Written Answers Nos. 71-90
71. Deputy Paul Murphy asked the Minister for Education if she will increase funding and resources for secondary schools to ensure that no child is left without a secondary school place; and if she will make a statement on the matter. [6382/24]
View answerSince 2020, my Department has invested in the region of €4.3 billion in our schools throughout the country, including the completion of over 800 school building projects with construction currently underway at approximately 300 other projects, which includes 34 new school buildings.
It is an absolute priority of the Department to ensure that every child in the state has access to a school place that is appropriate to their needs and we are continually investing in existing and new schools to ensure that this is the case. Testament to this is that school building projects completed in 2023 delivered over 7,000 additional mainstream post primary school places.
School building projects at construction involve an overall State investment of over €1.2 billion. We also have a large modular accommodation programme delivering urgently needed school places.
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.
This capital investment is underpinned by a robust school planning approach that uses 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 utilised for this purpose. Additionally, Project Ireland 2040 population and housing targets inform my Department’s projections of school place requirements.
There are one million learners across 4,000 primary and post-primary schools around the country. Growth in post primary enrolments is projected to continue in many parts of the country based on primary level enrolments. In addition, due to strong residential construction and planning activity, we can expect to see increasing demand in particular towns and areas. In the area of special education, the National Council for Special Education has forecast continued significant growth in the requirements for special classes at post primary level, and my Department is working towards the provision of an average of four special classes in every post primary school.
To meet these requirements, the Department has 450 Large Scale and Additional School Accommodation Scheme projects at various stages of planning and delivery at post primary schools across the country.
Furthermore, where a requirement is identified for expedited delivery of additional capacity, my Department utilises Modern Methods of Construction, including its Modular Accommodation Framework, to provide required accommodation.
While there can be enrolment pressures in some areas, it is important to note sometimes this may not be as a result of lack of accommodation, but may be driven by factors such as duplications of applications and applications from outside the local area.
Notwithstanding this, in some areas there can be an underlying requirement for additional school places. In that context, as part of planning for September 2024, data on applications for admission is being shared with my Department by post-primary schools across areas of enrolment pressure.
The sharing of this data has been very effective in the identification of school place requirements. In the majority of areas, through the work of schools, patrons, management bodies and the department, there are sufficient school places available to meet the needs of children in the area. The Department is working with schools and patrons to make additional places available in areas where a need has been identified.
While some applicants may not yet have received an offer of a school place for 2024/25, I want to assure families that all children who require a school place will be provided with one.
73. Deputy Thomas Gould asked the Minister for Education for an update on the provision of school transport to a school (details supplied) and students in Glenville attending schools in Fermoy. [6392/24]
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.
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.
Under the current terms of the scheme, children are eligible for transport at primary level where they reside not less than 3.2 kilometres from and are attending their nearest national school, and at post primary level where they reside not less than 4.8 kilometres from and are attending their nearest post primary school/education centre as determined by the Department/Bus Éireann, having regard to ethos and language. Any children 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.
A minimum number of 10 eligible children residing in a distinct locality, as determined by Bus Éireann, are required before consideration may be given to the establishment or retention of school transport services, provided this can be done within reasonable cost limits.
Bus Éireann, will review all existing school transport services once all on time new applications and payments have been received. This usually takes place following the payment closing date which was 09 June 2023 for the 2023/2024 school year. Arising from this review, routes may be altered, extended or withdrawn depending on the number and location of eligible children who will be availing of school transport for the following school year.Undoubtedly, the School Transport Scheme is of huge importance to families, as you are aware a review of the scheme has been conducted with a view to examining the current scheme, its broader effectiveness, and sustainability and to ensure it services students and their families adequately. Considering how to best maximise the benefits now and into the future has been a significant factor in the ongoing review of the Scheme which commenced in February 2021.Following phase 1 of the review, Temporary Alleviation Measures (TAMS) were introduced at post-primary level and are being continued for the current school year. Under these measures, which were initially introduced in 2019, transport is provided where there is a route in operation and where capacity exists for concessionary post-primary pupils who are eligible for transport to their nearest school and are attending their second nearest school and who applied and paid on time.
It is planned to present the report and recommendations of the School Transport Review to a cabinet subcommittee in coming weeks, and subject to government approval, the outcome of the review will be published.
In relation to the specific area raised by the Deputy. Bus Eireann has advised that families residing in Glenville that are attending Fermoy Post Primary Centre are generally concessionary attending their fourth and fifth closest school. Bus Éireann has further advised that there are four services operating to the school advised by the Deputy and all services in the area are operating to capacity.
All eligible pupils who applied and paid on time are now facilitated on school transport services in the area, while many concessionary pupils have also been facilitated. In addition, The Department of Education requested that Bus Éireann to assess whether the reorganisation of routes, additional runs or other additional capacity could be sourced to facilitate additional children, one such route was extended in October for families residing in Glenville. As always the priority is to provide transport for those eligible for the scheme and is subject to availability of contractor vehicle/driver resources.
The total number of tickets issued in Cork for the 2023/2024 school year is over 18,000 which is approximately a 6% increase on tickets issued for the 2022/2023 school year.
75. Deputy Paul Murphy asked the Minister for Education to report on progress towards divestment of Catholic schools and establishment of non-denominational and multi-denominational schools; and if she will make a statement on the matter. [6383/24]
View answerThe Programme for Government reflects the Government’s objective of continuing to expand the plurality of schools to reflect the full breadth of society. It sets out that “students of all religions and none should have access to education, regardless of their belief system”.
The Programme for Government commitments in this area include:
• To achieve the target of at least 400 multi-denominational primary schools by 2030, to improve parental choice;
• To expand and prioritise the transfer of viable schools to Community National Schools; and
• To work with communities to ensure the provision of clear, non-partisan information on the preparation for, and the consequences of, the divestment process and to respond to queries raised.
In recent years progress has been made towards increasing the numbers of multi-denominational primary schools. There are 168 primary schools with a multi-denominational or inter-denominational ethos.
For historical reasons, most primary schools are State-aided parish schools, with the local Bishop as patron, although this pattern is changing. It is recognised, including by the Catholic patrons, that more diverse provision is required to cater for our changing society.
When a school transfers from the patronage of one patron to another, the school remains open with the same roll number and operating from the same school property. All state-funded primary schools follow a common national curriculum and are subject to the same department rules and regulations.
The Schools Reconfiguration for diversity process, supporting transfers of schools to multi-denominational patrons in response to the wishes of local communities, has been developed in order to accelerate the delivery of multi-denominational schools.
When we speak of schools, we speak of communities, reflective of the rich and diverse nature of the people who make up any given school. Each day, week and year that a school is in operation requires the contribution and support of any number of people, from the school patron, to the voluntary boards of management who give so generously of their time, to hardworking staff, to the parents and students who make that demanding choice to entrust education to a given school. It is vital that each of these constituent bodies is adequately consulted and engaged in the process of reconfiguration. I am clear that reconfiguration should always take place in line with a school community’s wishes. Designing a process which adequately achieves this is no small task, and as such, the Department operated a significant pilot with school communities in a number of towns and areas of cities that had no multi-denominational primary schools. This process aimed to identify potential schools and to engage with school authorities, school staff and the school communities with a view to agreeing on a transfer of patronage and change of ethos, where there was sufficient demand for this. The engagement process was led by independent facilitators and sought to identify the key issues that arise during reconfiguration.
The engagement at local level across the 8 pilot areas was largely concluded at the end of Q1 2023, and a number of schools have transferred from Catholic patronage to the local Education and Training Board, becoming multi-denominational Community National Schools.
My Department is hopeful that there will be a number of other transfers of patronage and change of ethos to multi-denominational in the short-term.
Following consultation with relevant stakeholders, it is intended that the review of the 2022/23 engagement process will be finalised and published in Q1 2024. It is envisaged that it will include a framework and action plan for delivering on the Government commitment for increasing multi-denominational provision.
One of the most important next steps is to run the first ever national survey of parents in respect of primary school reconfiguration. The Department has dedicated significant time and resources to the design of this survey, and further details will be made available in due course.
My goal remains to establish a strong process, that has the support of patrons and local communities, and which will enable us to continue to increase the number of multi-denominational primary schools across the country.
Multi-denominational schools are the single largest sector in post-primary in terms of both student enrolments and number of schools.
In the current school year, there are 201,102 students enrolled in multi-denominational schools (this figure includes interdenominational). Catholic post-primary schools have 199,292 students while Church of Ireland have 12,416 students.
There are a total of 358 multi-denominational post-primary schools in the same timeframe, while Catholic post-primary schools totalled 337 and Church of Ireland had 21.
76. Deputy Aindrias Moynihan asked the Minister for Education what measures she is taking to ensure that on-line safety is taught in primary schools to support anti-bullying programmes/plans already in place; and if she will make a statement on the matter. [6400/24]
View answerThe existing curriculum at primary level offers multiple opportunities for the development of digital skills and digital literacy. At primary level the focus is on educating children to keep safe online, be respectful of others online and help teachers integrate internet safety into teaching and learning in their schools.
There are extensive training and curricular supports available, including through the Social Personal Health Education (SPHE) curriculum, to assist schools in the development of policies and practices on the safe use of the internet and to promote students’ mental, emotional, social and physical wellbeing. The strand unit of ‘Media Education’ at primary enables pupils to become aware of and learn about various forms of communication, including digital communication, and to think critically about it.
Reform of the curriculum is underway which will further ensure that our children and young people are equipped with the necessary digital skills and literacy required to participate fully in society.
The Digital Strategy for Schools to 2027 sets out my Department’s policy approach to continue the progress made in embedding digital technology across the curriculum and in all aspects of teaching, learning and assessment in primary and second level schools. The strategy will be supported through a capital investment of €200 million over its lifetime under the National Development Plan 2018-2030.
There is a wide range of training material and resources available through my Department's Webwise Internet Safety Programme to support teachers, students and parents on online safety. This includes a range of curricular supports for teachers that they can use when teaching pupils/students about online safety including how to deal with cyberbullying and online harassment and the importance of respectful online communication.
I launched Cineáltas: Action Plan on Bullying on 1st December 2022. Cineáltas is dedicated to the prevention and addressing of bullying, cyber bullying, racist bullying, gender identity bullying and sexual harassment, among other areas, in schools.
There are a number of actions in Cineáltas that relate to the area of online safety. Under Cineáltas, my Department provides funding to the Dublin City University Anti-Bullying Centre to support the delivery of their FUSE anti-bullying and online safety programme for schools. My Department is currently funding the development of additional modules of the FUSE programme. My Department also engages with the Online Safety Commissioner and contributes to the work of the National Advisory Council for Online Safety.
Work is well underway to review and update the 2013 Anti-bullying Procedures for Primary and Post-primary Schools, in partnership with all the education partners. The procedures are being updated to take account of gender identity bullying, cyber bullying, racist bullying, sexist bullying, and sexual harassment. The updated procedures are due to be published in the coming months with CPD/training being developed for all school staff, board of management members and parents.
Cineáltas builds on the achievements and ambition of the previous Action Plan on Bullying published in 2013, taking into account the work undertaken in recent years to ensure that our schools are safe and happy places for all our children and young people.
In addition, I have recently issued advice and resources for parents and parents associations who are interested in adopting a voluntary ban on smartphones within primary school. This initiative was specifically developed in response to concerns around the potential harms associated with the misuse or overuse of smart phones and associated social media platforms, particularly for younger children. I have also provided additional funding to Webwise to provide seminars and webinars in Education Centres around the country.
77. Deputy Niamh Smyth asked the Minister for Education the supports provided for students with dyslexia and other learning difficulties in the classroom in primary and secondary level schools; and if she will make a statement on the matter. [6386/24]
View answerIt is my department’s policy, in accordance with the principles of inclusive education, that students with additional learning needs are supported in mainstream classes along with their peers, with additional supports provided as necessary.
My department provides for a range of placement options and supports for schools, which have enrolled students with special educational needs in order to ensure that wherever a child is enrolled, they will have access to an appropriate education.
My department has invested considerably in ensuring that all recognised mainstream schools have been allocated additional special education teaching resources to support them in providing optimal learning experiences for children with special educational needs, including students with a specific learning disability such as dyslexia.
Provision for students is governed by the continuum of support and a range of guidance documents, resources and training opportunities is available to schools to inform their approaches in meeting the needs of students with special educational needs. The most significant of these resources are the 14,500 special education teachers who are employed in schools to provide additional support for children with special educational needs, including dyslexia.
The allocation of special education teachers allows schools to provide additional teaching support for all students who require such support and for schools to deploy resources based on each student’s individual learning need.
Where children’s needs are more complex, some may avail of a special class placement. There are nearly 3,000 special classes across primary and post-primary schools which provide for a broad range of needs including a small number (13) for children with dyslexia. In addition, there are four special schools which provide for children with the most acute levels of reading difficulties.
The NCSE, through its network of local special educational needs organisers (SENOs), is responsible for processing applications from schools for special educational needs supports as required. The NCSE is aware of emerging need from year to year and where additional provision is required to support schools to meet the needs of children with special educational needs, it is planned and established to meet that need.
In addition, there are specialist educational supports provided by the National Educational Psychological Services (NEPS) and the NCSE to help schools provide an appropriate education for students with special educational needs.
Funding is also made available to schools for the purchase of specialised equipment such as computers and/or software to assist children with special educational needs, including children with a specific learning disability such as dyslexia. This is provided where relevant professionals recommend the equipment as being essential for the provision of education. Schools can apply to the NCSE, through their local SENO for such support.
It is important to note that all classroom teachers at primary level and subject teachers at post-primary level have responsibility for the progress of their students. Where necessary, additional support is provided by special education teachers. The majority of students with significant literacy difficulties currently receive additional teaching support from a special education teacher in a mainstream class. This is provided on the basis of the individual student’s learning need, identified in schools, as opposed to being based on a requirement for a child to have a diagnosis, or an assessment, of a particular disability.
These supports are intended to provide students with the highest standard of education in mainstream classes, special classes and special schools.
81. Deputy Niamh Smyth asked the Minister for Education if she will report on the recent circular on domestic violence leave for teachers and special needs assistants; how this leave will operate in reality in school communities; and if she will make a statement on the matter. [6404/24]
View answerThank you Deputy Smyth for raising this hugely important issue. Domestic violence is a heinous crime, and one which cannot be tolerated in any form or circumstance. Furthermore, we must do all that we can to support those who are affected by domestic violence. Domestic Violence Leave is a statutory leave regulated by the Work Life Balance and Miscellaneous Provisions Act 2023.With effect from the 27th of November 2023, all employers are required to provide up to five days paid domestic violence leave over a period of 12 months for their employees. Ireland is one of the first countries in the European Union to introduce this right and with the government of Ireland, the Department will work to give it full effect.For survivors of domestic violence, it can feel as if there is no escape. Implementing this paid leave will go some way to providing much-needed care and support for those experiencing violence. As with all types of leave, the Department of Public Expenditure and Reform is leading on the implementation of this leave. The terms and conditions of Domestic Violence Leave for Teachers and SNAs are outlined in my Department’s Circulars 59 and 60 of 2023 and are effective from 22 November 2023. Domestic Violence Leave for Teachers and SNAs is a period of paid leave and consists of one or more school days, but cannot exceed a maximum of 5 school days in a consecutive 12 month period. The leave will be paid at the full rate of pay of the employee.A teacher or SNA, who is a victim of domestic violence is entitled to apply for Domestic Violence Leave for the following reasons:• to seek medical attention; • to obtain services from a victim services organisation;• to obtain psychological or other professional counselling;• to relocate residence temporarily or permanently;• to obtain an order from a court under the Domestic Violence Act 2018;• to seek advice or assistance from a legal practitioner; the Garda Síochána or obtain any other relevant services.Domestic Violence Leave can also be availed where a teacher or SNA is providing support to a relevant person. A relevant person is defined in the Work Life Balance and Miscellaneous Provisions Act.A teacher or SNA can apply for Domestic Violence Leave by completing the application provided in the Circular’s published by my Department and submitting the completed application form to their employer as soon as is reasonably practicable prior to or after availing of such leave.A school may appoint a substitute teacher/SNA for the duration of the leave.The Board of Management, as the employer, is responsible for the implementation of guidelines in schools, in accordance with Department circulars, as agreed with Unions and Management Bodies.A new website, www.DVatWork.ie, has been developed by Women's Aid and funded by the Department of Children, Equality, Disability, Integration and Youth. The website provides free resources to support employers to implement the new leave entitlements and also a policy template with guidance notes, information sessions and an email support service. The website recommends to employers that, in order to effectively implement domestic violence leave, employers embed the domestic violence support measure within a wider organisational response to domestic abuse, outlined in a workplace domestic violence policy. The introduction of a domestic violence policy in the Education sector is being considered by my Department and will include extensive consultation with the education partners. My Department provides an Employee Assistance Service (EAS) as a supportive resource for school staff and provides advice on a range of issues including conflict and mediation. Where appropriate, short-term counselling is available to school employees and their family members. A dedicated Freephone confidential helpline is available 24 hours a day, 365 days a year.
83. Deputy Gary Gannon asked the Minister for Education if she will consider the addition of young carers as a target group for educational supports, such as Tusla’s school completion programme, given the ESRI’s findings that young people who care for a relative are less likely to move on to higher education; and if she will make a statement on the matter. [6342/24]
View answerMy Department is fully committed to supporting all children and young people to achieve their potential. As Minister, I have increased both universal and targeted supports aimed at removing barriers to achievement for all children, including young people who may be at risk of educational disadvantage as a result of caring commitments.
To further the work of this Government in reducing costs for families, tackling disadvantage and supporting achievement of all our children and young people, I secured €10.5 billion for Education in Budget ’24. As Minister, I have increased the provision of a number of resources that support children at risk of educational disadvantage across all schools. These resources include the new free schoolbooks scheme for all children and young people up to Junior Cycle, access to the National Educational Psychological Service (NEPS) and access to guidance counsellors in post-primary schools.
Under Budget 2024, I secured an increased allocation to enhance the provision provided by Tusla Education Support Service to promote attendance, participation and retention in all schools.
Supplementing the universal supports available to all schools, the Delivering Equality of Opportunity in Schools (DEIS) programme is a key policy initiative of my department to address concentrated educational disadvantage at school level. Schools, because of their unique insight to the needs of the children and young people enrolled in their schools, are guided and encouraged to target these resources where they are needed most.
The programme includes in the region of 1,200 schools and supports approximately 240,000 students. This means 1 in 4 students and 30 per cent of schools are supported in the programme. My department spends over €180 million annually providing supplementary supports for schools in the DEIS programme.
The School Completion Programme (SCP) is a key support for urban primary and post-primary schools in the DEIS programme. The School Completion Programme is a targeted programme of support for children and young people in primary and post-primary school who have been identified as potentially at risk of early school leaving. In the schools where School Completion Programme is available, this includes children and young people who are carers and may be at risk of early school leaving.
Tusla Education Support Service, including the School Completion Programme, were included under the remit of my department in January 2021. Since then I have secured 5 per cent funding increases for School Completion Programme in both 2021 and 2023 and extended the reach of the programme to in the region of 175 additional schools. The overall budget of the School Completion Programme has been increased by almost €10 million in that time, and it now receives an annual allocation of approximately €34 million from my department.
The majority of schools included in the School Completion Programme are in the DEIS programme. There are 121 School Completion Programme projects nationally operating in every county in Ireland. These projects provide support to circa 800 primary and post-primary schools.
In Ireland, retention to Leaving Certificate is high. We have one of the lowest rates of early school leaving in the European Union. 91.7 per cent of students who enrolled in post-primary school in 2016 sat the Leaving Certificate or obtained Calculated Grades in 2021 or 2022.
I recognise however, that more can always be done to support children and young people who face barriers to achieving their potential in education. That is why my Department have invited the OECD Strength Through Diversity: Education for Inclusive Societies Project to review the current policy approach for the allocation of resources to support students at risk of educational disadvantage in Ireland.
This review will provide an independent expert opinion on the current resource allocation model. It will inform future policy aimed at providing every child and young person, in particular those at risk of educational disadvantage, with the opportunity to achieve their potential in education.
84. Deputy Steven Matthews asked the Minister for Education the position regarding the contract tendering for a new school building in Greystones (details supplied); if this is being prioritised by her Department to reflect the shortage of secondary school places in the wider area; and if she will make a statement on the matter. [6256/24]
View answerSince 2020, my Department has invested in the region of €4.3 billion in our schools throughout the country, involving the completion of over 800 school building projects. Construction is currently underway at approximately 300 other projects, which includes 34 new school buildings.
These 300 projects currently at construction involve a total State investment of over €1.2bn.
There are also 90 projects currently at the tender process including a further 28 new school buildings. All of these new school buildings are flagship projects in their area and transform the education infrastructure for those school communities.
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.
The permanent building project for Greystones Community College will deliver a new 1,000 pupil post-primary school and accommodation, including 4 classrooms, for children with special educational needs. The project is being delivered under my Department’s Design and Build programme and is currently at tender stage.
The Invitation to Tender for the project issued in April 2023, as part of a bundle of projects for 10 schools issued to the Department's Framework of Design and Build Contractors. Given the scale of works involving new purpose-built accommodation for 10 schools, some of which are on campus sites, the tender process involves a very large volume of documentation and drawings and takes approximately 8-12 months. Tender returns have been received and are currently being evaluated.
Given the scale of this investment, this tender evaluation process by the Department's technical staff and project management team takes time to appropriately work through. The Department is very conscious of the importance in getting these projects, including the project for Greystones Community College, delivered as quickly as possible.
Once a contractor has been appointed, it is anticipated that construction will commence shortly thereafter. The construction duration for the project is estimated at some 65 weeks.
My Department will continue to keep the school and its patron body updated as the project progresses.
I wish to advise the Deputy that requirements for school places are kept under ongoing review in the context of available information on population, enrolments and residential development activity.
The annual enrolment process for new Junior Infants at primary and new First Years at post-primary is a very large scale operation that is transacted at close to 4,000 schools across the country, involving some 140,000 pupils.
As part of planning for September 2024, data on applications for admission has been received by the Department from post-primary schools across areas of enrolment pressure, including in Greystones and Kilcoole. There is an identified requirement for additional post primary school places in this area, and Greystones Community College has confirmed that it will be making 48 additional first year places available for 2024/25.
There is ongoing intensive engagement with a view to confirming further additional provision in the Greystones and Kilcoole area as soon as possible. Families can be assured that all children in the area who require a school place will be provided with one, and there will be further clarity in this respect over the coming weeks.
85. Deputy Rose Conway-Walsh asked the Minister for Education if she will provide an update on the legislative programme. [3493/24]
View answerMy Department has one item of priority legislation for publication in the spring session 2024 which is the Supports for Survivors of Residential Institutional Abuse Bill.
This Bill has two main purposes – to enable the provision of a number of supports to survivors of abuse in residential institutions and to formally dissolve Caranua.
The Government approved the provision of a package of ongoing supports to survivors and the related General Scheme on 27 June 2023. The General Scheme was published and referred to the Joint Committee for Pre-Legislative Scrutiny on 25 September 2023.
The Committee’s Pre-Legislative Scrutiny Report was received by the Department on 15 December 2023 and its recommendations are under consideration. The Department is working with the Office of the Parliamentary Counsel (OPC) to finalise the drafting of the Bill in February.
Other items of legislation for drafting under the remit of my Department include:
The Education (Student and Parent Charter) Bill 2019. The purpose of this bill is to provide for a Student and Parent Charter in every school.
The Bill was originally published on 10 September 2019 and has been passed by the Seanad (the Bill was initiated in the Seanad).The Bill passed Second Stage in the Dáil on 8th July 2021.
Officials in my department are currently engaging with stakeholders and the OPC regarding possible amendments which will have to be approved by Government prior to proceeding to committee stage.
My Department is also working on the Education (Miscellaneous Provisions) Bill which is required to make some necessary technical amendments to education legislation. Heads are currently being drafted for the bill.
Following the decision to restructure Departments in 2020, certain functions were transferred from the Department of Education to the Department of Further and Higher Education, Research, Innovation and Science (DFHERIS) and this bill may be utilised to transfer these functions.
86. Deputy Violet-Anne Wynne asked the Minister for Education if she will comment on the provision of ASD units in primary and post-primary schools in County Clare; and if she will make a statement on the matter. [6361/24]
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 €113 million 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, two new special schools have been established for this current school year in Cork and Dublin, with further capacity being expanded in 11 other special schools.
In December 2023, I was also very happy to announce with my colleague Minister Foley, the establishment of a further four new special schools for the 2024/25 school year in Enfield, South Kildare, Gorey and Limerick. This will bring to 11 the number of new special schools established in recent years.
Along with the two new special schools opening this school year, 390 new special classes – 254 at primary and 136 at post-primary level – have been sanctioned by the NCSE for opening this current school year.
Of these, 7 are in Clare – 5 at primary level and 2 at post-primary level, bringing the total number of special classes in Co. Clare to 68 – 51 at primary level and 17 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.
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.
87. Deputy Catherine Connolly asked the Minister for Education further to Parliamentary Question No. 75 of 25 November 2023, the timeline for the publication of the final report of the review of the school transport scheme; and if she will make a statement on the matter. [6394/24]
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.
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.
Under the current terms of the scheme, children are eligible for transport at primary level where they reside not less than 3.2 kilometres from and are attending their nearest national school, and at post primary level where they reside not less than 4.8 kilometres from and are attending their nearest post primary school/education centre as determined by the Department/Bus Éireann, having regard to ethos and language. Any children 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.
The school transport scheme has been in operation for over 55 years, since its establishment in 1967, and this review is one of the most extensive investigations that has been carried out into the Scheme since then. Undoubtedly, the School Transport Scheme is of huge importance to families, and there has been a huge amount of change in this country since the scheme was initially established. A review of the School Transport Scheme has recently been completed by a Steering Group with high level membership of relevant Government Departments and other bodies, reflecting the importance of the scheme for access to education and other wider Government objectives. . The review has been conducted with a view to examining the current scheme, its broader effectiveness, and sustainability and to ensure it services students and their families efficiently and effectively. Considering how to best maximise the benefits now and into the future has been a significant factor in the ongoing review of the Scheme which commenced in February 2021.Following phase 1 of the review, Temporary Alleviation Measures (TAMS) were introduced at post-primary level and are being continued for the current school year. Under these measures, which were initially introduced in 2019, transport is provided where there is a route in operation and where capacity exists for concessionary post-primary pupils who are eligible for transport to their nearest school and are attending their second nearest school and who applied and paid on time.There has been an extensive stakeholder engagement process, including consultation with parents, students, providers, and other key stakeholders. As part of this engagement we consulted with families who use the scheme, who would like to use the scheme and also with young people with special educational needs and mainstream students. The results from the stakeholder engagement with parents and children illustrated the importance of school transport to families with most indicating it is a safe and reliable service which helps families to live and work in rural Ireland. Many respondents also noted that there was no alternative public transport available currently to bring students to school. Another important finding of the stakeholder engagement process was that the Special Educational Needs Transport Scheme supports many children in attending specialist school placements which they may otherwise may not be able to attend.An analysis of school transport schemes in other jurisdictions was also conducted as part of this stakeholder engagement and review process including the EU, the UK, the United States and Australia. This research and analysis outlined the evidence in terms of the need for a school transport service in an Irish context compared to some comparative countries as well as an analysis of the costs to users of school transport services in some other jurisdictions.The Steering Group has recently completed its work on the final report of the review. This final report includes recommendations on the future operation and strategic development of the scheme and these and the phasing of future implementation of the recommendations is currently under consideration by me and my officials.
I am aware that this review is much-awaited, it is recognised that there are improvements which need to be made to the scheme and I know the importance of doing so. I expect to be in a position shortly to bring the review to government, prior to which there will have to be a Cabinet sub-committee. Further to whole of government approval, the review will be published.
88. Deputy Willie O'Dea asked the Minister for Education the minimum requirement of class periods that should be made available for the teaching of senior cycle physical education; and if she will make a statement on the matter. [6169/24]
View answerThe senior cycle physical education (SCPE) framework provides a flexible planning tool for physical education for all students in senior cycle and is not assessed as part of the Leaving Certificate examination. Young people in this group bring a wide variety of skills, talents and levels of motivation to their learning in physical education. They are represented at all points of the physical activity continuum.The use of different curriculum models in conjunction with those physical activities selected by a class group and their teacher is at the heart of teaching and learning in SCPE. By using different curriculum models, learners can be encouraged not only to improve their performance in different physical activities but also to develop their understanding of the factors which impact on their personal performance and participation in physical activity.The successful implementation of the SCPE Framework in schools is essential in supporting students in senior cycle to continue their engagement with, and commitment to, physical activity as they progress towards their Leaving Certificate exams.SCPE is designed to be taught over the two or three years of senior cycle education. Schools are required to ensure that a double period (totalling 80 minutes), or its equivalent, per week is made available as the minimum requirement for teaching SCPE. Where possible, timetable arrangements should facilitate learning opportunities associated with physical education in practical settings beyond the school. Schools operating a one-hour timetable must ensure that the time allocation is provided.
The Senior Cycle Physical Education Framework (SCPE) is available at the following link: Senior Cycle Physical Education Framework (SCPE) | NCCA.
89. Deputy Sorca Clarke asked the Minister for Education the number of requests to the financial support services unit by primary schools in 2023 for additional funding; and the value of the funding. provided. [6206/24]
View answerAs the Deputy may be aware, Section 18 of the Education Act 1998 requires boards of management to keep all proper and usual accounts and records of all monies received by it or expenditure of such monies incurred by it. Boards are also required to make school accounts available for inspection by me and by parents of students in the school.
The expansion of the FSSU to schools in the Primary and the Community & Comprehensive Sectors commenced on a phased basis in 2017 and 2018 respectively. Therefore, the main focus of the FSSU in recent years has been to provide advice and support to these schools in financial governance, and strengthen the existing arrangements, including standardising arrangements for compliance with accounting requirements under Section 18 of the Education Act 1998.
To date, the return of school accounts for the 2021/22 school year shows that over 99% of Primary schools and all Voluntary Secondary and Community & Comprehensive schools submitted accounts to the FSSU.
Accounts for the 2022/23 school year will not be submitted to the FSSU until February 2024.
The summary table below contains the number of schools that the Department of Education have referred to the FSSU in 2023 following receipt of a claim that they are in financial deficit, and have requested additional funding.
|
Number of Schools referred to FSSU |
Number of Schools that received an advance in funding |
Number of Schools that did not receive an advance in funding |
Number of Schools whose requests have yet to be decided |
Total amount of funding advance provided |
|
22 |
2 |
16 |
4 |
€7,686 |
90. Deputy Alan Farrell asked the Minister for Education to report on her Department’s efforts to address the demand for secondary school places in north County Dublin; and if she will make a statement on the matter. [6371/24]
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.
My Department is aware of pressures for school places for the 2024/25 school year in North County Dublin School Planning Areas of Balbriggan, Skerries, Rush & Lusk, Swords, Donabate, Malahide_Nevinstown and Portmarnock.
A critical next step for my Department is to establish 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 in North County Dublin, have been requested to share data on applications for admissions. This data has been received by my officials and is currently being analysed with a view to establishing the actual requirement for places. Preliminary assessments indicate that duplications of applications, and applications from outside the local area, are contributing to enrolment pressures in North County Dublin School Planning Areas.
The availability of places is a matter for each individual school in the context of their Admissions legislation. Enrolment data for previous schools years is available on the Department website. Provisional enrolment data for the 2023/24 school year is available of the Departments website at www.gov.ie
Nevertheless, my Department is working to clarify the actual requirement for additional school places and to identify particular further capacity requirements for 2024 and forthcoming years. My Department will engage with schools and patrons to 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.
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 North County Dublin 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 North County Dublin School Planning Areas of Balbriggan, Skerries, Rush & Lusk, Swords, Donabate, Malahide_Nevinstown and Portmarnock, will receive a first year place.
