Written Answers Nos. 245-264
245. Deputy Emer Higgins asked the Minister for Education the details of the expenditure of the over €2 billion in funding for special education as part of Budget 2021; and the way this funding is replacing the one size fits all approach. [35412/21]
Amharc ar fhreagraEnabling children with special educational needs to receive an education appropriate to their needs is a priority for this Government.
This year, approximately €2bn will be invested in supporting children with special educational needs.
The bulk of this spending will be to provide for special education teachers, SNAs and special class and school places, which are now at unprecedented levels.
For the coming school year there will be over 13,600 Special Education Teachers allocated to mainstream schools, who will support class teachers to address the special educational needs and learning needs of pupils who attend mainstream schools.
This year we are also providing for two new special schools and 269 new special classes. We will have a total of 2,118 special classes in 2021/22, which is the largest number of special classes that we have ever had, and compares to 548 classes available in 2011.
18,000 Special Needs Assistants will be available to support the care needs of pupils with special educational needs in our schools.
Funding is also provided for 124 special schools.
The funding for special education support also provides for:
- An assistive technology scheme to provide for assistive technology supports and equipment for children with special educational needs
- Special school transport arrangements for children who need additional transport provision or additional transport assistance such as bus escorts.
- Teacher training and continuing professional development in the area of special education.
- Enhanced capitation levels for special schools and special classes.
- Modification of school buildings to assist with access and new build provisions to ensure inclusive settings in newly built schools.
- The National Council for Special Education (NCSE) including a new Regional Support Service within the NCSE to support the inclusion of children with special educational needs in schools.
- A Home Tuition scheme to provide for the education of children with special educational needs who are awaiting school placement and an extended school year scheme.
My Department will continue to prioritise investment in special education and in supporting the additional learning needs of pupils in our schools.
246. Deputy Seán Canney asked the Minister for Education if a school (details supplied) will be supported in purchasing land to install a safe set down area and carpark for the school which is located on the N17; and if she will make a statement on the matter. [35499/21]
Amharc ar fhreagraIn general, individual school authorities are responsible, in the first instance, for ensuring the safety and welfare of children and others in their care, including traffic management measures. The issue of road safety measures outside the vested site areas of schools, such as road signage, traffic calming measures etc., is a matter that should be raised in the first instance with the relevant Local Authority. Local Authorities have the power to decide on road safety measures outside schools and should ensure that measures are in place to protect the safety of local school children.
My Department does not provide funding for site extensions where the original site is not in state ownership. In these cases it is a matter for the Board of Management or the Patron to purchase any site extension required. However, my Department will consider an application for funding (future Summer Works Schemes) to develop a safe set down area and carpark on any new site that may be purchased.
247. Deputy Brendan Griffin asked the Minister for Education if a student (details supplied) in County Kerry who is eligible for free school transport under the medical card scheme to their nearest post-primary school will be made eligible for free transport to the second nearest school; and if she will make a statement on the matter. [35504/21]
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.
Children who are eligible for school transport and who complete the application and payment process on time will be accommodated on school transport services where such services are in operation.
Children who are not eligible for school transport, but who completed the application and payment process on time, will be considered for spare seats that may exist after eligible children have been facilitated; such seats are referred to as concessionary seats.
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. To establish that the nearest school is full parents/guardians must provide certain documentary evidence including that an application for enrolment in the nearest school was made within the deadline dates specified by the school and confirmation from the school authorities that the school was full.
To date insufficient evidence has been received from the family referred to by the Deputy. If there is additional information the family is advised to contact School Transport Section of my Department.
Further information in this regard is available on my Department's website www.education.ie.
248. Deputy Catherine Murphy asked the Minister for Education the status of plans to reform the leaving certificate exams; her engagement with the State Examinations Commission in respect of same; and if she envisages a blended and or option for continued assessment to become a permanent choice for students. [35505/21]
Amharc ar fhreagraMy Department is acutely aware of the disruption caused to all students because of school closures arising from the COVID-19 pandemic. From 11 January 2021, all students engaged in a programme of remote learning with their schools.
Students who have just completed fifth year and who are due to take Leaving Certificate examinations in 2022 have experienced a degree of disruption to their learning. In these circumstances, it was considered that some level of adjustment to the normal Leaving Certificate assessment arrangements should be made for them that would be proportionate to their experience and be educationally appropriate. Given where these students were at in their studies at the time of each school lockdown period, the impact of the loss of tuition time is less than that experienced by those students who sat the Leaving Certificate this year.
Yesterday, following a meeting of the Advisory Group on Planning for State Examinations, I announced that the level of adjustment to the assessment arrangements for the 2022 Leaving Certificate Examination cohort would be broadly the same as that applied by the Assessment Arrangements For Leaving Certificate Examinations 2021, as set in December 2020. There arrangements were announced before the second period of school closures.
I also announced yesterday that the State Examinations Commission (SEC) will run an alternative set of Leaving Certificate Examinations in 2022, shortly following the main set of examinations. The SEC will set out the eligibility conditions for these examinations, which will be limited to certain students who are unable to sit the main set of examinations due to close family bereavement, COVID-19 illness during those examinations, and certain other categories of serious illness, to be clearly and strictly delineated. The SEC will issue further details regarding these examinations, with all arrangements guided by prevailing public health advice. There will also be further engagement with stakeholders in this matter.
By way of ongoing reform across Senior Cycle, the National Council for Curriculum and Assessment (NCCA) recently submitted the Senior Cycle Review: Advisory Report to my Department and I for consideration. The Advisory Report, which will be published in the coming months, looks at priority areas, longer-term goals and a proposed timeline on the pace and scale of developments in senior cycle. It sets out a shared vision articulated as the basis, which will guide further work on specific areas for developments, such as, senior cycle programmes and pathways, curriculum specifications and assessment. This further work will be carried out on a phased basis over the next few years with further consultation as appropriate.
249. Deputy Catherine Murphy asked the Minister for Education if her attention has been drawn to instances in which persons due to receive results from the leaving certificate in 2021 may be in a position that they cannot access third-level education abroad as a result of the due date on which results will issue; and if she has and or will give due consideration to releasing the results in a more timely manner in 2021. [35509/21]
Amharc ar fhreagraOn 17 February I confirmed that Leaving Certificate 2021 examinations would proceed, guided by public health advice, and that students would also have the alternative option of applying for grades accredited by the State Examinations Commission (SEC), to be known as SEC-Accredited Grades. This decision was taken by government to ensure for every candidate in 2021, a method to assess their learning and attainment at the end of their post-primary education, and to progress to higher and further education, and the world of work.
The written examinations began on 9 June and ran until 17 June in the case of Leaving Certificate Applied and 29 June in the case of Leaving Certificate (established).
Candidates were provided with the choice of sitting the examinations, opting to receive Accredited Grades or both on a subject by subject basis. This dual process, believed to be unique in the world, was put in place following consultation with stakeholders in response to the disrupted learning experienced by the class of 2021 during the periods of school closures in 2020 and 2021.
In any subject where a candidate sits the examination and opts to receive an Accredited Grade, they will be credited with the better of the two results.
The results this year are expected to issue on Friday 3 September through the Candidate Self Service Portal. The results issue date this year must take account of both the examinations marking process and the Accredited Grades process operating in parallel and being brought together at the end to issue to candidates. To ensure the accuracy and the integrity of the results being provided to candidates, sufficient time must be allowed not only in the parallel operation of both of these complex processes but also in the integration of the results to ensure that candidates are provided with a set of examinations results that comprises, based on their individual options on a subject by subject basis, examination results, Accredited Grades or the better of the two.
A range of checking and robust quality assurance procedures apply to the resulting and grading processes for the examination results and Accredited Grades focussed on maintaining data integrity and on identifying and reconciling candidate information. Given the robust quality assurance checks associated with the resulting process and in the integration of both the Accredited Grades and written examinations, It is of vital importance that the processes are given sufficient time to execute to the highest standards.
Candidates’ results will be transferred to the CAO at the earliest opportunity to facilitate the generation of offers to CAO applicants. The CAO have announced that Round 1 offers will be made on 7 September.
For those Leaving Certificate candidates who have applied to pursue their higher education in UK Universities, the UCAS deadline for acceptance of conditional offers is 8 September 2021.
In 2020, along with the UK, countries such as the Netherlands, Denmark, Poland and Hungary showed flexibility in working with the Department to accommodate Irish students, when results issued on 7 September 2020.
The Department of Further and Higher Education, Research, Innovation and Science has already been engaged with these countries, and this engagement continues. Both Departments will continue their work to ensure that the same flexibility will be extended to the 2021 Leaving Certificate candidates. I have also written to my ministerial colleagues in other jurisdictions seeking their support in this matter.
It is important that candidates who have applied for places in universities and colleges outside of Ireland should engage with the institutions to which they have applied as early as possible to notify them of the results date and to confirm their position.
250. Deputy Pearse Doherty asked the Minister for Education if her attention has been drawn to staff shortages affecting the July provision in a school (details supplied); if a solution will be provided; and if she will make a statement on the matter. [35513/21]
Amharc ar fhreagraI am aware of the school referred to and the issue raised. This correspondence is under consideration.
Children participating in a 2 week school based programme receive in excess of 40 hours tuition which is the maximum that can be availed of in the 4 week home-based programme.
The Government has approved the provision of significantly 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.
This is an incredibly important Government decision, which ensures that for first time all primary and post primary schools have the opportunity to provide summer programmes for students with complex needs and those at risk of educational disadvantage.
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.
The programmes for mainstream students in primary and post-primary schools are new programmes for 2021, building upon previous summer programmes for pupils with complex special educational needs and those in provided in DEIS schools last year.
Enhanced measures have been put in place to encourage participation of schools in this process, including reducing the administrative process, provision of funding to schools towards preparation and overseeing of the programmes, earlier payment of school staff and provision to recruit final year student teachers graduating this summer.
The programme is reliant on schools, teachers and Special Needs Assistants (SNAs) choosing to participate on a voluntary basis.
It is a matter for the Board of Management of the school having regard to the resources available whether or not it will participate in the programme
Where a school offers a school based programme, it is not open to any student of that school to access the home based programme. This is in line with the approach last year.
251. Deputy Chris Andrews asked the Minister for Education when funds will be made available to schools (details supplied) to allow them to build permanent accommodation and move to their temporary accommodation; and if she will make a statement on the matter. [35617/21]
Amharc ar fhreagraThe school building project referred to be the Deputy has been assigned to my Department’s Design & Build delivery programme. This delivery programme uses a professional external Project Manager to progress the project through the relevant stages of architectural planning, tender and construction.
This is a campus project which will deliver a 1,000 pupil post-primary school and a 16-classroom primary school on the site.
Following a third party appeal to An Bord Pleanála, the decision to Grant Planning Permission was issued on 1st February 2021 with 14 no. conditions. One of these conditions involved an element of re-design which was to be submitted to the local authority as part of planning compliance.
The project is currently at tender preparation stage and it is intended that the schools will be tendered in quarter 4 2021.
My Department will continue to address the interim accommodation requirements for these schools and to keep the patron body and the school updated.
252. Deputy Michael Healy-Rae asked the Minister for Education if her Department is in charge of an old school building (details supplied); and if she will make a statement on the matter. [35618/21]
Amharc ar fhreagraThe property referred to by the Deputy is not in my ownership as Minister for Education.
253. Deputy John Lahart asked the Minister for Education the status of an application for a new school by a school (details supplied) which was lodged with her Department in March 2020 and for which the school has received no acknowledgement, information or news since; and if she will make a statement on the matter. [35620/21]
Amharc ar fhreagraMy Department has been in contact with the school referred to by the Deputy in relation to their application for a new school building. A further meeting with the school authority to discuss their application will be arranged shortly.
254. Deputy Michael McNamara asked the Minister for Education the status of the SNA review for a school (details supplied); and if she will make a statement on the matter. [35635/21]
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 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.
In light of the disruption caused by the Covid-19 pandemic, the introduction of the new Frontloaded Allocation Model for SNAs for students in mainstream classes in primary and post -primary schools is to be deferred for a further year to the beginning of the 2022/23 school year.
In order to minimise disruption for schools, in the current circumstances, and to provide for continuity of allocations the following arrangements for the allocation of Special Needs Assistants for mainstream classes for the 2021/22 school year:
- Existing mainstream class SNA allocations in schools on 30 April 2021 will be maintained and will automatically rollover into the 2021/22 school year.
- No school will therefore receive an allocation less than that which they had on 30 April 2021.
- SNAs currently in mainstream settings can continue in post for the next school year in the normal way.
- Priority consideration will now be given by the NCSE to applications for increased support for the 2021/22 school year, in particular, applications from schools with no SNAs and developing schools will be prioritised. Determinations will be made before 30 June. Other applications will be processed in order of date received.
- As in previous years, where circumstances change during the course of the 2021/22 school year that materially increase the level of care need in a school to the extent that the school can clearly demonstrate that it cannot be met within the existing SNA allocation, the school may apply to the NCSE for a review. Detailed information on the NCSE exceptional review process is published on the NCSE website ncse.ie/for-schools
The NCSE have published the SNA allocations on their website www.ncse.ie.
SNA allocations for special classes and special schools are not affected by this arrangement.
Circular 0029/2021 has been published and advises schools of the arrangements for the allocation of SNAs for the 2021/22 school year. Provisions set out in Circular 0030/2020 has been extended for the 2021/22 school year.
Circulars 29/2021 and 30/2020 are available on the Departments website.
My Department does not have a role in making individual school determinations. Accordingly your question has been forwarded to the NCSE for direct reply.
255. Deputy Jennifer Murnane O'Connor asked the Minister for Education the number of applications processed by the Teaching Council in 2020 and to date in 2021; and if she will make a statement on the matter. [35638/21]
Amharc ar fhreagraUnder the Teaching Council Acts 2001-2015 the Teaching Council is the body with the statutory authority and responsibility for the regulation of the teaching profession in Ireland including the registration of teachers in the State.
The Teaching Council registers teachers in line with the requirements set out in the Teaching Council Act 2001-2015 and the Teaching Council (Registration) Regulations 2016.
The Teaching Council inform me that the approximate number of new registration applications processed in 2020 was 5,530. To date, in 2021 the number of registration applications processed is approximately 2,055. These figures include applications from teachers who qualified abroad. It is anticipated that approximately 3,500 Newly Qualified Teachers registration applications will be finalised over the summer months.
The number of Professional Master of Education verification applications processed in 2020 was 874. 887 have been processed thus far in 2021.
The total number of vetting applications completed in 2020 was 22,173. This number is made up of 8,812 standard vets and 13,361 re-vets for registered teachers. The total number of vetting applications completed from 1 Jan 2021 to 30 Jun 2021 is 9,853. This number is made up of 4,253 standard vets and 5,600 re-vets for registered teachers.
The overall number of Droichead applications processed in 2020 was 3,117 and 3,449 in 2021.
256. Deputy Jennifer Murnane O'Connor asked the Minister for Education the average time elapsed between applications being submitted and the Teaching Council’s decision; and if she will make a statement on the matter. [35639/21]
Amharc ar fhreagraUnder the Teaching Council Acts 2001-2015 the Teaching Council is the body with the statutory authority and responsibility for the regulation of the teaching profession in Ireland including the registration of teachers in the State.
The Teaching Council registers teachers in line with the requirements set out in the Teaching Council Act 2001-2015 and the Teaching Council (Registration) Regulations 2016.
The average processing time for applications for registration received from teachers who have qualified within Ireland is between 6-8 weeks from receipt of all application documentation.
The average processing time for applications for assessment and registration received from teachers who qualified outside of Ireland is 10 -12 weeks from receipt of all application documentation, which is in line with the EU Directive 2005/36/EU.
This information on timeframes is included on application forms and is also published on the Teaching Council’s website.
It is important to note that the registration/assessment process cannot commence until all required forms and supporting documentation have been submitted. Thus, applicants for registration are asked to ensure that all forms are fully completed and supporting documentation is submitted with their application as otherwise this leads to delays in processing.
257. Deputy Róisín Shortall asked the Minister for Education the estimated cost in 2022 and in a full year of providing career guidance counsellors to the approximately 130 schools who currently do not have this service. [35696/21]
Amharc ar fhreagraAt present, special schools do not have guidance counsellor teacher allocations.
The matter of guidance counselling in special schools was considered as part of the Indecon Review of Career Guidance, which report was published in April 2019. The report includes four recommendations relating specifically to guidance counselling to promote inclusion.
The recommendations in this report were considered by an internal taskforce to examine each of the recommendations and develop an implementation response to each. The first task was to consider options for the establishment of the support organisation to oversee technology facilitated guidance services.
Progress in this matter has been impacted by both COVID-19. Arrangements are now in place with the Department of Further and Higher Education, Research, Innovation and Science (DFHERIS) on the implementation of the recommendations and this work will be overseen by an inter-departmental steering group.
The Department of Education will now lead on the actions to promote inclusion in special schools and I understand that this work will commence shortly.
258. Deputy Bernard J. Durkan asked the Minister for Education the extent to which she remains satisfied regarding the adequacy of provisions made for children requiring special needs teaching; and if she will make a statement on the matter. [35723/21]
Amharc ar fhreagraI wish to advise the Deputy that my Department continues to prioritise investment in special education, with over €2 Billion due to be spent on special education this year.
For the coming school year there will be over 13,600 Special Education Teachers allocated to mainstream schools, who will support class teachers to address the special educational needs and learning needs of pupils who attend mainstream schools.
This year we are also providing for two new special schools and 269 new special classes.
For the 2021/22 school year, we will have a total of 2118 special classes, which is the largest number of special classes that we have ever had, and compares to 548 classes available in 2011.
18,000 Special Needs Assistants will also be available to support the care needs of pupils with special educational needs in our schools.
All Primary schools have been allocated additional teaching resources to cater for children with special educational needs, including pupils with dyslexia.
Special Education teachers support the mainstream class teacher by providing additional teaching support for pupils with special educational needs, or additional learning needs, in schools.
DES Circular 007/2019 for primary schools and 008/2019 for post primary schools set out the details of the model for allocating special education teachers to schools.
The Special Education Teaching allocation provides a single unified allocation for special educational support teaching needs to each school, based on each school’s educational profile. This model has replaced the previous model of allocating resource teaching support and learning support to schools.
The Special Education Teacher allocation, allows schools to provide additional teaching support for all pupils who require such support in their schools and for schools to deploy resources based on each pupil’s individual learning needs.
It gives greater flexibility to schools as to how they can deploy their resources, to take account of the actual learning needs pupils have, as opposed to being guided by a particular diagnosis of disability, and schools are guided as to how they should make such allocation decisions.
The school will take account of learning needs of children as evidenced by performance in schools but also supported where relevant by information provided regarding the nature of a condition that a pupil may have.
The Department of Education and Skills has published guidelines for schools as to how they should utilise and deploy their resources under the new allocation model, which are available at www.education.ie
The guidelines support schools in how they identify pupils for additional teaching support and decide how much support to provide for pupils who need it.
Under the special education teacher allocation model schools are frontloaded with resources, based on each schools profile, to provide supports immediately to those pupils who need it without delay.
Children who need support can have that support provided immediately rather than having to wait for a diagnosis.
Children do not have to be labelled with a particular condition to qualify for extra teaching assistance.
The model gives greater freedom to schools to give extra teaching help to the pupils who most need it, regardless of their diagnosis.
Schools also do not have to give a set amount of time to pupils based on their disability category. They can give the most assistance to the pupils who need the support most and allocate resources based on needs.
We will continue to invest in and support young people with additional needs.
259. Deputy Bernard J. Durkan asked the Minister for Education the extent to which she remains confident regarding the provisions made to facilitate leaving and junior certificate exams in 2021; and if she will make a statement on the matter. [35725/21]
Amharc ar fhreagraThe State Examinations Commission has statutory responsibility for operational matters relating to the certificate examinations.
In view of this I have forwarded your query to the State Examinations Commission for direct reply to you.
260. Deputy Bernard J. Durkan asked the Minister for Education the extent to which she has been in a position to respond to requests for upgrading of accommodation at existing primary and second-level schools in County Kildare; and if she will make a statement on the matter. [35730/21]
Amharc ar fhreagra261. Deputy Bernard J. Durkan asked the Minister for Education the extent to which she and her Department have been in a position to respond to requests for upgraded additional school accommodation as identified by the various school authorities at primary and post-primary levels in County Kildare; the extent to which she can accelerate this programme with particular reference to the obvious need arising from demographics; and if she will make a statement on the matter. [35731/21]
Amharc ar fhreagra262. Deputy Bernard J. Durkan asked the Minister for Education the extent to which she and her Department have been in a position to respond to requests for upgraded additional school accommodation as identified by the various school authorities at primary and post-primary levels throughout the country; the extent to which she can accelerate this programme with particular reference to the obvious need arising from demographics; and if she will make a statement on the matter. [35732/21]
Amharc ar fhreagraI propose to take Questions Nos. 260 to 262, inclusive, together.
In 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, utilising data from a range of sources including information on planned and current residential development, to identify where the pressure for school places across the country will arise.
Major new residential developments in a school planning area have the potential to alter demand in that area. In that regard, as part of the demographic exercises, my Department engages with each local authority to obtain the up-to-date data on significant new residential development in each area. My Department then makes an assessment of the existing capacity within the particular area and its ability to meet increased demand.
Where data indicates that additional provision is required at primary or post primary level, the delivery of such additional provision is dependent on the particular circumstances of each case and may be provided through either one, or a combination of, the following:
- Utilising existing unused capacity within a school or schools,
- Extending the capacity of a school or schools,
- Provision of a new school or schools.
As the Deputy may be aware, since April 2018 the Government has announced 47 new schools to be established over a four year period (2019 - 2022).
For schools not on my Department's Capital Programme it is open to them to apply under the Additional School Accommodation Scheme (ASA) where they consider they are in need of immediate accommodation to cater for increasing enrolments/demand for places.
The parameters of the Additional School Accommodation scheme allows for the provision of mainstream classroom accommodation only (this includes classrooms, specialist rooms e.g. Construction/Engineering together with Special Education Tuition rooms and a Special Educational Needs Base). The main focus of resources over the last decade and for the coming period is on provision of additional capacity to cater for increasing demographics. The immediate priority of the Department is providing new and replacement school places each year, to ensure that every child has a school place.
The 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. 17 of these projects delivered were in County Kildare.
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. 51 of these projects are in County Kildare. 30 of these projects are on the Large Scale Capital Programme and 21 projects are being delivered under the Additional Accommodation scheme.
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 regularly.
263. Deputy Bernard J. Durkan asked the Minister for Education the total number of teachers currently employed at primary throughout the country; the extent to which this meets requirements at the present time; and if she will make a statement on the matter. [35733/21]
Amharc ar fhreagra264. Deputy Bernard J. Durkan asked the Minister for Education the total number of teachers currently employed at second level throughout the country; the extent to which this meets requirements at the present time; and if she will make a statement on the matter. [35734/21]
Amharc ar fhreagra265. Deputy Bernard J. Durkan asked the Minister for Education the total number of teachers currently employed at second level throughout County Kildare; the extent to which this meets requirements at the present time; and if she will make a statement on the matter. [35735/21]
Amharc ar fhreagra266. Deputy Bernard J. Durkan asked the Minister for Education the total number of teachers currently employed at primary throughout County Kildare; the extent to which this meets requirements at the present time; and if she will make a statement on the matter. [35736/21]
Amharc ar fhreagra272. Deputy Bernard J. Durkan asked the Minister for Education the extent to which she remains satisfied regarding the adequacy of the number of teachers currently employed at primary and second-level schools throughout County Kildare; if she anticipates improvements resulting in a reduction in the pupil-teacher ratio at both levels; and if she will make a statement on the matter. [35742/21]
Amharc ar fhreagra273. Deputy Bernard J. Durkan asked the Minister for Education the extent to which she anticipates an improvement in the pupil teacher ratio at all primary and post-primary schools throughout the country; and if she will make a statement on the matter. [35743/21]
Amharc ar fhreagraI propose to take Questions Nos. 263 to 266, inclusive, 272 and 273 together.
Under the Programme for Government there is a commitment to seek to make further progress in reducing the pupil teacher ratios in primary schools.
Teacher allocations to all schools are approved annually by my Department in accordance with established rules based on recognised pupil enrolment on the previous 30 September. The criteria for the allocation of posts are communicated to school managements annually and are available on the Department website.
The staffing schedule operates in a clear and transparent manner and treats all similar types of schools equally, irrespective of location.
The numbers employed in our schools have now reached their highest ever level. The number of teachers has increased from 63,635 in 2016/17 to 70,841 in 2020/21, an increase of over 7,200 teaching posts. Budget 2021 has provided for a budget of more than €8.9 billion for the Department of Education in 2021.
Budget 2021 has implemented a 1 point reduction for the 2021/22 school year so that primary schools will be allocated teaching posts on an average basis of 1 classroom teacher for every 25 pupils which has brought the teacher allocation ratio in all primary schools to the most favourable ever seen at primary level. In addition, there has been a three point reduction in the retention schedule, which will assist schools that would otherwise be at risk of losing teaching posts. This measure will help ensure better teacher retention in primary schools while also ensuring that less pupils are required to retain or recruit a teacher.
1,065 additional posts in schools will be funded in the 2021/22 school year, including nearly 800 teaching posts to cater for the reduction in pupil teacher ratio at primary level and additional teachers in special education at primary and post primary level.
At post primary level, teachers are currently allocated at a ratio of 19:1 in the free education system and 23:1 to schools in the fee charging sector. Each 1 point adjustment to the pupil teacher ratio at post primary level would result in an additional 1150 teaching posts at an estimated cost of €56.5m per annum. Any further improvement will have to be considered in the context of the annual budgetary process.
The Statistics Section of my Department’s website contains extensive information relating to our schools including pupil teacher ratios and teacher numbers.
