Written Answers Nos. 22-37
22. Deputy Louise O'Reilly asked the Minister for Education if plans for the delivery of a school (details supplied) can be expedited given the pressing need for additional school places in Rush, County Dublin. [35272/21]
Amharc ar fhreagraThe delivery of a building project for St. Joseph’s Secondary School and Gaelscoil Ros Eo, Rush, Co. Dublin is a priority for my Department.
The brief for this project is to provide, on a greenfield site at Kenure, Rush, Co. Dublin, the following:
- a 16 classroom Primary School with 1 SEN Base for Gaelscoil Ros Eo which also includes a library, a General Purpose Room, 3 SET rooms, office accommodation and other ancillary accommodation
- a 1,000 pupil Post Primary School with 4 class SEN Base for St. Joseph’s School, including 37 general classrooms, 6 science labs, 4 Art&Craft/Home Economics Rooms, 4 Technology/Engineering Rooms, 6 other specialist rooms, a Library, a General Purpose Room, office accommodation and other ancillary accommodation
St Joseph’s Secondary School is a co-educational (under catholic ethos) post-primary school in Rush, Co. Dublin. The school is under the patronage of CEIST. The school is currently located in Convent Lane, Rush, Co. Dublin. The schools current enrolment is 842 (373 Girls and 469 boys)
Gaelscoil Ros Eo is a co-educational multi-denominational Irish medium primary school taught in the Irish medium. The schools current enrolment is 210 (106 girls and 104 boys)
The project has been devolved for delivery to CEIST, which is the patron body for St. Joseph’s Secondary School.
The Service Level Agreement (SLA) between CEIST and the Department has been executed. I am pleased to inform the Deputy of the recent appointment of a design team for the project in that respect.
It is now a matter for CEIST to progress this project. Its Design Team will now design the building, obtain the necessary statutory planning permission, and move the project onward to construction in due course. As the project is at an early stage in the delivery process, it is not possible at this time to give a date for its completion.
In the meantime, interim accommodation is being provided to cater for the increasing demographics. For St. Joseph's, most recently approval was given for the provision of 1 technical graphics room, 2 science labs, 1 general classrooms and the purchase of three existing temporary accommodation units. In the case of Gaelscoil Ros Eo, the most recent provision was the purchase of a 30m2 temporary accommodation unit.
23. Deputy Cathal Crowe asked the Minister for Education the status of the progression of capital building works that are currently underway and those that are applied for in County Clare. [35275/21]
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 is positioning the State to focus on adding and modernising capacity in the school system.
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. Of the 526 school building projects completed in 2018-2020, 13 of these projects delivered were in County Clare.
|
Roll No |
School Name |
Type |
Total Accommodation |
Year |
|
19559L |
Chroisti Ri Ennis |
Primary |
New School Building |
2018 |
|
16677C |
CBS Ennis |
Primary |
New School Building |
2019 |
|
16908S |
Sixmilebridge N.S. |
Primary |
New School Building |
2019 |
|
70901K |
St Annes, Killaloe |
Post Primary |
Extension |
2019 |
|
15370R |
Killaloe BNS, Killaloe |
Primary |
2 x SET Rooms |
2018 |
|
19233E |
St. Clare's Special School, Ennis |
Special |
3 x 80m2 ASD classrooms, 3 x 15m2 WCs for assisted users and internal walls and circulation allowance. |
2018 |
|
20452A |
Broadford & Kilbane N.S |
Primary |
3 x 80m2 Mainstream Classrooms, 2 x 16m2 SET Rooms & ASD Unit (163m2) consisting of 1 x 80m2 Classroom, Safe Area, Sensory Room) |
2018 |
|
20476O |
Scoil na Mainistreach, Quin Dangan |
Primary |
1 x 80m2 Classroom, 1 x 15m2 Office & Reconfiguration of 54m2 Classroom to provide 3 x 16m2 SET Rooms |
2018 |
|
13870E |
Kilkishen N.S. , Kilkishen, Ennis |
Primary |
1 x 96m2 Mainstream Classrooms |
2019 |
|
15981A |
Lakyle National School, Lakyle, Whitegate |
Primary |
1 x 96m2 Mainstream Classroom, 1 x 16m2 Resource Room & 1 x 13.4m2 Staff Room |
2019 |
|
18526O |
Ballycar NS |
Primary |
Refurb of a room into 1 X SEN Base |
2019 |
|
17563P |
Ogonnelloe NS, Scariff |
Primary |
1 x 80m2 mainstream classroom with ensuite toilets, 1 UAWC (total 105m2) |
2020 |
|
62010C |
St. Joseph's Secondary School, Spanish Point |
Primary |
Demolition of existing and re-build of 1 classroom ASD Unit and ancillary accommodation |
2020 |
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. Overall there are 28 projects are in County Clare. 10 of these projects are on the Large Scale Capital Programme. 3 of these projects are at site acquisition or brief stage, 4 are at detailed design stage, and 3 are on site. There are a further 18 projects on the Additional Accommodation Scheme.
I have made arrangement for the details of these 28 school building projects to be forwarded directly to the Deputy.
There here are currently 5 applications currently being assessed by officials under the Additional Scheme a decision will be conveyed directly to the school when this process has been completed.
24. Deputy Joe Carey asked the Minister for Education the options available to the board of a school (details supplied) to retain its fourth classroom teacher; and if she will make a statement on the matter. [34568/21]
Amharc ar fhreagraThe staffing schedule is an allocation mechanism that uses enrolment bands to determine the number of classroom teaching posts allocated to a school. This is a long standing arrangement for allocating teaching posts to our primary schools in a fair and equitable way based on their respective enrolment.
The staffing schedule operates in a clear and transparent manner and treats all similar types of schools equally, irrespective of location. For the 2020/21 school year at primary level it operates on the basis of 1 classroom teacher for an average of every 26 pupils which is historically the lowest level.
Under the Programme for Government there is a commitment to make further progress in reducing the pupil teacher ratios in primary schools and to support small schools.
As part of the Budget 2021 measures, the Government have sought to deliver on this commitment by the announcement of a 1 point change to the primary staffing schedule and the introduction of a three point reduction in the number of pupils required to retain a teacher.
Due to falling enrolments, the school referred to by the Deputy is to have its staffing reduced by one teacher in September. Based on the school’s projected enrolment, the average pupil teacher ratio in the school will be 22:1 in the coming year.
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 submitted a staffing appeal which was refused by the Appeals Board. The school has been notified of this decision. The Primary Staffing Appeals Board operates independently of the Department and its decision is final.
25. Deputy Rose Conway-Walsh asked the Minister for Education the protection of grade inflation that is anticipated in 2021, if any in leaving certificate results; and if she will make a statement on the matter. [35408/21]
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 option of applying for grades accredited by the State Examinations Commission (SEC), to be known as SEC-Accredited Grades.
Students have been able to opt to sit their examinations, to receive Accredited Grades, or both, on a subject-by-subject basis. They will be credited with the better of their results for each subject from the two processes. This was provided to offer students clarity and choice.
The Examinations and Accredited Grades are being run as two separate processes and will be brought together only for the purposes of determining the better result for those candidates who have opted for both.
The focus of the collective efforts for the Leaving Certificate class of 2021 has been to facilitate these students to progress beyond post primary education into the world of work or further education. In this regard the priority will continue to be fairness and public confidence in the options provided.
Part of the Government decision regarding Leaving Certificate 2021 was that the Accredited Grades and examinations outcomes would have regard to the pattern of results in 2020 and previously. The Leaving Certificate results are subject to a process of standardisation each year by the SEC and is necessary to ensure comparability among candidates. The advice of the SEC has been requested as to what account should be taken of the profile of results from last year and preceding years. As happened last year, the percentage marks provided by schools will be combined with other data, such as data on the Junior Cycle performance of the Leaving Certificate class of 2021, and recent national Leaving Certificate results data.
Details of the standardisation approach for Leaving Certificate 2021 will be determined taking account of the advice of the SEC.
26. Deputy John Lahart asked the Minister for Education the status of the commencement of a school building project (details supplied) which is due to commence on 1 July 2021; if this is the case; and if she will make a statement on the matter. [35116/21]
Amharc ar fhreagraA new Framework of Design and Build Contractors to which Design and Build projects can be tendered was established on 24th May 2021. As part of this process, the school building project for the school referred to by the Deputy, was included in a procurement process for a bundle of projects to be delivered under the Department's Design and Build Programme. This tender process is now complete.
The Letter of Intent (LOI) issued on 23rd April 2021 to the preferred tenderer. This allows the preferred bidder to put in place the Bond, Insurances and confirmations of all legal arrangements required under the Contract.
Following receipt of all the necessary documentation, the Department will be in a position to issue the Letter of Acceptance (LOA), which will allow the contractor to mobilise on site. It is expected that the LOA will issue next month.
My Department will advise the Board of Management when the Letter of Acceptance issues.
27. D'fhiafraigh Deputy Aengus Ó Snodaigh den Aire Oideachais cad iad na céimeanna a ghlacfaidh sí chun a chinntiú go mbeidh go leor múinteoirí nua-cháilithe ann a mbeidh Gaeilge den chaighdeán is gá acu chun gur féidir leo freastal ar riachtanais bhunscoileanna an Stáit. [35286/21]
Amharc ar fhreagraTá mo Roinn tiomanta le fada an lá do cháilíocht an teagaisc agus na foghlama inár scoileanna, go háirithe maidir leis an nGaeilge. Is cuid dhílis den churaclam bunscoile í an Ghaeilge agus éilítear ar mhúinteoirí a bheith ábalta aghaidh a thabhairt ar an ngné seo den churaclam, gné atá bunaithe ar chur chuige cumarsáide agus a leagann béim ar leith ar scileanna éisteachta agus labhartha na leanaí a fhorbairt.
Mar rialtóir do ghairm na múinteoireachta tá an Chomhairle Mhúinteoireachta freagrach as caighdeáin do chláir um Oideachas Tosaigh do Mhúinteoirí (OTM) a athbhreithniú agus a leagan síos agus as Múinteoirí Nua-cháilithe a chlárú. Oibríonn oifigigh i mo Roinn agus sa Chomhairle Teagaisc as láimh a chéile agus iad tacú leis an gcuspóir seo.
Rinne an Chomhairle Mhúinteoireachta athbhreithniú ar na caighdeáin OTM agus go déanach i 2020 d’fhoilsigh sí caighdeáin nuashonraithe i gCéim: Caighdeáin d’Oideachas Tosaigh do Mhúinteoirí. Tá roinnt athruithe suntasacha eile sna caighdeáin athbhreithnithe seo chun na caighdeáin sa Ghaeilge a threisiú i gcláir OTM.
Ag an mbunleibhéal, deir Céim mar phrionsabal lárnach go gcaithfidh cláir OTM aghaidh a thabhairt ar mhuinín agus ábaltacht na n-ábhar múinteora sa Ghaeilge, an Ghaeilge labhartha san áireamh. De bhreis air seo socraíonn Céim caighdeáin fheabhsaithe don Tréimhse Foghlama Gaeltachta do OTM Bunscoile agus spreagann sé bearta nuálacha mar shocrúchán i scoileanna lán-Ghaeilge.
Ba mhaith liom aird a dhíriú ar chuid de na tionscnaimh agus na forbairtí beartais eile a tharla nó atá ar bun le blianta beaga anuas chun a chinntiú go bhfuil cumas maith Gaeilge ag múinteoirí bunscoile.
- Mar thoradh ar na moltaí sa Straitéis Litearthachta agus Uimhearthachta agus comhairle a thug an Chomhairle Mhúinteoireachta, d’ardaigh mo Roinn na Riachtanais Iontrála Íosta sa Ghaeilge le haghaidh cláir OTM mar Bhaitsiléir Oideachais bhunscoile agus mar Mháistir Ghairmiúil san Oideachas.
- Cuireadh le fad na gclár OTM go léir. Leanann na cláir fochéime ar aghaidh ar feadh ceithre bliana ar a laghad anois agus leanann na cláir iarchéime ar aghaidh ar feadh dhá bhliain. Tugann sé seo níos mó ama d’ábhair mhúinteora ar shocrúchán scoile agus ar Shocrúchán Gaeltachta freisin, agus na riachtanais ag an mbunleibhéal á leathnú ó thréimhse trí seachtaine go tréimhse ceithre seachtaine sa Ghaeltacht.
- I 2021, rinne mo Roinn soláthar chun an deontas don Socrúchán Gaeltachta a thabhairt ar ais do gach mac léinn OTM bunoideachais in institiúidí ardoideachais atá á maoiniú ag an stát. Áiríodh san soláthar seo freisin €2m breise de mhaoiniú deontais Gaeltachta i 2021 mar chabhair i leith costas socrúchán a cuireadh siar ó 2020 mar thoradh ar shrianta Covid-19.
- Féadfar suas le 10% d’áiteanna ar an gclár Baitsiléir Oideachais bunscoile gnáthshrutha sna ceithre Institiúid Ardoideachais bunscoile atá á maoiniú ag an stát a chur in áirithe d’iarrthóirí a chónaíonn sa Ghaeltacht oifigiúil agus a labhraíonn an Ghaeilge mar phríomhtheanga sa bhaile.
- Tá roinnt bearta faoin bPolasaí don Oideachas Gaeltachta á gcur i bhfeidhm chun soláthar agus cumas Gaeilge múinteoirí Bunscoile agus Iar-Bhunscoile ar féidir leo múineadh trí mheán na Gaeilge a mhéadú, ag leibhéil fochéime agus iarchéime ar aon. Ag an mbunleibhéal, áirítear orthu seo:
- Baitsiléir Oideachais nua ceithre bliana trí mheán na Gaeilge do mhúinteoirí bunscoile, a bhfuil critéir bhreise iontrála agus imeachta maidir leis an nGaeilge aige, agus a thosaigh in Institiúid Oideachais Marino. Faoi láthair tá breis is 70 mac léinn (cohóirt dhá bhliana) ag staidéar ar an gcéad chlár Baitsiléir Oideachais bunscoile trí mheán na Gaeilge a bhí riamh ann
- Máistreacht san Oideachas nua lán-Gaeilge dhá bhliana trí fhoghlaim chumaisc agus Oideachas Gaeltachta a bhfuil critéir iontrála agus imeachta Gaeilge breise ag gabháil léi freisin, do mhúinteoirí bunscoile agus iar-bhunscoile agus do phríomhoidí. Cuireadh tús leis an gclár seo i gColáiste Mhuire gan Smál in 2018.
- Tá roinnt tacaíochtaí maoinithe eile á dtairiscint d’oideachas trí mheán na Gaeilge tríd an bPolasaí don Oideachas Gaeltachta, lena n-áirítear sparánachtaí a chuireann COGG ar fáil.
28. Deputy Rose Conway-Walsh asked the Minister for Education the reason that quotas on primary school teacher training are applied to public institutes of higher education but not private colleges; the steps she is taking to rectify the situation; and if she will make a statement on the matter. [35407/21]
Amharc ar fhreagraAs Minister for Education, I approve the numbers of students which the four State-funded Higher Education Institute (HEI) providers can take in to both the Bachelor of Education (B.Ed) and Professional Master of Education (PME) programmes of primary Initial Teacher Education. The approved intake for each, over the last number of years, has been as follows:
1,000 places per annum for the B. Ed.
200 places per annum for the PME.
In addition, a privately owned institution offers a blended primary post-graduate ITE programme leading to a level 9 award of a Professional Master of Education.
My Department endeavours 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. The report, which was updated in May 2021, now projects teacher demand and supply to 2038. The potential impact of policy levers is not examined in the report. 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.
In approving the number of places at primary in State-funded HEIs as outlined above, I will continue to have due regard to Teacher Supply data.
29. Deputy Brendan Smith asked the Minister for Education the progress to date in finalising the consultation process in relation to the DEIS programme; and if she will make a statement on the matter. [35307/21]
Amharc ar fhreagraThe DEIS Plan acknowledged that further work was required to refine the model and my Department is undertaking an extensive body of work in relation to this. Further to work conducted by the DEIS technical group, my Department commenced a consultation process with the education partners on the technical aspects of the model and further work on the model is being progressed. Work on refinement of the model is ongoing and until this work is complete it is not intended to extend DEIS to further schools.
30. Deputy Brendan Griffin asked the Minister for Education her Department’s plans for the leaving certificate 2022; and if she will make a statement on the matter. [35294/21]
Amharc ar fhreagraMy Department is acutely aware of the disruption caused to students as a result of school closures resulting from the COVID-19 pandemic. From 11 January 2021, all students, including students currently in fifth year and who are due to sit the Leaving Certificate examinations in 2022, engaged in a programme of remote learning with their schools. Students in fifth year were prioritised for a return to school following the return of sixth year students.
The public health restrictions which resulted in the closure of schools in March 2020 highlighted the absolute necessity for schools to be agile in providing for continuity of schooling in the future. As a contingency measure against the possibility of partial or full school closures, my Department provided a suite of guidance materials, agreed with the education partners, to enable schools to mediate the curriculum safely for all pupils/students in a COVID-19 context. These are available at www.gov.ie/backtoschool.
The nature of distance learning, which was necessitated during the unprecedented closure of schools last year and early this year, required educators to take on a range of approaches to support their pupils’ continuity of learning during that period. Assisted by Department-funded resources and supports, schools and teachers demonstrated great innovation in adapting to the unprecedented situation including the use of digital technologies and online learning platforms for teaching and learning.
Extensive guidance and supports have been and continue to be made available by my Department and its support services to support schools to plan for the transition to online and remote learning. Circular 0074/2020, ‘Communication/Teaching & Learning Platform’, was issued by the Department last year. In accordance with the circular, it became a requirement for all schools to have in place a communication/learning platform (while acknowledging that many schools have already put such platforms in place) that supports them to respond in the event of a partial or full school closure in the future, including the facilitation of some use of live or recorded video lessons where practicable.
The circular includes links to a range of materials and supports developed by the Digital Technologies team of the Professional Development Service for Teachers (PDST), including information and resources for commonly used platforms for teaching, learning and assessment, short video tutorials exploring how digital platforms and tools can be used effectively for remote learning purposes and clarity regarding how chosen platforms can be effectively used for assessment and feedback purposes, links to each of which are shown.
Other documents published by my Department include Guidance for Practical Subjects in Post-Primary Schools and Centres for Education and Returning to school: Guidance on learning and school programmes for post primary school leaders and teachers. These documents provide guidance for teachers and schools that is specific to each practical subject area, so that students can be facilitated to actively engage with their learning. A number of adjustments were made to the assessment arrangements for the 2021 Leaving Certificate examinations to take account of the disruption to learning experienced by the students who are due to take these examinations.
However, I am conscious that students who are due to take their Leaving Certificate examinations in 2022 have experienced a degree of disruption to their learning.
Yesterday, the Advisory Group on Planning for State Examinations received an update in relation to the 2022 Leaving Certificate and Junior Cycle 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. Minor changes will be made to that document to reflect syllabus content specific the 2022 examinations. The revised document will be published later this month.
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.
31. Deputy Mick Barry asked the Minister for Education if she will report on plans to restructure the leaving certificate examinations given the substantial loss in face to face teaching time in the course of the Covid-19 pandemic; and if she will make a statement on the matter. [34792/21]
Amharc ar fhreagraMy Department is acutely aware of the disruption caused to students as a result of school closures resulting from the COVID-19 pandemic. From 11 January 2021, all students, including students currently in fifth year and who are due to sit the Leaving Certificate examinations in 2022, engaged in a programme of remote learning with their schools. Students in fifth year were prioritised for a return to school following the return of sixth year students.
The public health restrictions which resulted in the closure of schools in March 2020 highlighted the absolute necessity for schools to be agile in providing for continuity of schooling in the future. As a contingency measure against the possibility of partial or full school closures, my Department provided a suite of guidance materials, agreed with the education partners, to enable schools to mediate the curriculum safely for all pupils/students in a COVID-19 context. These are available at www.gov.ie/backtoschool.
The nature of distance learning, which was necessitated during the unprecedented closure of schools last year and early this year, required educators to take on a range of approaches to support their pupils’ continuity of learning during that period. Assisted by Department-funded resources and supports, schools and teachers demonstrated great innovation in adapting to the unprecedented situation including the use of digital technologies and online learning platforms for teaching and learning.
Extensive guidance and supports have been and continue to be made available by my Department and its support services to support schools to plan for the transition to online and remote learning. Circular 0074/2020, ‘Communication/Teaching & Learning Platform’, was issued by the Department last year. In accordance with the circular, it became a requirement for all schools to have in place a communication/learning platform (while acknowledging that many schools have already put such platforms in place) that supports them to respond in the event of a partial or full school closure in the future, including the facilitation of some use of live or recorded video lessons where practicable.
The circular includes links to a range of materials and supports developed by the Digital Technologies team of the Professional Development Service for Teachers (PDST), including information and resources for commonly used platforms for teaching, learning and assessment, short video tutorials exploring how digital platforms and tools can be used effectively for remote learning purposes and clarity regarding how chosen platforms can be effectively used for assessment and feedback purposes, links to each of which are shown.
Other documents published by my Department include Guidance for Practical Subjects in Post-Primary Schools and Centres for Education and Returning to school: Guidance on learning and school programmes for post primary school leaders and teachers. These documents provide guidance for teachers and schools that is specific to each practical subject area, so that students can be facilitated to actively engage with their learning. A number of adjustments were made to the assessment arrangements for the 2021 Leaving Certificate examinations to take account of the disruption to learning experienced by the students who are due to take these examinations.
However, I am conscious that students who are due to take their Leaving Certificate examinations in 2022 have experienced a degree of disruption to their learning.
Yesterday, the Advisory Group on Planning for State Examinations received an update in relation to the 2022 Leaving Certificate and Junior Cycle 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. Minor changes will be made to that document to reflect syllabus content specific the 2022 examinations. The revised document will be published later this month.
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.
32. Deputy Jennifer Carroll MacNeill asked the Minister for Education the status of the strands of the summer provision programme in 2021; the details of measures to increase participation on account of exceptional challenges posed by Covid-19; and if she will make a statement on the matter. [35108/21]
Amharc ar fhreagraIn May the Government announced a package of supports to allow primary and post primary schools to offer a summer programme for students with complex special educational needs and those at greatest risk of educational disadvantage, as a COVID-19 pandemic response measure.
This range of programmes offered builds on the success of the expanded programmes that ran last year and incorporates feedback from stakeholders on how to better support the programme for all involved in 2021.
The Department has addressed concerns previously raised by stakeholders by introducing support measures to encourage schools to offer the programme; funding for a Programme Overseer, preparation time, faster payments of staff, ease of administrative burden and greater guidance materials on programme content.
Schools were given autonomy to run programmes at any time over the summer, allowing them to split the weeks to best meet the needs of participating staff and pupils. Schools were also given the opportunity to appeal any element of the resource allocation for the programme.
A home-based summer programme is available for students with complex special educational needs where there is no school-based programme available. Parents of eligible children may arrange their programme over the school summer holidays. An additional 10 hours has also been made available to pupils who were eligible for the Supplementary Programme but were unable to avail of any hours.
Supporting documentation has been published on www.gov.ie/summerprovision including promotional materials such as posters for parents and videos for schools. A dedicated helpline and email address has also been available to schools since the programme launched.
An online portal for schools to register their interest in participating opened on 20 May. Following consultation with stakeholders, the deadline for schools to register was extended 25 June 2021, to allow more time for them to engage with the materials provided.
The most up to date registration data for the summer programmes is attached.
Registrations for Summer Programme 2021
Post primary (no of schemes being run)
|
Inclusion programme |
*Special Classes |
|
120 |
4 |
*Note: only 4 schools take part at Post primary as part of an historical pilot.
Primary (number of schemes being run)
|
Special Class programme |
Special School |
Inclusion programme |
DEIS Primary School Literacy and Numeracy Camps |
|
356 |
48 |
466 |
352* |
*Note (230 schools have registered, 352 schemes are being run as 122 schools are running the camp twice).
Totals
|
Total Post-Primary Schemes |
Total Schemes run by Primary Schools |
Total Schemes |
|
124 |
1222 |
1346 |
*Note: 844 primary schools have been registered for schemes some have registered for more than one scheme.
Claim forms for the home-based strand are submitted at the end of the programme, with a closing date of 03 September 2021, so participation numbers will not be available until late October/early November.
33. Deputy Dara Calleary asked the Minister for Education the supports provided to Irish language schools to promote the use of Irish, including strengthening of partnerships between schools and Gaeltacht communities; and if she will make a statement on the matter. [35400/21]
Amharc ar fhreagraThe overarching goal of my Department's Policy on Gaeltacht Education 2017-2022 is to ensure the availability of high quality Irish-medium education in Gaeltacht areas to support the use of Irish as the main language of Gaeltacht communities. The implementation of the Policy, which commenced in early 2017, provides for a range of additional supports for Gaeltacht schools to strengthen immersion education.
The Gaeltacht School Recognition Scheme, which was launched in April 2017, provides schools in Gaeltacht language-planning areas with the option to seek recognition as Gaeltacht schools on the basis of implementing specific language-based criteria and on condition that they are participating in the local language-planning processes provided for under the Gaeltacht Act.
The following package of additional supports is being provided to schools participating in the Scheme:
- access to an annual grant for the purchase of Irish-medium teaching resources
- additional support teaching hours for Irish based on school enrolment
- additional continuing professional development delivered by COGG
- additional Inspectorate support via advisory sessions/visits to support schools in their target setting and action planning in fulfilling language-based criteria to strengthen immersion education
- providing the opportunity to access Leaving Certificate Physics through the medium of Irish through participating in the online E-Hub Pilot Project
My Department published recently"A Guide for Gaeltacht Schools: Partnership with the Community in promoting the use of Irish" (Treoir do Scoileanna Gaeltachta: Comhpháirtíocht leis an bpobal chun úsáid na Gaeilge a chur chun cinn) in collaboration with the Department of Tourism, Culture, Arts, Gaeltacht, Sport and Media, Údarás na Gaeltachta, COGG, Gaeloideachas and other relevant agencies, to provide information on how best to strengthen links, engagement, partnership and participation between the school management, the local language-planning committee and the wider community.
My Department has also published the Guide for Gaeltacht Schools: Strengthening Links between primary schools and early-learning and care settings (Naisc a threisiú idir Bunscoileanna agus Suíomhanna Luathfhoghlama agus Cúraim, which is informed by research, commissioned by An Chomhairle um Oideachas Gaeltachta agus Gaelscolaíochta (COGG) on behalf of my Department. This evidence-based guide provides practical advice to ensure that transition from the naíonra to the primary school is a positive experience for children in the Gaeltacht. It also recognises the crucial role of parents and guardians as primary educators and highlights the need for an integrated and co-operative approach to foster children’s use of Irish inside and outside the classroom.
In order to support schools in fulfilling the language-based criteria to achieve recognition as a Gaeltacht school, Guides for Gaeltacht Primary and Post-Primary schools: Indicators of Good Practice for Immersion Education were published in 2020. These guides provide practical support for schools and boards of management to implement high quality education through the medium of Irish and extend the use of Irish.
34. Deputy Peadar Tóibín asked the Minister for Education if clarity will be provided on the future of the leaving certificate grading process; and if the practice of school profiling will resume post-pandemic. [34498/21]
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.
35. Deputy Michael Moynihan asked the Minister for Education the status of the school transport review; and if she will make a statement on the matter. [35406/21]
Amharc ar fhreagraThe School Transport Scheme is a significant operation managed by Bus Éireann on behalf of the Department. 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.
All children who are eligible for school transport and who complete the application and payment process on time are accommodated on school transport services where such services are in operation. Children who are not eligible for school transport may apply for transport on a concessionary basis only and are offered seats where capacity exists after all eligible children have been catered for.
My Department recently commenced a review of the School Transport Scheme. Following commencement of this review in February 2021 and a detailed analysis and report conducted by the Technical Working Group in the interim period, the Steering Group recently presented me with its initial interim report, a report on eligibility with an examination of issues for mainstream pupils relating to the nearest and next nearest school.
Following consideration of this report, I have approved the extension of temporary alleviation measures which allow for students who are otherwise eligible for school transport but are attending their second nearest school and have applied and paid on time. This will result in transport being provided for an estimated additional 1,800 post-primary pupils in the 2021/2022 school year, who otherwise would not be accommodated under the scheme. This arrangement will be in place for the coming school year pending completion of the full review of the School Transport Scheme.
Wider considerations relating to the objectives of the scheme and the criteria for eligibility will take place in the next phase of the review which is now underway. The Steering Group will continue to report to me on an interim basis as the review progresses, with a view to presenting a final report with recommendations on the future operation of the Department’s School Transport Scheme.
36. Deputy Denis Naughten asked the Minister for Education the policy on mental health support services in primary education; and if she will make a statement on the matter. [35171/21]
Amharc ar fhreagra43. Deputy Denis Naughten asked the Minister for Education the policy on mental health support services in post-primary education; and if she will make a statement on the matter. [35170/21]
Amharc ar fhreagraI propose to take Questions Nos. 36 and 43 together.
The Department’s approach to supporting wellbeing and mental health is set out in its Wellbeing Policy Statement and Framework for Practice first published in 2018 and refreshed in 2019. The approach proposed is a whole school and preventative approach which has multiple components that include providing children and young people with opportunities to:
- build core social and emotional skills and competencies
- experience supportive relationships within the school setting
- be part of a school environment and culture that feels both physically and psychologically safe, in which they feel a sense of belonging and connectedness, where their voice is heard, and they feel supported
Schools are encouraged to use a reflective, school self-evaluation approach to identify and prioritise the needs of its own school community in relation to the promotion of wellbeing and mental health, and to respond to meeting those needs.
This approach to supporting wellbeing has been found internationally to produce a wide range of educational and social benefits for individual children and young people, including increased inclusion, greater social cohesion, increased social capital and improvements in mental health.
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 wellbeing should be made available.
A broad range of supports, resources and professional learning opportunities are being provided to support schools to promote and support wellbeing and resilience by the Department’s support services. The services support schools to provide strong universal support at the level of whole school and classroom, more targeted support for some children and young people who may be at risk, and more individualised support for those with greatest need. Support is provided to primary and post-primary school staff through the following services and supports:
- The National Educational Psychological Service (NEPS)
- Guidance Counselling service/provision
- National Council for Special Education (NCSE)
- Professional Development Service for Teachers (PDST) Wellbeing Team
- Junior Cycle for Teachers (JCT) Support Service
- Education Support Centres Ireland (ESCI)
My Department’s National Educational Psychological Service (NEPS) provides a school-based, consultative, psychological service in two ways – through the provision of an individual casework service for students and a support and development service for school staff.
The NEPS casework service involves the provision of a psychological service for a student, with the psychologist working with the student, teachers and parents, and other professionals if appropriate, to identify need and plan for intervention and review to support the student in school. This service can take place over an extended period of time with NEPS psychologists. This model does not operate on a waiting list basis, and extends to approximately 8000 students per annum.
The NEPS Support and Development service, reaching an estimated 25,000 teachers annually, is an applied psychological service for school staff to help build their capability to respond to the wellbeing, academic, social and emotional needs of all students, and particularly those who are experiencing barriers to their wellbeing, learning, inclusion and participation.
This model of service allows psychologists to give early attention to urgent cases and also to help many more children indirectly than could be seen individually. It also ensures that children are not referred unnecessarily for psychological intervention.
The capacity of NEPS has increased significantly from its 2016 allocation of 173 whole-time equivalent psychologists. The capacity of NEPS was increased recently as part of a package of measures to support the reopening of our schools when the provision of an additional seventeen psychologist posts to NEPS was announced bringing overall sanctioned numbers to 221 whole-time equivalent psychologist posts. This represents by far the highest number of psychologists sanctioned for NEPS since its inception in 2000. The capacity of NEPS will be kept under review and I hope to be in a position to increase this capacity in future years.
At post primary level, a Student Support Team is a student-focused mechanism put in place by a school in order to co-ordinate the support available for students in the school and to facilitate links to the community and other non-school support services. NEPS provides support to post primary schools in the setting up or review of Student Support Teams.
Also at post primary level, counselling is a key part of the role of the Guidance Counsellor, offered on an individual or group basis as part of a developmental learning process, at moments of personal crisis but also at key transition points. Guidance allocations for all schools were increased in the 2020/21 school year. The Guidance Counsellor also identifies and supports the referral of students to external counselling agencies and professionals, as required. Each post primary school currently receives an allocation in respect of guidance provision, calculated by reference to the approved enrolment. The total number of guidance counsellor posts in the school year 2020/21 is 852.
Separately, 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. These include services provided by the Samaritans, Pieta House, MyMind, Turn2Me, Aware, Crisis Text Ireland, Shine, BeLongTo, LGBT Ireland, Jigsaw, spunout, Bodywhys and Childline.
My Department – through NEPS, Student Support Teams, Guidance Counsellors and other services - will continue to signpost schools and students to the HSE/HSE-funded e-mental health services.
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. We will continue to collectively explore ways of improving supports for children and young people.
37. Deputy Thomas Gould asked the Minister for Education the status of the building of a new school building for a school (details supplied). [35258/21]
Amharc ar fhreagraAs the Deputy is aware a building project for the new Gaelscoil in question is included in my Department's current Building Programme.
Officials from my Department have been working closely with Cork City Council towards acquiring a permanent site for this school.
A potential site option has been identified and discussions are ongoing with the landowner with a view to acquiring this site. Once the site has been acquired the project will then progress to the architectural design & planning stages.
Due to the commercially sensitive nature of site acquisitions generally, it is not possible to comment further at this stage.
I appreciate that the process is taking a considerable length of time but I can assure you that the acquisition of a suitable site for the school is very active on the programme of site acquisitions and every effort is being made to secure the suitable site for the school as expeditiously as possible.
