Written Answers Nos. 151-171
151. Deputy Michael Moynihan asked the Minister for Education the status of the commitment in the programme for Government to further progress the move towards a needs-based, responsive set of state supports for students with special educational needs and expand early-intervention teams in schools over the next five years; and if she will make a statement on the matter. [25072/21]
Amharc ar fhreagraSubstantial progress continues to be made in changing Department policy towards a more needs based response for children with special educational needs. This change is manifested in a number of special policy initiatives now underway. Such a policy has many benefits for schools, children and parents. Central to the change is that a diagnosis of a disability is not now needed by pupils in mainstream classes to access much needed supports. This represents 98% of children who are in need of additional supports in the schools.
A new model for allocating special education teachers to mainstream schools was introduced with effect from September 2017.
Under the new model, assessment, or diagnosis of a particular condition is no longer necessary for pupils to access educational teaching resources in schools, nor is there now a requirement for schools to submit assessments annually in order to apply for additional teaching resources.
This has helped to end delays in allocations. Pupils need no longer experience delays in receiving reports which could, in the past, deny a child access to necessary learning supports.
Schools may allocate additional teaching support to pupils where it has identified learning needs using school based assessment or the Continuum of Support and the Guidelines provided to schools. Schools can also draw on professional reports where available.
Medical and other professional assessments may continue to be used to help explain, and provide a better understanding of a child’s needs, the nature of difficulties, and to inform relevant interventions. They are not however, a requirement for the provision of additional teaching support.
Since April 2020, a child no longer requires an assessed disability to require or qualify for access to SNA (Special Needs Assistant) support. A new model for allocating SNAs to schools is also being developed. This model will also not require children to have a diagnosis of a particular disability in order to access services and assessments for individual children were not required to be submitted for the 2022/23 school year.
The criteria for accessing Reasonable Accommodations at State Exams and Irish Exemptions are also now needs based and not requiring assessment of disability.
Whereas an assessment of a particular disability is still a requirement for access to special schools and classes, it is not necessary that this assessment be undertaken through the Assessment of Needs (AON) process and children who receive their assessment through the AON process are not given prioritised for service.
The development over the coming period of the School Inclusion Model which introduces therapy into schools will be another milestone in the change to a needs based approach.
152. Deputy Richard Boyd Barrett asked the Minister for Education if she will meet with the parent group of a school (details supplied) with regard to a permanent site for their school; and if she will make a statement on the matter. [25086/21]
Amharc ar fhreagraI can confirm that officials in my Department are currently in discussions with Dún Laoghaire Rathdown (DLR) County Council officials in relation to two potential permanent school site options for two primary schools in Local Authority area, one of which is the school referred to by the Deputy. Discussions are ongoing so that a determination as to the optimum configuration of school sites can be made at the earliest possible date.
The site acquisition process is very complex and subject to completion of successful negotiation and many conveyancing processes. Furthermore, securing school sites in South Dublin has proven extremely difficult in recent years, however, good progress has been made to date with DLR County Council in recent weeks.
My Department is very conscious of the difficulties the school authorities and the families have to contend with and, in this regard, my officials will continue to treat this acquisition as urgent.
Officials in my Department continue to liaise regularly with the school Patron, keeping them informed of all developments in relation to the permanent site for the school.
153. Deputy Gary Gannon asked the Minister for Education if she will consider permitting schools to carry over banked SET hours to the following academic year to avoid loss of SET hours and learning for children with additional educational needs; and if she will make a statement on the matter. [25131/21]
Amharc ar fhreagraI wish to advise the Deputy that there is no facility to carryover hours from one school year to the next. Hours accumulated in any given school year must be utilised in the same school year.
Where hours were accumulated due to a school receiving a backdated increase to their Special Education Teaching hours, or due to a Special Education Teacher being used to cover substitution, as an emergency measure, schools were advised that any loss of special education teaching time should be made up at the first available opportunity by employing additional teaching resources to make up for the shortfall.
DES Circular 0013/2017 for primary schools and 0014/2017 for post primary schools set out the details of the model for allocating special education teachers to schools. DES Circulars 007 and 008 of 2019 set out how the allocations for schools are being updated from September 2019.
The Special Education Teacher allocation process provides a single unified allocation for special educational support teaching needs to each school, based on each school’s educational profile.
Under the allocation model, schools are provided with a total allocation for special education needs support based on their school profile.
The provision of a profiled allocation is designed to give a fairer allocation for each school which recognises that all schools need an allocation for special needs support, but which provides a graduated allocation which takes into account the actual level of need in each school.
Under the allocation model schools are frontloaded with resources, based on each school’s profile, to provide supports immediately to those pupils who need it without delay. This reduces the administrative burden on schools as schools no longer have to complete an application process annually and apply for newly enrolled pupils who require resource hours. Children who need support can have that support provided immediately rather than having to wait for a diagnosis.
In order to minimise disruption for schools, in the current circumstances, and to provide for continuity of allocations, the Minister for Education and the Minister for Special Education and Inclusion have agreed to maintain the existing Special Education Teacher Allocations for schools for the 2021/22 school year, with re profiled allocations now due to be made from September 2022.
Additional allocations will continue to be made for new schools, schools which achieve developing status, or for exceptional circumstances arising in schools, in the interim.
The criteria for qualification for mainstream school developing school posts are set out in the Primary and Post Primary School Staffing Schedule for the 2021/22 school year.
Schools who qualify for additional mainstream developing school posts in accordance with these criteria also qualify for additional Special Education Teaching Allocations to take account of this developing status.
It is also acknowledged that there are some circumstances, which may arise in schools, which fall outside the allocations for developing school status.
These relate to exceptional or emergency circumstances which could not have been anticipated e.g. where the school profile changes very significantly, or where other exceptional circumstances have arisen in a school and which may require a review of schools capacity to provide additional teaching support for all pupils who need it in the school, or of their utilisation of their allocations.
A process is available where schools can seek a review of their allocations by the National Council for Special Education (NCSE), including the utilisation of their allocations, in circumstances where a school considers that very exceptional circumstances have arisen subsequent to the development of the profile.
If a school wishes to make an exceptional needs review, they may do so at the following link: https://ncse.ie/wp-content/uploads/2021/02/Primary-Schools-Review-Application-2020.doc
154. Deputy Matt Carthy asked the Minister for Education the steps that have been taken by her Department to ensure that capacity will be available in school transport for all applicants in 2021/2022. [25119/21]
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.
The purpose of the scheme is, having regard to available resources, to support the transport to and from school of children who reside remote from their nearest school. All children who are eligible and who complete the application and payment process on time will be accommodated on school transport in the 2021/22 school year where such services are in operation. Children who are not eligible for school transport may apply for transport on a concessionary basis, where seats are available after all eligible applicants have been accommodated.
My Department has engaged intensively with Bus Éireann in regard to the logistics for the safe operation of School Transport Scheme services for the 2020/2021 school year. Based on public health advice my Department provided for School Transport Scheme services for the 2020/2021 school year to fully operate, 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. My officials engage on a weekly basis with public health consultants from the HSE in relation to the safe operation of schools including school transport.
The requirement to implement additional measures on school transport services in the 2021/22 school year will be dependent on the prevailing public health advice at that time.
In addition, my Department is currently conducting a review of the School Transport Scheme. The review is being conducted to ensure that the school transport scheme is fit for purpose and that it serves students and their families adequately. It is planned that the Steering Group will report to me on an interim basis as the review progresses, with a view to presenting a final report later this year with recommendations on the future operation of the Department’s School Transport Scheme. The Steering Group will report to me initially on preliminary findings regarding eligibility, before moving to consider and report on broader issues such as the objectives of the scheme and the alignment of the scheme with other initiatives and wider government policy. This initial report of the Steering Group is due to be completed shortly.
155. Deputy Bríd Smith asked the Minister for Education if the situation will be clarified for secondary school pupils who will not be progressing to fifth year having completed the junior cycle in 2021; if these pupils will be awarded a certificate for the junior certificate; if classroom based assessments will be provided to ensure the award of some certificate for same; and if she will make a statement on the matter. [24721/21]
Amharc ar fhreagraAs part of the Government Decision on 17 February last, the normal Junior Cycle Examination processes were cancelled.
Given the priority that needed to be accorded to the Leaving Certificate examinations and the challenge associated with running them, it was not considered feasible to run a set of Junior Cycle Examinations also.
Guidance and further information relating to the Junior Cycle of 2021 has now been published by my Department and is available at http://www.gov.ie/JuniorCycle.
These guidelines include details on the alternative form of certification designed to meet the current exceptional circumstances. A state certificate of completion of the Junior Cycle from my Department will be issued stating students have completed their Junior Cycle programme of study. In addition to this certificate, a school report detailing the learning achievements through the Junior Cycle programme should be issued to students by their schools. Further details are available in the guidelines.
To avoid any unfair disadvantage for young people wishing to access National Craft Apprenticeships, it has been determined that the 2020 or 2021 State Certificate and School Report provided to students who were due to complete their examinations in 2020 or 2021 will be deemed to be an ‘approved equivalent’ as per the eligibility requirements for said apprenticeships.
Last year, early school leavers and adult learners were offered an opportunity to sit Junior Cycle examinations at a later point. Similar measures will be implemented for this year, with Junior Cycle Examinations for early school leavers and adult learners set to begin in October 2021.
156. Deputy Catherine Connolly asked the Minister for Education the analysis her Department has carried out to date into the cost of introducing a paid or discounted postage scheme for a purpose (details supplied) for DEIS schools in case of future school closures; the engagement she has had to date with DEIS schools in regard to this situation; her plans to provide a compensatory payment for DEIS schools that incurred these additional costs during previous school closures; and if she will make a statement on the matter. [25122/21]
Amharc ar fhreagraSince the onset of Covid-19, my Department has continued engage with education partners to ensure that all schools, including DEIS schools, are supported through periods of enforced remote learning and also now as schools have reopened and learners have returned to the classroom.
The Inspectorate carried out telephone surveys of principals in the Sept-Dec 20 period (return to school) and in the January-February period when schools were closed. In February 2021, the Inspectorate surveyed a sample of primary pupils, including pupils attended DEIS schools, on the provision of remote teaching and learning while the schools and centres were closed. The Inspectorate also surveyed a sample of parents of pupils in primary schools in February 2021. The sample included DEIS schools. Most parents who responded agreed that their child was well supported by the school to keep up with their work.
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 recognition of the difficulties faced by some students to engage with remote learning, at the time the grant issued last year all DEIS schools were informed by letter that they could consider using some of their DEIS funding to support pupils’ learning, for example to arrange access to additional materials of supports for students during the move to remote teaching and learning caused by Covid-19.
When schools were closed, where the nature of costs which would normally have been incurred when schools were open changed, it was a matter for schools to use the resources available to the school including the DEIS grant funding allocated to support students in DEIS schools, in accordance with the needs of the school.
It should also be noted that my Department provides capitation funding to all recognised schools in the free education scheme. The capitation grant caters for day to day running costs of the school, including postage costs. The capitation grant has increased in the budgets of 2019 and 2020.
157. Deputy Niamh Smyth asked the Minister for Education the progress made on the programme for Government commitment to improve access to supports for positive mental health in schools; and if she will make a statement on the matter. [25074/21]
Amharc ar fhreagraMy Department’s approach to supporting well-being and mental health is set out in the Well-being Policy Statement and Framework for Practice first published in 2018 and refreshed in 2019. The approach is founded on research and best international practice in relation to how schools can best support the well-being and mental health of children and young people. The approach proposed is a whole school and preventative approach which has multiple components that includes providing children and young people with opportunities to build core social and emotional skills and competencies and providing opportunities to experience supportive relationships within the school setting and to learn through those relationships.
Embedded in the whole-school approach is the recognition that members of the school community may have different needs at different times and that a continuum of support in relation to well-being should be made available. Those at greater risk and with greater needs may require more specific and targeted support, in addition to the support provided at the universal level for all children and young people.
A broad range of supports, resources and professional learning opportunities are being provided to support schools to promote and support well-being and resilience. This support is provided to primary and post-primary schools through a range of services and supports including the National Educational Psychological Service (NEPS), Guidance Counselling provision at post primary level, the National Council for Special Education (NCSE) and the Professional Development Service for Teachers (PDST).
The Department of Health has responsibility for the provision of counselling services in Ireland, and through HSE Primary Care Psychology and Child and Adolescent Mental Health Services (CAMHS) provides clinical support to children and young people with mental health needs. In addition, the HSE and its funded providers, provide e-mental health services that offer online text and telephone supports to people seeking mental health information and advice. My Department has built strong links with the Department of Health and both Departments are exploring ways to improve supports for young people, including around increased awareness, promoting help-seeking behaviour and sign-posting to the wide range of available services. Work will continue to collectively explore ways of improving supports for children and young people.
158. Deputy Barry Cowen asked the Minister for Education the status of each large-scale school building project in County Offaly; and if she will make a statement on the matter. [25068/21]
Amharc ar fhreagraThe current NDP, as part of Project Ireland 2040 framework, provides for €8.8bn investment in schools during the period 2018 to 2027. The increased investment under the NDP has positioned the State to focus on adding capacity to cater for increased enrolments and demographic needs.
During the NDP period 2018-2020, there were 526 completed building projects under the Large Scale Capital Programme (LSCP) and the Additional School Accommodation Scheme (ASA). These projects delivered in excess of 48,000 school places, including permanent accommodation for 229 special classes; and additional capacity for 67 classrooms in 14 special schools throughout the country. 7 of these projects delivered were in County Offaly.
The Department has a significant existing pipeline of projects to be delivered over the coming years to meet capacity needs managed under the Large Scale Capital Programme and the Additional School Accommodation Scheme. 24 of these projects are in County Offaly. 3 of these projects are on the Large Scale Capital Programme. The current status of these projects being delivered is listed on a county by county basis on the Department of Education and Skill’s website at www.education.ie and updated on a monthly basis. It should be noted that at individual project level, Design teams are required to provide a delivery programme to school authorities and to keep them updated on progress of their projects including through the provision of monthly progress reports.
I have made arrangement for the details of all 24 school building projects to be forwarded directly to the Deputy.
159. Deputy Rose Conway-Walsh asked the Minister for Education if she will increase the number of places for primary teacher training; and if she will make a statement on the matter. [25050/21]
Amharc ar fhreagraIn November 2020, as Minister for Education, I approved the annual intake figure for the academic year 2021/22 on the Bachelor of Education (B.Ed) initial teacher education programmes provided in the four State-funded HEI providers. I also approved the continuation of the Professional Masters of Education (PME) programmes and the intake figure for the PME programmes provided in the four State-funded HEI providers. The annual intake figures approved for the B.Ed and PME primary ITE programmes are 1,000 and 200 respectively for the coming academic year. These figures are in line with previous years.
Historically, the Department has endeavoured to manage the supply of trained primary teachers in an effort to achieve equilibrium between the supply of and the demand for trained teachers. In 2019, my Department published a technical report, Teacher Demand and Supply in Ireland 2020-2036, which projects teacher demand and supply to 2036. The report was published as a working document and was the subject of intensive consultation with stakeholders after its publication. Ultimately, the intention is to establish a robust data based model for the effective projection of future teacher demand and supply across the school system.
160. Deputy Martin Browne asked the Minister for Education her plans to carry out a review of the school transport schemes given the difficulties many parents in rural Ireland have in securing places due to distance limits; her views on the way some students with certain educational requirements are encountering problems in securing a service to that school due to distance limits; and if she will make a statement on the matter. [25052/21]
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.
The purpose of my Department's School Transport Scheme is, having regard to available resources, to support the transport to and from school of children who reside remote from their nearest school.
In October 2019, my predecessor announced a review of the school transport scheme with a view to taking a fresh look at the service and its broader effectiveness and sustainability. Given the evolving situation with Covid-19 the work of the Steering Group had been delayed. However, an initial meeting of the Steering Group was recently held in order to recommence the process which will continue over the coming period. The review is being conducted to ensure that the school transport is fit for purpose and that it serves students and their families adequately.
This review will build on the proposals in the Programme for Government as they relate to school transport, including examining the options to reduce car journeys and assessing how the School Transport Scheme can work in liaison with the Safe Routes to Schools Programme; examining the options for providing a better value and a better service for students, including and examining issues such as the nearest or next-nearest school.
It is planned that the Steering Group will report to me on an interim basis as the review progresses, with a view to presenting a final report later this year with recommendations on the future operation of the Department’s School Transport Scheme.
The Steering Group will report to me initially on preliminary findings regarding eligibility, before moving to consider and report on broader issues such as the objectives of the scheme and the alignment of the scheme with other initiatives and wider Government policy. The Steering Group is due to report to me shortly with this preliminary report.
161. Deputy Dara Calleary asked the Minister for Education the status of each large-scale school building project in County Mayo; and if she will make a statement on the matter. [25076/21]
Amharc ar fhreagraThe current NDP, as part of Project Ireland 2040 framework, provides for €8.8bn investment in schools during the period 2018 to 2027. The increased investment under the NDP has positioned the State to focus on adding capacity to cater for increased enrolments and demographic needs.
During the NDP period 2018-2020, there were 526 completed building projects under the Large Scale Capital Programme (LSCP) and the Additional School Accommodation Scheme (ASA). These projects delivered in excess of 48,000 school places, including permanent accommodation for 229 special classes; and additional capacity for 67 classrooms in 14 special schools throughout the country. 19 of these projects delivered were in County Mayo.
The Department has a significant existing pipeline of projects to be delivered over the coming years to meet capacity needs managed under the Large Scale Capital Programme and the Additional School Accommodation Scheme. 54 of these projects are in County Mayo. 6 of these projects are on the Large Scale Capital Programme. The current status of these projects being delivered is listed on a county by county basis on the Department of Education and Skill’s website at www.education.ie and updated on a monthly basis. It should be noted that at individual project level, Design teams are required to provide a delivery programme to school authorities and to keep them updated on progress of their projects including through the provision of monthly progress reports.
I have made arrangement for the details of all 54 school building projects to be forwarded directly to the Deputy.
162. Deputy Catherine Connolly asked the Minister for Education her plans to introduce legislation to amend the Education Act 1998 to remove the role of individual school’s ethos in the curricula and teaching of relationships and sexual education and social, personal and health education; and if she will make a statement on the matter. [25121/21]
Amharc ar fhreagraAccess to sexual and health education is an important right for students. Social, Personal and Health Education (SPHE) is a mandatory curriculum subject in all primary schools and in post-primary Junior Cycle. Relationships and Sexuality Education (or RSE) is required at all levels, from primary through to Senior Cycle. My Department has set out the content for each of these programmes in SPHE syllabuses and guidelines.
All schools are required to have an RSE policy that is developed in consultation with the school community, including school management, parents, teachers and students as appropriate. The school’s programme for RSE is developed and taught in the context of the school’s RSE policy. Schools are required to teach all aspects of the RSE programme, including family planning, sexually transmitted infections and sexual orientation. It is important to note that the ethos of the school should never preclude learners from acquiring the knowledge about the issues, but ethos may influence how that content is treated.
The Programme for Government states that ‘ this Government will develop inclusive and age appropriate curricula for Relationships and Sexuality Education and Social, Personal and Health Education across primary and post-primary schools, including an inclusive programme on LGBTI+ and make appropriate legislative changes, if necessary’
I am committed to this aim and my Department continues to work closely with the NCCA to best give effect to it. In this regard, the NCCA have recently published learning resources linked to the Primary SPHE Curriculum on their online toolkit which supports teaching and learning linked to the current curriculum; and work on developing a new Junior Cycle curriculum begins in September.
164. Deputy Bríd Smith asked the Minister for Education the number of pupils expected to be placed in a school (details supplied) following the amalgamation of two schools; the additional resources and staffing and facilities that will be available for the school to cater for this increased number; and if she will make a statement on the matter. [24717/21]
Amharc ar fhreagraI can confirm to the Deputy that my Department approved the amalgamation of the three post primary schools in question following an application from the schools' Patrons. A Long Term Projected Enrolment of 800 pupils was agreed with the respective Patrons.
I can also confirm that my Department approved significant capital funding, under the Additional School Accommodation Scheme (ASA), to create capacity for this amalgamation with the project devolved to the school authority for delivery.
Teacher allocations to all second level schools are approved annually by my Department in accordance with established rules based on recognised pupil enrolment. The criteria for the allocation of posts are communicated to school managements annually and are available on my Department's website. In accordance with these rules each school management authority is required to organise its subject options within the limit of its approved teacher allocation. New schools, including newly amalgamated schools, can appoint a Principal from 1 September in the year prior to the school opening.
The recruitment and appointment of teachers to fill teaching posts is a matter for the individual school authority, subject to procedures agreed under Section 24(3) of the Education Act 1998 (as amended by the Education (Amendment) Act 2012). The deployment of teaching staff in the school, the range of subjects offered and ultimately the quality of teaching and learning are in the first instance a matter for the school management authorities.
165. Deputy Jackie Cahill asked the Minister for Education the steps taken to provide for lower pupil-teacher ratios and class sizes; and if she will make a statement on the matter. [25065/21]
Amharc ar fhreagraFor 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.
The latest figures in relation to pupil teacher ratio show an improved ratio of teachers to students from 16:1 to 15:1 at primary level when comparing the 2015/16 school year to the 2019/20 school year. Average class sizes improved from 24.9 to 24.1 in the same period. The recent improvement in the staffing schedule will continue the positive trend of improvement in the pupil teacher ratio and class sizes.
166. Deputy Thomas Gould asked the Minister for Education if her attention has been drawn to the proposed amalgamation of schools (details supplied) in County Cork. [25089/21]
Amharc ar fhreagraI wish to advise the Deputy that my Department has no record of receiving an application from the schools in question in relation to a proposed amalgamation.
As the decision-making authority for any amalgamation is the patron/trustees of the schools concerned, it is open to any patron to submit proposals to the Department for consideration.
Any proposed change involves extensive negotiations at local level and must be well planned and managed in a manner that accommodates the interests of students, parents, teachers, local communities and contributes to an inclusive education system.
167. Deputy David Stanton asked the Minister for Education further to Parliamentary Question No. 86 of 22 April 2021, the number of cases by county in 2019 and 2020 with regard to school transport provision at primary and post-primary levels, respectively in which her Department was satisfied that the nearest school was full and as a result eligibility for school transport was granted to a school that was not the nearest school; the conditions required in order for such a provision to be agreed; the number of such requests currently being considered; and if she will make a statement on the matter. [24993/21]
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.
The purpose of my Department's School Transport Scheme is, having regard to available resources, to support the transport to and from school of children who reside remote from their nearest school. Under the terms of my Department’s School Transport Scheme, children are eligible for transport where they reside not less than 3.2kms at primary and 4.8kms at post-primary and are attending their nearest School/Education Centre as determined by the Department/Bus Éireann, having regard to ethos and language.
All children who are eligible for school transport and who completed the application and payment process on time have been accommodated on school transport services for the 2020/21 school year where such services are in operation.
Children who are not eligible for school transport may apply for transport on a concessionary basis only and will be facilitated where spare seats are available after eligible children have been accommodated. Where the number of ineligible children exceeds the number of spare seats available Bus Éireann allocates tickets for the spare seats using an agreed selection process.
In cases where the Department is satisfied that the nearest school is full, eligibility for school transport will be determined based on the distance that children reside from their next nearest school having regard to ethos and language.
If a family has further information in regard to the closest school being full they should contact School Transport Section of my Department. Further information in this regard is available on my Department's website www.education.ie.
Such requests are considered on a case by case basis following documentary evidence being submitted by the family, including:
- The detailed steps taken to enrol the pupil in the nearest and next nearest schools.
- Evidence that an application for enrolment was made within the deadline dates specified by the school.
- A letter from the School Authorities confirming that the school was full at time of enrolment.
The number of cases by county for 2019 and 2020, as requested by the Deputy, is not readily available. School Transport Section of my Department will revert directly to the Deputy with this information when it is available.
168. Deputy Pádraig O'Sullivan asked the Minister for Education the status of the ASD provision for the Cork city and county areas ahead of the next school term; her views on whether there is enough capacity to meet the demands in the Cork city and county areas; if she has considered utilising existing legislation or bringing forward fresh legislation to deal with capacity issues; and if she will make a statement on the matter. [24733/21]
Amharc ar fhreagraEnabling children with special educational needs to receive an education appropriate to their needs is a priority for this Government.
This year, over 20% of the total Education budget or €2bn will be invested in supporting children with special educational needs. As a result, the numbers of special education teachers, SNAs and special class and school places are at unprecedented levels.
The National Council for Special Education (NCSE) has responsibility for coordinating and advising on the education provision for children nationwide.
It is open to any school to make an application to the NCSE for the establishment of a specialised provision and where sanctioned, a range of supports, including capital funding, is made available to the school.
The NCSE, through its local network of SENOs (Special Educational Needs Organisers), is available to provide advice and support to parents on the possible placement options available to their child.
There are currently 224 special classes at primary level in Cork and 87 special classes at post primary level. NCSE is planning to open a further 40 special classes in Cork for the 2021/22 school-year.
The number of primary special classes for children with autism has increased by 240% since 2015 to a current total of 166. The number of post-primary special classes for children with autism has increased by 205% since 2015 to a current total of 70. The NCSE is continuing to work with schools to provide additional special class places to meet future demand.
The Deputy will also be aware of the recent announcement whereby Minister Foley and I have secured a significant expansion of special school provision in Cork through the establishment of a new special school and increased capacity in an existing special school to meet the needs of children in the Cork area.
Priority will now be given to those children who currently do not have an offer of a school place for next September.
The provision of these 60 additional special school placements is to cater for the immediate requirements. I can assure the Deputy that my Department and the NCSE continue to work towards the development of additional placements in the Cork area to meet ongoing and future demand.
169. Deputy Neale Richmond asked the Minister for Education the steps she is taking to ensure a full return to sports in schools for the 2021-2022 academic year; and if she will make a statement on the matter. [23950/21]
Amharc ar fhreagraThe Government has always been guided by public health advice in relation to what is safe in schools. The safety of students, staff and the whole school community has been of paramount importance in the approach to the safe operation of schools during COVID-19. The Department has engaged extensively with the HSE public health and the approach to the return to school during this past year has been led by the education specific guidance produced by HSE.
The Department ongoing engagement with Public Health on all issues and guidance relating to COVID-19 in schools will inform what infection control measures will be necessary for schools in the 2021/22 school year. Any changes to the current measures will be communicated to schools before that start of the new school year including any such arrangements for activities such as sport.
170. Deputy Paul McAuliffe asked the Minister for Education the progress to date in completing the new DEIS identification model and in providing further support to schools already identified as DEIS at primary level; and if she will make a statement on the matter. [24888/21]
Amharc ar fhreagraDEIS – Delivering Equality of Opportunity in Schools is the main policy initiative of my Department of Education to address educational disadvantage at school level.
In the 2020/21 academic year there are 887 schools in the DEIS Programme serving over 185,000 pupils - 689 Primary and 198 Post Primary.
My Department’s spend on DEIS in 2021 is over €150million, which includes over €26 million for the School Completion Programme (SCP). The desired impact of the SCP is the retention of a young person to Leaving Certificate, equivalent qualification or suitable level of educational attainment which enables them to transition into further education, training or employment.
My Department’s investment in 2021 includes providing for;
- 419 Home School Community Liaison Coordinators serving 539 schools, catering for approximately 156,000 pupils.
- Additional posts for DEIS Band 1 primary schools to allow for a reduced pupil teacher ratio.
- Curriculum supports
- Priority access to continuing professional development
- School Excellence Fund - DEIS
- DEIS grants and enhanced book grants.
As part of the Budget 2021 I announced a package of measures to support primary schools with the highest levels of concentrated disadvantage. This announcement includes a one point reduction in class size from 22:1 to 21:1 in Urban Band 1 vertical schools and 20:1 to 19:1 in Urban Band 1 junior schools. This is in addition to previously announced one-point reduction for Senior Urban Band 1 schools from 24:1 to 23:1.
I also decided to allocate an increase in the budget of the School Completion Programme and approve the extension of the programme to 28 schools included in DEIS in 2017.
This week I announced the provision of expanded summer education programmes, for pupils with complex special educational needs and those at greatest risk of educational disadvantage, as a Covid-19 pandemic response measure, for summer 2021.
The programmes are available to all primary and post primary free education schools, including all DEIS Schools, and aims to support pupils to re-engage with education, to build their confidence and increase their motivation, promote well-being and for some who are at key transition stages, help to ensure they can move on to their planned educational placement next September along with their peers.
Under this expansion of the summer programme, students with complex special educational needs and those at greatest risk of educational disadvantage will have access to an enhanced summer programme of education. The total funding available to provide the programme is up to €40 million, a one hundred per cent increase on the allocation for summer provision in 2020.
171. Deputy Alan Farrell asked the Minister for Education if she will report on the extension of the school inclusion model which was approved in early 2019 and includes in-school and preschool therapy services; and if she will make a statement on the matter. [24884/21]
Amharc ar fhreagraThe School Inclusion Model (SIM) is based on policy advice from the National Council for Special Education based on the principle of providing the right support at the right time delivered by a range of personnel with relevant qualifications and skill-sets. Its purpose is to help students achieve better outcomes and test a model of tailored therapeutic supports that allows for early intervention in terms of providing speech and language and occupational therapy within ‘educational settings.
This project will bring together therapists and educational professionals to work together to plan, collaborate, and share their professional knowledge and expertise to more efficiently support greater numbers of pupils in school environments, where there are often large concentrations of need.
In February 2019, the Government approved the trialling of the Model for the 2019/20 school year. Initially designed as a one year pilot involving up to 75 participating schools in the CHO 7 region, it was interrupted by Covid-19 with the closure of schools. It was then extended to the 2020/21 school year which has also been interrupted by Covid.
Progress has been made on aspects of the Model but much remains to be done in terms of in-school implementation and evaluation.
As part of the 2021 Budget measures, funding is being made available to extend the School Inclusion Model to two other areas in 2021.
Planning is now underway for the resumption and evaluation of the SIM in CHO 7 area from next September and to plan for the phased implementation in two other CH areas.
