Written Answers Nos. 81-100
81. Deputy Robert Troy asked the Minister for Education when she met with teacher unions to discuss the report proposing the introduction of a teacher relocation scheme from a working group established by one of the teacher unions. [50140/23]
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 on 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 to achieve 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 pre-requisite 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.
82. Deputy Willie O'Dea asked the Minister for Education for an update on the additional allocation for curricular reforms, including funding for the accelerated roll out of the senior cycle redevelopment programme and the delivery of additional physical activity initiatives in schools that she announced as part of budget 2024; and if she will make a statement on the matter. [52747/23]
View answerI am pleased to have the opportunity to outline some of the important work that will be facilitated by the funding I secured in this year’s budget.
In Budget 2024, I secured additional funding of €6 million for the further implementation of my ambitious programme for the redevelopment of Senior Cycle. To progress this important programme, additional funding is being provided to the National Council for Curriculum and Assessment (NCCA), the State Examinations Commission (SEC), and Oide.
In September I announced a significant acceleration of the Senior Cycle redevelopment programme enabling over 120,000 additional students to experience the benefits of Senior Cycle Redevelopment sooner than otherwise would have been the case.
The redeveloped Senior Cycle will enable students to follow a broad curriculum, develop their interests and skills and participate in a final assessment process consistent with international best practice, which will support them in their next phase of life whether that is third level, further education and training, apprenticeships, or the world of work.
Thanks to this acceleration, beginning in 2025 students will now be able to benefit from the fast-tracked rollout of new subject curricula nationally including Biology, Physics, Chemistry and Business— two years earlier than had been previously planned. Two new Leaving Certificate subjects, Drama, Film and Theatre Studies; and Climate Action and Sustainable Development, will also be introduced from 2025 on a phased basis.
Subject development groups within the NCCA’s structures are currently progressing the new and revised curricula. Development will continue into 2024 and will be completed in time for their introduction to schools in 2025.
These new and revised subjects will incorporate SEC externally-assessed components outside of traditional written exams, to be worth at least 40% of the available marks.
Furthermore, a revised Transition Year Programme Statement is currently being finalised for introduction in schools in 2024.
The additional funding secured in Budget 2024 will support this development work, as well as the development and provision of teacher professional learning to support the introduction of the revised Transition Year Programme Statement and the new and revised subjects.
The new Primary Curriculum Framework, the first ever curriculum framework for primary education in Ireland, will shape the work of all primary and special schools for the coming years. The primary curriculum specifications will be available for the 2025/2026 school year.
In the area of physical activity, an additional €500,000 has been provided in Budget 2024 to support the delivery of physical activity initiatives in schools.
This will support the expansion of the Active School Flag programme in primary and post-primary schools, as part of an increase in the allocation for 2024 to over €400,000, up from €214,000 this year.
This year’s funding also provides €200,000 for a pilot initiative on facilitating increased activity in teaching and learning, which is currently in development.
These measures are designed to support the delivery of physical activity initiatives in schools alongside continued delivery of the Physical Education curricula and to promote the personal health and wellbeing of our young people.
In addition to the additional investment announced in the Budget for curricular reforms, my Department continues to provide a suite of professional learning opportunities to support schools in relation to other curricular and educational reforms already underway including Junior Cycle reform and the primary language and maths curricula and wellbeing strategy, for example.
84. Deputy Alan Dillon asked the Minister for Education for an update on delays in capital building projects within her Department impacting County Mayo; and if she will make a statement on the matter. [52776/23]
View answerUnder Project Ireland 2040, my Department is investing €5 billion over the period 2021 to 2025, to add 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.
My Department has a strong track record of delivery of school building projects and this was achieved again in 2023 notwithstanding the wider construction sector environment of high inflation, labour shortages and supply chain issues.
Since 2020 we have invested in the region of €3.5 billion in our schools throughout the country, involving the completion of over 690 school building projects with construction currently underway at approximately 300 other projects. School building projects at construction involve an overall State investment of over €1.2 billion. We also have over 200 modular accommodation projects that are very well advanced for delivery or at construction stage.
This is a record level of investment in our schools and highlights the Government’s very strong track record of delivery in providing additional capacity and modern facilities for our school communities.
Since 2020, in Mayo alone, we have invested in excess of €100 million in our schools and completed 38 school building projects. Construction is underway at 10 other projects. We also have 15 modular accommodation projects that are very well advanced for delivery or at construction stage.
Projects under construction in Mayo include Scoil Naomh Brid, Culleens, which is due for completion in Quarter 1 2024. They also include Phase 1 of Davitt College, Castlebar which is providing additional accommodation and is due for completion in Q2 2024. A letter has recently issued to the patron body in relation to Phase 2 of this project.
These projects are being delivered to ambitious timeframes, and the position on individual projects evolves all the time as they advance through various stages. The current status of all projects, including those in County Mayo, is listed at www.gov.ie. This is updated on a regular basis to reflect project progress through the various stages of capital appraisal, site acquisition, design, tender and construction. The nature of a large capital programme is that timelines for delivery can vary, but the Department endeavours to manage the overall school building programme to ensure that projects are delivered in the shortest possible timeframe.
86. Deputy Seán Haughey asked the Minister for Education to provide an update on the national recruitment campaign for special education needs organisers as part of the ongoing expansion of the National Council for Special Education; and if she will make a statement on the matter. [52734/23]
View answerI want to thank the Deputy for this question regarding the vital expansion of the National Council for Special Education's (NCSE) frontline service. The NCSE is responsible, through its network of Special Educational Needs Organisers (SENOs), for delivering a high quality, child-centred service within a designated area in relation to the identification of and delivery and co-ordination of education services to children with disabilities.
It is a priority for me that the NCSE expand and develop its services to meet the needs of children with special educational needs. That is why we are investing an additional €13 million for the recruitment of up to 161 additional staff in their organisation. It was very important that the NCSE plan effectively for this expansion, which will see them increase their workforce by 50%, and for that reason they have undergone a significant organisational development programme over the last 12 months. I am pleased to say this will be ready to roll out from January 2024.
The NCSE has undertaken a significant process of engagement with both internal and external stakeholders in the context of the organisational design process. It was critical that the NCSE took this opportunity to evaluate its structure, operating model and resource requirements in order to deliver on its strategic objectives and be responsive to the needs of students, parents and schools.
As part of the organisational design, the NCSE has identified key drivers in demand for services, underpinned by a robust analysis of data gathered over the last 5 years. This will ensure that the NCSE can best match current and future resources to specific areas of need on an individual county based, and that the NCSE will have a working model to project areas of future need so they can respond to and anticipate changing circumstances by having the resources in place to meet the needs of children, their families and schools as they arise.
In addition, the new detailed organisational design will significantly change the structure of the NCSE including a doubling of the number of regional teams, all of which will contain SENOs and Advisors.
There will be a significant increase in the number of SENOs employed by the NCSE. It is anticipated that the number of SENOs will grow from the current 73 sanctioned posts to at least 116, so that they can respond effectively to the needs of schools, parents and children in every part of the country. A nationwide competition for the recruitment of SENOs was advertised in October 2023 with a closing date of November 2nd for the receipt of applications.
I am very pleased to report that there was a substantial response to the competition and it is currently moving through the various selection stages. It is intended that the intake from this recruitment campaign will commence in January 2024 and the new staff will be assigned to fill a small number of existing vacancies and to take up new positions created as part of the NCSE expansion. I am very confident that the full benefits of this Government's investment in supporting the education of children with special educational needs will become clearer as we move into 2024 and the newly appointed additional staff of the NCSE start taking up their roles across the country.
87. Deputy Bernard J. Durkan asked the Minister for Education the degree to which she and her Department continues to upgrade, replace and improve schools in the primary and second level in Kildare, an area of rapid population growth and throughout the country; the extent to which the current building programme is succeeding in this regard; and if she will make a statement on the matter. [52782/23]
View answerUnder Project Ireland 2040, my Department is investing over €5 billion over the period 2021 to 2025, to add 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.
My Department has a strong track record of delivery of school building projects.
Since 2020 we have invested in the region of €3.5 billion in our schools throughout the country, involving the completion of over 690 school building projects, and with construction currently underway at approximately 300 other projects. School building projects at construction involve an overall State investment of over €1.2 billion. We also have 200 modular accommodation projects that are very well advanced for delivery or at construction stage.
This is a record level of investment in our schools and highlights the Government’s very strong track record of delivery in providing additional capacity and modern facilities for our school communities.
For school planning purposes, my Department 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 my Department’s projections of school place requirements.
In line with the Department's demographic projections, there has been a continued growth in enrolments throughout many School Planning Areas in County Kildare. In response, the Department has been providing further significant additional school place capacity.
Since 2020, in Kildare alone, we have invested in excess of €246m in our schools and completed 32 school building projects. Construction is underway at 12 other projects. We also have four modular accommodation projects that are very well advanced for delivery or at construction stage.
Major projects recently completed in Kildare include new school buildings in Maynooth and Naas. New school buildings at construction or planned include projects in Prosperous, Kilcock, Maynooth, Celbridge, Leixlip, Naas and Clane.
Growth is projected to continue in many parts of Kildare based on existing construction and planning activity. The population growth and associated demand for school places will be kept under ongoing review by my Department and will inform our approach.
My Department is also liaising with patrons of schools in Co Kildare in the context of enrolment processes for September 2024. Schools in a number of school planning areas in the county have been requested to share data on applications for admissions with my Department. To further inform our planning, school management bodies are assisting with a detailed analysis of post-primary school capacity in the area, taking account of school-specific factors such as current class groupings and subject offerings.
The Department will continue its strong record of investment in school infrastructure in Co Kildare and families can be assured that any required solutions will be put in place to ensure that all pupils in County Kildare and throughout the country obtain a school place.
88. Deputy Michael Moynihan asked the Minister for Education if she will report on the number of special education needs organiser posts not being filled across the country; and if she will make a statement on the matter. [52659/23]
View answerI would like to thank the Deputy for his question and am pleased to take this opportunity to assure him and this House that not only will all vacant SENO posts will be filled, but there will be a significant increase in the number of SENOs employed by the NCSE. At present, there are 70 SENOs nationwide, out of a staffing complement of 73 SENOs. There is a recruitment drive for SENOs underway and the NCSE is also undertaking a strategic review of the organisation. This will see an improvement in how front line staff are allocated to best meet the needs of children and the schools which they attend.
As a result of the significant increase in funding that this Government provided to the NCSE in Budget 2023, the NCSE is now undergoing an expansion which will see a 50% increase in the number of staff employed. A huge focus of the increase in staff will be on front line services and this will see SENO numbers increased by at least an additional 43 staff.
I wish to acknowledge the challenges for children, their families and schools as a result of vacancies in NCSE, which were further exacerbated by a significant growth in the need for NCSE services in recent years. At present each of the SENOs is responsible for approximately 55 schools on average. In certain areas, particularly if there was intensive engagement on school placements or exceptional reviews, this could mean multiple visits to a very small numbers of schools, to the detriment of others.
It was a priority for me that the NCSE expands and develop its services to meet the needs of children with special educational needs in a responsive and child-centred way. That is why we are investing an additional €13 million for the recruitment of up to 161 additional staff into the organisation. It was very important that the NCSE plan effectively for this expansion and for that reason they have undertaken a significant organisational development review over the last 12 months. I am pleased to say this will be ready to roll out from January 2024.
The NCSE has undertaken a significant process of engagement with both internal and external stakeholders in the context of the organisational design process. It is critical that the NCSE took this opportunity to evaluate its structure, operating model and resource requirements in order to deliver on its strategic objectives and be responsive to the needs of students, parents and schools.
As part of the organisational design, the NCSE has identified key drivers in demand for services, underpinned by a robust analysis of data gathered over the last 5 years. This will ensure that the NCSE can best match current and future resources to specific areas of need on an individual county based, and that the NCSE will have a working model to project areas of future need so they can respond to and anticipate changing circumstances to meet the needs of children, their families and schools as they arise.
In addition, the new detailed organisational design will significantly change the structure of the organisation, including a doubling of the number of regional teams, all of which will contain SENOs and Advisors.
A nationwide competition for the recruitment of SENOs was advertised in October 2023 with a closing date of November 2nd for receipt of applications.
I am very pleased to report that there was a substantial response to the competition and it is currently moving through the various selection stages. It is intended that the intake from this recruitment campaign will commence in January 2024 and the new staff will be assigned to fill the small number of existing vacancies and to take up the new positions created as part of the NCSE expansion.
89. Deputy Pauline Tully asked the Minister for Education if she has plans for the establishment of a special national school for pupils aged four to 18 years in County Monaghan; and if she will make a statement on the matter. [52846/23]
View answerI would like to thank the Deputy for the question and would like to assure you that enabling children with special educational needs to receive a high quality, appropriate 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.
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.
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, 384 new special classes – 251 at primary and 133 at post-primary level – have been sanctioned by the NCSE for opening in the 2023/24 school year.
I know that the Deputy has asked specifically about provision in Co. Monaghan, and I want to reassure the Deputy that both my Department and the NCSE will continue to monitor and review the need for further new special schools or the expansion of existing special schools in all areas of the country over the coming months and years.
It is particularly important to consider the distances that some of our students are travelling in order to access a special school placement, and this is a key consideration when we decide to establish any new special school or expand provision in an existing special school.
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.
90. Deputy Sorca Clarke asked the Minister for Education if her Department is currently reviewing the content, cost and duration of the Professional Master of Education. [52535/23]
View answerThe Professional Master of Education (PME) is a two-year, full-time Level 9 postgraduate professional teacher education programme designed to qualify graduates as primary and post-primary teachers.
The Teaching Council is the statutory body with responsibility for review and accreditation of programmes of initial teacher education.
Changes to the duration and content of initial teacher education (ITE) programmes were made in order to improve literacy and numeracy among children and young people and were incorporated into the Teaching Council’s accreditation standards. What had been the ‘H-Dip’ of 18 months at primary and 1 year at post-primary became the two-year Professional Master of Education for both. The standards were arrived at following extensive research and consultation with regard to the programme that would be required in order to develop the skills, knowledge, understanding, and professional values expected of newly qualified teachers.
The extended duration allowed for substantial periods of school placement and a number of mandatory elements in all programmes including literacy and numeracy and ICT in teaching and learning. These reforms are also intended to ensure that graduating teachers are best placed to support learners from all backgrounds, including students with additional learning needs.
Some 48% of teaching graduates at primary and 60% at post-primary over recent years have come through the PME route. Among the measures taken in recent years to support the supply of teachers has been an increase in the number of 4-year undergraduate post-primary ITE programmes.
At the same time, I am very conscious that the PME represents a very significant undertaking for students. I was delighted to announce in Budget 2024 that a PME incentive scheme will be introduced for newly qualified teachers graduating in 2024. Those newly qualified teachers who graduate with a PME will, subject to eligibility criteria, receive an incentive payment of up to €2,000. This will be paid to eligible primary and post-primary teachers in 2025. It will recognise the costs that PME students incur when completing their initial teacher education, assist them with these costs and encourage suitable candidates to consider a career in teaching.
The details of the administration of the scheme are being worked on by the Department.
Students may also be eligible to receive grant funding under the Student Grant Scheme. Grant assistance is awarded to students attending an approved course in an approved institution who meet the prescribed conditions of funding. The decision on eligibility for a student grant is a matter, in the first instance, for SUSI (Student Universal Support Ireland) to determine.
91. Deputy David Stanton asked the Minister for Education further to Parliamentary Question No. 143 of 16 November 2023, to outline her Department's current specific projections of annual demand for second level school places in the Midleton and Carrigtwohill school planning area for each respective year from 2024 to 2028 inclusive; the specific projected demand for non-denominational second level school places during the same period; and if she will make a statement on the matter. [52810/23]
View answerI wish to advise the Deputy that requirements for school places is kept under on-going review in the context of available information on population, enrolments and residential development activity.
In order to plan for school provision and analyse the relevant demographic data, my Department divides the country into 314 school planning areas and uses a Geographical Information System, using data from a range of sources, including CSO Census data, Child Benefit and school enrolment data, to identify where the pressure for school places across the country will arise and where additional school accommodation is needed at primary and post-primary level.
Major new residential developments have the potential to alter the demand for school places at a local level. In that regard, as part of the demographic demand analysis, my Department monitors planning and construction activity in the residential sector. This involves the analysis of data sources from Local Authorities and the CSO along with the engagement with local authorities and the construction sector. In this way, up-to-date information on significant new residential developments is obtained and factored into the demographic analysis exercise. This is necessary to ensure that schools infrastructure planning is keeping pace with demographic changes, at a local level, where there is a constantly evolving picture with planned new residential development.
My Department does not project demand for non – denominated or any denomination at any level, as this demand as this is based on individual preferences. My Department compiles enrolment projections in primary and post-primary school on national and regional (NUTS3) level. The breakdown by school ethos is not available. The latest published projections can be found here: www.gov.ie/en/collection/projections/. The new set of projections is currently under development and will be published in New Year.
There are five non fee paying post primary schools in the Midleton_Carrigtwohill school planning area. The schools had a 2022 enrolment of 4,098 pupils. Enrolments are projected to peak in 2025 and reduce slightly thereafter.
The Department will continue to liaise with Local Authorities in respect of their County Development Plan and any associated Local Area Plans with a view to identifying any potential long-term school accommodation requirements across school planning areas.
92. Deputy Brian Leddin asked the Minister for Education to outline the targets for reducing scope 3 emissions in Irish schools; the actions required to achieve these targets; and if she will make a statement on the matter. [52870/23]
View answerIt has been agreed that School Transport Scheme services fall under the Transport Sector in relation to emissions reduction targets and reporting. Officials in the Department of Education are continuing to engage with officials in the Department of Transport in this regard.
Site that are zoned for schools need to be appropriately located in order to maximise sustainable and active travel modes, with a view to minimising the number of car journeys.
The Department of Education’s Technical Guidance Documents require that consideration is given to Government policy on transport when determining sites for new schools. This includes resources such as the National Transport Authority (NTA) publication ‘Tool Kit for School Travel’, Smarter Travel and the 'Safe Routes to School' guide jointly developed by the NTA and An Taisce's Green Schools.
The School Sector Climate Action Mandate recognises the distinctive role schools are playing in the areas of Education for Sustainable Development (ESD) and climate action. The Mandate promotes engagement by schools in initiatives such as the Green Schools initiative and encourages schools to consider how elements of the Sustainable Development Goals (SDGs) can be integrated into school life - looking at, for example, food waste, biodiversity, water consumption, recycling, reusing, walking and cycling.
A Sustainability Toolkit for Schools has also been developed and published in collaboration with stakeholders. The toolkit includes a Self-Assessment Sustainability Audit, Sustainability Guidelines and a template Sustainability Policy Statement, all aimed at supporting schools on their sustainability journeys.
ESD to 2030, Ireland’s 2nd National Strategy on Education for Sustainable Development, supports implementation of the Climate Action Plan and the SDGs National Implementation Plan. Ireland’s Voluntary National Review 2023 was presented to the UN at the High Level Political Forum in July and Chapter 7.1 of the VNR provides a high level overview of the Education sectors contribution to the achievement of the 17 SDGs.
The ESD to 2030 webpage contains further details and information on initiatives undertaken over the last year to assist schools in supporting sustainable practices : gov.ie - National Strategy on Education for Sustainable Development in Ireland (www.gov.ie).
The Department of Education and the Department of Environment, Climate and Communications established a jointly funded energy retrofit pathfinder programme, which is administered by the Sustainable Energy Authority of Ireland (SEAI) and the Planning and Building Unit in my Department.
This programme targets energy use and CO2 emission reduction by 51%, testing deep retrofit and low carbon heating solutions.
To date 53 school projects across Ireland have been completed, with an additional 11 schools currently at various stages of progress on their decarbonisation upgrades.
93. Deputy David Stanton asked the Minister for Education to report on her Department’s initiatives to support Traveller children to remain in school and in education; the current situation with respect to so called "reduced timetables" for Traveller children; and if she will make a statement on the matter. [52839/23]
View answerThe Department of Education provides a wide range of universal and targeted supports to schools to support the inclusion of all students and address barriers to students achieving their potential, including special education teachers (SETs), special needs assistants (SNAs), and supports from the National Educational Psychological Service (NEPS). Supplementing the universal supports, the Delivering Equality of Opportunity in Schools (DEIS) programme is a key policy initiative to address concentrated educational disadvantage; the DEIS Plan includes reference to Travellers as a named group, and includes specific actions in relation to Traveller and Roma education to promote improvements in school attendance and completion. Following the single largest expansion of the DEIS programme last year, at least 60% of all Traveller students are in a school supported by the DEIS programme.
Other actions to advance Traveller education outcomes form part of the National Traveller and Roma Inclusion Strategy (2017-2021), which set out education actions aimed at improving inclusiveness and education outcomes. My Department is supporting the Department of Children, Equality, Disability, Integration and Youth, which is leading on the next iteration of this strategy.
Work is also progressing in my Department to develop a Traveller and Roma Education Strategy in close consultation with relevant stakeholders in the education, and Traveller and Roma communities. It will set out our strategic direction in relation to Traveller and Roma education policy. Consultation is a central part of this, and the first phase of public consultation opened in July through an online survey, which was designed with input from an Advisory Group made up of key education and Traveller and Roma stakeholders. This survey closed on 30 October and we have now started targeted consultations.
A range of other work underway in the area of Traveller education will inform the development of the new strategy, including:
• The independent evaluation of the pilot project - Supporting Traveller and Roma (STAR), which is underway in four areas (Galway, Wexford, Dublin and Cork) with the aim of addressing the barriers impacting on Traveller and Roma attendance, participation and retention in education. A Research Advisory Group with Traveller and Roma representation has been established to support this. Around €1.1million has been spent per year on the additional supports provided through the project since it was established.
• 10 new Home School Community Liaison (HSCL) coordinator posts serving 14 non-DEIS post-primary schools with high numbers of Traveller and Roma students were created using Dormant Accounts Funding to tackle education disadvantage for Traveller and Roma communities; funding is also provided for initiatives to improve attendance, retention and progression.
• The work of the National Council for Curriculum and Assessment (NCCA) in the area of Traveller culture and history in the curriculum, including the 2019 audit of Traveller culture and history in the curriculum, and the Traveller Culture and History Research Report published in February 2023, which provides a basis for the development of resources and materials, and will inform thinking around intercultural approaches to education.
• A new post in Oide (formerly the Professional Development Service for Teachers (PDST)) was created to oversee, develop and support CPD for schools in the DEIS programme, and to lead on the development of bespoke CPD on anti-racism and embracing diversity for school leaders and teachers to enable them to support the learning needs of all students from all cultural backgrounds and provide support for pedagogical practices that promote inclusion.
The Department has also provided guidelines to schools on the use of Reduced School Days in September 2021 and these came into effect from 1st January 2022. It is recognised that, in certain situations, the use of reduced school days is a positive intervention with a view to assisting a student to return to full time attendance and that in some instances parents may request a RSD to support their child to return to full time attendance. Where schools apply a reduced school day, such arrangements should only be put in place with the consent of the parent or guardian.
The Guidelines include the requirement for schools to notify Tusla Education Support Service (TESS) of the use of all reduced school day arrangements, and the notification form provides the option to include the student’s ethnic background; the question is optional and written consent from the parent/guardian is required. The first two reports on these data were published in September. This is the first time a report on reduced school days notifications has being published and it is a key step in ensuring reduced school days are used only as intended, as an exceptional measure, in exceptional circumstances, and that the focus is always on return to full-time schooling as quickly as possible.
With regards to the use of a reduced school day for children from Traveller families, out of the total student enrolment of 964,590 for the 22/23 school year, 15,197 indicated Traveller or Roma ethnicity, 97 of whom were on RSDs for part the school year. 90 of those students were not re-notified to TESS by the end of the school year. The data gathered in these reports will inform the current work on the development of the Traveller and Roma Education Strategy. The use of RSDs for Traveller and Roma students will continue to be monitored by the Department of Education.
94. Deputy Gary Gannon asked the Minister for Education to outline the training teachers who work in special educational needs classes receive. [52826/23]
View answerI would like to thank the Deputy for the question and would like to advise the following:
Under Section 38 of the Teaching Council Act, all initial teacher education (ITE) programmes must be accredited by the Teaching Council for registration purposes. The council reviewed its policy on the standards for programmes of ITE and published updated standards in Céim Standards for Initial Teacher Education in October 2020.
Céim includes seven core elements which underpins all aspects of programmes of ITE. One of these is inclusive education, which is defined as follows:
The term inclusive education refers to any aspect of teachers’ learning aimed at improving their capacity to address and respond to the diversity of learners’ needs; to enable their participation in learning; and remove barriers to education through the accommodation and provision of appropriate structures and arrangements to enable each learner to achieve the maximum benefit from his/her attendance at school.
The Council’s view of a truly inclusive approach to professional practice recognises that teachers encounter a diverse range of needs in the course of their teaching, regardless of setting. This will include additional learning needs (e.g. autism, dyslexia, dyspraxia) and learning needs associated with diverse linguistic, socioeconomic, cultural and ethnic (including Traveller community, Roma) backgrounds.
By delineating these as core elements, the council has taken a high-level approach to ensuring that they inform every aspect of programme design.
All new and existing ITE programmes have been realigned with Céim for first year student teachers as of September 2022. All other ITE programmes are undergoing the accreditation process under the new standards through the Teaching Council, due to be completed by the end of this year.
The Deputy might also be aware that my colleague, Minister Foley, published a policy statement for ITE in March of this year. It seeks to build on progress made over the past decade and sets out our commitment to ensuring that student teachers at primary and post-primary level have the skills to support all of our children and young people as learners in the years ahead.
It has a phased implementation plan which includes actions to progress it's vision. There are a number of actions which focus on inclusive education, one of these is to explore how the core element of inclusive education in Céim is helping to prepare student teachers to teach students of all abilities and in all settings (including special-education settings), through their ITE. The Teaching Council will report to the department on this action in 2024.
For serving teachers, on an annual basis, the Department of Education provides funding for a Post-Graduate Diploma Programme of Continuing Professional Development for Special Education Teachers in a number of higher education institutions (HEIs).
This is a level 9 award is available in six HEIs across the country:
• Dublin City University (DCU), Dublin, (115 places available)
• Mary Immaculate College, Limerick, (50 places available)
• School of Education, University of Galway (30 places available)
• St. Angela’s College, Sligo (50 places available)
• School of Education, University College Cork (UCC), (25 places available)
• School of Education, University College Dublin, Belfield, Dublin 4 (25 places available)
The aim of the programme is to provide substantial theoretical and practical continuing professional development (CPD) for teachers working with students with special educational needs, thereby, to contribute to the school’s overall capacity in this area.
In addition, the department provides annual funding for a Graduate Certificate in the Education of Pupils on the Autism Spectrum for teachers through DCU.
In terms of other continuing professional development, the Oide support service, funded by my department, works with teachers and school leaders to provide ongoing support and professional development, which promote inclusive practices.
Oide is currently supporting the implementation of new and revised curricula at both primary and post primary. Oide recognises that learners are diverse and through the provision of a range of supports, each of which are designed and underpinned with the fundamental principles of Universal Design for Learning (UDL) in mind, invites teachers to examine and alter teaching and learning approaches that meet the needs of all learners.
UDL is a framework that facilitates the inclusion of all learners to access the school curriculum in a meaningful way. It is used in schools to reduce barriers to learning for all students and promoting inclusion by:
1. Creating multiple ways that teaching is represented.
2. Facilitating multiple ways that students can access their learning.
3. Supporting the multiple ways that students can demonstrate their knowledge which supports the diversity and variability of all learners in our schools. Just like architects use universal design to make schools buildings accessible to all, teachers use UDL to design learning experiences which are always accessible to all students.
In addition, at primary level, over the last number of years the department’s teacher professional development services have provided full day CPD to teachers in relation to team teaching and inclusion of children with special educational needs in the mainstream classroom.
They have also created a UDL Webinar. The digital technology team provide guidance on how digital technologies can be used to support the principles of the UDL framework.
There is also a broad range of special education summer courses available through the summer course programme to provide additional support to teachers in special education. All face-to-face summer courses have a module on inclusive education/accessibility.
The National Council for Special Education (NCSE) provides support for teachers with additional training needs in the area of special educational through the NCSE support service. This service manages, co-ordinates and develops a range of supports in response to identified teacher training needs.
The NCSE support service provides teacher professional learning (TPL) support for teachers of pupils with special educational needs through an inclusive learning resource teachers course as well as an online resource facility and an online book borrowing facility.
The support service continues to update current TPL courses for teachers and design new TPL courses in response to the needs of teachers. Specific training is provided for schools opening new or additional special classes each year.
Detailed information on the comprehensive programme of TPL seminars on a variety of special educational needs topics is published on the NCSE website. www.ncse.ie/tpl .
95. Deputy Steven Matthews asked the Minister for Education if her attention has been drawn to the delays in the construction plans for a new building in a school (details supplied); the knock-on implications on the shortfall in secondary school places in the wider Greystones area; and if she will make a statement on the matter. [51704/23]
View answerThe permanent building project for the school referred to by the Deputy will deliver a new 1,000 pupil post-primary school with accommodation, including four classrooms for children with special educational needs. The project is being delivered under my Department’s Design & Build programme and is currently at tender stage.
The Invitation to Tender issued in April 2023, as part of a bundle of projects issued to my Department's Framework of Design & Build Contractors. The tender process currently takes approximately 8-12 months. Tender returns have been received and are currently being evaluated.
Once a contractor has been appointed, it is anticipated that construction will commence shortly thereafter and it is projected that construction will take some 68 weeks.
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 Greystones School Planning Area in part due to the reduction by some schools in the number of first year places being made available for 2024/25. 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 Greystones, 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. The critical next step is the prompt provision by the schools of clear data on applications for admissions.
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 Greystones 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 Greystones School Planning Area will receive a first year place.
96. Deputy Colm Burke asked the Minister for Education what action her Department is taking to deal with recruitment challenges of bus drivers under the school transport scheme; and if she will make a statement on the matter. [52791/23]
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. 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.
The scheme is operated using a mix of Bus Éireann owned vehicles and directly recruited drivers, and private contractors who recruit their own drivers to operate on the scheme. As part of the operation of the scheme, Bus Éireann manages the procurement tender process and contract management arrangements to include services provided by contractors under the School Transport Scheme. There are currently in the region of 7,000 vehicles operating on the scheme.
The competitive procurement process is conducted in accordance with the negotiated procedure under national and EU procurement legislation.
Bus Éireann has reported challenges in sourcing drivers and contractors in certain areas. This is against a backdrop of significant shortages of drivers in the labour market overall and competing demands for drivers to deliver additional public transport initiatives such as Connecting Ireland and Bus Connects/Local Link services.
Bus Éireann is continuing to prioritise sourcing vehicles and drivers, through a mix of targeted campaigns seeking taxi/bus operators through NTA bulletins and mailing lists of registered licenced operators, continued engagement with existing contractors, and a national and local media advertising campaign seeking additional drivers and contractor operators for the Scheme has also taken place and is supported by additional targeted social media campaigns. Further information can be found at buseireann.ie/schooltransport.
97. Deputy Gary Gannon asked the Minister for Education when the secretaries grant will be received by schools. [52827/23]
View answerMy Department is committed to providing funding to recognised primary and post-primary schools in the free education scheme by way of per capita grants. The two main grants are the capitation grant to cater for day to day running costs such as heating, lighting, cleaning, insurance and general up-keep, and the ancillary/Schools Services Support Fund (SSSF) grant to cater for the cost of employing ancillary services staff. Schools have the flexibility to use capitation funding provided for general running costs and ancillary funding provided for caretaking and secretarial services as a common grant from which the board of management can allocate according to its own priorities. Schools also receive a range of other grants including book grants and programme grants, as well as capital funding and direct staffing supports.
In addition to these grants, €20 million in funding was delivered during the mid-term break, to support all recognised primary and post-primary schools in the free education scheme. This funding is the first tranche of an overall additional €60 million funding announced as part of Budget 2024 measures designed to assist schools with increased day-to-day running costs such as heating and electricity. A further €40 million in funding will be delivered in 2024 .
Following the acceptance by Forsa of the Workplace Relations Commission (WRC) agreement in respect of salaries and various leave entitlements for grant-funded school secretaries, those secretaries who accepted the terms of this agreement have been placed on a payroll operated by this Department. Therefore, as schools will no longer be responsible for paying the salaries of these secretaries, it is necessary to revise the ancillary grant funding. The priority to date has been to ensure secretaries could be set up on a Department payroll on the correct point on the pay scale from September 2023. This represented a very significant body of work, given the numbers involved.
Primary schools have received 2/3rds of the ancillary grant payable in 2023, and post-primary schools have received 2 of their 3 instalments of the SSSF grants for 2023. The Department is working to ensure the arrangements for the payment of remaining ancillary/SSSF grant funding to schools are finalised so that funds due to schools can be paid as soon as possible.
98. Deputy Pádraig O'Sullivan asked the Minister for Education when a three-classroom extension project at a special school (details supplied) in County Cork will progress; and if she will make a statement on the matter. [52739/23]
View answerI can confirm to the Deputy that the school referred to, was approved a project under my Department's Additional Schools Accommodation (ASA) Scheme and responsibility for the delivery of this project has been devolved to the school authority.
The school authority has appointed a design team and submitted design options in their stage 1 report to my Department. Professional and technical Department officials have reviewed this report, visited the school in May and July this year and issued technical advice in order to progress the project.
My Department is currently awaiting a revised stage 1 submission from the school authority. My officials will continue to work closely with the school authority and its design team in order to ensure this important project progresses as quickly as possible.
This year, my Department has increased investment on special education by over 10% on last year to over €2.6 billion. Further progress has been made in Budget 2024 and will result in over 25% of the Department’s budget being 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). As a result, the numbers of special education teachers, special needs assistants and special class and school places are at unprecedented levels.
Over the last two years, my Department and the National Council for Special Education (NCSE) have worked closely on a more streamlined and joined up planning process which has ensured a targeted approach to meet demand for special education placements ahead of each new school year. My Department continues to work closely with the NCSE in relation to the requirements for special class and special school places and also the more strategic and longer-term requirements. 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.
99. Deputy Rose Conway-Walsh asked the Minister for Education to outline the pathway to intervention services for 'at-risk' pupils attending DEIS schools in Mayo who require access to the School Completion Programme, a central element of the DEIS plan, but who are unable to access the local interventions provided by the SCP due to issues around staffing levels and governance; and if she will make a statement on the matter. [52842/23]
View answerThe School Completion Programme, SCP, is a central element of Delivering Equality of Opportunity in Schools (DEIS), a key policy initiative of my Department to address educational disadvantage at school level. The programme is funded by my Department via Tusla Education Support Service, TESS, who have overall operational responsibility for the programme. At present, management of the SCP initiatives, including the employment of staff, is managed at local level by a local Management Committee (LMC). The LMC is responsible for the oversight of the project delivery at local level, including the use of project resources and accountability for public funds.
The significant expansion of the DEIS Programme announced by me in March 2022, provided for an extension of SCP supports to additional schools now included in the DEIS programme for the first time.
Officials from my Department have been advised by TESS that from 2022, funding was approved for all schools new to DEIS in Co Mayo to facilitate these schools into SCP.
At present, there are two SCP Projects in Co Mayo. These projects include seven post-primary schools and two primary schools. There are currently four schools in Co Mayo that have not yet joined SCP.
TESS is actively engaging with Mayo Sligo Leitrim Education and Training Board (MSLETB) in relation to operational matters. TESS continue to be available to provide any further support and guidance required at SCP@tusla.ie.
Inclusion in the DEIS programme provides schools with access to a wide range of additional supports including:
• Additional funding through the DEIS grant for schools to use to support the achievement of targets set in the schools' DEIS plan is provided to all DEIS primary and post primary schools.
• Access to planning supports for all DEIS Primary and Post Primary Schools
• Priority access to continuing professional development for all DEIS Primary and Post Primary schools
• Access to the School Meals Programme for all DEIS Primary and Post Primary schools
• HSCL supports to all DEIS Urban Primary schools and DEIS Post Primary schools
• Access to the School Completion Programme for all DEIS Urban Primary schools and DEIS Post Primary schools
• Reduced pupil teacher ration for all Urban Band 1 Primary schools.
100. Deputy Emer Higgins asked the Minister for Education if she is aware of the lack of post-primary school places for feeder schools in Dublin mid-west; and if she will make a statement on the matter. [52807/23]
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 will be aware, for school planning purposes, my Department divides the country into 314 school planning areas and utilises a Geographical Information System to anticipate school place demand. Information from a range of sources, including Child Benefit data, school enrolment data and information on residential development activity is used for this purpose. Additionally, Project Ireland 2040 population and housing targets inform my Department's projections of school place requirements.
There can be a high degree of inward and outward mobility of children between School Planning Areas, particularly in urban areas, 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.
Notwithstanding this, the Department is aware of pressures for school places in School Planning Areas across Dublin West. 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 Lucan and 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 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.
My Department has delivered significant expanded capacity in Dublin West, including the new schools for Adamstown Community College and Kishogue Community College. There are also a large number of building projects on site or in train across Dublin West including new school buildings for the recently established Coláiste Pobail Fola and Griffeen Community College. New school buildings or extensions are also in train for Holy Family Community School, Tallaght Community School, St. Joseph's College and Lucan Community College. Multiple smaller projects providing additional accommodation are also at various stages of planning and delivery.
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 Dublin Mid-West 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 across these School Planning Area will receive a first year place.
