHOLIC |
72 |
|
Presentation College |
60792C |
CATHOLIC |
48 |
|
6th class pupil in Dublin 8 SPA |
||||||||
|
Ethos |
2015 |
2016 |
2017 |
2018 |
2019 |
2020 |
2021 |
2022 |
|
Catholic |
298 |
268 |
283 |
280 |
255 |
272 |
324 |
307 |
|
Church Of Ireland |
36 |
23 |
31 |
31 |
32 |
41 |
37 |
40 |
|
Multi Denominational |
54 |
29 |
33 |
35 |
44 |
57 |
55 |
81 |
|
Grand Total |
2403 |
320 |
347 |
346 |
331 |
370 |
416 |
428 |
217. Deputy Noel Grealish asked the Minister for Education if an individual who completes an IPGCE with QTS in a UK university which requires students to complete their training in an Irish school setting, while completing the academic aspects online, will meet the induction requirements for the Irish Teaching Council when applying for registration; if a person who is registered with the UK Teaching Regulation Agency (TRA) in Northern Ireland can teach in the south of Ireland; and if she will make a statement on the matter. [43979/23]
View answerThe Teaching Council is the professional standards body for the teaching profession, which promotes and regulates professional standards in teaching. The Teaching Council registers teachers under the Teaching Council Act 2001-2015 and in line with the Teaching Council Registration Regulations, 2016. The Council registers teachers under five routes of registration namely, Route 1 - Primary, Route 2 - Post-primary, Route 3 - Further Education, Route 4 - Other and Route 5 - Student Teacher. The minimum registration requirements for each route are set out in the Schedule of the Regulations.
In its role as a competent authority, the Teaching Council operates in accordance with the EU Mutual Recognition of Professional Qualifications Directive (2005/36/EU as amended). As a statutory professional standards body, the Teaching Council is required by law to properly determine and to authenticate the relevant standards and qualifications of all applicants for registration. One of the ways the Council ensures and regulates standards is by ensuring that all teachers entering the profession in Ireland have met the required standards.
Fully qualified teachers who qualify from outside of the Republic of Ireland are eligible to apply for registration with the Teaching Council under the Teaching Council (Registration) Regulations.
A fully qualified teacher from outside of the Republic of Ireland must hold Qualified Teacher Status (QTS/licence to teach) and full registration (having met any post-qualification registration requirements of that country, e.g., teacher induction). All applications from teachers who qualify outside of Ireland are processed in line with EU Directive.
All applications from fully qualified teachers who qualify outside of the Republic of Ireland are assessed for comparability with graduates of Teaching Council accredited programmes of initial teacher education. All primary teachers are registered conditionally with the condition of the Irish Language Requirement. All post-primary teachers are registered conditionally with the condition of the History and Structure of the Irish Education System. Following a holistic assessment of teaching qualifications and relevant teaching experience, CPD, etc, any identified qualification shortfall(s) are added as a condition of registration. Teachers have three years from the date of conditional registration to address conditions via an aptitude test or an adaptation period.
In addition, for a time limited period under the Teaching Council (Registration) (Amendment), 2023, the Teaching Council is accepting applications from teachers who hold a teaching licence and comparable teacher education qualification but have not completed induction in the country they qualified. Applications close on 1 February 2024.
218. Deputy Matt Carthy asked the Minister for Education when a school (details supplied) will receive approval to proceed with the proposed permanent extension comprising of three classroom SEN base, five additional classrooms, two special education tuition rooms, one music room, one textiles room, one science laboratory and preparation room, associated circulation and WC, and ancillary areas; the reason for the delay to date in this approval; and if she will make a statement on the matter. [43988/23]
View answerThe school to which the Deputy refers, was granted funding under My Department’s Additional School Accommodation (ASA) Scheme for the provision of a 2 classroom SEN base, 5 general classrooms, 1 pastoral office, and 5 offices.
In 2020, the design team was appointed and a stage 1 report was submitted with a request for an increase in brief. This was approved with the addition of 2 special education tuition (SET) rooms, 1 textile Room, 1 music room, 1 science lab and prep area.
In 2021, summer works were also incorporated into the ASA project. A revised stage 1 report was submitted in late 2021. A further SEN classroom was approved in October 2022. A stage 1 meeting and presentation took place and the project proceeded to Stage 2A.
The Stage 2A report is currently under review by the Department's Professional & Technical team. Once this review is complete, the outcome will be conveyed to Cavan and Monaghan ETB who are delivering the project.
219. Deputy Patrick Costello asked the Minister for Education the number of places made available, by ethos that is, Catholic, Church of Ireland or multi-denominational, in first year in secondary schools in the Dublin 8 SPA in each of the years 2016 to 2022, in tabular form. [43990/23]
View answerAs the Deputy may be aware, in relation to school admissions, it is the responsibility of the managerial authorities of all schools to implement an enrolment policy in accordance with the Education Act, 1998 and the Education (Admission to Schools) Act 2018. My Department's main responsibility is to ensure that schools in an area can, between them, cater for all pupils seeking school places in that area.
There are five post-primary schools within the school planning area for Dublin 8:
• CBS Synge Street
• St Patrick's Cathedral Grammar School
• CBS James Street
• Mercy Secondary School
• Presentation College
In relation to places for 2024 at 1st year level - the annual admissions notice for each of the schools in the school planning area is available on the individual school website. Below are the details of each of these admissions notice.
|
School Name |
Roll No |
1st year Admissions 24/25 |
|
CBS Synge Street |
60470D |
48 |
|
St Patrick's Cathedral Grammar School |
60660I |
50 |
|
C.B.S. James Street |
60410I |
60 |
|
Mercy Secondary School |
60872A |
72 |
|
Presentation College |
60792C |
48 |
My Department does not hold data on the number of places made available by schools in previous years, however the below table indicates actual enrolments for the years 2016-2022 in Dublin 8.
|
Count Unique Enrolments - <=30th Sept |
Count Unique Enrolments - <=30th Sept |
|
|
Year 1 |
Year 1 |
|
|
Academic Year |
CATHOLIC |
CHURCH OF IRELAND |
|
2016 |
129 |
29 |
|
2017 |
102 |
29 |
|
2018 |
123 |
46 |
|
2019 |
125 |
47 |
|
2020 |
148 |
49 |
|
2021 |
164 |
53 |
|
2022 |
215 |
49 |
|
Grand Total |
1,006 |
302 |
As the Deputy will be aware, for planning purposes my Department divides the country into 314 School Planning Areas. While this is very useful at a national level, in dense urban areas such as Dublin City it is necessary for the Department to take a broader perspective in the assessment of school accommodation requirements, particularly at post primary level. In city areas there can be a high degree of inward and outward mobility of children between School Planning Areas, often linked with public transport and active travel routes, and parents are free to apply to enrol their children in any school, whether that is in the School Planning Area in which they reside or not. The Department's Geographical Information System (GIS) is a critical tool in the planning for schools it facilitates assessment of school accommodation needs across an geographic area, not limited to school planning area boundaries. As an example, by taking two points within Dublin 8: one on the eastern side and one on the western side, there is a total of 18 post primary schools within 3km of either point.
In the context of the Deputy's requests regarding Dublin 8 specifically, the published schools' enrolment data for the 2022/23 academic year reported 1,147 enrolments in post primary schools in the Dublin 8 School Planning Area. The historic maximum enrolment since 2011 in this School Planning Area was 1,361.
The enrolments for 6th class at schools in Dublin_8 SPA for 2022 was 430. The intake level at Post Primary for Dublin_8 is 55% - the intake pattern shows the percentage of children attending 6th class in primary schools in this SPA that enrolled in 1st year in a Post Primary in the SPA in the previous 2 years. 62% of First years attended primary school within the SPA. This indicates a 38% enrolment of children at post primary school in Dublin 8 who attended primary school outside the SPA.
In information provided to my Department by schools, there were 28 unfilled first year places in 2022/23 at post primary level in Dublin_8 SPA. These places were at schools of Catholic ethos. Of the 18 schools in the wider (3km) areas, schools indicated a total of 169 unfilled first year places in 2022/23. This included 60 places in multi-denominational provision. All assessments by my Department of additional school accommodation needs in any area take into account such available capacity.
Additionally, a new co-educational, multi-denominational school under the patronage of Educate Together, Harold's Cross ETSS, was established to serve the Dublin_6W and Dublin6_Clonskeagh School Planning Areas as a regional solution. In 2020 the school opened in interim accommodation and the major project, which will provide for a 1,000 pupil school when complete, is currently at stage 3. As this new school grows and expands its available first year places it will provide additional post primary capacity for families in Dublin 8. While that school is required to prioritise enrolments within the School Planning Areas it was established to serve, there is already a trend of children who attended primary school in Dublin 8 enrolling in this school.
As previously indicated, my Department will continue to keep school place needs in Dublin 8 and south Dublin City generally, as well as other areas across the country, under review.
220. Deputy Patrick Costello asked the Minister for Education the total number of 6th-class students enrolled in primary schools in the Dublin 8 SPA in each of the years from 2015-2016 to 2021-2022, specifying the number of students in Catholic, Church of Ireland, and multi-denominational primary schools. [43991/23]
View answerPlease find attached requested data. Data for 2015 is taken from the National School Annual census for that year. Data from 2016-2022 is taken from the Primary Online Database, both sets of data are for the number of pupils in 6th class as per the census date, 30th September for each year.
6th class pupil in Dublin 8 SPA
|
Ethos |
2015 |
2016 |
2017 |
2018 |
2019 |
2020 |
2021 |
2022 |
|
Catholic |
298 |
268 |
283 |
280 |
255 |
272 |
324 |
307 |
|
Church Of Ireland |
36 |
23 |
31 |
31 |
32 |
41 |
37 |
40 |
|
Multi Denominational |
54 |
29 |
33 |
35 |
44 |
57 |
55 |
81 |
|
Grand Total |
2403 |
320 |
347 |
346 |
331 |
370 |
416 |
428 |
221. Deputy Pauline Tully asked the Minister for Education the reason a school (details supplied) has not received the ICT grant for this academic year; and the timeframe within which the grant will be issued. [43992/23]
View answerThe Digital Strategy for Schools to 2027 was published last year and is underpinned by an investment of €200m to support its implementation, committed to under Ireland’s National Development Plan (NDP). The first tranche of €50m issued to all recognised primary and post-primary schools in late 2021.
The previous Digital Strategy for Schools 2015 to 2020 saw overall investment of €210m issued to all recognised primary and post-primary schools in annual grant funding. This funding enabled schools to invest in appropriate digital infrastructure to enable the embedding of the use of digital technology in teaching, learning and assessment.
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 issue 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.
222. Deputy Matt Carthy asked the Minister for Education when the modular building proposal for a school (details supplied) will be completed; and if she will make a statement on the matter. [43993/23]
View answerThe school to which the Deputy refers was granted approval for the provision of 9 mainstream classrooms under my 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 school authority in question has recently advised that the proposed modular accommodation will require all necessary statutory approvals therefore, extending the timeline for delivery.
The school authority has overall responsibility for delivery of the project, the Department now awaits a post planning report from the school when available in order to progress delivery.
223. Deputy Thomas Gould asked the Minister for Education whether consideration has been given to the differing staffing needs of special schools, particularly regarding administrative deputy principals, resourcing for high and low-incidence needs and extra funding for additional CPD and health and safety training. [44001/23]
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 has been 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).
In 2023, the number of teaching and SNA posts in our schools will increase with an additional 686 teachers and a further 1,194 SNAs.
For the first time ever there will be over 19,000 teachers working in the area of special education and over 20,000 SNAs. Together we have almost 40,000 qualified and committed people in our schools who are focused wholly and exclusively on supporting children with special educational needs.
The NCSE has the responsibility for planning and coordinating school supports for children with special educational needs including the allocation of SNAs and reviews. The department does not have a role in making individual school determinations.
While the additional funding being made available to provide more special education teachers, SNAs, NCSE supports and NEPs supports in our schools is significant, it is accepted that there are a range of additional challenges facing our special schools.
In terms of additional support, special schools receive significant funding and have been resourced to reflect their particular needs. My department does however recognise that there are additional challenges which arise for special schools including the importance attached to establishing and fostering positive links between the home, school and other agencies.
My department is actively engaging with the representative body for boards of management in special schools the National Association of Boards of Management in Special Education (NABMSE) to address some of these additional challenges. During November and December 2022, NABMSE facilitated a series of meetings nationwide with special schools. This engagement has focused in on a number of issues including:
a. The challenges attached to the designation of special schools as primary schools (the vast majority of special schools enroll students from 4 through to 18) and how this could be addressed.
b. The resources necessary for special schools to support their students and
c. How best to ensure that all children who require it have access to a summer programme.
My department has collated all of the feedback from these meetings and continues to engage with NABMSE on the priority areas to be progressed.
Some of the key issues emerging include;
- The continuum of teacher education – how it prepares and supports teachers in these settings
- Curricular challenges and the need for career guidance, vocational pathways and post-school options
- Access to therapeutic, behaviour and mental health supports
- Ensuring equity of provision with peers in mainstream schools
- The need to review patronage and governance structures
- The need for additional resources ranging from physical infrastructure to staffing and day-to-day funding with efficient and transparent review mechanisms in place
- Remuneration for leadership roles commensurate with the number and range of staff employed in the school and the additional administrative burden in special schools
- Teacher supply issues, additional flexibility on qualifications for these settings and enhanced substitution cover.
My department is committed to progressing these issues from both administrative and budgetary perspectives in order to deliver an education system that is of the highest quality and where every child and young person feels valued and is actively supported and nurtured to reach their full potential.
224. Deputy Francis Noel Duffy asked the Minister for Education the timeline for the roll-out of solar panels to all schools; and if she will make a statement on the matter. [44005/23]
View answerAs the Deputy is aware, Budget 2023 provided for the provision of funding from the Climate Action Fund in relation to the provision of Photovoltaic Panels in schools up to 6KW output.
This is positive news for our schools and will assist with their energy needs and costs along with supporting the decarbonisation of our school buildings.
My officials are working closely with colleagues in the Department of Environment, Climate and Communication in relation to the arrangements for this multi-annual scheme and details will be announced in the shortest timeframe possible.
As part of planning for the rollout of this multi-annual scheme, the capacity surveys of the school system that are currently underway will also include obtaining up to date data on the number of schools that have solar panels currently. This is important preparatory work in planning for the rollout of this multi-annual scheme. The provision of the solar panels will be fully funded for schools.
225. Deputy Seán Haughey asked the Minister for Education if appropriate planning will take place to ensure that there are a sufficient number of autism classes in mainstream schools provided in the Killester, Raheny and Clontarf school planning area to meet the anticipated demand for places in the 2024/2025 academic year; and if she will make a statement on the matter. [44017/23]
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 has been 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).
In 2023, the number of teaching and SNA posts in our schools will increase with an additional 686 teachers and a further 1,194 SNAs.
For the first time ever there will be over 19,000 teachers working in the area of special education and over 20,000 SNAs. Together we have almost 40,000 qualified and committed people in our schools who are focused wholly and exclusively on supporting children with special educational needs.
The NCSE has the responsibility for planning and coordinating school supports for children with special educational needs.
Over the last number of 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 almost 1,300 new special classes sanctioned and seven new special schools established over the last four years.
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, earlier this year, Minister Foley and l announced the establishment of two 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, 389 new special classes – 252 at primary and 137 at post-primary level – have been sanctioned by the NCSE for opening in the 2023/24 school year.
In Dublin, 77 new special classes have been sanctioned, 51 at primary level and 26 at post-primary level, bringing the total number of special classes in Co. Dublin to 540.
In Dublin 5, there are 27 special classes and in Dublin 3, there are 5 special classes.
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/special-classes.
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.
My department and the NCSE are committed to ensuring that sufficient special education placements will be available for children for the 2024/25 school year.
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.
My department and the NCSE are committed to delivering an education system that is of the highest quality and where every child and young person feels valued and is actively supported and nurtured to reach their full potential.
226. Deputy Marc MacSharry asked the Minister for Education the reason the announced additional two modular buildings of 80 sq. m are not yet in place in a school (details supplied); the reason that in October of this school year, more urgency has not been placed on the installation of these buildings; when these much-needed class rooms will be installed and be fully functional; and if she will make a statement on the matter. [44020/23]
View answerThe school to which the Deputy refers was granted approval for the provision of 2 mainstream classrooms under my Department's Devolved SEN Reconfiguration and Modular Accommodation programme. This Reconfiguration and Modular Accommodation 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.
A Project Management company has been appointed from the Department’s Framework to assist the school authority in the delivery of the project and my Department has also contacted the school to provide an update on the process.
227. Deputy Fergus O'Dowd asked the Minister for Education if she will ensure that a school's proposals (details supplied) are considered and responded to in full by the relevant Department officials due to the increasing pupil numbers at the school; and if she will make a statement on the matter. [44021/23]
View answerAs the Deputy is aware, the major school building project to which the Deputy refers has been devolved for delivery to Louth County Council. Construction commenced in July 2023.
I acknowledge receipt of recent correspondence and the matters raised therein are being considered by my Department and we will revert in due course.
228. Deputy Michael Lowry asked the Minister for Education when the JCSP review commenced; to outline the scope and guidelines for this review; when the review is expected to be concluded; when its findings will be issued; if it his intention to reopen the programme once the review is completed; and if she will make a statement on the matter. [44022/23]
View answerThe Junior Certificate School Programme (JCSP) is a national programme sponsored by the Department of Education and the National Council for Curriculum and Assessment. Introduced in 1996, it is a social inclusion programme that is aimed at students who are identified as being at risk of being socially or academically isolated or at risk of early school leaving before the (then) Junior Certificate has been achieved.
A review of the JCSP commenced in 2019, in line with the ‘Framework for Junior Cycle 2015’, which stated that the JCSP would be subject to a review when a substantial proportion of the Framework for Junior Cycle is in place. The review group is chaired by my Department and also includes representatives from key agencies. The remit of the review is as follows:
• Review the rationale for the JCSP and consider the extent to which the needs of the students undertaking JCSP are met through the Junior Cycle Framework.
• Identify how existing JCSP supports are utilised.
• Identify the challenges facing schools in offering the JCSP.
• Explore potential means of improving how JCSP resources are coordinated and allocated including the JCSP Library project.
• Make recommendations regarding the JCSP.
The work of the review group was paused as a result of the impact of the COVID-19 pandemic and the associated necessary shift in work priorities and work is now ongoing to recommence the review.
229. Deputy Michael Ring asked the Minister for Education when payment will be made to a school (details supplied) in County Mayo in respect of works carried out under the School Extension Programme approval; and if she will make a statement on the matter. [44045/23]
View answerAs the Deputy is aware, 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.
I can confirm to the Deputy that my Department has processed the payment referred to and funds will lodge to the school authorities bank account within the next 7-10 working days.
230. Deputy Holly Cairns asked the Minister for Education if a Gaelcholáiste will be provided for an area of Dublin (details supplied). [44052/23]
View answerIn order to plan for school provision and analyse the relevant demographic data, my Department divides the country into 314 school planning areas and uses a Geographical Information System, using data from a range of sources, including Child Benefit and school enrolment data, to identify where the pressure for school places across the country will arise.
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.
A patronage process is run after it has been decided, based on demographic analysis, that a new school is required. The patronage process is open to all patron bodies and prospective patrons. Parental preferences, as well as other considerations such as the extent of diversity of provision in an area (including Irish-medium provision), are key to the decision-making process. Such analysis impacts on whether, at post-primary level, a school would take the form of an Irish-medium Gaelcholáiste, or whether, if English-medium, the school would include an Irish-medium unit.
The year of establishment, patronage model and language of instruction have yet to be determined for the new post-primary schools announced to serve the following two School Planning Areas in the general South Dublin area: Dublin 2_ Dublin 4; and Sallynoggin_Killiney_DLR/Cherrywood.
While it is expected that the existing Gaelcholáistí in the general South Dublin area between them have sufficient school places to accommodate demand in the short term, given the number of new gaelscoileanna which have opened in recent years, or are planned to open in this area, my Department is keeping the position under active review as these schools grow and the number of sixth class pupils in gaelscoileanna increases. The opportunities for expansion of provision at existing gaelcholáistí such as Coláiste Eoin and Coláiste Íosagáin is also relevant. My Department met with representatives of the school patron of Coláiste Eoin and Coláiste Íosagáin and is arranging for a technical assessment of the school properties.
The new policy on Irish-medium education outside of the Gaeltacht, which is currently being developed by the Department, has as one of its key objectives to explore how opportunities for the establishment of Gaelscoileanna and Gaelcholáistí can be increased as part of the patronage process.
A public consultation commenced in October 2022 to inform the development of this new policy. This comprised an online questionnaire, a call for written submissions, and a series of focus groups. The information collected in the consultation process is being analysed by the Sealbhú research institute in DCU. Bilateral meetings were also held between an tAonad um Oideachas Gaeltachta and key stakeholders.
A number of pieces of research will also inform the development of the policy:
• A review of national and international research on minority language education (Sealbhú, DCU)
• Research on Irish-medium Aonaid and Sruthanna (Units and Streams) in English-medium schools (a team of researchers from UCC, Mary Immaculate and Munster Technological University)
• A report on current provision for Irish-medium education outside of the Gaeltacht (Department of Education).Two composite reports on inspection findings on the quality of educational provision in Gaelscoileanna and Gaelcholáistí (Department of Education).
231. Deputy Holly Cairns asked the Minister for Education if she will outline her plans to grow the number of children accessing secondary school education through Irish. [44053/23]
View answerThe Policy on Gaeltacht Education, which is being implemented by my Department, has contributed to strengthening Irish-medium education provision in Gaeltacht language-planning areas around the country.
Under the policy, 29 Gaeltacht post-primary schools (as well as 103 primary schools) are participating in the Gaeltacht School Recognition Scheme and receive targeted supports to strengthen and enhance the delivery of Irish-medium education.
Students in Gaeltacht post-primary schools also have the opportunity to participate in the e-Hub Project, which allows them to study Leaving Certificate Physics or Chemistry through the medium of Irish via remote learning, thereby extending the range of subjects available in these schools.
By developing and strengthening the delivery of Irish-medium education in our Gaeltacht post-primary schools, the numbers enrolled in these schools will increase over time.
In addition to the work on the Policy on Gaeltacht Education, work on the development of a new policy for Irish-medium education outside of the Gaeltacht is in progress in my Department. The key objectives of the policy are in accordance with the 20-Year Strategy for the Irish Language 2010-2030 and the Programme for Government, and include increasing the proportion of children and young people attending Irish-medium schools.
An extensive public consultation process has been conducted to gather the views of stakeholders, including young people, parents, education professionals, education stakeholders and Irish-language organisations.
The new policy will also be informed by current research, which includes:
- A report giving an overview of provision for Irish-medium education outside of Gaeltacht areas was compiled and published by my Department.
- Research on Irish-medium Aonaid and Sruthanna (Units and Streams) in English-medium schools is being carried out on behalf of my Department.
- Two composite reports on inspection findings on the quality of educational provision in Gaelscoileanna and Gaelcholáistí, covering the period 2017 to 2020, were published in spring 2021. These reports provide a helpful insight into relevant themes related to practice in schools.
I look forward to progressing this important work of strengthening Irish-medium education provision both within and outside of the Gaeltacht.
