Niall Collins
Question:223. Deputy Niall Collins asked the Minister for Education for an update on a number of requests by a school (details supplied); and if she will make a statement on the matter. [11374/24]
View answerDepartmental Data
Questions (223)
Written answers
I wish to confirm to the Deputy that my Department is in receipt of an application from the school in question under the Department's Additional School Accommodation (ASA) scheme.
The purpose of my Department’s ASA scheme is to ensure that essential mainstream classroom accommodation and accommodation for pupils with special education needs is available to cater for pupils enrolled each year, where the need cannot be met by the school’s existing accommodation.
The main focus of my Department’s resources over the last decade and for the coming period is on provision of critical additional capacity to cater for increasing demographics. However, my Department is working towards an increasing focus on the upgrade and refurbishment of the existing school stock, with particular focus on climate action goals.
Officials from my Department recently received a building conditions report on the Convent building and this is currently under review. Once the review has taken place, the school authority will be contacted directly with a decision.
Equality Issues
Questions (224)
Carol Nolan
Question:224. Deputy Carol Nolan asked the Minister for Education to address concerns with respect to parity of pay for providers of adult education; the work her Department plans to rectify this situation; and if she will make a statement on the matter. [11386/24]
View answerWritten answers
A proposal issued to staff representatives last year to establish a new grade of adult educator, with a standardised pay scale aligned with the Youthreach Resource person scale. This grade will apply to tutors employed in ETBs to deliver FET programmes, who are currently employed under a variety of terms and conditions. The provision of a pay scale will allow for incremental progression and a career path for Tutors in the further education and training sector.
This proposal follows the earlier Labour Court recommendation that the official side make an offer on the issue of a pay scale alignment, while accepting that any offer could not, having regard to the contrasting nature of the roles, qualification, flexibility and regulatory frameworks, involve an alignment with the teacher scale.
The implementation of the proposal has been the subject of further negotiations with staff representatives. A key issue raised related to incremental progression. The Department of Further and Higher Education, Research, Innovation and Science and my Department, which has regulatory responsibility for the ETB sector, have submitted an updated proposal to the Department of Public Expenditure, National Development Plan Delivery and Reform.
There is ongoing engagement with a view to finalising the matter in the near future.
State Examinations
Questions (225)
James Lawless
Question:225. Deputy James Lawless asked the Minister for Education to confirm the reason the course content and assessment brief for the Irish Junior Certificate has changed, with students no longer required to undertake the oral examination in junior cycle; if there are any plans for a review to be undertaken or feedback from practitioners in this subject area to be considered by her Education; and if she will make a statement on the matter. [11391/24]
View answerWritten answers
The assessment of skills in spoken Irish forms an integral component of the overall Irish language learning experience at Junior Cycle and occurs in a number of ways. Students' oral language skills are formally assessed through Classroom-Based Assessments (CBAs), the second of which is entirely based on students’ oral language competence. The CBA is linked to ongoing classroom exchanges and represents a more authentic reflection of students’ interests and competence levels in Irish.
Importantly, the oral skills of all students as assessed in CBAs are formally reported upon in each students’ Junior Cycle Profile of Achievement. Unlike the previous reporting format in which candidates receive one overall grade based on their achievement in Irish in the Junior Certificate, whether they undertook the optional oral or not, the Junior Cycle Profile of Achievement allows students’ achievement in the CBAs to be recorded independently of the result in the state-certified examination.
The Deputy may wish to note that the previous optional oral examination in the Junior Certificate was taken by approximately 40% of students, and was generally assessed by their teachers. The current assessment arrangements on the other hand require all students to engage in an assessment of their oral skills through the CBA.
A review of the early enactment of Irish specifications T1 and T2 in Junior Cycle, undertaken by SEALBHÚ in DCU on behalf of the National Council for Curriculum and Assessment (NCCA), was published in March 2023. The review identified positives in the level of choice and selection of texts, the use of active learning methodologies and the use of spoken Irish as a motivator for students’ learning. Challenges were identified in relation to over emphasis on literature at the expense of oral Irish, and the need for assessment components to provide support for conversational Irish.
On foot of the review, changes were agreed by the NCCA Council to respond to those challenges. These included a reduction in the volume of literature to be studied, a greater focus on oral communications skills in third year and a reimagining of the second Classroom-Based Assessment (CBA). These changes were published in circular letter 13/2023, issued in March 2023.
The experience of students and teachers with Junior Cycle Irish T1 and T2 was impacted by the pandemic and other factors during the period of this review, as noted in the report of the review. Accordingly NCCA Council agreed to undertake a follow up review, and this is now underway.
Schools Building Projects
Questions (226)
Peadar Tóibín
Question:226. Deputy Peadar Tóibín asked the Minister for Education for any update regarding the Educate Together school that is planned for the site of the old fire station in Georges Place, Dún Laoghaire; and if there is a timeline for the proposed building. [11398/24]
View answerWritten answers
The project for the school referred to by the Deputy currently has planning permission and will, along with a number of other projects with planning permission, be brought to the level of employer-led design with a Design Team assigned to do so under the supervision of my Department’s Project Manager.
This building project will provide a new 16 classroom primary school and accommodation, including two classrooms for children with special educational needs.
A separate planning application for a roof-top play area was submitted to the relevant Local Authority in November 2023 and is currently the subject of a third party appeal to An Bord Pleanála.
The process of appointing the Design Team from my Department’s Frameworks of Consultants was completed in September 2023 and the project is now progressing through design development stages. It is anticipated that the project will proceed to tender later this year.
My Department will continue to liaise with the school’s patron body in relation to the school’s interim accommodation needs pending delivery of the permanent accommodation for the school and will provide further updates as the project progresses
State Examinations
Questions (227)
Carol Nolan
Question:227. Deputy Carol Nolan asked the Minister for Education if any consideration is being given to allowing adjustments for this years and next year’s leaving certificate students who were impacted by covid-19 restrictions when they were pupils in first and second year post primary; and if she will make a statement on the matter. [11404/24]
View answerWritten answers
In May 2023, I announced that adjustments will be made to the assessment arrangements for students due to sit State examinations in 2024. These are the same as the assessment adjustments that applied for students sitting the 2023 examinations, and the August 2021 adjustments, but updated as relevant.
These arrangements were communicated to schools on 18 September, and can be found at the following link: assets.gov.ie/270733/9d77a9be-41ac-4494-887d-b1963c81cd0a.pdf/.
A decision has not yet been made in relation to assessment adjustments for the 2025 examinations. Detail on the adjusted assessment arrangements for the Leaving Certificate 2025 will be issued to schools when a decision has been made, and schools will be asked to ensure that all students are made aware of these changes.
School Transport
Questions (228)
Denis Naughten
Question:228. Deputy Denis Naughten asked the Minister for Education her timeline for the revision and expansion of the school transport service; if she will amend the distance travelled to the nearest pick up point as an interim measure, in light of the fact that this would not increase demand on capacity; and if she will make a statement on the matter. [11420/24]
View answerWritten answers
The 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
The School Transport Scheme is an important service for families and children. The purpose of the Department's School Transport Scheme is, having regard to available resources, to support the transport to and from school of children who reside remote from their nearest school. Under the current 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.
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.
All school transport services are reviewed over the summer months. 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.
Children who are eligible for school transport and who have completed the application process on time are accommodated on school transport services where there is capacity to do so and such services are in operation. In addition, temporary alleviation measures will continue for the 2024/2025 school year, and mean that transport is provided where there is capacity to do so, for post-primary concessionary pupils who are eligible for transport to their nearest school and are attending their second nearest school and who applied and paid on time.
Children who are not eligible for school transport, but who completed the application process on time, are considered for spare seats that may exist after eligible children have been facilitated; such seats are referred to as concessionary seats.
A review of the School Transport Scheme has been completed. This review was conducted with a view to examining the current scheme, its broader effectiveness, and sustainability and to ensure it services students and their families adequately.
The School Transport Scheme 2030 report has now been published, which marks the largest review of the School Transport Scheme since it was established in 1967. The Government is committed to working to achieve the report’s recommendation of expanding access to the scheme so that an additional 100,000 pupils can be carried by 2030. Throughout the review, the value of the School Transport Scheme to both families and in supporting wider Government policies has been very apparent. In summary, school transport not only plays an important part in supporting children's access to education, but it also aligns to wider Government objectives.
Overall the recommended changes to the future operation of the Scheme concern:
• expansion of the current eligibility criteria,
• addressing current operational challenges
• charges and grants and
• over time, moving towards better integration with public transport to ensure optimum value for money to the Exchequer
A phased implementation of the review’s recommendations will commence in September 2024. This will include a shared effort between my Department and the Department of Transport to pilot and introduce greater integration of the roll out of transport networks with school transport routes, with a view to expanding provision of transport and reducing the reliance over time on individual car trips for school journeys. It is intended subject to resources to commence implementing the revised eligibility criteria in the 2025/2026 school year.
Families who wish to avail of school transport scheme services for the 2024/2025 school are advised to apply online on the Bus Éireann application portal. Eligibility will be determined by Bus Éireann once applications are submitted.
Schools Building Projects
Questions (229, 230)
Sorca Clarke
Question:229. Deputy Sorca Clarke asked the Minister for Education if she will ensure that there are no further delays to the tender process at Harold's Cross Educate Together school; and if she can give a precise date on when we can expect the construction to commence. [11458/24]
View answerSorca Clarke
Question:230. Deputy Sorca Clarke asked the Minister for Education the progress on the school building of a permanent school building at Harold's Cross Educate Together; the status of the tendering process; and the timeframe for the completion of the build. [11459/24]
View answerWritten answers
I propose to take Questions Nos. 230 and 229 together.
The school campus building project referred to by the Deputy is assigned to my Department’s Design and Build programme which uses a professional external Project Manager to progress the project through the relevant stages of architectural planning, tender and construction.
This campus project will deliver a new 1,000 pupil post-primary school and accommodation, including four classrooms, for children with special educational needs and a 16 classroom primary school and accommodation, including two classrooms, for children with special educational needs.
The Invitation to Tender 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. Tender returns have been received and the analysis and review is at an advanced stage.
The Department is very conscious of the importance in getting these projects, including the campus project referred to by the Deputy, delivered as quickly as possible. The due diligence by the Department is a critical part of the overall completion of the Stage 3 process and is critical to ensuring quality and value for money, and that projects are progressed within overall programme parameters.
Once a contractor has been appointed, it is anticipated that construction will commence shortly thereafter.
School Accommodation
Questions (231)
Alan Dillon
Question:231. Deputy Alan Dillon asked the Minister for Education if she will provide an update on progress under the additional accommodation scheme for a school (details supplied); and if she will make a statement on the matter. [11465/24]
View answerWritten answers
I can confirm to the Deputy, that my Department has very recently received an application for capital funding, under the Additional School Accommodation (ASA) scheme, from the school in question.
The purpose of the Additional Schools Accommodation (ASA) scheme is to ensure that essential mainstream and special education classroom accommodation is available to cater for pupils enrolled each year and where the need cannot be met by the school’s existing accommodation.
In order to meet these needs my Department has broadened its delivery streams and is utilizing Modern Methods of Construction, including Modular Accommodation, as well as traditional construction delivery methods. Modular accommodation has particular advantages in terms of overall timelines and also climate impact in that they do not generally have a reliance on fossil fuels.
In overall terms, it is important to have a range of delivery mechanisms for delivering school accommodation to support the current very strong and ambitious rollout of school building projects. This is particular relevant given the overall challenging construction sector market.
A number of factors are considered by my Department in determining the most appropriate construction method to meet a school’s accommodation requirements, including the timing and duration of that accommodation need, and other school-specific factors.
In support of the expedited delivery of critical school accommodation my Department has put in place a Modular Accommodation Framework. All of these supports help ensure that the administrative burden for schools on procuring and delivering modular accommodation solutions is significantly eased.
The Modular Accommodation Framework solution:
· Has significant benefits in terms of delivery timelines;
· Minimises the impact of the project on the operation of the school;
· Provides quality and sustainable accommodation that meets building regulation requirements and is Near Zero Energy Building (NZEB) compliant; and
· Climate proofing of the accommodation, given that the modular accommodation has the added benefit of utilising decarbonised heating sources which should also help with the school’s energy profile and costs.
The application is currently being assessed by my officials and a decision will issue to the school authorities directly upon completion of the assessment process.
School Enrolments
Questions (232)
Bernard Durkan
Question:232. Deputy Bernard J. Durkan asked the Minister for Education if and when a suitable school place can be provided for a person (details supplied); and if she will make a statement on the matter. [11480/24]
View answerWritten answers
Enabling children with special educational needs to receive an education is a priority for this government. It is also a key priority for me as Minister for Special Education & Inclusion, for my department and for the National Council for Special Education (NCSE).
The vast majority of children with special educational needs are supported to attend mainstream classes with their peers. Where children with more complex needs require additional supports, special classes and special school places are provided.
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 Meath, Kildare, Wexford 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 12 are in Kildare, 7 at primary and 5 at post-primary level. This brings to 116 the number of special classes in County Kildare, 85 at primary level and 31 at post-primary level.
As your query refers to an individual placement, I will arrange to have it referred to the NCSE for their attention and direct reply.
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 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.