Written Answers Nos. 252-271
252. Deputy John Brady asked the Minister for Education if there are personnel in her Department who could be classified as having a significant or exclusive focus of their role dedicated to dealing with integration; if so, to detail the title of the post; the grade level of that post; the core functions of that role; to provide details of the exact nature of their responsibilities; and if she will make a statement on the matter. [51821/23]
View answerA whole of department approach was taken from the beginning of the Ukraine Crisis Response. The Department of Education, its aegis bodies and agencies, and Irish schools have played a key role in ensuring the integration of Ukrainian children and young people in schools. The integration of children and young people into school communities is integral to the Departments policy.
The Department continues to engage as necessary and appropriate with other key government Departments to support a whole of government approach in the response to the Ukraine crisis.
A central co-ordination unit was established to manage the Departments response to the conflict. This consists of the following grades (see Table below) and is led at Management Board level by an Assistant Secretary.
|
Grade |
Core Functions |
Details of Post |
|
Principal Officer |
Implement the programme of work for the Ukraine Education Response Programme including governance, policy development and implementation and associated processes and procedures. |
Develop and implement the Ukraine Education Response Programme and manage the Ukraine response Team within the Public Service Reform Programme Office. |
|
2 x Assistant Principal Officers |
Manage communications across multiple teams.
Develop and maintain positive working relationships with ETBI and the Regional Education and Language Teams (REALT) nationwide.
Provision of advice, guidance and support to the REALTs network from across the Department
Manage governance and stakeholder engagement associated with the programme.
Work across sections and divisions of the Department and with other Departments including DFHERIS, DCEDIY and Housing to develop solutions to meet the needs of Ukrainians and other new arrivals
Analyse and interpret data for use across the programme, interpret reports from those ‘on the ground’ and prioritise issues for escalation. |
Support development and Implementation of the Ukraine Education Response Programme. |
|
2 x Administrative Officers |
Support line management, programme planning, progress monitoring, tracking and reporting. Support line manager with operational areas of the REALT. |
Assist in supporting the Ukraine response programme |
|
2 x Executive Officers |
Support the Ukraine response team with secretarial and operational organisation for the programme. |
Assist the support mechanisms on the Ukraine response programme. |
|
Temporary Clerical Officer - School Transport Unit |
Oversight of associated School Transport applications |
Engagement with REALT co-ordinators on new arrivals, school transport demand fluctuations and co-ordination of detail with Bus Éireann’s application portal. |
|
Higher Executive Officer - School Transport Unit |
School Transport liaison officer |
Full liaison with REALT co-ordinators on school transport and related engagement with Bus Éireann including approval of costings. Engagement with parents in relation to grant applications where no service available. Meet with REALT co-ordinators and relevant section of the Department with regard to transport issues for pupils from Ukraine. |
|
Executive Officer - School Transport Unit |
Monitoring of emails in school transport inbox |
Oversight and monitoring of all email communications on the dedicated email address for school transport related to Ukraine students, inquiries from parents and REALT co-ordinators. |
The Inspectorate in my Department includes a Business Unit with responsibility for policy development in relation to inclusive education. It is currently staffed by 1 Assistant Chief Inspector (Principal Officer Equivalent) and a team of 5 inspectors (5 Whole Time Equivalent).
This unit has specific responsibility for:
•Policy advice/development regarding access and participation in education, including special education, educational disadvantage, second-chance education, initiatives for members of the Traveller Community and other inclusion initiatives
•Inspectorate involvement with the National Educational Psychology Service (NEPS) and other bodies, including the National Council for Special Education (NCSE) and Tusla Educational Support Services (TESS)
•Conducting specialised evaluations related to access and participation initiatives
•Development and implementation of evaluations in prison education, including liaison with the Department of Justice and the Irish Prisons Service
•Development and implementation of evaluations in alternative education including liaison with the Department of Further and Higher Education, Research, Innovation and Science.
•Publishing system reports arising from inspection activity on access and participation issues.
253. Deputy Michael Lowry asked the Minister for Education if she can review an application for school transport for Ukrainian students to attend a school (details supplied); when a decision will be issued on this application; and if she will make a statement on the matter. [51878/23]
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.
In addition, school transport scheme services were provided for over 5,400 children who have arrived to Ireland from Ukraine.
The total cost of the scheme in 2022 was €338.9m.
Over 134,000 tickets have issued for the 2023/2024 school year which is an increase of 12% when compared with the start of the 2022/2023 school year. The number of tickets issued so far has already exceeded the total number of tickets issued in the 2022/23 school year. There has been an overall increase in both applications and tickets issued for the 2023/2024 school year in comparison to the 2022/2023 school year.
Bus Éireann has advised that they are at the final stages of procurement in relation to sourcing a contractor to operate the service referred to by the Deputy to facilitate all 3 pupils, once all final checks are completed and are in order, which include garda vetting and document checks, the service will commence in the coming days. Bus Eireann will contact the families directly with once all details have been confirmed.
254. Deputy Paul Murphy asked the Minister for Education to outline why a student (details supplied) is not being provided with transport to school despite transport being sanctioned for them under the school transport scheme for children with special needs. [51921/23]
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.
In addition, school transport scheme services were provided for over 5,400 children who have arrived to Ireland from Ukraine.
The total cost of the scheme in 2022 was €338.9m.
Under the terms of my Department's School Transport Scheme for Children with Special Educational Needs, a pupil with special educational needs is eligible for school transport if they are attending the nearest recognised mainstream school, special class/special school or unit, that is or can be resourced, to meet the child's special educational needs under Department of Education criteria.
Eligibility is determined following consultation with the National Council for Special Education through its network of Special Education Needs Organisers (SENO).
There was a 30% increase in the number of special educational transport journeys from 2019 to the 2022/2023 school year, and already over 1,400 new applications have been received since July for the 2023/2024 school year.
New applications for the 2023/2024 school year will be catered for through a mix of new services (some being individual), children being accommodated on existing services where capacity exists, extensions of existing routes and grants to families.
The pupil referred to by the Deputy is eligible under the terms of the scheme and a sanction has been sent by School Transport Section of my Department to Bus Éireann for the establishment of a new service for the pupil to the school referred to by the Deputy.
Bus Éireann have tendered this service in line with procurement guidelines and are in the process of allocating a contractor to operate this service, once a contractor has been sourced, the service will commence. Bus Éireann will liaise with families directly with regard to this matter at that stage.
Both the Department and Bus Éireann are very conscious of the challenges faced by parents awaiting transport for students with special educational needs. Families of children who are eligible for these services may therefore apply for the Special Transport Grant which is a once off payment, paid retrospectively to families once the School Transport service is in place and is to assist with the cost of private transport arrangements the family had put in place until services are finalised.
School Transport Section of my Department will liaise with the family with regard to sanction of the special transport grant for the child referred.
255. Deputy Colm Brophy asked the Minister for Education to provide an update regarding the provision of a school bus service to a school in Crumlin (details supplied); and if she will make a statement on the matter. [51959/23]
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.
In addition, school transport scheme services were provided for over 5,400 children who have arrived to Ireland from Ukraine.
The total cost of the scheme in 2022 was €338.9m.
Already over 134,000 tickets have issued for the 2023/2024 school year which is an increase of 12% when compared with the same time last year. This number of tickets has already exceeded the total number of tickets issued in the 2022/23 school year.
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.
There was a 30% increase in the number of special educational transport journeys from 2019 to the 2022/2023 school year, and already over 1,400 new applications have been received since July for the 2023/2024 school year.
New applications for the 2023/2024 school year will be catered for through a mix of new services (some being individual), children being accommodated on existing services where capacity exists, extensions of existing routes and grants to families.
A Special Transport Interim Grant is available to families of children with special educational needs who, following the application process, are eligible under the terms of the school transport scheme and are awaiting a School Transport service to be put in place. The Department will be in direct contact with families in regard to full details of this grant.
This grant is a once off payment. The interim grant is offered from the date of application to assist with the cost of private transport arrangements that families have to put in place until a transport service is ready to commence.
School Transport Section has sanctioned the addition of a service for the school referred to by the Deputy. An escort has also been sanctioned for this route.
Bus Éireann endeavours to provide a high-quality service to all children travelling with us under the special educational needs scheme. The School Transport team in Bus Éireann is continuing to try and ensure transport arrangements can be sourced and put in place as soon as possible. Families will be contacted directly once a contractor and vehicle have been sourced for this route.
Bus Éireann has put in place a dedicated customer care call centre to assist families specifically with School Transport queries during this period. Families that have queries can contact the call centre on: LoCall 0818 919 910. Operating hours are usually 9.00am – 5.00pm Monday to Friday.
Families can also submit queries via the ‘contact form’ which can be found on our website (buseireann.ie/schooltransport).
256. Deputy Carol Nolan asked the Minister for Education the total number of Freedom of Information requests submitted to her Department in 2022 and to date in 2023; the total number of such requests that were rejected in their entirety; and if she will make a statement on the matter. [51969/23]
View answerMy Department reports annually to both the Department of Public Expenditure and Reform and the Office of the Information Commissioner on Freedom of Information activity. The Office of the Information Commissioner publish this data in its annual report and the annual reports up to 2022 are available on the OIC’s website - www.oic.ie/publications/annual-reports/.
In 2022 my Department received 359 requests. 64 of these requests were refused.
To date in 2023 my Department has received 352 request. 61 of these requests have been refused.
257. Deputy Noel Grealish asked the Minister for Education what progress her Department has made regarding redeployment facilities for post primary teachers to allow for a system whereby more teachers can work in their local communities and fill vacant roles; and if she will make a statement on the matter. [52024/23]
View answerEarlier this year the Department received a report from a Teachers’ Union of Ireland (TUI) working group. The report proposed the creation of a national relocation scheme whereby teachers would identify the locations that they would like to relocate to through a portal and then effectively “swap” with teachers in that location. The proposal included findings from a survey undertaken by the TUI on the commute to work of members.
Any initiative that seeks to ensure that the educational needs of children are prioritised is to be welcomed. This proposed relocation scheme may be beneficial for those who are commuting considerable distances, and for the environment more generally, however, a number of challenges are apparent.
It should be noted that an existing voluntary redeployment pilot operates that is distinct from the relocation scheme proposed by the TUI. The key purpose of the pilot voluntary redeployment scheme is to assist the Department in achieving its objective of redeploying all surplus permanent teachers.
Officials of my Department met with TUI representatives where an overview of the proposal was presented by the TUI and a discussion followed. The proposal has been considered by my department and a reply, based on the discussions and the report received, has recently been received by the TUI.
In that reply, the Department has advised the TUI that it would welcome a jointly agreed proposal from management bodies and post-primary teacher unions on a relocation scheme. The reply highlights some of the challenges that such a scheme would present. These include determining the criteria for a proposed relocation, the resolution of disputes that may arise, and whether the terms and conditions of teachers would continue if they relocated. The reply also emphasises the need to take into account the views of the management bodies and other union representatives.
Addressing these, and any other issues that the representatives of school management bodies may raise, would be a prerequisite to further consideration of this proposal by the Department.
The Department meets regularly with the teacher unions on many issues relating to teachers. The Department will continue to work intensively with all stakeholders to develop and implement creative solutions to address the needs of teachers and teacher supply challenges facing schools including this proposal for a teacher relocation scheme.
258. Deputy Bernard J. Durkan asked the Minister for Education the extent to which both primary and second level school places are available and will be ready for occupation in time for the next school year in the catchment areas of Allenwood, Prosperous, Clane, Straffan whereby boys, girls and co-ed schools are adequately catered for notwithstanding the provisions already in place which causes parents to worry about a possible lack of accommodation in September 2024; if the plans are sufficiently advanced in all cases to provide the accommodation on time and noting the steady increase in the population which is above and beyond expectations; and if she will make a statement on the matter. [52036/23]
View answerI can assure the Deputy that the provision of school places to meet the needs of children and young people at primary and post primary level, including children and young people with special educational needs is an absolute priority for the Department.
As the Deputy may be aware, for school planning purposes, the Department of Education divides the country into 314 school planning areas and uses a Geographical Information System (or GIS) 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 the Department’s projections of school place requirements.
Having considered the projected requirements in each school planning area, the Department then makes an assessment of the existing capacity within that particular area and its ability to meet any increased demand. Additional provision is made as necessary, where the existing capacity is insufficient for future needs.
The areas referred to above by the Deputy are within the Prosperous_Clane and Celbridge School Planning Areas. The Department is aware of pressures at post primary level in both the Prosperous_Clane School Planning Area and the Celbridge School Planning Area. A critical next step is to acquire clarity on the actual number of additional first year places required for 2024 in order for an appropriate solution to be put in place. In that context, schools in a number of areas of enrolment pressure, including Prosperous_Clane and Celbridge, have been requested to share data on applications for admissions. The Department is liaising closely with schools to ensure that this data is provided as soon as possible, and once it is received the actual requirement for places can be established. The Department is already having discussions with the relevant school patrons and authorities regarding potential solutions but the understanding of the actual school place needs will give clarity as to the specific actions that are required.
This close engagement with schools and patrons will also allow the Department to identify particular further capacity requirements for the forthcoming years and put any required solutions in place - beyond those that are already in train - to ensure sufficient school places to meet the needs of students in the area.
In line with the Department's demographic projections of post primary school place requirements there has been a continued growth in enrolments in Prosperous_Clane and Celbridge. My Department has invested significantly in schools in County Kildare over recent years. Under the National Development Plan, a total of almost €250m has been invested in schools in County Kildare over the last five years. This investment has focused on provision of additional capacity to cater for its increasing population and there are further significant projects in our pipeline including for Prosperous_Clane and Celbridge.
These projects include new school building projects at St Patrick’s Boys National School which is currently on site, and at St Farnan's Post Primary School which is at planning stage. Extension projects are also in train at Scoil Mhuire Allenwood National School and Scoil Mhuire Community School which will increase capacity in the Prosperous_Clane school planning area. There are also a project to provide a new 16 classroom school at Scoil Naomh Padraig National School and a proposed new 1,000 pupil school for Celbridge Community School which will increase capacity in the Celbridge School Planning Area.
I can assure the Deputy that Department officials will continue to actively engage with schools and patrons to ensure that there is appropriate provision for all students in Prosperous_Clane and Celbridge for the 2024/25 school year and into the future. Families can be assured that any necessary solution will be delivered so that all of the children in the Prosperous_Clane and Celbridge School Planning Areas will receive a first year place.
259. Deputy Bernard J. Durkan asked the Minister for Education when a school place will urgently be made available in the case of the son of a person (details supplied); and if she will make a statement on the matter. [52037/23]
View answerI can assure the Deputy that the provision of school places to meet the needs of children and young people at primary and post primary level, including children and young people with special educational needs is an absolute priority for the Department.
As the Deputy may be aware, for school planning purposes, the Department of Education divides the country into 314 school planning areas and uses a Geographical Information System (or GIS) 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 the Department’s projections of school place requirements.
Having considered the projected requirements in each school planning area, the Department then makes an assessment of the existing capacity within that particular area and its ability to meet any increased demand. Additional provision is made as necessary, where the existing capacity is insufficient for future needs.
The Department is aware of pressures at post primary level in the Prosperous_Clane School Planning Area. A critical next step is to acquire clarity on the actual number of additional first year places required for 2024 in order for an appropriate solution to be put in place. In that context, schools in a number of areas of enrolment pressure, including Prosperous_Clane, have been requested to share data on applications for admissions. The Department is liaising closely with schools to ensure that this data is provided as soon as possible, and once it is received the actual requirement for places can be established. The Department is already having discussions with the relevant school patrons and authorities regarding potential solutions but the understanding of the actual school place needs will give clarity as to the specific actions that are required.
This close engagement with schools and patrons will also allow the Department to identify particular further capacity requirements for the forthcoming years and put any required solutions in place - beyond those that are already in train - to ensure sufficient school places to meet the needs of students in the area.
In line with the Department's demographic projections of post primary school place requirements there has been a continued growth in enrolments in Prosperous_Clane. My Department has invested significantly in schools in County Kildare over recent years. Under the National Development Plan, a total of almost €250m has been invested in schools in County Kildare over the last five years. This investment has focused on provision of additional capacity to cater for its increasing population and there are further significant projects in our pipeline including for Prosperous_Clane.
These projects include a new school building project at St Farnan's Post Primary School which is at planning stage. An extension project is also in train at Scoil Mhuire Community School which will increase capacity in the Prosperous_Clane school planning area.
I can assure the Deputy that Department officials will continue to actively engage with schools and patrons to ensure that there is appropriate provision for all students in Prosperous_Clane and Celbridge for the 2024/25 school year and into the future. Families can be assured that any necessary solution will be delivered so that all of the children in the Prosperous_Clane School Planning Area will receive a first year place.
260. Deputy Neasa Hourigan asked the Minister for Education if she will outline the cost of translation services provided to schools for the deaf in each of the years 2018 to 2022, in tabular form; the manner in which funding is allocated for translation; and if she will make a statement on the matter. [52047/23]
View answerEnabling 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. Further progress has been made in Budget 2024 where 26% of my department’s budget will be dedicated to providing supports for children with special educational needs, representing a 5% increase on Budget 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 and in 2024 a further 744 teachers, and 1,216 SNAs will be added to deliver up to 2,700 new places for children with special educational needs. This will mean we will have over 41,500 qualified and committed people in our schools who are focused wholly and exclusively on supporting children with special educational needs.
Responsibility for facilitating the school’s communication with a parent lies with the School’s Board of Management.
Schools' running costs such as translation services are met by the department's scheme of capitation grants which affords schools considerable flexibility in the use of these resources to cater for the needs of their pupils. As funding is issued by way of block grant amounts to individual schools, the information requested by the Deputy is not available from my department. These schools do not apply through a separate process for funding in relation to translation services.
This year's budget will provide targeted funding for school communities with an increase in capitation of over €81 million.
The current standard rate of capitation grant is €183 per pupil at primary level and at post-primary the standard rate is €316 per student for voluntary secondary schools. The standard capitation rates are different for community and comprehensive schools as well as those in the Education and Training Board (ETB) sector as these schools are funded via non-pay budget grants from the department.
Enhanced capitation rates are payable in respect of pupils attending special schools and special classes and traveller pupils attached to mainstream schools to assist with the extra costs associated with the running costs of classrooms with a small number of pupils operating specialist provision. These rates depend on the particular level of need involved.
As part of the capitation package in Budget 2024, €21 million has been secured as a permanent increase in capitation funding to assist schools now and in the long term with increased day-to-day running costs. This will support a permanent restoration of funding for all primary and post-primary schools from September 2024. This will bring the basic rate of capitation to €200 per student in primary schools and to €345 in voluntary secondary schools. Enhanced rates will also be paid in respect of pupils with special educational needs. This represents an increase of circa. 9.2% of current standard and enhanced capitation rates.
The €81 million secured for capitation also includes €60 million as part of the Cost of Living measures in Budget 2024. All recognised primary and post-primary schools in the Free Education Scheme will benefit from this additional capitation funding which will be paid at an average rate of €49 per pupil at primary level and €75 at post-primary level. Enhanced rates will also be paid in respect of pupils with special educational needs.
Schools also receive an Ancillary Services Grant. The standard rate is €173 per pupil in primary schools and €224.50 per student in post-primary schools.
Primary schools with less than 60 pupils are paid the capitation and the ancillary grants on the basis of having 60 pupils. At post-primary level, schools with less than 200 students receive ancillary related grants on the basis of having 200 students.
Schools also receive a range of other grants including book grants, programme grants etc. For the 2023/24 school year, a landmark new scheme was introduced that signifies a new chapter in Irish primary education to provide free school books for all primary and special school pupils. The total free primary book grant amount paid to date in 2023 is €53.5m.
I am very pleased to say funding has been secured to extend the free school books scheme to junior cycle students from the start of the next school year in September 2024. The total funding available for this extension of the scheme is €67 million.
I understand the need for increased capitation funding and I am pleased that significant increases in capitation funding for primary and post-primary schools in Budget 2024 has been secured. Including a permanent restoration of capitation funding as well as an increase for cost of living pressures.
My department will continue to support the NCSE and schools through the provision of the necessary funding and capital investment to ensure all children are successful in accessing an education.
261. Deputy Neasa Hourigan asked the Minister for Education if she will provide an update on the redevelopment of a building for a school (details supplied); the timetable for the design and design development stage; and if she will make a statement on the matter. [52048/23]
View answerThe project to which the Deputy refers, is devolved for delivery to the National Development Finance Agency (NDFA). This project is part of the bundle referred to as ‘Project Liffey'
I am pleased to advise that the procurement for the design team is currently underway and is nearing completion. Following completion of the procurement process, the design team will be formally appointed to design the buildings, obtain the necessary statutory planning permissions, and progress the project to tender and construction in due course.
At this early stage of the process it is not possible to provide a timeline for completion of the project, the NDFA will be engaging directly with the school authorities to keep them informed of progress.
262. Deputy Seán Canney asked the Minister for Education if she will oversee the introduction of new guidelines to develop new school playground guidelines and an analysis of spaces and funds for outdoor school areas which provide an appropriate opportunity to address the different needs of children; and if she will make a statement on the matter. [52050/23]
View answerI wish to confirm to the Deputy that the majority of schools have a general purpose room / Physical Education hall and practically all schools have outdoor play areas. In addition, many schools, use adjacent local facilities, including community halls, public parks, playing fields and swimming pools.
Investment and expenditure on sports facilities is an element of the overall expenditure and investment in the School Building Programme. The provision of outdoor play areas form part of the accommodation brief for all new school buildings or where a major building or refurbishment project is being delivered for an existing school. In addition, my Department provides funding toward the provision of furniture and equipment including PE equipment in both primary and post-primary schools.
In relation to post-primary schools, where my Department provides a sports hall as part of a building project, the equipment provided forms part of the overall furniture and equipment grant to that school.
In addition, my Department’s Design Guidelines for all new schools provides for outdoor multi use games areas (hard play areas) and the level of play space provided varies with the size of school. The play space also includes specific provision designed to meet the needs of children with special educational needs. For example, a new 24 classroom primary school with Special Education Needs classes is provided with 3 ball courts (1,755m² in total), 2 junior play areas (600m² in total), as well as Secure hard and soft play area (300m²) and a 100m² Sensory Garden. In respect of new post-primary schools, a new 1,000 pupil post-primary school will be provided with 6 ball courts (3,060m² in total) and a 200m² secure hard and soft special education play area. At post primary level, an area may be developed as a practice playing field where site conditions and resources permit.
Outside of school building projects, the multi-annual Summer Works Scheme 2020 onwards included a category for External environment projects, which included playgrounds. Primary schools can also use their Minor Works Grant to fund playground improvements.
The available outdoor area at existing schools varies significantly across the circa 4,000 schools, with each school sitting in its own local context: some in highly urban areas, some in rural locations. Some schools will have large sites, others will be constrained, and there are variances in the level of access to adjacent facilities. The needs and interests of each school's student cohort can also vary. In that context, each school is best placed to consider their own specific circumstances as part of any playground upgrade works.
263. Deputy Seán Canney asked the Minister for Education if she recognises that a problem exists with schools installing sensory playground equipment, given that schools are afraid of litigation and children with sensory needs are losing out as a result; and if she will make a statement on the matter. [52051/23]
View answerThe installation of sensory play equipment is site and project specific, often funded directly by schools and selected based on the individual school requirements. Where play equipment is installed as part of a building project the school will be assisted by the appointed design team. Appropriate provision for external play will be provided within school site constraints and this is set out in the Planning & Design Guidelines for Primary & Post Primary School Specialist Accommodation for Pupils with Special Educational Needs (copy attached – TGD 026). Sensory play areas can be divided into hard and soft play sections. Where specialist play equipment is provided, the Design Team will consult with the school authority at the outset regarding the range and type of equipment to be provided. Adequate provision must be allowed for the fixing of equipment into the hard and soft surfacing as part of the construction stage and for the play equipment to be fitted into sockets etc., once construction is complete. This is a matter for co-ordination to be overseen by the lead consultant on the project.
264. Deputy Seán Canney asked the Minister for Education if she will oversee the introduction of the Brain Calm Programme to the curriculum in primary schools; and if she will make a statement on the matter. [52052/23]
View answerSocial, Personal and Health Education (SPHE) is a mandatory part of the primary curriculum, which provide vital opportunities for the development of children’s wellbeing in the physical, social, emotional and intellectual domains. Initiatives such as the Incredible Years Programmes and the FRIENDS Programmes which complement the curriculum are also available to schools. These programmes which have been welcomed by schools and their impact positively evaluated reduces anxiety and promotes coping and resilience in children and young people from 4-18 years can be delivered by class teachers, universally or to targeted smaller groups of pupils.
The area of wellbeing and the promotion of positive mental health is a priority for the Department of Education. This includes promoting emotional wellbeing and resilience and positive coping skills, which support children and young people to manage the complexities of modern life.
The Department of Education’s approach to supporting wellbeing and mental health is set out in its Wellbeing Policy Statement and Framework for Practice which informs the Department’s extensive and ongoing work in the area of student wellbeing and mental health.
Oide, the support service for teachers and school leaders, provides training to schools to ensure that the promotion of wellbeing will be at the core of the ethos of every school and support schools in implementing the Wellbeing Framework.
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.
The National Educational Psychological Service (NEPS) of the Department provides a comprehensive, school-based psychological service to all primary and post primary schools through the application of psychological theory and practice to support the wellbeing, academic, social and emotional development of all learners. NEPS provides a casework service to schools through the assigned NEPS psychologist. Individual casework service involves a high level of psychologist collaboration with teachers and parents, often also working directly with the child/young person.
NEPS also has responsibility for Wellbeing Policy Implementation and NEPS teams offer training and guidance for teachers in the provision of universal and targeted evidence-informed approaches and early intervention to promote children’s wellbeing, social, emotional and academic development.
A dedicated wellbeing portal is also available, bringing together all the wellbeing supports and resources that have been developed by the Department and the Department’s support services, which is available under ‘Wellbeing for Education’ on gov.ie.
As you will appreciate, there are an extensive number of agencies, voluntary groups and individuals offering a very wide range of interventions, presentations and programmes to schools in the area of child wellbeing. Schools can choose programmes and resources which meet the specific needs of their own context in terms of promoting wellbeing. Advice is available for schools on including external facilitators in the promoting of wellbeing.
265. Deputy Mark Ward asked the Minister for Education what plans her Department has to increase the amount of secondary school places in the Newcastle area of South County Dublin to be in line with population growth; and if she will make a statement on the matter. [52078/23]
View answerI can assure the Deputy that the provision of school places to meet the needs of children and young people at primary and post primary level, including children and young people with special educational needs is an absolute priority for the Department.
As the Deputy may be aware, for school planning purposes, the Department of Education divides the country into 314 school planning areas and uses a Geographical Information System (or GIS) 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 the Department’s projections of school place requirements.
Having considered the projected requirements in each school planning area, the Department then makes an assessment of the existing capacity within that particular area and its ability to meet any increased demand. Additional provision is made as necessary, where the existing capacity is insufficient for future needs.
The Department is aware of pressures at post primary level in the Newcastle_Rathcoole School Planning Area. A critical next step is to acquire clarity on the actual number of additional first year places required for 2024 in order for an appropriate solution to be put in place. In that context, schools in a number of areas of enrolment pressure, including Newcastle_Rathcoole, have been requested to share data on applications for admissions. The Department is liaising closely with schools to ensure that this data is provided as soon as possible, and once it is received the actual requirement for places can be established. The understanding of the actual school place needs will give clarity as to the specific actions that are required.
This close engagement with schools and patrons will also allow the Department to identify particular further capacity requirements for the forthcoming years and put any required solutions in place - beyond those that are already in train - to ensure sufficient school places to meet the needs of students in the area.
In line with the Department's demographic projections of post primary school place requirements there has been a continued growth in enrolments in Newcastle_Rathcoole. In response to the projections of school place needs in Newcastle_Rathcoole, the Department is providing significant additional post primary capacity, including new 1,000 pupil school buildings for both Holy Family Community School and Coláiste Pobail Fola. These projects are currently at Stage 3, Tender Stage.
I can assure the Deputy that Department officials will continue to actively engage with schools and patrons to ensure that there is appropriate provision for all students in Newcastle_Rathcoole for the 2024/25 school year and into the future. Families can be assured that any necessary solution will be delivered so that all of the children in the Newcastle_Rathcoole School Planning Area will receive a first year place.
266. Deputy Mark Ward asked the Minister for Education what options are available to the parents of a person (details supplied) who are finding it difficult to find a secondary school place for their daughter next year; and if she will make a statement on the matter. [52079/23]
View answerI can assure the Deputy that the provision of school places to meet the needs of children and young people at primary and post primary level, including children and young people with special educational needs is an absolute priority for the Department.
As the Deputy may be aware, for school planning purposes, the Department of Education divides the country into 314 school planning areas and uses a Geographical Information System (or GIS) 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 the Department’s projections of school place requirements.
Having considered the projected requirements in each school planning area, the Department then makes an assessment of the existing capacity within that particular area and its ability to meet any increased demand. Additional provision is made as necessary, where the existing capacity is insufficient for future needs.
The Department is aware of pressures at post primary level in the Newcastle_Rathcoole School Planning Area. A critical next step is to acquire clarity on the actual number of additional first year places required for 2024 in order for an appropriate solution to be put in place. In that context, schools in a number of areas of enrolment pressure, including Newcastle_Rathcoole, have been requested to share data on applications for admissions. The Department is liaising closely with schools to ensure that this data is provided as soon as possible, and once it is received the actual requirement for places can be established. The understanding of the actual school place needs will give clarity as to the specific actions that are required.
This close engagement with schools and patrons will also allow the Department to identify particular further capacity requirements for the forthcoming years and put any required solutions in place - beyond those that are already in train - to ensure sufficient school places to meet the needs of students in the area.
In line with the Department's demographic projections of post primary school place requirements there has been a continued growth in enrolments in Newcastle_Rathcoole. In response to the projections of school place needs in Newcastle_Rathcoole, the Department is providing significant additional post primary capacity, including new 1,000 pupil school buildings for both Holy Family Community School and Coláiste Pobail Fola. These projects are currently at Stage 3, Tender Stage.
I can assure the Deputy that Department officials will continue to actively engage with schools and patrons to ensure that there is appropriate provision for all students in Newcastle_Rathcoole for the 2024/25 school year and into the future. Families can be assured that any necessary solution will be delivered so that all of the children in the Newcastle_Rathcoole School Planning Area will receive a first year place.
267. Deputy Seán Canney asked the Minister for Education if she will provide the formula used in calculating EAL posts with schools applying for such posts, as is the case already with NEEAL posts where the formula is shared, as this would assist schools in their application; and if she will make a statement on the matter. [52092/23]
View answerThe Special Education Teaching allocation 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. All schools are advised in the first instance to review whether the needs of newly enrolled pupils can be met from within existing allocations.
The Department also provides specific English Language support to schools with pupils newly arrived into the country that have English as an additional language.
Schools may apply for further language support through the staffing appeals process. Having considered the circumstances outlined by the school and having regard to the high number of pupils requiring EAL support, additional support may be approved to meet the educational needs of such pupils. The Primary Staffing Appeals Board operates independently of the Department and its decision is final.
268. Deputy Marc Ó Cathasaigh asked the Minister for Education whether her Department has allocated funding to a school (details supplied) for a permanent building to extend the school; and when it expects this work to be completed. [52107/23]
View answerI can confirm to the Deputy, that my department has received an application, under the Additional Schools Accommodation Scheme, from the school authority in question.
The purpose of the Additional School Accommodation 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.
There are significant demand pressures on the school system at present, arising from demographic growth, the need to align school place provision with housing developments, increased demand for special educational needs provision and the accommodation of children from Ukraine.
Under Project Ireland 2040, over €5 billion is being invested in the school sector over the period 2021-2025 which will add additional capacity and develop and upgrade school facilities across the country for the almost one million students and over 100,000 staff that learn and work in our schools every day. This is demonstrative of the strong support from Government for investment in education.
The application in question was assessed by my officials and a provisional offer was issued to the school authority for the following accommodation:
Phase one to be delivered through modular accommodation :
• 2 x science labs with associated facilities
• 4 x general classrooms
• Reconfiguration of old 2 old science labs to provide 2 x Special Education classrooms
My department is currently considering the second phase delivery of accommodation for the school in terms of a traditional build.
The main focus of my department’s resources over the last decade and for the coming period is on provision of critical additional capacity to cater for increasing demographics. The department is required to manage the overall school building programme so that we target and prioritise areas that are under greatest pressure for additional school places. This reflects our fundamental objective of ensuring the availability of a school place for every child.
In the interim, my department will continue to engage with the authorities of the school in question with respect to its accommodation needs and having regard to the educational requirements of the area more broadly
269. Deputy Carol Nolan asked the Minister for Education the total costs incurred by her Department arising from the placing of advertisements with the national broadcaster, RTÉ, in any format, for each of the years 2016 to date; and if she will make a statement on the matter. [52160/23]
View answerI can confirm to the Deputy that my department does not have a fixed annual advertising budget. As policy implementation dictates, advertising can be sought to deliver specific policy objectives or legal obligations. In the period of time in question, this has included awareness campaigns on school transport, promoting the teaching profession, the reopening of schools during the COVID-19 pandemic, and other matters such as local planning notices for school buildings and the advertising of the opportunity to engage with scoping inquiries.
A contract with a media buying agency has been in place since 2018. The spend on advertising with RTÉ in that time by my department has amounted to €231,793.50.
270. Deputy Carol Nolan asked the Minister for Education if her Department, or any body under the aegis of her Department, has facilitated in-person or remote briefings on any issue by organisations (details supplied) from 2020 to date; if so, the topic discussed; the fees paid to the organisations for these briefings; and if she will make a statement on the matter. [52187/23]
View answerI can confirm to the Deputy that my Department has no record of any payment being made to the companies specified in her question. On 10 May 2023, The Institute for Strategic Dialogue (ISD) presented to Department of Education officials on the topics of misinformation and disinformation. The topics presented were the following:
- Introduction to the work of the Institute for Strategic Dialogue
- What is mis/disinformation?
- What are conspiracy theories?
- The overlap (between conspiracy theories and disinformation and those involved)
- The Irish landscape
- How we can counter disinformation
The presentation took place online and was provided free of charge.
The information in respect of State bodies within the scope of the Deputy’s question is not held by my Department. Contact details for these bodies are set out in the attached document should the Deputy wish to contact them directly with this query.
271. Deputy Patrick Costello asked the Minister for Education if there are plans for primary schools in the Ballyfermot area identified as having potential demand for a transfer or divestment of school patronage; and if she will make a statement on the matter. [52211/23]
View answerThe wider Palmerstown/Ballyfermot/Chapelizod/Cherryorchard area was one of 43 areas surveyed as part of the patronage divesting process in 2013. Analysis of the parental preferences expressed in each area surveyed indicated that there was sufficient parental demand to support changes in school patronage in 28 areas, including in this area. To date, it has not been possible to secure a school property to facilitate a new school being established under the patronage divesting process in this area.
The Schools Reconfiguration for diversity process, supporting transfers of schools to multi-denominational patrons in response to the wishes of local communities, has been developed in order to accelerate the delivery of multi-denominational schools. When a school transfers from the patronage of one patron to another, the school remains open with the same roll number and operating from the same school property. All State-funded primary schools follow a common national curriculum and are subject to the same Department rules and regulations.
In March 2022 I announced that arrangements were being put in place in a number of towns and areas of cities that had no multi-denominational primary schools to identify potential schools and to engage with school authorities, school staff and the school communities with a view to agreeing on a transfer of patronage and change of ethos, where there was sufficient demand for this.
The engagement at local level across the pilot areas was largely concluded at the end of Q1 2023. Two schools, Cornamaddy National School in Athlone and St. Enda’s Primary School in Whitefriar Street, Dublin 8, have transferred from Catholic patronage to the local Education and Training Board, becoming multi-denominational community national schools. The Department is hopeful that there will be a number of other transfers of patronage and change of ethos to multi-denominational in the short term.
Following consultation with relevant stakeholders, it is intended that a review of the 2022/23 structured engagement process in the pilot areas will be finalised and published in early Q1 2024. It is envisaged that it will include a framework for delivering on the Government commitment for increasing multi-denominational provision.
A significant amount of work has been done by the Department on the scope, logistics and practical arrangements for a potential survey of primary schools in relation to reconfiguration and details will be announced in due course.
The goal remains to establish a strong process, that has the support of patrons and local communities, and which will enable us to continue to increase the number of multi-denominational primary schools across the country.
