Written Answers Nos. 89-109
90. Deputy Gary Gannon asked the Minister for Foreign Affairs further to Parliamentary Question No. 540 of 31 March 2021, the status of negotiations by Ireland to join the World Health Organization C-TAP initiative; and if he will make a statement on the matter. [23597/21]
Amharc ar fhreagraThe response to question No. 540 of 31 March refers.
My Department continues to support global efforts to fight the COVID-19 pandemic. Of the €50 million in Irish Aid funding to global health in 2021, €5 million is channeled to direct support to COVID-19 vaccination, including through COVAX. The COVAX mechanism is beginning to deliver results, with over 49 million vaccines already delivered to 121 participant countries.
The sharing of technology on vaccines, and also diagnostics and treatment, is part of a broader suite of responses to COVID-19. Engagement with C-TAP is the responsibility of the Department of Enterprise, Trade and Employment. Ireland is sharing technology, and investing in vital research and innovation in response to the pandemic. For example, the technology supporting the COVID tracker app has been widely shared.
Officials in my Department continue to work with counterparts in other Departments, including the Department of Enterprise, Trade and Employment, to give consideration to whether Ireland will join the COVID-19 Technology Access Pool (C-TAP).
91. Deputy Gary Gannon asked the Minister for Education if she will provide the most up-to-date and verified data on school absences; if there has been an increase in early school leavers since March 2020; and if she will make a statement on the matter. [23603/21]
Amharc ar fhreagraSchools are required to submit to Tusla Education Support Service (TESS) a student absence report, twice annually, indicating learners who have been absent for more than 20 days. The latest published data in relation to the Analysis of School Attendance Data is for the academic year 2017/2018 and can be found at the following link https://www.tusla.ie/services/educational-welfare-services/publications/research-and-statistics/ . The analysis to the school attendance data for the academic year 2018/2019 will be published in early summer 2021.
Where schools have a real concern about a child’s attendance they are required to make a referral to TESS Education Welfare Service (EWS) in line with the provisions of the Education (Welfare) Act. In a typical year the EWS receive in the region of 6,000 referrals and have an open caseload of between 2,500 and 3,000 learners at any given time.
Between September 2020 and February 2021 TESS EWS received 2,946 referrals from schools relating to attendance concerns in relation to learners aged between 6 and 16 years of age. This is equivalent to the same period to February 2019 (2,961 referrals) and 10% less than the referral rate to February 2020 (3,225 referrals).
The number of early school leavers is calculated officially in the Department of Education retention report published annually. The next retention report for the 2014 entry cohort (i.e. those pupils who commenced post primary education in 2014) will be published in due course.
92. Deputy Willie O'Dea asked the Minister for Education if his attention has been drawn to the fact that there is a significant lack of July Provision being offered in a special school in County Limerick; her plans to address this issue; and if she will make a statement on the matter. [23312/21]
Amharc ar fhreagraMy Department is progressing work on proposals to run an expanded summer programme again this year with more schools involved.
These proposals are being developed based on engagement and consultation with the education partners. The issue raised by the Deputy is being considered as part of this work.
A further announcement on this will be made in due course.
93. Deputy Jennifer Carroll MacNeill asked the Minister for Education the details of the form of sports facilities that are planned for a site (details supplied); and if she will make a statement on the matter. [23326/21]
Amharc ar fhreagraThe school building project for the school referred to by the Deputy is being delivered under my Department's Design & Build programme. The project is currently in architectural planning with the planning application being finalised and due to be submitted to the local authority shortly.
The project is to deliver a 1,000 pupil post primary school + 4 classroom Special Educational Needs Unit and includes a Physical Education (PE) hall to cater for indoor sports such as basketball, volleyball and badminton as well as a fitness suite. Two outdoor ballcourts are also to be provided, one at ground level and the second at rooftop level. My Department has aimed to provide as much play space as possible in the context of the restricted nature of this urban site and the level of school accommodation to be delivered.
Due to the scarcity of land in urban areas it is not always possible to achieve the ideal site size for school buildings. Where some of the elements required for a school site can be provided outside the designated site area (e.g. traffic management, parking, playing fields, etc.), where it is possible to provide multi-storey (above two storey) buildings and where separation areas can be reduced due to the nature of permitted development on and adjacent to the site, smaller sites can be considered. Constraints in site sizes in urban areas mean that the full suite of external accommodation may not be provided in all cases. In such circumstances, priority is given to the provision of accommodation and services specific to the pedagogical requirements of the school. In many cases this will be in line with Local Authorities’ own development policies, e.g. encouraging sustainable transport methods thus reducing parking and set down requirements.
94. Deputy Brendan Griffin asked the Minister for Education if a decision has been made on an application by a school (details supplied) in County Kerry for additional SNA hours for a pupil; and if she will make a statement on the matter. [23378/21]
Amharc ar fhreagraThe NCSE has responsibility for planning and coordinating school supports for children with special educational needs including the allocation of SNAs and reviews. The Department does not have a role in making individual school determinations. Accordingly, the question has been referred to the NCSE for direct reply.
The Special Needs Assistant (SNA) scheme is designed to provide schools with additional adult support staff who can assist children with special educational needs who also have additional and significant care needs. Such support is provided in order to facilitate the attendance of those pupils at school and also to minimise disruption to class or teaching time for the pupils concerned, or for their peers, and with a view to developing their independent living skills.
SNAs are not allocated to individual children but to schools as a school based resource. The deployment of SNAs within schools is a matter for the individual Principal/Board of Management of the school. SNAs should be deployed by the school in a manner which best meets the care support requirements of the children enrolled in the school for whom SNA support has been allocated.
It is a matter for schools to allocate support as required, and on the basis of individual need, which allows schools flexibility in how the SNA support is utilised.
Schools were notified of the arrangements for the allocation of SNA support in respect of students in mainstream classes for the current school year. The arrangements include the following provisions:
- 2019/20 mainstream class SNA allocations were frozen, from the date of issue of Circular 0030/2020, and have automatically rolled over into the current school year. This means that no school will receive an allocation less than that which they have on the date of issue of this Circular and existing SNAs currently in standard SNA posts were allowed to continue in these posts for the current school year in the normal way.
- A diagnosis of a disability, or a psychological or other professional report, is not be necessary for this process.
- The role of the SNA to support the care needs of students in mainstream classes, as set out in Circular 0030/2014, remains unchanged.
It is expected that schools will review and reprioritise the deployment of SNAs within mainstream settings and allocate resources to ensure those with the greatest level of need receive the greatest level of support. Providing access to SNA support continues to be based on primary care needs as outlined in DES Circular 0030/2014.
Schools may apply to the NCSE for additionality where they can demonstrate that the current allocation does not meet additional care needs within the mainstream classes in the school. Applications for additionality arising from significant new or emerging additional care needs, which cannot be catered within existing allocations, are dealt with by way of the exceptional review process.
The exceptional review process for mainstream allocations is available to schools throughout the current school year.
Detailed information on the NCSE exceptional review process is published on the NCSE website www.ncse.ie.
A school can appeal the outcome of an exceptional review and details of how to do this are here:
https://ncse.ie/wp-content/uploads/2020/04/GuidanceSchoolAppealing-Exceptional-Review-outcome.docx
The arrangements for the allocation of SNAs for mainstream classes for the 2021/22 school year are currently under review. An announcement on the matter will be made as soon as possible.
95. Deputy Sean Sherlock asked the Minister for Education if she will address a matter raised in correspondence (details supplied). [23384/21]
Amharc ar fhreagraSchool Transport is a significant operation managed by Bus Éireann on behalf of the Department of Education. In the current school year over 114,100 children, including over 14,700 children with special educational needs, are transported on a daily basis to primary and post-primary schools throughout the country at a cost of over €224.7m in 2020.
Based on the public health advice published in July 2020, and the updated advice received from the HPSC on 7th August and from NPHET on the 18th August 2020, the Department has engaged with Bus Éireann to ensure that school transprt services fully operated in the current school year, but with additional measures and hygiene requirements in place and with the rolling implementation of measures on post-primary services as required to provide physical distancing using 50% of passenger capacity. This requirement for 50% of passenger capacity applies to post-primary services only.
In addition, the Department has published guidance for schools in relation to school activities that traditionally take place in the last term, for example activities involving school tours sports days etc. The private hire of transport services by schools for such activities are not within the remit of the Department’s School Transport Scheme and any such arrangements are a matter for schools to organise and manage locally. The Department advises that any private transport arrangements organised by a school should comply with the general guidelines for children using School Transport Scheme Services and have appropriate infection control measures in place.
The Department has also published guidance for schools that provide various teaching and learning approaches, including bringing pupils outdoors and to local amenities to enhance learning, support social distancing, promote physical activity and help positive wellbeing. While from 10 May the easing of public health restriction provides for travel between counties, schools are encouraged to minimise the use of buses for school tours this year, to keep it local and avoid long trips. Where buses are involved in a school trip, it would be better to avoid whole year groups going on the same trip.
Decisions in relation to educational trips are a matter for each individual school authority and it is the responsibility of each school authority to ensure that appropriate safeguards are in place while children are participating in school trips and that all such activities are in line with public health guidelines.
96. Deputy David Stanton asked the Minister for Education if she is satisfied that each child expected to transition to second-level in September 2021 in the Midleton and Carrigtwohill school planning area, County Cork will receive a school place; and if she will make a statement on the matter. [23387/21]
Amharc ar fhreagraI wish to advise the Deputy that my Department is aware of increasing pressures and demand for additional post-primary school places in a number of school planning areas including Midleton and Carrigtwohill.
Where capacity issues arise it may not be as a result of lack of accommodation but may be driven by the following factors:
- Duplication of applications – pupils have applied for a place to a number of schools in the area
- School of choice – pupils can’t get a place in their preferred school while there are places in other schools in the town/area
- Some towns/areas have single sex schools and while places are available in the school there are not available to all pupils
- External draw – pupils coming from outside the local area
Until these issues are discussed with the relevant school authorities the true extent of any capacity issue will only become known. Similar to the process adopted in advance of the current academic year, my Department is engaging with patron bodies, including in the area in question, to identify particular capacity requirements for the forthcoming year(s) which may necessitate action. My Department is engaging with all school authorities in East Cork in relation to post-primary school places for September 2021 and all available options are being considered.
To assist in the process of providing additional second level places in Midleton and Carrigtwohill for 2021 the following measures have been taken to date:
- Additional temporary accommodation has been approved for Carrigtwohill Community College for 2021/22 pending provision of their new permanent school.
- Approved an extension to St. Aloysius College, Carrigtwohill to expand the school to cater for 1,000 pupils.
97. Deputy Róisín Shortall asked the Minister for Education the supports in place for secondary schools in DEIS areas to cope with challenges of returning to school during the ongoing Covid-19 emergency period given that students from disadvantaged families have already been hard hit by Covid-19; and if she will make a statement on the matter. [23402/21]
Amharc ar fhreagraThe Covid-19 pandemic and associated school closures has impacted children and their families, especially those with special educational needs and at risk of educational disadvantage. To mitigate this, the Department provided a number of additional supports for children with Special Educational Needs and those at risk of educational disadvantage in 2020/21 school year. Additional guidance was provided for schools on how to provide for the continuity of schooling for these learners. Extensive support and advice for schools regarding the provision of remote learning was also made available through the Department’s support services and agencies, including for those pupils attending DEIS schools.
DEIS – Delivering Equality of Opportunity in Schools is the main policy initiative of my Department of Education to address educational disadvantage at school level. My Department will spend over €150million on supports for schools under the DEIS programme in 2021, which includes over €26 million for the School Completion Programme (SCP). This also includes in the region of €16.2 million which will be provided to schools in the form of a DEIS grant for the 2021/22 school year. It is a matter for each individual school to determine how best to use this funding, but it is intended to support the objectives of the DEIS programme, including retention, attendance, literacy and numeracy.
In March I announced an increase in the budget of the School Completion Programme and a reduction in the enrolment threshold for the allocation of an additional deputy principal in DEIS post-primary schools, from 700 to 600 students.
Tusla Education Support Service (TESS), which includes Home School Community Liaison Coordinators, Educational Welfare Officers and School Completion Programme staff, play a key role in supporting learners at risk of educational disadvantage and on supporting the return to school of all students. TESS staff continue to engage with students and families identified by schools as needing additional support, and will remain in ongoing contact with school principals to identify students who may need support.
Guidance documents have been provided by the Department to support teachers on the re-opening of schools. These documents advise teachers to take time to identify where students are at in their learning and to build on this as a starting point. Schools have been advised to use all available supports, both in-school and community-based, to promote a positive, solution-oriented approach that will support all pupils to engage in learning, to achieve, to learn and to progress in their education and to help minimise the impact on those at risk of educational disadvantage or arising from a special educational need.
Promoting wellbeing is a fundamental element of the Department’s overall plan to support school communities as we continue to manage the impact of the Covid-19 pandemic.
The National Educational Psychological Service (NEPS) of my Department is leading on supporting the wellbeing of schools communities at this time. The response to support the wellbeing of all within school communities requires a structured, psychosocial response which is compassionate and largely preventative and proactive. A whole-school team approach to planning is recommended in order to ensure that staff, students and parents feel safe and secure. This response is aligned with the HSE guidance on such responses, and based on the five key principles of promoting a sense of safety, calm, connectedness, self- and community-efficacy and hope.
Now that our schools have reopened and are settling back into their routines NEPS psychologists have an increased focus on both consultation and casework in schools with particular attention to the needs of individual students. Psychologists take a blended approach to the provision of casework to schools, working both remotely, and where appropriate in-school, depending on school protocols/plans and of the nature of need. This recognises that some aspects of casework will require the psychologist to work in the school, while other aspects of the work may be done remotely in order to minimise risk and maximise safety.
In order to support the alleviation of learning loss and the transition of learners back to in-class education an enhanced programme of summer provision for children with additional needs and those who are experiencing educational disadvantage, similar to what was provided in summer 2020 is being developed and the details of how it will operate will be worked through with the education partners in the coming weeks.
My Department has continued engage with public health and the education partners to ensure that all schools, including DEIS schools, are supported as schools have reopened and learners have returned to the classroom.
98. Deputy Jennifer Carroll MacNeill asked the Minister for Education if a revised cost plan needs to be prepared in advance of preparation and issuing of tender documents in relation to a school (details supplied); and if she will make a statement on the matter. [23418/21]
Amharc ar fhreagra99. Deputy Jennifer Carroll MacNeill asked the Minister for Education the status of the planned extension of a school (details supplied); and if she will make a statement on the matter. [23419/21]
Amharc ar fhreagraI propose to take Questions Nos. 98 and 99 together.
I can confirm to the Deputy that this school has been granted approval for two mainstream classrooms and two SET rooms under the Department's Additional Accommodation Scheme.
This project was recently granted Planning Permission from the Local Authority and Department officials have requested the school to submit a Stage 2b report to include all statutory planning approvals and an accurate pre-tender cost plan for assessment.
At this early stage, it is not possible to predict when a significant school building project of this nature will go to construction, nor when it will be completed, as progress depends upon many contingent factors that can arise.
100. Deputy Michael Creed asked the Minister for Education if an application has been received for additional special needs assistant cover from a school (details supplied) in County Cork; when a decision in respect of this application can be expected in view of the difficult circumstances involved; and if the application will be approved. [23426/21]
Amharc ar fhreagraThe NCSE has responsibility for planning and coordinating school supports for children with special educational needs including the allocation of SNAs and reviews. The Department does not have a role in making individual school determinations. Accordingly, the question has been referred to the NCSE for direct reply.
The Special Needs Assistant (SNA) scheme is designed to provide schools with additional adult support staff who can assist children with special educational needs who also have additional and significant care needs. Such support is provided in order to facilitate the attendance of those pupils at school and also to minimise disruption to class or teaching time for the pupils concerned, or for their peers, and with a view to developing their independent living skills.
SNAs are not allocated to individual children but to schools as a school based resource. The deployment of SNAs within schools is a matter for the individual Principal/Board of Management of the school. SNAs should be deployed by the school in a manner which best meets the care support requirements of the children enrolled in the school for whom SNA support has been allocated.
It is a matter for schools to allocate support as required, and on the basis of individual need, which allows schools flexibility in how the SNA support is utilised.
Schools were notified of the arrangements for the allocation of SNA support in respect of students in mainstream classes for the current school year. The arrangements include the following provisions:
- 2019/20 mainstream class SNA allocations were frozen, from the date of issue of Circular 0030/2020, and have automatically rolled over into the current school year. This means that no school will receive an allocation less than that which they have on the date of issue of this Circular and existing SNAs currently in standard SNA posts were allowed to continue in these posts for the current school year in the normal way.
- A diagnosis of a disability, or a psychological or other professional report, is not be necessary for this process.
- The role of the SNA to support the care needs of students in mainstream classes, as set out in Circular 0030/2014, remains unchanged.
It is expected that schools will review and reprioritise the deployment of SNAs within mainstream settings and allocate resources to ensure those with the greatest level of need receive the greatest level of support. Providing access to SNA support continues to be based on primary care needs as outlined in DES Circular 0030/2014.
Schools may apply to the NCSE for additionality where they can demonstrate that the current allocation does not meet additional care needs within the mainstream classes in the school. Applications for additionality arising from significant new or emerging additional care needs, which cannot be catered within existing allocations, are dealt with by way of the exceptional review process.
The exceptional review process for mainstream allocations is available to schools throughout the current school year.
Detailed information on the NCSE exceptional review process is published on the NCSE website www.ncse.ie.
A school can appeal the outcome of an exceptional review and details of how to do this are here: https://ncse.ie/wp-content/uploads/2020/04/GuidanceSchoolAppealing-Exceptional-Review-outcome.docx
The arrangements for the allocation of SNAs for mainstream classes for the 2021/22 school year are currently under review. An announcement on the matter will be made as soon as possible.
101. Deputy Neale Richmond asked the Minister for Education if it is the policy of the planning and building unit not to share details with school principals and management details of the work path, project manager and delivery deadline for the contractors supplying modular temporary accommodation for autumn 2021; if her attention has been drawn to the challenge this poses to school principals trying to plan for the new school year in autumn 2021; and if she will make a statement on the matter. [23441/21]
Amharc ar fhreagraAs the Deputy may be aware my Department has established a drawdown framework for the supply and installation of modular accommodation to assist schools with the delivery of accommodation for September 2021. The drawdown framework is primarily being used for projects where there is greatest demographic demand. Schools availing of the framework have been identified and the school authority informed.
My Department’s Planning and Building Unit endeavour to keep all school authorities fully informed on all aspects of their project however, if the Deputy wishes to bring to my attention a project where the school authority is not being kept informed I will be happy to have my officials provide the necessary updates.
102. Deputy Duncan Smith asked the Minister for Education the reason a student who has medical confirmation of health issues including extreme anxiety and as a result of said health issues has missed a lot of school cannot apply for an exemption from Irish on health grounds (details supplied); and if she will make a statement on the matter. [23443/21]
Amharc ar fhreagraAs the deputy is aware, the Irish language is accorded special status in Ireland and is protected by various pieces of Legislation and in particular Article 8 of our Constitution which states that “The Irish Language as the national language is the first official language”. The Education Act 1998 recognises the particular responsibility of the education system with regard to supporting the Irish language. The language has particular social, historical and educational importance and is part of the unique cultural heritage of the Irish people. It is an aim of Government to increase on an incremental basis the use and knowledge of Irish as a community language.
In recognising the linguistic, social and cultural importance of Irish and English in Ireland, both languages are included as core subjects in the national curricula for recognised primary and post-primary schools and centres for education in Ireland. This has been the case since the foundation of the State and the importance of the teaching of both languages in this way has been re-affirmed on a number of occasions by the State, including most recently in the 20-Year Strategy for the Irish Language 2010-2030.
The only exceptional circumstances in which consideration may be given to granting an exemption from the study of Irish in the case of primary schools are set out in Section 2.2a, 2.2b, 2.2c and 2.2d of Circular 0052/2019 and in Section 2.2a, 2.2b and 2.2c of Circular 0053/2019 for post-primary schools. In line with the Department’s policy however, schools are expected and encouraged to provide all pupils (including those granted an exemption), to the greatest extent possible and in a meaningful way, with opportunities to participate in Irish language and cultural activities at a level appropriate to their learning needs. In keeping with the status and cultural importance of Irish an exemption from the study of Irish is not intended to prevent a pupil/student from learning Irish and therefore A pupil/student holding an exemption has the option not to exercise the exemption granted, without any loss of the right to exercise it at a future time. This provides for the department’s obligations to allow pupils/students with special needs equal access to the same curriculum as all pupils/students in keeping with The Education for Persons with Special Educational Needs (EPSEN) Act (2004)
In line with other department policies in the area of special educational needs, the circulars on the granting of exemptions from the study of Irish have moved away from a diagnostic categorical model to a needs-based model. Therefore a psychological report or medical professional’s report is no longer a requirement for granting an exemption from the study of Irish. When schools receive reports from a psychologist or other specialist recommending an exemption from the study of Irish the onus is on the school to consider it in the context of their own testing and record of the pupil’s performance in school. This is the evidence required by the circular.
An external report which recommends an exemption from a psychologists, speech and language therapist (SLT), Psychiatrist, GP or other practitioner, may be helpful to the school in considering how they are meeting an individual pupil/student’s needs BUT is not the deciding factor for the Principal to grant an exemption. The circular requires the school to demonstrate evidence of intervention and differentiated support for those children/students who struggle with literacy, as well as the current level of in-school testing on discrete tests of word reading, reading comprehension or spelling. This includes using evidence of needs over time. As part of this process the school will administer discrete tests to identify the needs of the student. It is these test results which inform intervention and need for any additional support.
For pupils with significant literacy needs, such as those where there are concerns that literacy attainments remain, despite intervention, at/below the 10th percentile, the school will most likely be providing support through the SET Teacher. These teachers undertake assessment and identification of need as part of their problem solving approach and development of Student Support Plans. The granting of an Irish exemption emerges from this process. Therefore the school will have evidence on an individual’s Student Support file to support the application.
The circulars apply to recognised English-medium primary and post-primary schools only therefore the record of the pupil’s/student’s performance and any testing will be done in relation to English literacy skills, since English is the language of instruction of the pupil/student. Testing in Irish in this circumstance does not indicate the pupil’s/student’s ability to engage with learning across the whole curriculum and is not sufficient to meet the criteria outlined in the circulars. The exceptional criteria outlined in subsection 2.2.c of the circulars are for pupil’s/student’s with significant literacy needs which impact on their learning across the curriculum. An exemption from the study of Irish is not meant to address the needs of a student who is encountering difficulty with the study of Irish only.
In addition to a test score at/below the 10th percentile in one test (Word Reading, Reading Comprehension or Spelling), the pupil/student must have reached at least 2nd class and must also present with significant and persistent learning difficulties despite having had access to a differentiated approach to language and literacy learning over time. Documentary evidence to this effect is required including a Student Support Plan detailing:
- Regular reviews of learning needs as part of an ongoing cycle of assessment
- Target setting
- Evidence informed intervention and review, including test scores (word reading, reading comprehension, spelling, other scores of language/literacy) at key points of review.
At post-primary level an exemption from the study of Irish is an exemption from the requirements set out in Rule 21 of the Rules and Programmes for Schools, which states that the approved course for recognised senior pupils must include not less than five subjects, of which one shall be Irish.
There is no requirement to sit or pass an Irish examination in order to achieve a Junior or Leaving Certificate. The study of Irish is mandatory for all students except for those holding an exemption from the study of Irish. However, as with any subject in the state examinations, a candidate may decide not to sit the examination for Irish. The reasons for this will vary according to the candidate’s own particular circumstances. There are no plans to require students to pass Irish in order to achieve a Junior or Leaving Certificate.
Any decision not to present for examination in Irish should be made carefully and following detailed discussion between the candidate, their teachers and school principal. When making a decision it is important to remember that the study of Irish is a common entry requirement for many third level courses and parents/guardians and students are advised to contact their school’s guidance counsellor to seek advice on how best to proceed. Indeed, it is possible that a Reasonable Accommodation for State Examinations (RACE) might be a better route than an exemption from the study of Irish. Further information on RACE is provided by the State Examinations Commission on their website: https://www.examinations.ie/?l=en&mc=ca&sc=ra.
Entry requirements for third level programmes are set down by individual higher education institutions and there are requirements to achieve a certain standard of Irish as an entry requirement for National University of Ireland matriculation and entry for certain courses of study such as primary teacher education. A language exemption at third level is a matter for the individual third level institution.
103. Deputy Darren O'Rourke asked the Minister for Education the number of buses operating under the school bus transport programme; the number of students carried on school bus transport in 2019; the number of routes; and if she will make a statement on the matter. [23447/21]
Amharc ar fhreagraSchool Transport is a significant operation managed by Bus Éireann on behalf of the Department of Education. In the current school year over 114,100 children, including over 14,700 children with special educational needs, are transported on a daily basis to primary and post-primary schools throughout the country at a cost of over €224.7m in 2020.
As per the information requested by the Deputy for 2019, Bus Éireann has outlined the number of pupils carried on school transport, the number of vehicles and the number of routes operating in the 2019/20 school year as set out in the table below:
|
Bus Transport Programme |
Number of students |
|
Number of pupils |
120,848 |
|
Number of vehicles |
5,333 |
|
Number of routes |
7,374 |
104. Deputy Claire Kerrane asked the Minister for Education the strategies that are in place to support small schools and schools on island communities; the funding allocations that are made specifically to schools and education on the islands; the breakdown of educational funding for each island; the educational supports and technology that is made available to island communities to facilitate education on islands; if plans are in place to protect small schools and island schools; and if she will make a statement on the matter. [23488/21]
Amharc ar fhreagraMy Department recognises the very important role played by small schools and island schools in maintaining the communities and culture of the islands, and is therefore strongly committed to the maintenance of the schools on the islands. For this reason and in recognition of the unique challenges faced by island schools my Department has provided additional supports to such schools.
As provided for in Circular 0012/2021 on the Gaeltacht School Recogntion Scheme and in previous circulars from 2017, each of the 8 primary schools on the islands in the Scheme have access to additional resources and supports to strengthen immersion education. Most of the island primary schools are allocated an additional 5 hours or 7.5 hours per week, in line with pupil enrolment as set out in Circular 0012/2021. These schools are also in receipt of an annual grant to purchase Irish-medium resources.
Each of the 5 island post-primary schools are also participating in the Gaeltacht School Recognition Scheme and are in receipt of 7 additional teaching hours per week, in line with school enrolment, for additional Irish-language support. From 2018 onwards, a grant of €1200 has been paid to each post-primary Gaeltacht school to purchase Irish-language teaching resources.
From 2019 onwards, the 5 island post-primary Gaeltacht schools have been given an opportunity to participate in the e-hub pilot project that utilises an online blended-learning provision to provide access to students to Leaving Certificate Physics.
3 island post-primary schools opted to participate in the e-Hub project schools and these schools have been provided with additional resources including once-off funding (€5,000) for each school to purchase technology equipment. An additional allocation of 4 teaching hours per week has been provided for each of the three participating post-primary schools where an e-mentor is required to support students.
The Digital Strategy for schools 2015-2020 sets out the Department’s current policy on the use of digital technologies in teaching, learning and assessment across the school sector. The implementation of the strategy in schools is supported by a Digital Learning Framework (DLF) and comprehensive digital learning planning guidelines, extensive CPD, resources and supports for teachers and school leaders. These supports are available to all schools. In 2020, €100m in grant funding issued to schools for ICT Infrastructure including some €70,000 that issued to the Island schools. All schools have broadband connectivity funded directly by the Department through its Schools Broadband Access Programme. The development of a new digital strategy is underway.
Following the submission of correspondence to the Department, including the Oireachtas report identifying the unique challenges facing island schools, an intradepartmental working group was established in the Department of Education to explore the options for addressing these challenges and to set out recommendations to support post-primary schools located on islands in the Gaeltacht.
A package of additional supports was provided for each of the five island post-primary schools from September 2018 onwards. These supports are available in addition to the supports schools receive as part of the Gaeltacht Schools Recognition Scheme. The package of supports comprises:
- an additional teacher allocation for each of the island post-primary schools from an allocation of 1 full-time equivalent post to 1.5 full-time equivalent posts
- an additional ring-fenced budget of €15,000 per annum for each school
- the establishment of Coláiste Naomh Eoin, that previously had the status of an Aonad Teanga, as an independent stand-alone post-primary school on Inis Meáin, County Galway.
While Budget 2012 increased the appointment and retention ratios for small primary schools (i.e., schools with up to four classroom teachers), improvements to the staffing of these schools have been made in the last number of years. Improved retention thresholds for the 2nd, 3rd and 4th classroom teacher and also the improved appointment and retention thresholds for two-teacher schools, situated 8km or more from the nearest school of the same type of patronage and/or language of instruction were introduced for the 2015/16 school year. Budget 2017 announced two adjustments in relation to one teacher schools.
Where the school is the sole primary school on an island, the school will be able to appoint a second teacher. An additional appeal option was introduced for single teacher schools with pupils across 6 or more class groups, allowing them to apply for the appointment or retention of a second teacher on reduced enrolment thresholds. Small schools have also benefitted from the improvements to the staffing schedule introduced in 2016 and 2018.
For the 2021/22 school year, an improvement of one point in the appointment threshold in primary schools has been introduced and schools will be provided with class teachers on the basis of 1 teacher for every 25 pupils which is a historical low ratio. In addition, a three point reduction in the retention scale has also been introduced for September 2021. These measures will help to ensure that less pupils are required to recruit or retain a teacher.
Below in tabular format is an overview of the payments that have been made from my Department to the 12 primary island schools in 2020 and 2021 to date. These grant payments are administered from various areas within my Department.
My Department provides each Educational Training Board (ETB) with pay and non-pay budgets to support its individual ETB schools, colleges, head office and other centres of education, which would include the 5 Post-Primary island schools. It is a matter for each ETB how best to utilise such resources across the schools in their region. In the 2020/2021 school year, Galway Roscommon ETB was allocated 15 teaching posts and Donegal ETB was allocated 9 teaching posts in respect of island schools, small schools, Gaeltacht schools and co-ed schools in single catchment areas.
The Department of Education will continue to be represented on the Inter-Departmental Committee for the Development of the Islands, which was established by the Department of Culture, Heritage and the Gaeltacht in 2019.
105. Deputy Pa Daly asked the Minister for Education if she will approve an exemption from the Irish language for a person (details supplied). [23504/21]
Amharc ar fhreagraAs the deputy is aware, the Irish language is accorded special status in Ireland and is protected by various pieces of Legislation and in particular Article 8 of our Constitution which states that “The Irish Language as the national language is the first official language”. The Education Act 1998 recognises the particular responsibility of the education system with regard to supporting the Irish language. The language has particular social, historical and educational importance and is part of the unique cultural heritage of the Irish people. It is an aim of Government to increase on an incremental basis the use and knowledge of Irish as a community language.
In recognising the linguistic, social and cultural importance of Irish and English in Ireland, both languages are included as core subjects in the national curricula for recognised primary and post-primary schools and centres for education in Ireland. This has been the case since the foundation of the State and the importance of the teaching of both languages in this way has been re-affirmed on a number of occasions by the State, including most recently in the 20-Year Strategy for the Irish Language 2010-2030.
The only exceptional circumstances in which consideration may be given to granting an exemption from the study of Irish in the case of primary schools are set out in Section 2.2a, 2.2b, 2.2c and 2.2d of Circular 0052/2019 and in Section 2.2a, 2.2b and 2.2c of Circular 0053/2019 for post-primary schools. In line with the Department’s policy however, schools are expected and encouraged to provide all pupils (including those granted an exemption), to the greatest extent possible and in a meaningful way, with opportunities to participate in Irish language and cultural activities at a level appropriate to their learning needs. In keeping with the status and cultural importance of Irish an exemption from the study of Irish is not intended to prevent a pupil/student from learning Irish and therefore A pupil/student holding an exemption has the option not to exercise the exemption granted, without any loss of the right to exercise it at a future time. This provides for the department’s obligations to allow pupils/students with special needs equal access to the same curriculum as all pupils/students in keeping with The Education for Persons with Special Educational Needs (EPSEN) Act (2004)
In line with other department policies in the area of special educational needs, the circulars on the granting of exemptions from the study of Irish have moved away from a diagnostic categorical model to a needs-based model. Therefore a psychological report or medical professional’s report is no longer a requirement for granting an exemption from the study of Irish. When schools receive reports from a psychologist or other specialist recommending an exemption from the study of Irish the onus is on the school to consider it in the context of their own testing and record of the pupil’s performance in school. This is the evidence required by the circular.
An external report which recommends an exemption from a psychologist, speech and language therapist (SLT), Psychiatrist, GP or other practitioner, may be helpful to the school in considering how they are meeting an individual pupil/student’s needs BUT is not the deciding factor for the Principal to grant an exemption. The circular requires the school to demonstrate evidence of intervention and differentiated support for those children/students who struggle with literacy, as well as the current level of in-school testing on discrete tests of word reading, reading comprehension or spelling. This includes using evidence of needs over time. As part of this process the school will administer discrete tests to identify the needs of the student. It is these test results which inform intervention and need for any additional support.
For pupils with significant literacy needs, such as those where there are concerns that literacy attainments remain, despite intervention, at/below the 10th percentile, the school will most likely be providing support through the SET Teacher. These teachers undertake assessment and identification of need as part of their problem solving approach and development of Student Support Plans. The granting of an Irish exemption emerges from this process. Therefore the school will have evidence on an individual’s Student Support file to support the application.
The circulars apply to recognised English-medium primary and post-primary schools only therefore the record of the pupil’s/student’s performance and any testing will be done in relation to English literacy skills, since English is the language of instruction of the pupil/student. Testing in Irish in this circumstance does not indicate the pupil’s/student’s ability to engage with learning across the whole curriculum and is not sufficient to meet the criteria outlined in the circulars. The exceptional criteria outlined in subsection 2.2.c of the circulars are for pupil’s/student’s with significant literacy needs which impact on their learning across the curriculum. An exemption from the study of Irish is not meant to address the needs of a student who is encountering difficulty with the study of Irish only.
In addition to a test score at/below the 10th percentile in one test (Word Reading, Reading Comprehension or Spelling), the pupil/student must have reached at least 2nd class and must also present with significant and persistent learning difficulties despite having had access to a differentiated approach to language and literacy learning over time. Documentary evidence to this effect is required including a Student Support Plan detailing:
- Regular reviews of learning needs as part of an ongoing cycle of assessment
- Target setting
- Evidence informed intervention and review, including test scores (word reading, reading comprehension, spelling, other scores of language/literacy) at key points of review.
At post-primary level an exemption from the study of Irish is an exemption from the requirements set out in Rule 21 of the Rules and Programmes for Schools, which states that the approved course for recognised senior pupils must include not less than five subjects, of which one shall be Irish.
There is no requirement to sit or pass an Irish examination in order to achieve a Junior or Leaving Certificate. The study of Irish is mandatory for all students except for those holding an exemption from the study of Irish. However, as with any subject in the state examinations, a candidate may decide not to sit the examination for Irish. The reasons for this will vary according to the candidate’s own particular circumstances. There are no plans to require students to pass Irish in order to achieve a Junior or Leaving Certificate.
Any decision not to present for examination in Irish should be made carefully and following detailed discussion between the candidate, their teachers and school principal. When making a decision it is important to remember that the study of Irish is a common entry requirement for many third level courses and parents/guardians and students are advised to contact their school’s guidance counsellor to seek advice on how best to proceed. Indeed, it is possible that a Reasonable Accommodation for State Examinations (RACE) might be a better route than an exemption from the study of Irish. Further information on RACE is provided by the State Examinations Commission on their website: https://www.examinations.ie/?l=en&mc=ca&sc=ra.
Entry requirements for third level programmes are set down by individual higher education institutions and there are requirements to achieve a certain standard of Irish as an entry requirement for National University of Ireland matriculation and entry for certain courses of study such as primary teacher education. A language exemption at third level is a matter for the individual third level institution.
106. Deputy James O'Connor asked the Minister for Education the status of the allocation of teachers to a school (details supplied); and if she will make a statement on the matter. [23534/21]
Amharc ar fhreagraThe key factor for determining the level of staffing resources provided at individual school level is the staffing schedule for the relevant school year and pupil enrolments on the previous 30 September.
For the 2021/22 school year, an improvement of one point in the appointment threshold in primary schools has been introduced and schools will be provided with class teachers on the basis of of 1 teacher for every 25 pupils which is a historical low ratio. In addition, a three point reduction in the retention scale has also been introduced for September 2021. These measures will help to ensure that less pupils are required to recruit or retain a teacher.
The staffing process contains an appeals mechanism for schools to submit a staffing appeal under certain criteria to an independent Primary Staffing Appeals Board. The school referred to by the Deputy has submitted a staffing appeal which will be considered by the Appeals Board and the school will be notified of the outcome shortly.
107. Deputy Réada Cronin asked the Minister for Education if she will liaise with the Minister of State with responsibility for Special Education and Inclusion in actively facilitating the transfer of home tuition to school premises for certain children with special educational needs (details supplied); and if she will make a statement on the matter. [23538/21]
Amharc ar fhreagra108. Deputy Réada Cronin asked the Minister for Education the action she will take to ensure the transfer of home tuition for a child (details below) to a school premises in north County Kildare or its reasonably accessed surrounds as is possible and allowable given the urgent and serious need of same; and if she will make a statement on the matter. [23539/21]
Amharc ar fhreagraI propose to take Questions Nos. 107 and 108 together.
The purpose of my Departments Home Tuition Grant Scheme is to provide funding towards the provision of a compensatory educational service for children who, for a number of specific reasons, are unable to attend school.
However, it should also be noted that the Home Tuition Grant Scheme is not an alternative to a school placement and is provided in very limited and specific circumstances.
In certain circumstances Home tuition hours may be used to support the reintegration of children into their school placement.
In relation to the particular case raised by the Deputy, I understand that the relevant support services and agencies, including NEPS and the National Council for Special Education (NCSE) are aware of the case and are working towards ensuring that the child can be reintegrated into a school placement.
The relevant support services and agencies will consider whether home tuition hours are required to support this work.
109. Deputy Jennifer Carroll MacNeill asked the Minister for Education if the maps used by her Department when carrying out the patronage process specifically in relation to an area (details supplied) will be updated; and if she will make a statement on the matter. [23543/21]
Amharc ar fhreagraIn order to plan for school provision and analyse the relevant demographic data, my Department divides the country into 314 school planning areas and uses a Geographical Information System, using data from a range of sources, to identify where the pressure for school places across the country will arise. With this information, the Department carries out nationwide demographic exercises to determine where additional school accommodation is needed at primary and post-primary level.
In most areas, school planning areas were based on traditional school catchment areas where all primary schools were assigned to an area (typically a population centre or town), containing one or more post-primary schools. With the introduction of Small Areas in Census 2011, these areas were amended to align with Census Small Areas. The current school planning areas take account not only of local groupings of schools, but also of natural boundaries, Census Small Areas and other local conditions.
The school planning areas are used in the demographic exercise as a basis for the assessment of areas of growth and to inform recommendations on the establishment of any new schools required to accommodate oncoming demographics in that particular school planning area. There are no current plans to revise school planning areas.
In relation to the development referred to by the Deputy, I can confirm that this area is predominantly located in the Sallynoggin_Killiney_DLR school planning area rather than the Dún Laoghaire school planning area or Booterstown_Blackrock school planning area. Only parents of eligible children that reside in the Dún Laoghaire or Booterstown_Blackrock school planning areas are eligible to submit a parental preference for schools being established in the Dún Laoghaire or Booterstown_Blackrock school planning areas.
An expression of a parental preference for patronage of a school is not an application for enrolment and does not confer any entitlement to a school place. Once the school has been established, parents may apply directly to the school in relation to their child’s enrolment.
New schools established since 2011 to meet demographic demand are required to prioritise the enrolment of children from within the school planning area which the school was established to serve. It is important to note that this does not preclude schools from enrolling pupils from outside of the school planning area, rather it reflects the need to accommodate in the first instance the demographic for which the school was established. Where there are places available, applicants for enrolment should be admitted by the school (in accordance with any further prioritisation determined by the school).
