Written Answers Nos. 114-128
114. Deputy Aodhán Ó Ríordáin asked the Minister for Education if she will reverse the proposed cut in the primary summer programme grant and restore the grants from the proposed €30 per child to €45 per child. [16341/24]
View answer117. Deputy Aodhán Ó Ríordáin asked the Minister for Education the reason the DEIS summer programme scheme has been changed in order that literacy and numeracy inclusion camps must be run concurrently. [16342/24]
View answerI propose to take Questions Nos. 114 and 117 together.
Details of the 2024 Summer Programme were published on the 21st March 2024. The Department of Education also recently announced that funding of €40m has been secured again to ensure that a comprehensive summer programme will be available in 2024. This builds on the successful summer programmes of the last three years. The full funding of €40m is available and, as in previous years, all of the funding is utilised to meet the needs of our most vulnerable children
All schools, once again, have an opportunity to run a programme over the summer months for those children who need it the most. These children can continue to be supported, nurtured and encouraged to engage in a fun and inclusive educational setting.
The main priority again in 2024 is that those children with the most complex special educational needs, especially in special schools, should have access to a school-based summer programme.
All of the measures for the 2024 summer programme have been designed to maximise the number of schools and children taking part in the school-based programme.
Since 2019, the Summer Programme has gone from strength to strength. In 2023, approximately 1,400 schools and more than 50,000 children took part in the Summer Programme. This is compared to the 13,000 children who took part in 2019.
A key barrier to the participation of schools previously has been the availability of staff, particularly those experienced staff already working in the schools. In 2023, to maximise the use of the Summer Programme budget, teachers and SNAs working on the school-based scheme were paid a higher personal rate of pay. Consequently, the Department saw a much larger number of schools taking part, particularly in primary schools and the Department is anxious for this to continue.
Schools are given the flexibility to engage staff that are not employed in their schools to support their summer programme. A staff portal is now available on EducationPosts.ie for teachers and SNAs to register their interest in working on a school-based programme in a Special School. Student teachers and students in relevant disciplines such as therapy, social care and nursing and others, including early childcare workers and carers, will also be able to register their interest in working on this year’s Programme.
In 2023, the Inclusion Programme and Special Class elements from 2022 were combined to form one cohesive scheme for mainstream schools where the aim was to bring a more targeted approach for children with special educational needs. While the capitation rate in mainstream schools was raised to €45 in 2023, the €30 rate per week for 2024 is in line with the rate for the Inclusion Programme in previous years. This rate is cognisant of all costs associated with running a summer programme and is very favourably compared to the normal capitation during the school year, which is approximately €5 per week. To assist schools further this year, in the special class group or the combined group setting, schools also have the flexibility to consider how best to align the existing resource allocation to accommodate more children into these groups.
It is important to note that the capitation rate for special schools, which is the sector that the Department is actively encouraging to participate in the programme remains at €60 as it has been in 2023 to reflect the unique circumstances of running a programme in those settings.
In relation to the Deputy's question on the reason the DEIS programme has been changed, I wish to respond as follows:
DEIS schools who participate in both the Primary School Scheme and the DEIS Literacy and Numeracy Summer Camp Programme/Campaí Samhraidh have been requested to run both schemes concurrently. The reason being is that this coordinated approach aims to create a more inclusive learning environment for all pupils during the summer months, whilst also supporting pupils in the development and maintenance of positive relationships with their peers. This does not affect DEIS Primary Schools who opt to run only the Literacy and Numeracy Summer Camp/Campaí Samhraidh during the summer.
The Department is satisfied that the full range of supports which underpin the summer programme ensures that it remains a well-supported and important measure in supporting children with special educational needs.
115. Deputy Ruairí Ó Murchú asked the Minister for Education if she will provide details of the review process that is underway for any school that is not happy with its SET hours allocation; the number of reviews received and the outcome of those reviews; and if she will make a statement on the matter. [16358/24]
View answerI would like to thank the deputy for the question.
Enabling children with special educational needs to receive an education is a priority for this government. The vast majority of children with special educational needs are supported to attend mainstream classes with their peers.
The Special Education Teaching (SET) allocation model for 2024/25 is based on information from all 4,000 schools in the country. The model distributes the total available number of SET posts in line with each school’s profile of need.
The model seeks to distribute teaching resources in the fairest possible manner, taking into account as much evidence as possible in respect of individual schools and evidence in respect of the best possible use of resources. Schools must adhere to the guidance on the use of SET hours and support all children with additional teaching needs using the continuum of support framework.
The revised model is providing an annual allocation of SET teaching hours, using the best possible available data sources and is ensuring that the right resource is available at the right time to meet the needs of children with special educational needs. Schools have autonomy to deploy those resources to meet the needs of their students. In this regard it is important to note that 67% of all schools saw their allocation increase or remain the same, whereas 33% saw a reduction in hours. Of those schools who saw a reduction in hours 90% was a result of falling enrolment.
The Department acknowledges that every school is different, and that schools can experience unique circumstances that may be difficult to reflect in any standardised method. This is always a challenge when making allocations in respect of 4,000 schools. It is for this reason that the Department, working with the NCSE has streamlined the review process for special education teaching hours and schools who have any concerns can engage with the NCSE on their allocation.
Reviews are being conducted by the NCSE, between March and May, to better enable schools to plan for the following September. An internal NCSE review panel will consider the application ensuring that the school have clearly evidenced that the overall level of special education teaching allocation in this school does not have capacity to meet this additional identified need.
Additional resources will be provided to schools in cases where the NCSE have identified that this is required.
This review process has now commenced with reviews being considered on a weekly basis with first priority given to schools who are developing or rapidly developing. A total of 218 applications have been received from schools.
A weekly process for consideration of submitted reviews is in place between the department and the NCSE so that schools can be advised at the earliest opportunity.
The first tranche of 32 schools were contacted the week of the 8th April to advise of additional allocations following review. On the recommendation of the NCSE my department has allocated a total of 427.5 additional Special Education Teaching hours to this first tranche of schools. Depending on the profile of the school the additional allocation ranges from 2.5 hours to 27.5 hours per school. The average additional allocation for this first tranche of schools is 13.5 hours.
It is important to note that SET hours are only one component of support for children in mainstream but the most important support is the mainstream class teacher. The pupil teacher ratio at primary level is now 23:1 which means there are more mainstream teachers than ever before in our educational system.
116. Deputy Aodhán Ó Ríordáin asked the Minister for Education the number of children due to start a new school in September in the Dublin area who have yet to be offered a place in a local school; and the efforts her Department is making to ensure that every child will have a place in time. [16340/24]
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 the Dublin area.
As part of planning for September 2024, post-primary schools in the Dublin School Planning Areas of Castleknock, Carpenterstown, Lucan, Malahide_Nevinstown, Newcastle_Rathcoole and Portmarnock were contacted by the Department, and data on applications for admission has been received by the Department across these areas of enrolment pressure, and updated data on offers and acceptances continues to be received as admissions processes transact.
The sharing of this data has been of assistance in the identification of school place requirements across the areas. 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. However, there is an identified requirement for additional first year places in the Dublin School Planning Areas referenced and the Department have been liaising with schools and patrons in this respect, with a view to advancing a solution as soon as possible.
There can be a high degree of inward and outward mobility of children between School Planning Areas, particularly in urban areas, and parents are free to apply to enrol their children in any school, whether that is in the School Planning Area in which they reside or not.
The Deputy will appreciate that there can often be significant overlap across areas and schools and the nature of the admissions processes is quite complex. As a result there can be multiple iterations, where applicants may accept a place but subsequently be offered and accept a place at a second school, freeing up capacity at the first school accepted.
In that context, while some applicants may not yet have received an offer of a school place for 2024/25, families can be assured that all children who require a school place will be provided with one. The Department is continuing to work with schools and patrons to ensure that there are sufficient school places available, and to put any required solutions in place. As part of this engagement with patrons, the Department is also collaboratively planning towards 2025/26 and future years, as part of forward planning generally.
Since 2020, the department has invested in the region of €4.3 billion in our schools throughout the country. 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.
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.
I can assure the Deputy that the Department will continue to work with schools and patrons to ensure that there is appropriate provision for all students in the Dublin School Planning Areas for the 2024/25 school year and into the future.
118. Deputy Darren O'Rourke asked the Minister for Education to provide an update on the building programme for a school (details supplied); when construction will commence; when the school will be notified with an update; and if she will make a statement on the matter. [16228/24]
View answerThe 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.
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.
My Department will continue to liaise with the school and patron body in relation to interim accommodation requirements and provide any updates in relation to progress on the school building project.
119. D'fhiafraigh Deputy Aengus Ó Snodaigh den Aire Oideachais an bhfuil sé fós mar sprioc ag a Roinn dúbailt a dhéanamh ar líon na ndaltaí ag freastal ar scoileanna lán-Ghaeilge de réir an Chláir Rialtais agus cén uair a bheidh sé sin sroichte. [16351/24]
View answerTá obair leanúnach ar siúl i mo Roinnse faoi láthair chun polasaí nua a fhorbairt don oideachas lán-Ghaeilge lasmuigh den Ghaeltacht. Tógfaidh an polasaí nua seo ar an méid atá bainte amach ag an bPolasaí don Oideachas Gaeltachta agus beidh sé mar chéim thábhachtach eile i dtreo ghealltanais Chlár an Rialtais a chomhlíonadh.
Agus an polasaí seo á fhorbairt, tá sé mar aidhm ag an Roinn na spriocanna seo a leanas a bhaint amach, i measc nithe eile:
• an líon leanaí agus daoine óga atá ag freastal ar scoileanna lán-Ghaeilge a mhéadú, lena n-áirítear tógáil ar an mbunchloch a leagtar síos i suíomhanna foghlama agus cúraim na luath-óige lán-Ghaeilge (mar shampla, naíonraí)
• iniúchadh a dhéanamh ar na deiseanna chun bunú Gaelscoileanna agus Gaelcholáistí a mhéadú mar chuid den phróiseas pátrúnachta
• iniúchadh a dhéanamh ar an gcaoi inar féidir an soláthar múinteoirí agus baill foirne eile a bhfuil ardchaighdeán Gaeilge acu a mhéadú chun freastal ar an éileamh i suíomhanna oideachais lán-Ghaeilge.
Cuireadh próiseas comhairliúcháin poiblí ar bun chun tuairimí páirtithe leasmhara a fháil atá mar bhonn eolais d’fhorbairt an pholasaí. Bhí trí thréimhse sa chomhairliúchán seo – ceistneoir ar líne agus glao ar aighneachtaí scríofa, sraith grúpaí fócais, agus cruinnithe déthaobhacha idir mo Roinn agus páirtithe leasmhara.
Tá réimse gníomhartha glactha le cinntiú go mbeidh an polasaí nua bunaithe ar thaighde reatha:
• Tá athbhreithniú ar an litríocht maidir leis an tumoideachas trí mheán mionteangacha coimisiúnaithe trí phróiseas soláthair phoiblí agus déanta ag Sealbhú, DCU.
• Scríobhadh agus foilsíodh tuarascáil a thugann léargas ar sholáthar don oideachas lán-Ghaeilge lasmuigh den Ghaeltacht ag mo Roinnse.
• Tá taighde maidir le haonaid agus sruthanna lán-Ghaeilge i scoileanna meán-Bhéarla ar bun.
• Foilsíodh dhá thuarascáil ilchodacha ar thorthaí cigireachta ar chaighdeán soláthair oideachais i nGaelscoileanna agus i nGaelcholáistí in earrach na bliana 2021. Tugann na tuarascálacha seo léargas cabhrach ar chleachtais i scoileanna. Tá tuarascáil ar thorthaí cigireachta ar naíonraí á hullmhú chomh maith.
Tógfaidh an polasaí don oideachas lán-Ghaeilge lasmuigh den Ghaeltacht ar an dul chun cinn suntasach atá déanta maidir le cur i bhfeidhm an Pholasaí don Oideachas Gaeltachta. Tá an Scéim Aitheantais Scoileanna Gaeltachta mar bhunchloch an Pholasaí don Oideachas Gaeltachta. Leagtar amach sa Scéim critéir theangabhunaithe don aitheantas mar scoil Ghaeltachta, lena chinntiú go mbeadh oideachas ar ardchaighdeán trí mheán na Gaeilge ar fáil do dhaoine óga sna ceantair sin. Cuirtear tacaíochtaí ar fáil do scoileanna rannpháirteacha chun na critéir sin a chur i bhfeidhm. Bunaíodh clár oideachais tosaigh múinteoirí B.Oid. (bunmhúinteoireacht) in 2019 faoin bPolasaí don Oideachas Gaeltachta chun cur leis an soláthar múinteoirí a mbeadh ar a gcumas múineadh i scoileanna Gaeltachta agus i scoileanna lán-Ghaeilge. Bronnadh céimeanna ar an gcéad chohórt de 34 mic léinn ón B.Oid ó Institiúid Oideachais Marino i mí na Samhna 2023.
Táim ag súil leis an obair thábhachtach seo a thabhairt chun cinn, chun an t-oideachas lán-Ghaeilge a neartú agus chun tógáil ar na torthaí dearfacha atá á mbaint amach cheana féin i gcur i bhfeidhm an Pholasaí don Oideachas Gaeltachta. Táim ag súil freisin le bheith ag obair leis na páirtithe leasmhara ábhartha chun na céimeanna éagsúla chun an polasaí a fhorbairt a chur chun cinn.
120. Deputy Martin Kenny asked the Minister for Education if she will provide some clarity on the removal of funding for an ASD unit in a Leitrim school (details supplied) after physical accommodation was unable to be sourced. [16371/24]
View answerI can confirm to the Deputy, that my department has received an application for capital funding, under the Additional School Accommodation (ASA) scheme, from the school in question.
The purpose of my Department’s Additional School Accommodation (or 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.
At primary level, this situation generally arises to cater for a school’s accommodation requirements where an additional teaching post has been sanctioned by Teacher Allocation Section, or the requirement for a new class for pupils with special education needs has been identified by the National Council for Special Education (NCSE), and all available alternative accommodation within the school is already being used for classroom purposes.
The Department engages 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. In planning and providing for additional school accommodation, the Department must also have regard to construction inflation pressures and competing demands on suppliers of modular accommodation and project management services.
In general, demographics have been falling at primary level and are due to continue to decrease. Therefore, the Department considers it prudent to maximise the use of existing spare accommodation capacity at primary level in the first instance, before considering any applications for further accommodation needs. This is in line with public spending requirements. In relation to the provision of primary special classes, the shared preference of both the Department and the NCSE is to use and reconfigure existing school accommodation to provide special classes. Given the number of primary special classes available already and the falling demographics, it is also likely that most of the new additional special classes may be required in larger population centres in a local school planning area.
I can confirm that my officials have been engaging with the school authorities in relation to progressing their application as a traditional build project. I am pleased to confirm that a brief letter of offer has issued to the school authorities which includes funding for one special education classroom. This is currently with their Board of Management for consideration.
121. Deputy Gary Gannon asked the Minister for Education to explain the adaptation of standardised testing to dictate the assignment of SET hours, which prevents early intervention as testing does not begin until second class. [16495/24]
View answerI would like to thank the deputy for the question raised.
Enabling children with special educational needs to receive an education is a priority for this government. The vast majority of children with special educational needs are supported to attend mainstream classes with their peers.
The Special Education Teaching (SET) allocation model for 2024/25 is based on information from all 4,000 schools in the country. The model distributes the total available number of SET posts in line with each school’s profile of need.
The model seeks to distribute teaching resources in the fairest possible manner, taking into account as much evidence as possible in respect of individual schools and evidence in respect of the best possible use of resources. The inputs to the model do not prescribe which children should receive support through the additional teaching resources, schools must adhere to the guidance on the use of SET hours and support all children with additional teaching needs using the continuum of support framework. This was the position in 2017 and remains the position now.
I would like to clarify the SET allocation model, since its introduction in 2017, has utilised standardised testing as an input to the model and this has not changed for the 2024/25 allocations.
The mainstream class teacher has primary responsibility for the progress and care of all children in their classrooms, including children with additional needs. The provision of SET allocations to schools is to provide additional learning supports to the cohort of student who schools identify as requiring additional support based on the continuum of support assets.gov.ie/40642/674c98d5e72d48b7975f60895b4e8c9a.pdf.
The use of standardised testing aligns with the purpose of the allocation of SET resources to schools as firstly students who are performing at the lower levels in standardised tests indicates the greatest level of need for additional teaching support.
Secondly the more complex learning support needs are captured by utilising data on students who are exempted, the pupils with more complex needs and who have been exempted are given the highest weight. Once again, it is very important to clarify that the inputs to the model do not prescribe which children should receive support through the additional teaching resources, schools must adhere to the guidance on the use of SET hours and support all children with additional teaching needs. This was the position in 2017 and remains the position now.
In previous iterations of SET model each time a school was reprofiled SET hours relating to school leavers (i.e. 6th class moving to post primary) was removed. In the 2024/25 version this has not been applied and these hours are immediately available to support incoming Junior Infants. If the profile of children coming into junior infants is more complex than those who left in 6th class, the NCSE review process is designed to cater for this issue and a school should discuss the matter with their local SENO.
It is important also to understand that it is not a single year’s test outcomes that are used to create a school profile but details from the previous three years tests over three classes 2nd, 4th and 6th.
The Department acknowledges that every school is different, and that schools can experience unique circumstances that may be difficult to reflect in any standardised method. This is always a challenge when making allocations in respect of 4,000 schools. It is for this reason that the Department, working with the NCSE has streamlined the review process for special education teaching hours and schools who have any concerns can engage with the NCSE on their allocation. Details are available on www.ncse.ie.
Section 15 of circular 02/2024 outlines
The department, along with stakeholders, are cognisant that the model needs to continue to evolve so that the SET allocations process takes into account new or improved data sources and other changes within the school system.
The department is very much aware that additional data is available in individual schools which may not be available consistently across all schools and a key focus of the roadmap is to develop an accurate and verifiable system to capture such data.
A phased high level plan has been compiled to further enhance the model over the coming years. The department intends to undertake further detailed consultations with our education partners in the development of future enhancements to the model. The initial focus of this enhancement programme included the following: Examination of additional potential data sets already available in schools or other areas within the early years settings that could support greater sensitivity in the model.
122. Deputy Catherine Connolly asked the Minister for Education further to Parliamentary Question No. 115 of 13 February 2024, the status of the analysis underway by her Department into the number of additional first-year secondary school places required in Galway city and county in the academic year starting in September 2024; the steps her Department is taking to reduce the current enrolment pressures; the details of the engagement her Department has had to date in 2024 with affected schools in Galway city and county in this regard; and if she will make a statement on the matter. [16314/24]
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 Galway City and surrounding areas.
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 Athenry, Oranmore and Galway City and updated data on offers and acceptances continues to be received as admissions processes transact.
The sharing of this data has been very effective in the identification of school place requirements across the areas. 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. However, there is an identified requirement for additional first year places in the Galway City and Athenry School Planning Area and the Department has been liaising with schools and patrons in this respect, with a view to advancing a solution as soon as possible.
The Deputy will appreciate that there can often be significant overlap across areas and schools and the nature of the admissions processes is quite complex. As a result there can be multiple iterations, where applicants may accept a place but subsequently be offered and accept a place at a second school, freeing up capacity at the first school accepted. In that context, while some applicants may not yet have received an offer of a school place for 2024/25, families can be assured that all children who require a school place will be provided with one. The Department is continuing to work with schools and patrons to ensure that there are sufficient school places available, and to put any required solutions in place.
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.
I can assure the Deputy that the Department will continue to work with schools and patrons to ensure that there is appropriate provision for all students in the Galway City and surrounding School Planning Areas for the 2024/25 school year and into the future.
123. Deputy Violet-Anne Wynne asked the Minister for Education if she will give consideration to adding road safety to all levels of the primary and post-primary curriculum; and if she will make a statement on the matter. [16469/24]
View answerTackling road safety challenges is a cross-society effort. My Department and I are keenly aware of the important role that schools, and the education sector, can play in supporting road safety education and awareness.For a number of years, the Road Safety Authority (RSA) has been involved in providing a comprehensive and integrated road safety education programme at all levels: preschool, primary, post-primary, third level, and in the wider community.This work is in collaboration with a number of organisations including my Department, an Garda Síochána, the Health and Safety Authority and the Higher Education Authority.
As part of this important work, the RSA has developed a range of tailored material that teachers can use to educate school children about road safety. These materials are available on the RSA website.I am very acutely aware that school communities have unfortunately seen the horrific consequences of road collisions at first hand. They have helped their students to cope with the loss of classmates on the roads with the assistance of psychologists from NEPS. I know that we are all united in our desire to play our part in reducing the number of road deaths and the devastation experienced by the families left behind. I met with the RSA recently and welcomed their work to enhance the accessibility of their education programmes for schools. As part of this work, I have specifically asked them to develop a new Transition Year (TY) module as an immediate first step in helping to change road safety culture among young people. Transition Year presents an opportunity to equip this particular cohort with the knowledge and life skills needed at a formative time in their lives – including an understanding of the risks associated with road use, and an appreciation of same.The RSA is this month convening a number of focus groups with students and teachers to support the development of the revised Transition Year module. The module will replace the existing RSA TY module which was designed in 2009.
The new module TY programme is examining how best to utilise technologies and practical experiences for students, which were not available in the design of the previous module.
My Department recently welcomed the RSA at the first Senior Cycle Redevelopment Conference for school leaders in Croke Park. This provided an opportunity for post-primary level school leaders to engage directly with the exhibitions team, and learn more about materials available for use in their schools.
My Department looks forward to working with the RSA over the coming months to support their work in developing the new TY module in particular, as well as its wider work in promoting road safety in our schools.
124. Deputy Gary Gannon asked the Minister for Education the actions her Department is taking to provide supports for primary school students experiencing homelessness in Dublin's north inner city, where a large percentage of pupils are homeless. [16493/24]
View answerDuring my time as Minister for Education I have shown a strong commitment to addressing educational disadvantage. My Department’s Statement of Strategy, sets out the vision of my Department for an educational system where every child and young person feels valued and is actively supported and nurtured to reach their full potential. It sets as a goal to ensure equity of opportunity in education and that all children and young people are supported to fulfil their potential. Developing an education system that welcomes every child and young person and meets their educational needs irrespective of background or ability. The successful delivery of this goal means that our school system is open and welcoming for all students, regardless of background, and that in particular learners at risk of educational disadvantage will be supported to achieve their full potential.
There are considerable supports available for children who are experiencing homelessness, both within schools and within the wider system, to ensure that their circumstances do not impact on school attendance, participation and retention. Schools are best placed to identify children and young people presenting with behavioural, emotional and social difficulties, and to deploy appropriate resources and interventions to respond to their needs. The student support file should be used to track and document the support process for children and young people with emerging or ongoing needs.
In the post-primary setting, the Student Support Team (SST) is the overarching structure through which schools identify and provide for the welfare and well-being of all students. A Student Support Team acts as a school hub, bringing coherence to the support system by coordinating the valuable work of departments, teams and/or groups such as the Junior Cycle Well-being Curricular Planning team, the Special Education Needs (SEN) department, the Critical Incident Management Team (CIMT) along with guidance and pastoral staff. School Leadership also has a significant role guiding and supporting the school’s Student Support Team. Focussing on the provision of a whole school approach Student Support Teams promote the well-being of the whole school community. The Cineáltas action plan on bullying includes an action on developing guidance for the establishment of a Student Support Team model in larger primary schools. This work has commenced and the pilot project is underway with 5 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 in a targeted and equitable way. In March 2022 I announced the single largest expansion of the DEIS programme. This benefited 361 schools. The programme now includes in the region of 1,200 schools and supports approximately 240,000 students. 1 in 4 students and 30% of schools are now supported in the programme.This expansion added an additional €32 million to my Department’s expenditure on the DEIS programme from 2023, bringing the overall Department of Education allocation for the programme to €180 million.
The DEIS Identification process is based on the principle of concentrated disadvantage and the proportion of students from disadvantaged backgrounds within a school. The refined DEIS identification model, announced in March 2022, aimed to identify those schools with the highest levels of disadvantage or the highest proportion of students from disadvantaged backgrounds within a school using the school’s enrolment data and national census data as represented by the Pobal HP Deprivation index which is publicly available. The model takes into consideration the significant educational disadvantage experienced by children and young people who are experiencing homelessness. These cohorts were accounted for outside the HP index as it applies at small area level. There is a wide range of research which highlights the negative effects of a non-stable home environment on the ability of children to achieve their potential from education. The loss of stable housing can be accompanied by a loss in possessions and a break-up of the social supports for children. This can lead to negative impacts for children moving through important developmental processes in developing relationship and learning social roles. My Department engaged with the Department of Housing, Local Government and Heritage (DHLG) and with the Dublin Regional Homeless Executive (DRHE) to enable the secure and confidential sharing of the addresses of this State-funded emergency accommodation. A detailed document outlining the Refined DEIS Identification Model is published at www.gov.ie/en/publication/a3c9e-extension-of-deis-to-further-schools/.
The DEIS Plan is based on the premise that in order to have the maximum possible impact on providing opportunities for students most at risk of educational disadvantage, then extra resources need to be targeted as closely as possible at those students with the greatest level of need. This will involve further development of the existing DEIS programme, to create a more dynamic resource allocation model where levels of resources more accurately follow the levels of need identified by objective data. To support this work, my Department has 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 is currently ongoing and the OECD team estimate that the review will be complete in Q2 of 2024. This review will provide an independent expert opinion on the current resource allocation model for the DEIS programme and, drawing on international examples, inform a policy approach for an equitable distribution of supplementary resources to support students at risk of educational disadvantage attending all schools, both DEIS and non-DEIS.
Tusla Education Support Service (TESS) has three strands, namely the Statutory Educational Welfare Service (EWS) and the two school support services the Home School Community Liaison Scheme (HSCL) and the School Completion Programme (SCP). The three TESS strands work together collaboratively with schools, families and other relevant services to achieve the best educational outcomes for children and young people.
Urban primary schools and all post-primary schools designated as DEIS can avail of Home School Community Liaison (HSCL) scheme and School Completion Programme supports provided by TESS to assist with school attendance, retention and progression, which can be areas of particular challenge to pupils experiencing homelessness. Educational Welfare Officers (EWO) work with DEIS and non DEIS schools, relevant state agencies and support services, providing support to families that are experiencing homelessness. In relation to specific supports in Dublin’s North East Inner City (NEIC), an Educational Welfare Officer (EWO) is assigned to work closely with the Dublin Region Homeless Executive (DRHE) and NGOs working with homeless families, to ensure that children and young people experiencing homelessness are supported to continue to access education and that they have a school place.
Additionally, the NEIC City Connects pilot project, currently running in ten NEIC primary schools, organises student support and leverages existing school and community-based resources in order to improve students’ academic and social-emotional outcomes. Linked to this, the NEIC Multidisciplinary Team (MDT) is an interagency collaboration, which comprises of Educational Psychologists from my Department’s National Educational Psychological Service (NEPS) and Health Service Executive (HSE) Speech and Language Therapists, Occupational Therapists and a Psychologist. The MDT teams provide a needs-based school service that responds to the presenting issues for each child, their family and school, in ten NEIC primary schools.
NEPS provides a comprehensive, school-based psychological service to all primary and post primary schools through the application of psychological theory and practice to support the well-being, academic, social and emotional development of all learners. Identification of Need, Early Intervention and Prevention Strategies are considered key components to supporting children who experience homelessness. My Department’s Well-being Policy Statement and Framework for Practice describes how schools can best promote well-being through the provision of a whole-school, multi-component and preventative approach. In particular, schools are encouraged to use a reflective, school self-evaluation approach to identify and prioritise the needs of its own school community in relation to the promotion of well-being and mental health, and to respond to meeting those needs.
In recognition that the cost of preparing children for school each September can be a cause of financial difficulty and worry for many Irish families, in 2023 I introduced a new scheme to provide free schoolbooks to pupils enrolled in recognised primary schools from the start of the 2023/24 school year. This scheme eliminates the cost to these families for all schoolbooks, workbooks and copybooks. A free schoolbooks scheme is also being introduced for the 2024/25 school year to cover all students enrolled in Junior Cycle years in all special schools and post-primary schools in the Free Education Scheme.
As in recent years, in 2024 all schools can offer a summer programme for children and young people with complex special educational needs and those at risk of educational disadvantage. The theme for this year’s programme is ‘Building Confidence and Connections’. The Summer Programme is intended to be an enjoyable experience for both students and staff. The range of activities available will reflect this year’s theme and include opportunities for student-centred, play-based engagement. This year’s programme is designed and developed to ensure supports are targeted to better assist children and young people to have access to a school-based programme. Schools that have significant numbers of children and young people at risk of or experiencing, homelessness can target these children for inclusion in a summer programme.
In addition, the Department of Social Protection operates both the Schools Meals Programme (SMP) and the Back to School Footwear and Clothing Allowance (BSFCA) which provides valuable support to families for their school-age children, including those experiencing homelessness.
My Department is represented on the National Homeless Action Committee chaired by Minister O’Brien. It is also fantastic to see that the Department of Housing, Local Government and Heritage, has now established a subgroup which focuses on prevention and early intervention under the Youth Homelessness Strategy Steering Group. The first meeting of this subgroup took place on 10th April 2024 and it also includes a representative from my Department.
125. Deputy Mark Ward asked the Minister for Education for an update of the transfer of a plot of land in a school (details supplied) from her Department and the Dublin Education and Training Board to the HSE that is required to progress the delivery of a primary care centre in north Clondalkin; and if she will make a statement on the matter. [16366/24]
View answerAgreement has been reached between my Department and the HSE for the disposal of a site to the HSE for the location of a primary health centre. There are a number of elements in relation to this agreement that have been actively progressed by my Department, in conjunction with the HSE, and which are now being finalised.
The matter is being treated as a priority and it is intended that the transfer will be completed as soon as possible.
126. Deputy Sorca Clarke asked the Minister for Education her plans to address the staffing crisis within the National Educational Psychological Service. [16338/24]
View answerThe number of educational psychologists currently employed in NEPS stands at 225 whole time equivalents across eight regions. This has risen from 206 whole time equivalents in 2021. This is the highest number employed in NEPS since it was established. Since the start of this school year, the NEPS service has expanded to all special schools, which is hugely important given the increased support needed for children in these settings.
The NEPS service provides access for all schools to:
• Psychological support in the event of a Critical Incident
• A Casework Service for individual children where there is a need for intensive consultation and assessment via a NEPS psychologist or through the Scheme for the Commissioning of Psychological Assessments (SCPA).
• A school staff Support and Development Service, to build school capability to provide a comprehensive continuum of support in schools and
• Ongoing access to advice and support for schools.
In relation to the recruitment of educational psychologists the Department has been examining the matter of how NEPS can increase the numbers of suitably qualified staff to strengthen the response to the educational psychological needs of children in recognised primary and post-primary schools across the country. Since January 2023 NEPS is supporting bursaries for students who are enrolled in the University College Dublin (UCD) Professional Doctorate in Educational Psychology and the Mary Immaculate College (MIC), Limerick’s Professional Doctorate in Educational and Child Psychology for Trainee Educational Psychologists. Those in receipt of a bursary commit to joining NEPS upon graduation. As of April 2024 there are 60 Trainee Educational Psychologists in receipt of a bursary from NEPS who are expected will fill a vacancy in NEPS upon graduation, over the next three years.
The Public Appointments Service commenced a recruitment campaign for Educational Psychologists at the end of 2023. Interviews have taken place and panels now established. The Department is actively engaging with PAS to maximise the numbers of psychologists being recruited.
127. Deputy Thomas Gould asked the Minister for Education for an update on the proposed extension to a school (details supplied); when a decision will be made; and the timeline for delivery of the building. [16368/24]
View answerI can confirm to the Deputy that the school referred to has been approved for a project under my Department's Additional School Accommodation (ASA) Scheme. The project will provide 2 Mainstream Classrooms, a 2 Classroom SEN base and an Early Intervention Unit. This project has been devolved for delivery to the school authority and is currently awaiting approval to construction.
It is planned that close to 90 school building projects currently at tender stage will be authorised to proceed to construction over the course of 2024 and early 2025. These projects will provide new and modernised facilities to help schools cater for growing populations in their areas and include 138 classrooms for children with special education needs, which is a key priority for Government.
In total, around €800 million will be invested in these projects under the department’s Large Scale Capital Programme and Additional Accommodation Scheme for essential classroom accommodation.
This is a record level of investment in school buildings. It will expand the number of school places, significantly increase provision for special education and upgrade and modernise our school infrastructure. The impact of this will be felt in communities right around the country.
Since 2020, the Department of Education has invested around €4.5 billion in schools throughout the country. Around 800 school building projects have been completed and 300 other projects are under construction.
This level of construction roll-out recognises the priority that Government puts on investment in education. New medium term capital allocations for the Department of Education were confirmed in the recent review of National Development Plan allocations.
The projects moving to construction in this next phase will add in the region of 200,000 m2 of additional and modernised permanent capacity across the school estate and involve 28 new school buildings and 61 extensions at existing buildings.
Under the next phase of the school building programme, individual school building projects will be authorised to proceed to construction subject to assessment of tender reports and relevant due diligence by the Department’s Planning and Building Unit in line with the Government’s Infrastructure Guidelines.
School building projects under construction involve an overall State investment of over €1.2 billion with most of these projects due for completion in 2024 and 2025. This is a record level of investment and highlights the Department’s very strong track record in providing additional capacity and modern facilities for our school communities.
The Department’s approach is to maximise the usage of existing capacity in the school estate and, in tandem with this, to manage the progression of the existing pipeline of projects within available budgets and in line with the Government’s Infrastructure Guidelines. This allows the Department to keep a strong focus on the provision of additional capacity to cater for demographics, new housing developments and the roll-out of additional special classes for children with additional needs. The Department’s Modular Accommodation Programme is also used to provide additional capacity in the school estate to meet urgent requirements.
My Department has an overall pipeline of some 1300 projects across the school system. The status of all projects in the pipeline, including those at tender stage, is set out at www.gov.ie and is updated on a regular basis to reflect project progress through the various stages of capital appraisal, site acquisition, design, tender and construction.
My Department is committed to ensuring appropriate accommodation is available for the pupils in the school referred to by the Deputy and will, in the wider context outlined, ensure that this school's project as for all projects on our school building programme is subject to the due diligence required under the public Infrastructure Guidelines. My Department will be in contact with the school directly in this regard shortly.
