Written Answers Nos. 460-472
460. Deputy Marc Ó Cathasaigh asked the Minister for Education the position regarding his Department’s view on funding for the awarding of incremental credit to post primary school teachers for relevant work experience gained in private schools outside of the EU; and if she will make a statement on the matter. [56286/23]
View answerThe criteria for the award of incremental credit are set out in the Department’s Circulars 10/2001 for Primary teachers, 29/2007 and 29/2010 for Post-Primary teachers. The criteria for the award of incremental credit to recognised teachers was agreed under the auspices of the Teachers Conciliation Council (TCC).
These circulars provide for the award of incremental credit in respect of overseas teaching service, both within and without the EU. Where a school satisfies the criteria set out in the circulars to have service at that school recognised for incremental credit, an award of incremental credit can be made.
Criteria such as whether the school is subject to state funding, which can be of particular relevance when examining claims relating to private teaching schools, and the length of time the school has been in existence, must be satisfied in order for service at that school to be recognised for incremental credit.
Where schools do not satisfy the required criteria, then service at that school cannot be considered towards incremental credit. Teachers must be on the Department’s payroll or teaching in an Education and Training Board school before an application can be processed.
The criteria for the award of incremental credit for teachers are subject to review by way of an incremental credit committee, which is a sub-committee of the Teachers Conciliation Council and which meets on an ongoing basis.
Through the Teachers Conciliation Council, the teacher unions have lodged a claim concerning the recognition of private post primary teaching service outside the EU towards the award of incremental credit.
The Department examined this request as part of the 2024 budgetary process. However, it was not possible to secure funding to progress this request through the 2024 budgetary process.
The Department was however successful in securing funding for a number of other important initiatives aimed at teachers such as the restoration of 1,000 posts of responsibility and the PME incentive scheme.
The Department will continue to examine ways in which the matter may be progressed in the future.
The teacher unions have also called for a review of the limit of 7 years which applies to teaching service outside the EU. However, the Department considered the request made by the unions but following that consideration have determined that this is a cost increasing measure. Cost increasing claims cannot be considered under the terms of the Building Momentum Agreement.
The Department is also engaged in a review of the Incremental Credit application process with a view to improving the overall application process, reducing the processing time for such applications resulting in the issue of quicker decisions on applications for incremental credit.
461. Deputy Colm Burke asked the Minister for Education her guidelines for primary school teachers in respect of homework; if there are plans to re-examine this policy or make any changes in the coming years; whether investigations have been carried out as to whether this workload should be reduced and the benefit this would have for children in the area of creativity; and if she will make a statement on the matter. [56299/23]
View answerI would like to thank the Deputy for his question on the provision of homework.
The Department acknowledges that homework can play an important part in helping students to prepare for forthcoming classwork and in reinforcing work already covered during class time. However, it is a matter for each school, at local level, to arrive at its own homework policy which best serves the school community. One of the agencies under my remit, the National Council for Curriculum and Assessment (NCCA), funded a report commissioned by the National Parents Council - Primary into parental involvement, engagement and partnership in children’s learning during their primary school years. The research was undertaken by the Marino Institute of Education and is available on the NPC's website here
While the broad focus of the report is on the features of good parent-school partnerships, there is also a focus on homework at primary level to include:
• The role of homework
• Homework in the Irish context
• Homework in the international literature
• Homework and achievement
• Parental involvement with homework
• Children’s voice on homework.
The report states that there is a lack of consensus on the value of homework, based on the literature that was reviewed. Both positive and negative effects of homework are noted, including disagreement on its impact on achievement and its implications for family life.
The report also contains recommendations regarding homework at primary level, based on the literature review undertaken. One of the recommendations is that teachers consider giving individualised project based homework tasks, whereby children can draw on their own talents and interests.
It is also recommended that teachers explicitly engage in discussions with parents about how they can best support their child’s learning through homework.
In keeping with good practice, it is clear that the process of drafting a homework policy by a school should involve consultation with teachers, parents and the pupils themselves. This process can also draw on the research available, adapting it to the particular context of the school community in question.
Furthermore, as the Deputy is aware, schools are places where creative pursuits are cultivated, nurtured and encouraged. Our schools play a central role in encouraging and facilitating opportunities for children to play, get involved in the arts and engage in physical activities. For example, the new primary curriculum being introduced to all primary and special schools over the coming years has play at the core of the pedagogies to be used. In addition, one of the key competencies as set out in the Primary Curriculum Framework, published in March of this year, is that of “Being Creative” which focusses on nurturing and promoting children’s interests and opportunities for meaningful creative experiences.
BLAST: Arts in Education initiative, which funds arts-in-education residencies in primary and post primary schools, is another such example of creativity being actively facilitated in schools and has been particularly successful in recent years.
This creativity at school level may also be reflected in homework assigned to students.
I hope this information is of assistance to the Deputy.
462. Deputy David Stanton asked the Minister for Education further to Parliamentary Question No. 14 of 17 October 2023, to provide an update on the review of the guidelines for the use of school buildings outside of school hours; and if she will make a statement on the matter. [56302/23]
View answerI wish to thank the Deputy for the opportunity to give an update on the review of my Department's 'Guidelines on the Use of School Buildings Outside of School Hours'. My Department supports and encourages the use of school buildings for community and recreational purposes, where feasible, and this has remained a core feature of the new Guidelines (or Procedures as they are now called).
My Department first published the Guidelines on the use of School Buildings outside of School Hours in October 2017. The purpose of these guidelines was to provide guidance to schools in relation to their current arrangements for the use of school buildings outside of school hours. The Guidelines outline the various scenarios and informs where consent of the Department of Education is required.
The process of reviewing the 2017 Guidelines for the Use of School Buildings outside of School Hours is now nearing completion.
As the Deputy is aware, part of the review included a school survey to inform the updating of the existing Guidelines. The survey was issued to patron bodies of a sample of selected primary and post-primary schools for distribution. The survey invited schools to share their views on topics including: whether and how their school facilities are currently used by organisations other than the school, future plans for the use of school buildings and any current barriers encountered regarding the use of school buildings after hours. The responses to the survey were returned and analysed and have informed the review. Since the survey, further engagement has taken place with the stakeholders, patron bodies and other government Departments on the Procedures.
It is expected that the new Procedures will be published shortly and all schools will be notified of the changes.
463. Deputy Alan Dillon asked the Minister for Education if 70 years-of-age is the compulsory retirement age if a person entered secondary school teaching before 2004; there is no compulsory retirement age, in cases in which a person entered between 2004 and 2013; and if is 70 years-of-age again if a person entered after 2013. [56313/23]
View answerCompulsory retirement in the public service is generally determined by the date of recruitment of the individual public servant and, for the most part, is provided for in primary legislation.
I can confirm that compulsory retirement ages are, in general, as stated by the Deputy.
However, it should be noted that the compulsory retirement age for those who commenced teaching before 2004 is the end of the academic year in which they reach age 70.
The Secondary, Community and Comprehensive School Teachers Pension Scheme provides a different compulsory retirement age for a subset of secondary teachers who are in continuous employment from a date prior to 1 September 2001 and who were born in the month of August. In this case, the teacher would be due to retire on a compulsory basis at the end of the academic year in which they reach age 71.
464. Deputy Alan Dillon asked the Minister for Education the reason there is a compulsory retirement age for teachers who entered after 2013 but not for those who entered between 2004 and 2013; and the reason there is a compulsory retirement age even if a teacher is medically fit to teach. [56314/23]
View answerCompulsory retirement in the public service is generally determined by the date of recruitment of the individual public servant and, for the most part, is provided for in primary legislation.
The Public Service Superannuation (Miscellaneous Provisions) Act, 2004 introduced new superannuation and retirement provisions for new entrants to the public service, appointed on or after 1 April 2004. New entrants recruited or employed after 1 April 2004 (and up to 31 December 2012) have no mandatory retirement age.
Public servants recruited since 1 January 2013 have a mandatory retirement age of 70. In setting this mandatory retirement age, consideration was given to the benefits of having a specific age limit and a retirement horizon. A defined retirement age is important for planning of recruitment and promotion throughout the public service.
Further to this, the Public Service Superannuation (Age of Retirement) Act 2018 was enacted on 26 December 2018. Under this Act, any relevant public servant (recruited prior to 1 April 2004) who had not already reached their compulsory retirement age of 65 before that date has a new compulsory retirement age of 70. This is the same mandatory retirement age as is applicable to members of the Single Public Service Pension Scheme.
Where a compulsory retirement age exists for pension scheme members, they are not precluded from returning to teach in a non pensionable capacity after their compulsory retirement date.
465. Deputy Michael Healy-Rae asked the Minister for Education the reason a school transport service ceased (details supplied); how her Department plans to resolve the issue; and if she will make a statement on the matter. [56321/23]
View answerThe School Transport Scheme is a significant operation managed by Bus Éireann on behalf of the Department of Education. In the current school year over 161,600 children, including over 135,000 pupils travelling on primary and post primary services, 19,800 pupils with special educational needs, and 6,800 pupils who have arrived to Ireland from Ukraine are transported on a daily basis to primary and post-primary schools throughout the country.
The total cost of the scheme in 2023 was €382.02m.
Under the current terms of the scheme, pupils at primary level are eligible where they live no less than 3.2 kilometres from and are attending their nearest primary school. At post primary level, students who live no less than 4.8 kilometres from and are attending their nearest post primary school/education centre are deemed eligible. Any pupils/students who do not meet these criteria are deemed not eligible, or otherwise known as concessionary applicants, and are allocated a ticket based on the availability of a seat when all eligible children have been catered for.
Children who are not eligible for school transport may apply for transport on a concessionary basis only and will be facilitated where spare seats are available after eligible children have been accommodated. Where the number of ineligible children exceeds the number of spare seats available Bus Éireann will allocate tickets for the spare seats using an agreed selection process.
Bus Éireann has advised that the service to which the Deputy refers, re-commenced on Monday 8th January 2024.
466. Deputy Jackie Cahill asked the Minister for Education when payments for teachers and SNA’s who facilitated the Home-Based Summer Programme in 2023 will be issued; and if she will make a statement on the matter. [56327/23]
View answerDetails of 2023 Summer Programme were announced by the Department on 9 February 2023. Again, all schools were given an opportunity to run a programme for those children that need it the most.
The main priority in 2023 has been that those children with the most complex special educational needs, especially in special schools, should have access to a school-based summer programme.
The aim of the Department is to meet the needs of families and to ensure every eligible child is provided with a summer programme. The preferred approach is that the Summer Programme is provided for children in school settings where children may have access to fully qualified teachers, adapted fun based activity programmes, special needs assistants and interaction with student peers. The school-based programmes provide a more holistic experience for students and help retain the important connection with school and peers. However, the Department does recognise that not all schools would have been in a position to provide a school-based programme. In such instances, a home-based Programme is available for students with complex special educational needs where the school-based programme is unavailable.
It is important that the home-based element of the Summer Programme provides support for the education and/or care needs of students with complex special educational needs during the summer break period.
To facilitate processing of payments for the 2023 home-based Summer Programme, it was recommended that claims for payment should be submitted as soon as possible after the programme of tuition/care support had concluded and no later than the deadline date of 8th September 2023. Payments for correctly completed claims then commenced issuing on 28th September 2023. This in line with 2022 Summer Programme schedule.
Of the over 12,700 claims received in respect of the 2023 home-based Summer Programme, 99% have now been paid. The remaining fully completed claims are expected be paid in the coming weeks.
The Department wishes to sincerely thank teachers and SNAs who participated in the Summer Programmes in 2023.
467. Deputy Steven Matthews asked the Minister for Education if her attention has been drawn to the unfilled SENO role in a school (details supplied); the actions her Department is taking to ensure this role is urgently filled; and if she will make a statement on the matter. [56330/23]
View answerI would like to thank the Deputy for the question and would like to advise the following:
The National Council for Special Education (NCSE) is responsible, through its network of Special needs Organisers (SENOs), for fulfilling the functions of the Council within a designated area in relation to the identification of and delivery and co-ordination of education services to children with disabilities.
The Council employs SENOs to provide a nationwide system of local services. Locally based SENOs consult widely with parents/guardians, teachers, health care professionals, school authorities, HSE and other relevant government agencies.
As the management of the SENO service is the responsibility of the NCSE, I will arrange to have it referred to the NCSE for their attention and direct reply to the Deputy.
468. Deputy Pearse Doherty asked the Minister for Education the timeline for when approval for construction for a school (details supplied) will be granted for a three-room extension; and if she will make a statement on the matter. [56333/23]
View answerThe school to which the Deputy refers, was approved a project under my Department's Additional School Accommodation (ASA) scheme for the provision of 1 music room, 1 home economics room, 1 engineering room and ancillary.
The project was devolved for delivery to the school authority.
My Department has received a Stage 2b (post planning approval) report from the school. This report is currently being reviewed from both a technical and cost perspective in accordance with the requirements of the Public Spending Code.
My Department will be in contact with the school directly once its review of this report has been completed in regards to the next stages to progress the project.
469. Deputy Duncan Smith asked the Minister for Education to outline future plans for the provision of additional primary school facilities within schools (details supplied) to alleviate the waiting lists for children looking to be accepted into third and fourth classes, such as prefabs and additional teaching staff; and if she will make a statement on the matter. [56338/23]
View answerAs the Deputy may be aware, in order to plan for school place needs, 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.
It is important to note that where enrolment pressures arise, it may not always be as a result of lack of accommodation but may be driven by the following factors:
Duplication of applications – pupils have applied for a place to a number of schools in the area
School of choice – pupils can’t get a place in their preferred school while there are places in other schools in the town/area
Some towns/areas have single sex schools and while places are available in the school they are not available to all pupils
External draw – pupils coming from outside the local area
The Rush and Lusk Educate Together School and the Lusk National School are located in the Rush & Lusk School Planning Area. Having considered the projected requirements in each school planning area, my Department then makes an assessment of the existing capacity and identifies any requirement for additional provision.
Where demographic data indicates that additional provision is required, the delivery of such additional provision is dependent on the particular circumstances of each case and may, be provided through:
Utilising existing unused capacity within a school or schools,
Extending the capacity of a school or schools,
Provision of a new school or schools.
My Department's main responsibility is to ensure that schools in an area can, between them, cater for all pupils seeking school places in the area. In relation to school admissions, it is the responsibility of the managerial authorities of all schools to implement an enrolment policy in accordance with the Education Act, 1998.
Parents have the right to choose which school to apply to and where the school has places available the pupil should be admitted. However, in schools where there are more applicants than places available a selection process may be necessary. This selection process and the enrolment policy on which it is based must be non-discriminatory and must be applied fairly in respect of all applicants. However, this may result in some pupils not obtaining a place in the school of their first choice.
There are currently a number of active projects at primary level in the Rush & Lusk School Planning Area which will increase local capacity, including new school buildings for Rush NS providing 32 classrooms and 1 SEN and Rush & Lusk ETNS providing 16 classrooms and 2 SEN. There are extension projects in train at Ballyboughal NS for 3 classrooms, currently at Stage 5 and St. Catherine’s NS for 2 SEN at Stage 1. The Capital Programme details the school projects that are being progressed under Project Ireland 2040. The current status of large-scale projects being delivered under Project Ireland 2040, may be viewed on my Department's website at, www.gov.ie and this information is updated regularly. In addition, a list of large-scale projects completed from 2010 to date may also be viewed on the website.
The Educational Welfare Services (EWS) of the Child and Family Agency (Tusla) is the statutory agency that can assist parents who are experiencing difficulty in securing a school place for their child. The local service is delivered through the national network of Educational Welfare Officers (EWO). Contact details are available at www.tusla.ie/get-in-touch/education-and-welfare/. The specific information requested is not available at this time.
The requirement for additional school places in the Rush & Lusk School Planning Area is kept under on-going review. Additionally, my Department will continue to liaise with the local Council in respect of its review of the Development Plan with a view to identifying any potential long-term school accommodation requirements.
470. Deputy Cormac Devlin asked the Minister for Education the length of time the home school liaison officer post for south east Dublin has been vacant; when is it likely to be filled; and if she will make a statement on the matter. [56374/23]
View answer471. Deputy Cormac Devlin asked the Minister for Education the number of home school liaison officers approved for the Dublin region; of the number of approved posts, how many remain vacant; the length of time they have been vacant; and if she will make a statement on the matter. [56375/23]
View answerI propose to take Questions Nos. 470 and 471 together.
The Home School Community Liaison (HSCL) scheme is one of the key supports provided by my Department as part of the overall DEIS programme. Tusla Education Support Service (TESS) manage the HSCL scheme on behalf of my Department. The scheme seeks to promote partnership between parents, teachers and community family support services, with a view to supporting improved attendance, participation and retention.
All DEIS urban primary schools and all DEIS post-primary schools are included in the HSCL scheme, which currently serves 687 DEIS schools, catering for approximately 207,000 children and young people. The scheme is delivered by 528 full-time HSCL Coordinators, who are teachers in these schools and assigned to HSCL duties either in individual schools or in clusters of schools. There are currently 190 HSCL Coordinators employed in Co. Dublin.
With regard to the school referred to by the Deputy, from the most recent information available to me one post is temporarily vacant. My Department has been informed by TESS that they are working closely with the management of the school to fill the vacancy in the shortest possible timeframe.
472. Deputy Matt Carthy asked the Minister for Education the proposals to provide an ASD/early intervention unit at primary schools in Monaghan town; whether such units will be available in the town by the beginning of the next school year; and if she will make a statement on the matter. [56386/23]
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.
In 2023, my department spent over €2.6 billion on special education and further progress will be made this year as an additional €113m will be dedicated to providing supports for children with special educational needs.
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 2024, the number of teaching and SNA posts in our schools will increase with an additional 744 teachers and 1,216 SNAs 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.
My department engage intensely with the NCSE in relation to the forward planning of new special classes and additional special school places. This forward planning work is well underway ahead of the 2024/25 school year. This work involves a detailed review of statistical data in relation to forecasting demand for special class places, an analysis of available school accommodation, consideration of improved data sharing arrangements and a particular focus on the provision of special classes at post-primary level.
As a result of this forward planning, Minister Foley and l announced the establishment of two special schools for this school year, with further capacity being expanded in 11 other special schools and that a further four special schools for the 2024/25 school year will be established.
Along with the two new special schools, 389 new special classes – 253 at primary and 136 at post-primary level – have been sanctioned by the NCSE for opening this school year.
Of these, 3 are in Monaghan – 2 at primary level and 1 at post-primary – bringing the total number of special classes in Co. Monaghan to 42, 28 at primary level and 14 at post-primary level.
As demand for new special classes at post-primary level is expected to increase significantly over the next few years, due to increasing demographics and increasing prevalence rates, my department and the NCSE have engaged with post-primary stakeholders in relation to the provision of special classes.
My department has communicated to all post-primary schools of the need to begin planning to provide additional special classes. It is envisaged that all post-primary schools will be required to provide special classes over the next 2 to 4 years, with an approximate average of 4 special classes in each school.
The NCSE has advised my department that there are currently 13 special classes within the Monaghan school planning area – 10 at primary level and 3 at post primary level.
At post-primary level all 3 classes are autism classes. Of the 10 classes at primary level, 2 are Specific Speech and Language Disorder classes, and 8 classes are autism classes, and of these, 2 are Autism Early Intervention classes.
My department and the NCSE will continue to monitor and review the need for further new special classes and schools or the expansion of existing special schools over the coming months and years.
Parents seeking special class placements for their children are advised to contact the NCSE locally so that their needs can be taken into account for planning purposes. The local special educational needs organisers (SENOs) remain available to assist and advise parents of children with special educational needs. Parents may contact SENOs directly using the contact details available at: www.ncse.ie/regional-services-contact-list.
Information on the list of schools with special classes, the types and locations of these classes is published on the NCSE website and is available at: www.ncse.ie/special-classes.
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.
