Vol. 1032 No. 6
82. Deputy Brian Leddin asked the Minister for Education if she will outline plans for new primary and secondary school developments in Limerick city in order to support the steep population growth targeted for the city under the national planning framework; and if she will make a statement on the matter. [5225/23]
This is a timely question in light of the news in the past few days the 26 children in Limerick are without places at secondary school. I acknowledge the efforts of Limerick and Clare Education and Training Board, the Department and the Minister in trying to resolve this. Could the Minister outline the plans for new primary and secondary school developments in Limerick city to support the steep population growth targeted for the city under the national planning framework and make a statement on the matter?
As the Deputy will be aware, for school planning purposes the Department divides the country into 314 school planning areas and utilises a geographical information system to anticipate school place demand. Information from a range of sources, including child benefit data and school enrolment data, in addition to information on residential development activity, is used for this purpose. Additionally, Project Ireland 2040 population and housing targets inform my Department's projections of school place requirements.
As part of the Department's commitment to the national planning framework, as part of Project Ireland 2040, and with the objective of ensuring appropriate educational provision for future populations, my Department engages proactively with the 31 local authorities in the development of their statutory plans. In the context of Limerick city, my Department has had regular engagement with Limerick City and County Council through the development and adoption of its development plan for the period 2022 to 2028. This has allowed my Department to plan for projected population growth of 30,000 people in Limerick city over the course of the development plan and in the context of projected overall population growth of over 50,000 in the city by 2040.
However, it is important to note that the impact of population growth on school place requirements is mitigated by changing demographic trends. Despite projected national population growth, the number of primary students is forecast to reduce by 100,000 over the next decade. While post-primary enrolments are expected to peak in 2024, they are forecast to decline by 70,000 over the subsequent ten years.
The impact on school places of the projected population growth in Limerick city is being considered in that context, with a view to identifying any further accommodation solutions required to meet the capacity requirements. However, as I know the Deputy is aware, it is important to note that my Department is already delivering significant additional capacity at schools in the city as part of its capital programme.
Under Project Ireland 2040, the education sector will receive a total of approximately €4.4 billion in capital investment over the period 2021 to 2025. There will be a rolling five-year funding envelope, which will be updated annually for the period 2026 to 2030 within the Government's overall national development plan funding envelope of €136 billion in Exchequer capital – €165 billion total capital including non-Exchequer capital. This will facilitate the building of modern and sustainable school infrastructure.
I welcome the Minister's answer. I want to dig into it a little and talk about the national planning framework and Project Ireland 2040, a very positive plan that we are following. There is to be a statutory review of the plan next year, as I understand it. In the case of Limerick, we can see that what is actually happening and what is projected under the national planning framework are misaligned.
We must think about planning our city in a manner that moves away from what is known in transport, education and other sectors that invest in major infrastructure as the predict-and-provide model and looks towards using infrastructure to induce growth and development in the right places. Where schools are built, the population follows, as we have seen throughout history. I want to dig into this a little more. I would be very interested in meeting the staff in the unit in the Department that examines demographics and the siting of new schools if the Minister could facilitate it.
The Deputy's initial point was on the provision of places for pupils in Limerick. Specifically on that issue, recently over 100 additional places have been provided in Limerick, 44 of which have been provided in recent weeks. There is a school in a position to make provision for the 26 pupils the Deputy referred to. Principals on the ground, particularly the chair of the Limerick Association of Principals and Deputy Principals, have confirmed they are confident the 26 pupils will be provided for in existing accommodation.
Specifically on the commitment to Limerick city, I want to take the opportunity to outline significant developments there. These include two newly established 1,000-pupil post-primary schools, namely Mungret Community College and Limerick Educate Together Secondary School, both of which are currently in construction. New school buildings providing additional capacity are planned for Laurel Hill Secondary School, Laurel Hill Coláiste FCJ, Ardscoil Mhuire and Gaelcholáiste Luimnigh, while there are extensions planned at Coláiste Mhichíl and Castletroy College. There is significant work ongoing.
Indeed, there are very significant developments under way. We welcome them in Limerick. They point to a future for the city in which the population is rebalanced back towards the centre. The Minister mentioned Laurel Hill and Gaelcholáiste Luimnigh. The latter is a very exciting project in my locality and we hope it will be open very soon. Construction is going very well.
When it comes to locating new schools, we must be careful not to build on the edges of urban areas continually. Doing so exacerbates the sprawl that has left us in the very car-dependent society we have. The Gaelcholáiste is an exception to that. The Minister should consider other school developments in Limerick that are good in many ways but that will not address the sprawl we see in our towns and cities. It is critical, from a climate perspective, that we get the location of schools right. Will it be possible for me to meet the staff in the unit that examines the demographics in and plans new schools for Limerick? I would appreciate that.
I do not have an issue with that. I appreciate the Deputy's graciousness in accepting that there has been considerable investment in Limerick city. I have had the privilege of witnessing much of the work. I visited on several occasions.
I referred to post-primary schools but developments at primary level are equally important. At primary level, a project for a new 32-classroom school building for Monaleen National School is planned. Gaelscoil Sheoirse and St. Mary's National School both have major refurbishment projects under way. Projects for new school buildings for both Red Hill School and St. Vincent's Special School are also in train. In total, there are 32 schools building projects in Limerick at various stages of planning and delivery. That represents a significant investment and testament to the Department's confidence in what is happening in Limerick city and county.
The Department will continue to work to advance planned and current projects in Limerick city. I acknowledge the holistic view the Department takes with regard to location and meeting demographic needs. We will continue to do that.
83. Deputy Brendan Smith asked the Minister for Education if there are proposals to extend the current Delivering Equality of Opportunity in Schools, DEIS, programme; and if she will make a statement on the matter. [4950/23]
It is almost a year since the Minister made the welcome announcement that the DEIS programme was to be extended. The provision of those targeted supports to more schools will benefit a great many students. More than 240,000 students are now able to avail of DEIS supports. More than 1,200 schools are involved in the scheme. As the Minister will know, every Deputy has schools in his or her area that were disappointed not to be included in the extension. I sincerely hope that it will be possible to extend this very important programme further. The Minister did excellent work last year in extending it but more good work could be done with a further extension of this very important and worthwhile scheme, which benefits the most disadvantaged students.
I acknowledge the Deputy's particular interest in the DEIS scheme. The Department provides a wide range of supports to all schools, including DEIS schools and non-DEIS schools, to support the inclusion of all students and to address barriers to students achieving their potential. Supplementing the universal supports available to all schools, the DEIS programme is a key policy initiative of the Department to address concentrated - the word "concentrated" is key - educational disadvantage at school level in a targeted and equitable way across the primary and post-primary sector.
As the Deputy has referenced, in March last year, I announced a major expansion of the DEIS programme. The programme was significantly expanded for the first time since 2017 and now covers an additional 322 schools. The programme now includes over 1,200 schools and supports approximately 240,000 students. This means one in every four of our students now benefits from DEIS programme supports. This recent expansion will add 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.
I am very conscious of the benefits of the DEIS programme. Analysis has shown that, since the programme began in 2006, it has helped to close the gap in achievement between schools serving populations experiencing the highest levels of educational disadvantage and those serving populations with little or no disadvantage. It has provided children who come to education at a disadvantage with an equitable opportunity to achieve their potential in education.
The extension of the DEIS programme to new schools is just one component of work in my vision for an inclusive education system which supports all learners to achieve their potential. While the DEIS programme supports those schools with the highest levels of concentrated educational disadvantage, I recognise that there are students at risk of educational disadvantage in all schools. Since June 2020 and over the past three budgets, I have secured funding to provide measures to support children in this regard. As part of budget 2023, as we referenced earlier, I announced over €50 million to provide schoolbooks and I reduced the pupil-teacher ratio to its lowest ever level, 23:1. This is a consequence of a reduction in each of the budgets I have presided over.
I thank the Minister for her reply. I very much welcome her provision of additional funding for services to be provided universally to all students regardless of the particular school they attend. I previously discussed with the Minister two particular schools in Cavan that were excluded this time. I have detailed notes prepared and may talk to the Minister about those particular schools later today. It is hard for any of us to explain how the scheme works in centres where there are a number of primary schools. I think of one town where there are three primary schools - a boys' school, a girls' school and a Church of Ireland school. Children from the same family may go to two different schools, one of which is in the DEIS programme while the other is not. It is very hard to explain to a parent why her daughter is availing of the additional supports that come with DEIS status in her school while her son is not able to avail of the same additional educational provision in his. This also applies in towns where there is a school under the patronage of a minority church. I know of instances of children being transferred and of new entrants not going to the school they traditionally would have attended because of the extra attraction of another school being in the DEIS programme. We need to take account of situations in which there are a number of schools in one centre, not all of which are in the DEIS programme.
I will be clear. As I said, the key issue here is concentrated levels of disadvantage. I fully accept that there will always be children at risk of educational disadvantage in any school. I appreciate that. The specific supports that come with DEIS status are provided where there are concentrated levels of disadvantage. I accept the point the Deputy has raised about one school in a community receiving such status while another does not but, unless the exact same students with the exact same backgrounds attend both schools, there will not be the same level of concentration. That is the point. I am not for one minute suggesting that there are not students at risk of educational disadvantage in both of the schools in the area the Deputy referred to but it is the level of concentration that determines whether a school receives DEIS status.
Following the national census in 2022, which was held on 3 April last, it is envisaged that an updated Haase-Pratschke, HP, deprivation index will be generated by Pobal. That will be available in the third quarter of 2023. The Department will engage with Pobal in respect of this process. The updated HP deprivation index will inform the variety of different layers of support we may be able to offer schools.
The Minister may recall that, a year or more ago, I raised with her and the then Taoiseach, Deputy Micheál Martin, the whole area of special education provision. I compliment the Minister and the Minister of State, Deputy Madigan, on the progress that has been made in ensuring a substantial expansion in the provision of special education. At that time, I questioned whether the input of the local inspector or cigire was factored into planning. Years ago, the views of the local inspector, who covered a county or half a county, were critical in determining future plans with regard to both the provision of accommodation and the level of teaching support for schools. Is the role of the inspector critical in assessments for the DEIS programme? We can have algorithms and censuses but there is nothing to beat up-to-date local knowledge as to the needs of the local school community. I am a firm believer in ensuring that the knowledge of the local inspector is factored into all decision-making by the Department.
I will first complete my answer on the question of educational disadvantage. I am very conscious of the need to ensure supports across all schools because there are children at risk of educational disadvantage across all schools. It is for this reason that, as I stated earlier, we have introduced a variety of different measures, including measures with regard to the pupil-teacher ratio, a free books scheme at a cost of more than €50 million, a pilot programme of counselling services in our primary schools and so on. As a consequence of the new HP index being formulated, the next phase of work will begin within my Department. We will look at a variety of types of supports that can be rolled out to schools to meet their needs. These may not necessarily involve DEIS status. There will be a kind of stepped system. There will be DEIS status, another step and then the next.
On the specific point the Deputy raised regarding special education, he will be aware of the role of the special educational needs organiser, SENO. Considerable additional resources have been made available to the National Council for Special Education, NCSE, to boost its work and the availability of SENOs to communicate with parents on the ground to obtain the fullest picture possible of the needs of the student, which the SENOs then filter back to the NCSE.
84. Deputy Pádraig O'Sullivan asked the Minister for Education if she is satisfied that there are sufficient special school places in Cork city and county for the September 2023 intake; the engagement she has had with the National Council for Special Education in relation to same; and if she will make a statement on the matter. [4808/23]
Is the Minister satisfied that there is a sufficient number of special school places in Cork city and county for September 2023?
I thank the Deputy for his question. Obviously, planning in respect of special school placements does not relate only to Cork, but to the rest of the country as well. However, Cork and Dublin are probably the most densely populated areas, which has an impact with regard to forward planning. I am not sure if the Deputy was in the Chamber earlier on but I outlined some of the initiatives that the Department and the NCSE are taking in respect of forward planning, which was lacking in the past. We have undertaken a number of different initiatives, which are now bearing fruit in the classes we are delivering. We have 600 new special classes at primary level and 300 at post-primary level.
I will get into the detail of what is currently available in Cork but I will first very briefly outline some of the initiatives being undertaken. We have a geographical information system, which shares real-time data on the capacity we have across the schools system.
We have new technical guidance for building projects. We have future-proofing at post-primary level with the incorporation of four special classes in all new 1,000-student post-primary schools. We are working in respect of the fee-charging sector, modular accommodation, existing planning exemptions, project management support and so on. For Cork specifically, over the last three years the NCSE sanctioned 103 new special classes at primary level and 46 new special classes at post-primary level.
On special school placements, which the Deputy is asking about specifically, there are 15 special schools in Cork at present catering for 970 children. Rochestown Community Special School is to open later this year and Carrigaline school opened in 2021, as the Deputy knows. I have visited both Carrigaline Community Special School and St. Mary's Rochestown. They are doing incredible work in Cork.
I acknowledge all the progress made in the last few years on the delivery of ASD classes in particular. I have witnessed it in my constituency where many classes have been sanctioned. Some are still awaiting delivery but nonetheless it is progress. We all know what happened a year ago with the delivery of Carrigaline and the scramble that happened there. Again, it is progress, places were made available and students were catered for. That said, before I came in here this morning I rang the principals of five special schools in Cork, five of the 15 the Minister of State mentioned. All are full for next September. I was listening to Deputy Ó Laoghaire earlier. Specifically, what capacity is available for September? The Minister of State might not have the number here today but I would appreciate if she could get a figure to tell us how many places are available. The families contacting my office and Deputy Ó Laoghaire's office are concerned about the lack of places for September.
I completely understand that. There is extremely intense engagement going on with a lot of the special schools at present in terms of providing additional capacity. Some of the initiatives I outlined to the Deputy were for that very reason. Some of them will be able to add existing accommodation and reconfiguration to the schools that they have themselves. Three special schools have been opened in recent years and two more are opening during the school year. Rochestown Community School is to open later this year. For September 2023 specifically, detailed analysis of the particular needs of each child is being looked at. Of course, some places may become vacant as some pupils will leave during the summer as well. The NCSE is working nationally, regionally and at local level. What I would say to those schools is to engage constructively with the NCSE in terms of what capacity they have and also on special classes.
If I am applying to a school, be it in Carrigtwohill, Fermoy where I used to teach, or Glanmire, I know the intake or enrolment of that school. There are X number of places available, or there is a cut-off point or a waiting list. Do we have a number specifically for how many schools have a vacancy for September? I cannot find one at the moment in the city or its hinterland. That is the concern. It is our job to relay that concern to the Minister of State. My question was specifically in respect of special school places. If the Minister of State has a figure I would appreciate if she could give clarification.
On ASD classes, which is an aside from the question, I would like to ask what is happening in the Department when ASD classes are sanctioned but are yet to be delivered. I have come across cases where ASD classes were sanctioned as far back as 2017 or 2018 but are yet to be delivered. Who in the Department oversees that to ensure the classes are delivered and people are not just resting on their laurels while time goes by?
Deputy Stanton wishes to come in briefly.
The Minister of State knows well, as she has visited east Cork quite often, that we have no special school at all. As Deputy O'Sullivan has said, children have to travel long distances if they can get a place. East Cork is as big as some small counties but there is no special school. I note the need for special classes and all that but special schools are a set apart. Would the Minister of State ask her officials to look at east Cork, in particular Midleton or Youghal, and establish a special school there where there is nothing at the moment?
I thank both Deputies for their contributions. There is a site as well in Glanmire which I may not have mentioned. There is agreement in principle in respect of that acquisition. It is being progressed through conveyancing with the Chief State Solicitor's office at present. There is a detailed breakdown on the NCSE website of what is there. I am aware of Deputy Stanton's particular concern in east Cork. There is intensive engagement. In response to Deputy O'Sullivan, it is a fool's errand for me to give any figures. What I can say is that these children are known to the NCSE. Because of the enhanced forward planning that is available, the NCSE is well aware of where the children are, who needs an appropriate placement and where it is needed. I would say to Deputy Stanton that we endeavour to find a place in the locality for a child where possible. The number of children changes on a regular basis but we are aware of those who need places and we are working really hard and intensively to ensure every child has an appropriate placement.
85. Deputy Holly Cairns asked the Minister for Education the steps she is taking to increase the number of places in secondary schools for young people with autism in County Cork. [4782/23]
We need more secondary school places for children with disabilities in Cork South-West. In particular, there are insufficient specialised units for young people with autism, or autistic young people. The lack of proper spaces and adequate supports is a breach of their rights under the UN Convention on the Rights of Persons with Disabilities and it is a source of considerable concern for families. What assurances can the Minister of State give them that she will provide sufficient school places?
I thank the Deputy for her question. There is real representation from Cork in the Chamber this morning. It shows the level of commitment but also of concern from the county and city on the part of the public representatives in respect of special education. It is important to stress that 92% of special classes are to support autism in general terms. That would apply to Cork as well. It is interesting to look at the research from Cork conducted during 2020 and 2021. The Department and the NCSE had been using a prevalence rate for autism of 1.55% since 2014. The research from Cork from 2020 and 2021 put that at 3.38%, a significant growth. That is something the Department and the NCSE are trying to mitigate in terms of forward planning. It is not just that there are more children but also that more children are being diagnosed with autism and they need to be catered for.
I mentioned earlier to the Deputy's Cork colleagues that there are 15 special schools in Cork at the moment catering for 970 children, some of whom have autism. There will be an increased need for autism classes at primary level, especially among young children. Part of that is because the prevalence rate has increased. There are 23 early intervention classes in Cork, therefore, and 15 special schools, as I mentioned. Overall in Cork there are 299 special classes at primary level and 42 of those are new. There are 121 at post-primary level, 23 of which are new. That is 420 special classes in total of which 65 are new.
Respectfully, all of those figures mean nothing to families who cannot find a place or an appropriate place. The Minister of State says there are 15 special schools in County Cork. That is wonderful but there is not one special school in all of Cork South-West although it is one of the biggest constituencies in the country. The inadequacy of education and healthcare supports for children with disabilities is one of the issues I raise most frequently. I have repeatedly called for the provision of resources for national and secondary schools in Cork South-West and across Ireland and for the Government to finally provide appropriate education for children and young people. There are examples of best practice to be found in schools across my constituency and, I am sure, in others - principals, staff, parents and students themselves all working to help to create incredibly inclusive and progressive environments. It is important to highlight that they are improving but I am working with many parents who have had to keep their children in primary school for an additional, unnecessary year or have had to travel over an hour away due to a lack of local places. This is just the reality faced by so many families in Ireland at the moment.
What is being done for these families? What is the urgent response?
I appreciate that the statistics are in the abstract and do not talk to individual families. Behind all of those statistics are individual families and individual appropriate placements. I allude to them simply to show the Deputy the progress that has been made but not to take away from the fact that a huge amount still needs to be done, particularly around post-primary education. That is why we have written to all post-primary schools and the Department and NCSE met the main post-primary school management bodies last week to share a list of schools that could potentially open new special classes in September 2023. I know that the NCSE is directly engaging with those schools to establish special classes. Over the last three years there has been an increase in special classes in Cork. It is about collaboration. We have the section 37A measure in legislation if we need to trigger it, as well as the section 67 designation of an individual child. However, we try to collaborate with the schools prior to having to instigate those mechanisms.
I thank the Minister of State for her reply but I am just not convinced from her answer that she fully grasps the scale of the urgency of the issue. The Minister of State highlighted there that there is more of a problem with secondary school places but that does not make any sense. We know how many people are coming through the primary school system so I do not understand how forward planning cannot be done to ensure there are places for those students. Schools need more resources, as does the NCSE given the difficulty in contacting it and the slowness of its replies. I also want to repeat my call for a special school in Cork South-West. Families have come together to form a campaign and seek this in recognition of their children's needs. ASD and other units attached to existing schools are essential and these families have pointed out the need for special services. We are at a stage where our awareness of diverse needs and the State's obligations mean that all areas of the country need units in schools and special schools to offer tailored supports. What is the Minister of State's message to the campaigners for a special school in Cork South-West?
This is something the Department is aware of. Other colleagues, including Deputy Stanton, have requested another special school in Cork as well. I mentioned earlier some of the initiatives that are being taken around forward planning because I am not convinced that it was done adequately in the past. That has been acknowledged and that was obvious because there were gaps. That is why that work is being done but it will take a while before it delivers to exact standards, as it should. Having said that, there is serious engagement with the NCSE, the Department and schools, not just in County Cork but throughout the country, to ensure we have sufficient placements. Again, we have written to the post-primary schools and the primary schools are also aware of it. They know the legislation is there but we want to try to collaborate with them before we have to try to instigate that legislation.
86. Deputy Ruairí Ó Murchú asked the Minister for Education if consideration will be given to the use of the rapid prompting method to assist learning for children with autism who are non-verbal in primary and secondary schools; and if she will make a statement on the matter. [4387/23]
Question No. 86, in the name of Deputy Ó Murchú, will be taken by Deputy Ó Laoghaire.
The Minister and the Minister of State may have seen reports over the past year, particularly in the Irish Examiner in December, about the situation of Fiacre Ryan, who is quite an inspiring young man of 21 years of age. He became the first non-verbal autistic person in Ireland to write a book. That was possible because he had the use of the rapid prompting method, RPM, which is a technology that helps non-verbal people with autism. Clearly there is potential with this method and parents and many others are encouraging the Department to look at a pilot project.
This was Deputy Ó Murchú's second question. His first question was specifically on Louth but I have no difficulty in taking this one. I met Fiacre Ryan last week, along with his mother. He has written a book, Speechless, which the Deputy is probably aware of. It is incredible for a non-verbal autistic child to write a book. His mother correctly made the point to me that just because someone has autism does not mean they are not intelligent, and he is clearly an extremely intelligent young man. He learned through the method to which the Deputy alludes and about which Deputy Ó Murchú has asked. The Department and the NCSE, however, are of the view that it is important to recognise that students with autism have many different types of needs and that those needs change as they grow and move through the education system, so it is not a one-size-fits-all approach. There can be nuances and variance throughout the system. Over the years advocates of different approaches have spoken to the Department in support of the educational needs of children with autism and they have asked Ministers and the Department of Education to adopt or use those approaches in schools. It is all about what is right for the particular child. It is personal to the children themselves and it depends on what is in their best interests. If RPM works for that child and is of value to that child, it is something that can be used but it does not have to be. There is a wide range of teaching approaches that are employed by class teachers and to support that important work there is the autism good practice guidance, which supports children and young people as a resource for schools and others.
I am glad that the Minister of State is quite familiar with RPM, has had engagement with families on it and can see the benefits of it. That is encouraging. I take the point that you have to cut your cloth to measure and that different children will require different things. No one is suggesting that it will be a silver bullet but a request has been made for a pilot programme to be examined. The Minister of State says it can be used, but this stuff is not free. As things stand, if a child requires RPM and a school believes it is beneficial, will the Department fund it? Is there scope for the Department to fund it as things stand?
This needs to be discussed in more depth with the Department. Officials in the Department are aware of the benefits of RPM but at the same time they say that there is no clear empirical evidence to underpin it and that the guidance suggests that a range of supports may need to be adopted for each child. Schools are not prohibited from using RPM but it will not necessarily be for every child and there are supports available for students who are non-verbal under the assistive technology scheme as well, which the Deputy will be aware of. All schools have access to IT funding to purchase assistive technology and, where necessary, schools may also purchase new or additional equipment or software, which will be more bespoke to a particular child, from existing school resources or funds. Then schools that have children with more complex disabilities can make an application for such equipment to the NCSE.
It seems to me that a discussion needs to happen behind the scenes on this. A pilot would potentially be of benefit. The point about empirical evidence is fair enough but some of that might be down to a lack of research so a pilot might help to establish an evidential basis. The Minister of State can talk about schools being at liberty to use RPM but that is not necessarily to say they have the resources to use it. As I said, these things are not for free. I am glad the Minister of State is taking this on board and is aware of it. I hope that behind the scenes the Department can examine this carefully because in the instance of Fiacre Ryan and many other children and adults across the world, it has had clear benefits.
I would like to come in on this question. I am a member of the Joint Committee on Autism. Fiacre Ryan and his mother, Carmel, presented as witnesses at the committee and talked about and explained this method. I have been contacted by a number of parents and teachers about this method. The Minister of State said that schools are not prohibited from using the method. However, one school was using it and when the inspector visited the school they told it to stop, so schools are being prohibited from using this method. RPM has been used in America for 20 years. It has a proven track record there and it has been used in other jurisdictions as well. It is something that works for children. It was working well in the school in which it was being used, as I have mentioned, but then it was suddenly stopped. It has devastating results if RPM is stopped as it is something that was used by the teacher in the school. It is something that is worth investigating and if it works for children, as it has worked for Fiacre Ryan, it has to be explored in more detail.
My understanding is that RPM is not prohibited in schools. If there is a particular school where there is an issue, perhaps the Deputy could let me or the Department know about it.
RPM encourages those who are struggling to communicate to use techniques that include writing, typing or pointing. Other organisations might have concerns about this method, notwithstanding its successes for some children. The Irish Association of Speech and Language Therapists, for example, released a statement in 2017 that outlined its concerns regarding the use of the method. Having said that, I met with Fiacre and Carmel Ryan and spoke with them. It is incredible how Fiacre Ryan has been able to write a book, not to mind his ability to function on a daily basis. RPM also helped his confidence. There are different methods that can work for different children. Again, this technology scheme is a case in point.
87. Deputy Pauline Tully asked the Minister for Education the timeframe for the completion of the full review of the school transport scheme; the timeframe for the publication of the review and its recommendations; and if she will make a statement on the matter. [4556/23]
What is the timeframe for the completion of a full review of the school transport scheme, and the publication of that review and its recommendations?
As the Deputy is aware, the school transport scheme is a significant operation managed by Bus Éireann on behalf of the Department of Education. In the current school year, more than 147,900 children, including over 18,000 children with special educational needs, are transported on a daily basis to primary and post-primary schools throughout the country. In addition, school transport scheme services are being provided in the current school year to just over 3,800 children and young people who have arrived in Ireland from Ukraine. The total cost of the scheme in 2022 was €332.2 million.
A review of the school transport scheme commenced in 2021. The review is being conducted with a view to examining the current scheme, its broader effectiveness and its sustainability, and to ensure it serves students and their families adequately. Significant consultation has been undertaken as part of this review. A public survey was administered for parents, guardians and students who use the service and, perhaps more importantly, those who do not use the service but would like to be in a position to access it. A broad array of stakeholders including schools, special education interest groups, industry representatives and other Departments were all consulted as part of this review. Phase 1 of the review examined the impact of the eligibility criteria on mainstream pupils who were eligible for transport to their nearest school but attending their next-nearest school. The report was completed in June 2021.
Following consideration of this report, the provision of temporary alleviation measures for transport for the 2021-22 school year was approved for post-primary students who are otherwise eligible for school transport, but were attending their second-nearest school and had applied and paid on time. These measures have continued and are provided for in the 2022-23 school year, pending completion of the review. These measures mean that transport is provided for post-primary pupils who are eligible for transport to their nearest school and are attending their second-nearest school, and who applied for school transport and paid on time. Phase 2 of the review has progressed significantly and is being completed in tandem with phase 3 which has also begun.
While work on the review was impacted somewhat by the current conflict in Ukraine and by the increased demand for the scheme in summer 2022, officials are working to complete phase 3 of the review within the coming weeks, with recommendations on the future operation of the Department’s school transport scheme then being made. Once approved by the Government, it is planned that the review will be published.
I thank the Minister. I presume changes to the scheme will be in place for September 2023.
I will raise a situation that arises in the townland in which I live, where a cluster of students are attending their second-nearest school in Cavan town. There are four secondary schools in that town. Historically, students in the area where I live have gone to Cavan town rather than the nearest school in Ballyjamesduff. They are only seen as concessionary students but if they avail of a concessionary ticket, they have to travel up to 4 km to get the bus, which means there are maybe ten or 12 parents who are dropping students off to the bus at a distance of 4 km, returning home, and then again travelling 4 km to the bus and returning home. Parents are travelling a lot, which means fuel costs and extra traffic on the road, if we take climate action concerns into consideration. Will the Department consider expanding the scheme where there is a cluster of students who would traditionally be seen as concessionary-based students? I live in the Kilnaleck area of Cavan, where this issue is arising. I am sure it arises in other areas too.
While this review has been up and running we have, in the interim, introduced some measures. The Deputy specifically referenced the issue of the next-nearest school at post-primary level. That temporary alleviation measure was introduced for the 2021-22 school year and continued for 2022-23.
There is a criterion for eligibility, namely, that students have to live within 3.2 km of their primary school and be attending the nearest school. At post-primary level, the distance is 4.8 km and students must be attending their nearest or next-nearest school. I am conscious of the issue around Kilnaleck the Deputy raised. As she said, school preference there is historical. I acknowledge that this has also been raised with me very specifically. Indeed, Deputy Niamh Smyth tabled a question in respect of it and it has also been raised by other Deputies in the constituency. To be very clear, eligibility criteria are very much part of the review process. We are looking at eligibility in respect of distance, nearest school, next-nearest school and so on.
My son is one of the students who is availing of a private transport arrangement that is costing €40 per student per week. That adds up to €1,300 per year, not including exam periods if students are in third or sixth year.
Quite a number of students this year who would traditionally have been concessionary ticket holders lost out on their bus places. This was because the transport offered was free and those who were eligible but never previously used the transport applied for tickets and were given them ahead of those who had used them for possibly ten to 15 years. I have been contacted by parents this week who still have no school bus places for their students to get them to school. Will capacity be increased? Will transport be free as we come into the next school year? Has a decision been made regarding that?
I commend the Minister. Last year's free school transport scheme was fantastic. It had its teething problems but the very concept of it was one of the most positive we have had in years. Our colleague in the Government, the Minister for Transport, Deputy Eamon Ryan, believes in public transport, as we all do. While it takes years to build railway networks, which are very linear and do not go everywhere, a school bus is transformative in a rural community. It takes 50 passengers and keeps 50 cars at home, which allows parents to go to work and save some time in the mornings. It was one of the best schemes I have seen this Government introduce. I would love to see it rolled out even further. As someone said to me, five buses equals one train. We can get to wherever we want to get to from a climate change perspective much quicker by having buses on the road.
I used to teach in Parteen school, which is a small rural school, where each morning and afternoon 340 school drop-offs had to be done. Imagine what could be saved if we had more school transport. I again praise the Minister and her officials. I would love to see the school transport scheme expanded even further.
On the specific points raised regarding increased capacity, I will be very clear that there has been a 25% increase in capacity this year, which is a phenomenal increase. More than 25,600 additional places have been provided this year as a consequence of the scheme. That includes a 26% increase in provision for those with special educational needs. Everything is being looked at as part of the review, including costs, distance and all the other criteria. We are working as efficiently as possible in the Department to ensure we are in a position to have the review completed within the coming weeks, which is my expectation. It is an enormous body of work. I acknowledge the significant co-operation we have received from all stakeholders, including parents, guardians, students, the wider community, and the stakeholders and providers within the system. We are working assiduously to ensure the review will be completed in the coming weeks. When completed, it will be presented to the Government and there will be a requirement to engage with other Departments regarding our ability to progress matters. Once the review has been presented to the Government, it will be published.
