Written Answers Nos. 386-408
386. Deputy Darren O'Rourke asked the Minister for Education the number of NEPS psychologists assigned to primary and secondary schools (details supplied) in County Meath; and if she will make a statement on the matter. [47668/21]
Amharc ar fhreagraI can inform the Deputy that my Department’s National Educational Psychological Service provides educational psychological support to all primary and post-primary schools. This involves direct support in the event of a critical incident, access to national and regional support and development work to build school capacity to support students, access to a NEPS psychologist for responses to queries arising, and access to individual pupil casework where there is need via a NEPS psychologist or through the Scheme for the Commissioning of Psychological Assessments (SCPA).
NEPS does not maintain waiting lists but in common with many other psychological services and best international practice, has adopted a consultative model of service. The focus is on empowering teachers to intervene effectively with pupils whose needs range from mild to severe and transient to enduring. Psychologists use a problem solving and solution oriented consultative approach to maximise positive outcomes for these pupils. NEPS encourages schools to use a continuum based assessment and intervention process whereby each school takes responsibility for initial assessment, educational planning and remedial intervention for pupils with learning, emotional or behavioural difficulties. Teachers may consult their NEPS psychologist should they need to at this stage in the process. Only in the event of a failure to make reasonable progress, in spite of the school's best efforts in consultation with NEPS, will the psychologist become involved with an individual child for intensive intervention or assessment.
This system 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.
In relation to the Deputy’s request for information regarding NEPS service to a list of Meath schools, I wish to advise that each of these schools has access to NEPS for Critical Incident Support, the NEPS Regional Support and Development Service and for responses to queries arising. Twenty-two of the schools have an assigned NEPS psychologist for a casework service and thirty-four of the schools, while awaiting the appointment of NEPS psychologists, have access to the Scheme for the Commissioning of Psychological Assessments (SCPA) for a casework service.
387. Deputy Paul Murphy asked the Minister for Education the body with responsibility for the safety of children at school; and the body that has responsibility for the safety of school staff at school. [47711/21]
Amharc ar fhreagraThe body which has statutory responsibility for ensuring that health and safety requirements are met by all employers, including schools, is the Health and Safety Authority (HSA). The Authority also provides information and advice to organisations, including schools, to assist them in ensuring that their responsibilities in respect of health and safety in the workplace are met. The Safety, Health and Welfare at Work Act 2005 sets out the responsibilities on individual school management authorities to have a safety statement in place in their schools. The Statement should identify potential hazards, assess the risks to health and safety and put appropriate provision in place to safeguard the safety and health of employees and pupils.The HSA has published resources specifically for schools to support them in managing health and safety in the school environment. It also provides a number of online training courses specifically for the school sector. Further details on the advice, resources and training courses available from the HSA can be obtained from the HSA's website www.hsa.ie.
388. Deputy Charles Flanagan asked the Minister for Education if there is a grant to support parents in cases in which students have been refused school transport as in the case of students (details supplied); and if she will make a statement on the matter. [47712/21]
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 Post-Primary School Transport Scheme, children are eligible for transport where they reside not less than 4.8kms and are attending their nearest School/Education Centre as determined by the Department/Bus Éireann, having regard to ethos and language.
Children who are eligible for school transport and who completed the application and payment process on time were accommodated on school transport services where such services are in operation for the 2021/22 school year. In addition all post-primary pupils who are otherwise eligible for school transport but are attending their second nearest school and who have applied and paid on time will be accommodated on school transport services where such services are in operation. This arrangement is in place for current school year pending completion of the full review of the School Transport Scheme
Children who apply for school transport but who are not eligible are considered for spare seats that may exist after eligible children had been facilitated; these are referred to as concessionary seats.
Late applicants and/or families who pay late are not guaranteed a seat and will only be allocated a seat if capacity is available once seats are allocated to those families who applied and paid on time for transport services for the 2021/2022 school year.
Bus Éireann has advised that there are a total of 7 services operating to the school referred to by the Deputy. All services are currently operating at capacity and there were a total of 103 eligible and 9 concessionary tickets issued across all services.
As services were at full capacity after the deadline date for payment, families who paid late could not be facilitated on these services. Bus Éireann have advised that a total 28 pupils (16 eligible & 12 concessionary) who did not pay by the deadline have not received tickets.
A child who is eligible for school transport but for whom no transport service is available may, following an application/payment for transport within the prescribed time limits, receive a Remote Area Grant towards the cost of private transport arrangements. Therefore, payment of a grant in this instance cannot be considered.
389. Deputy Charles Flanagan asked the Minister for Education if the 50% school bus transport capacity limit currently in operation for the post-primary bus service will be reviewed; if any late applications for the scheme will be considered as in the case of students (details supplied) in the context of any changes; and if she will make a statement on the matter. [47713/21]
Amharc ar fhreagraThe School Transport Scheme is a significant operation managed by Bus Éireann on behalf of the Department. In the 2020/2021 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 completed the application and payment process on time for the 2021/22 school year will be accommodated on school transport services where such services are in operation. In addition all post-primary pupils who are otherwise eligible for school transport but are attending their second nearest school and who have applied and paid on time will be accommodated on school transport services where such services are in operation. This arrangement is in place for current school year pending completion of the full review of the School Transport Scheme.
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. Late applicants and/or families who pay late are not guaranteed a seat and will only be allocated a seat if capacity is available once seats are allocated to those families who applied and paid on time for transport services for the 2021/2022 school year.
Planning for school transport for the 2021/22 school year has proceeded on the basis that the public health measures in place as schools closed at the end of the last school year would remain as term began in this new school year. This includes the recommendations from Public Health that post-primary services would operate at 50% capacity. All other measures relating to hygiene, pre-assigned seating, cleaning and the wearing of masks by post-primary students are also in place.
However, as the vaccination programme for children on post-primary services is rolled out and as the lifting of restrictions on public transport services proceeds, the capacity limit of 50% on post-primary school transport services will be subject to ongoing review and the Department will be considering the position in this regard over the coming weeks.
Bus Éireann has advised that the pupils in question reside 13.1 km from home to their closest school and school of attendance and as such are eligible under the terms of the School Transport Scheme.
However, Bus Éireann has confirmed that there was no payment received for these pupils for the school year 2021/22 and the service in question is currently at full capacity in line with social distancing.
390. Deputy Emer Higgins asked the Minister for Education the number of students who reached 19 years of age or more while still in full-time secondary education in each the years 2015 to 2020. [47744/21]
Amharc ar fhreagraThe following table shows the number of students aged 19 enrolled in post-primary schools for the years 2015-2020, inclusive.
|
Academic Year |
Age |
Count Unique Enrolments - <=30th Sept |
|
2015 |
19 |
1,241 |
|
2016 |
19 |
1,213 |
|
2017 |
19 |
1,167 |
|
2018 |
19 |
1,196 |
|
2019 |
19 |
1,143 |
|
2020 |
19 |
1,031 |
Please note these enrolments exclude those pupils in CORE VTOS and Post Leaving Cert programmes.
391. Deputy Niall Collins asked the Minister for Education if advice will be provided in respect of the case of a child (details supplied) with autism; and if she will make a statement on the matter. [47749/21]
Amharc ar fhreagraEnabling children with special educational needs to receive an education appropriate to their needs is a priority for this Government.
This year, just under 25% 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, special class and special 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. The NCSE through the local Special Educational Needs Organiser (SENO), is available to support both families and schools regarding a suitable placement.
As your query refers to an individual placement case, I will arrange to have it referred to the NCSE for their attention and direct reply.
392. Deputy Mary Butler asked the Minister for Education the status of the current DEIS review; the way a school (details supplied) can be considered for the status under plans to extend the DEIS programme to new entrant schools; and if she will make a statement on the matter. [47753/21]
Amharc ar fhreagraA key part of the DEIS Plan was the introduction of a new DEIS identification process based on an objective, statistics based model to determine which schools merit inclusion in the DEIS programme. An extensive body of work has been undertaken in terms of the refinement of this model, based on the latest school enrolment data and data available from Census 2016 under the HP Deprivation Index.
A detailed quality analysis of the data has been carried out by members of the DEIS Technical Group which contains representatives of the Department’s Statistics and Social Inclusion Units, the Inspectorate and the Educational Research Centre. My Department has commenced a consultation process with education partners on the technical aspects of this model, and work is now ongoing on final elements of the model.
It is envisaged that this will provide the basis for the development and application of a refined DEIS resource allocation model to ultimately match resources to identified need. All schools will be considered for inclusion under the refined DEIS model. Until this work is complete, it is not intended to extend the DEIS programme to any further schools.
393. Deputy Catherine Murphy asked the Minister for Education if the appropriate practical rooms will be provided for the students at a school (details supplied); the status of the overall project; and the timelines for the completion of works. [47756/21]
Amharc ar fhreagraI wish to advise the Deputy that my Department has approved funding to the patron of the school in question to undertake refurbishment works in the property to facilitate the school's access to additional specialist accommodation. This accommodation includes science, woodwork and home economics rooms. The delivery of the project has been devolved to the patron for delivery. The patron has advised my Department that a consultant has been procured to oversee this project with the scope of works agreed and the patron is currently in the process of obtaining quotes to carry out the works and determine the schedule.
394. Deputy James Lawless asked the Minister for Education the status of the provision of practical rooms for a school (details supplied); and if she will make a statement on the matter. [47760/21]
Amharc ar fhreagraI wish to advise the Deputy that my Department has approved funding to the patron of the school in question to undertake refurbishment works in the property to facilitate the school's access to additional specialist accommodation. This accommodation includes science, woodwork and home economics rooms. The delivery of the project has been devolved to the patron for delivery. The patron has advised my Department that a consultant has been procured to oversee this project with the scope of works agreed and the patron is currently in the process of obtaining quotes to carry out the works and determine the schedule.
395. Deputy Donnchadh Ó Laoghaire asked the Minister for Education if her Department has examined the provision of an assessment tool (details supplied) in Irish schools; if so, the extent of this examination; and if she will make a statement on the matter. [47763/21]
Amharc ar fhreagraMy Department does not provide assessment instruments/tests to schools. Guidance on the use of assessment tools is provided to schools. Schools are advised to develop their own assessment policy setting out in detail the school’s policy on the use of tests - to include consent, administration, interpretation, retention, feedback and processing, in accordance with GDPR regulations.
396. Deputy Jackie Cahill asked the Minister for Education if her attention has been drawn to issues relating to the bus route of a school (details supplied) in County Tipperary; and if she will make a statement on the matter. [47773/21]
Amharc ar fhreagraSchool Transport is a significant operation managed by Bus Éireann on behalf of the Department of Education. In the 2020/21 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 the Department's Primary School Transport Scheme children are eligible for school transport where they reside not less than 3.2 kilometres from and are attending their nearest national school as determined by my Department/Bus Éireann, having regard to ethos and language.
All children who are eligible for school transport and who have completed the application process on time for the 2021/2022 school year will be 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 may 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.
Bus Éireann has advised that two concessionary pupils did not receive a ticket as in the area referred to by the Deputy. Bus Éireann has also advised that all services in the area referred to are currently operating at full capacity.
397. Deputy Brendan Griffin asked the Minister for Education if a decision has been made on an appeal for additional special needs assistant hours by a school (details supplied) in County Kerry; and if she will make a statement on the matter. [47776/21]
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.
398. Deputy Donnchadh Ó Laoghaire asked the Minister for Education the status of a new school building for a school (details supplied). [47780/21]
Amharc ar fhreagraAs the Deputy is aware, Officials from the Department are in negotiation with a landowner in respect of the acquisition of a site suitable for the project to which you refer. Officials from the Department continue to work closely with Officials from Kildare County Council in order to progress the acquisition of the site.
While a site acquisition process is underway, given the commercial sensitivities associated with land acquisitions generally I am not in a position to comment further at this time. Please rest assured that this project is being given priority attention and we are attempting to bring the matter to a close as soon as possible.
399. Deputy Niamh Smyth asked the Minister for Education the primary and post-primary schools approved for additional accommodation, including temporary accommodation; the stage they are currently at in counties Cavan and Monaghan; and if she will make a statement on the matter. [47845/21]
Amharc ar fhreagraThe details of all live school building projects for schools in Cavan and Monaghan that have been approved funding under the Additional Accommodation Scheme, including temporary accommodation, are available at the link for the Deputy's information.
400. Deputy Denise Mitchell asked the Minister for Education if there are plans for an Educate Together school in the Killester, Raheny and Clontarf school planning area; and if she will make a statement on the matter. [47867/21]
Amharc ar fhreagraAs the Deputy may be aware, 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 and where additional school accommodation is needed at primary and post-primary level.
The level of demand volume across school planning areas with an increasing net requirement ranges from small to medium increases that are likely to be accommodated by existing schools through to significant projected growth that may require additional provision.
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.
My Department's most recent projections do not indicate significant increases in school place requirements at post-primary level in the Killester_Raheny_Clontarf school planning area. Nevertheless, my Department will continue to work to ensure that there is sufficient capacity in the area to meet school place demand and will keep the requirements in Killester_Raheny_Clontarf, as with all other school planning areas, under review.
Should it be decided in the future, based on demographic analysis, that a new school is required, a patronage process would be conducted to determine the patronage of the school. Parental preferences in relation to patronage and language of instruction (Irish or English) from parents of children who reside in the school planning areas concerned, together with the extent of diversity of provision in these areas, are key to decisions in relation to the outcome of such processes.
401. Deputy Ivana Bacik asked the Minister for Education if she will consider requesting the NCSE to adopt a policy of assumption of allocation of a special needs assistant at secondary level in cases in which a child had one at primary level. [47874/21]
Amharc ar fhreagraThe 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.
SNA support is provided to help children to develop their independent living skills. It is important that pupils do not become over dependent on adult SNA support nor unduly isolated from peers. Where care needs diminish and the goal of independence is achieved, the level of SNA support required by the child should be reduced.
A key aspiration for pupils with special educational needs is that they will, on completion of their school-based education, be able to graduate as young independent adults in so far as this is possible.
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.
The NCSE has responsibility for planning and coordinating school supports for children with special educational needs including the allocation of SNAs and reviews. The Department does not have a role in making individual school determinations.
Where school management have concerns regarding their allocation of SNA support, this matter should be discussed with their SENO.
402. Deputy Ivana Bacik asked the Minister for Education if she plans to commence a teacher recruitment programme to address shortages of teachers in certain geographical areas. [47875/21]
Amharc ar fhreagraThe recruitment and appointment of teachers to fill teaching posts is a matter for the individual school authority, subject to procedures agreed under Section 24 of the Education Act 1998 (as amended by the Education (Amendment) Act 2012).
In accordance with Department Circulars 0044/2019 and 31/2011, schools are required to employ appropriately qualified and registered teachers and ensure that unemployed teachers should be offered employment in preference to those who have retired.
My Department does not have a direct role in the recruitment of teachers and I have no plans to commence a teacher recruitment programme to address shortages of teachers in certain geographical areas.
However, I am of course aware that in recent years education partners, including school management bodies, teacher unions and school leaders, have reported that some schools are experiencing difficulties in recruiting teachers, particularly substitute teachers at primary and post-primary levels and teachers of certain subjects at post-primary level.
In repose to these difficulties in March 2018, the Teacher Supply Steering Group, chaired by the Secretary General of my Department, was established. The Steering Group is leading on the identification of issues, the development of a programme of actions on teacher supply and overseeing its implementation. It is supported by an Implementation Group and a number of working groups which are considering specific areas of policy.
The Teacher Supply Action Plan, published in November 2018, includes a range of actions under four policy headings: data/research to support teacher supply planning; higher education; policies and arrangements impacting on teacher supply; and communications / promotion of the teaching profession.
A number of measures have been out in place to match available teachers with vacancies
Following a successful pilot in 2019/ 2020 there are now 132 primary school supply panels in operation, providing cover for substitute vacancies in 80% of primary schools (approximately 2,550 schools) and employing 377 teachers.
Sub Seeker, a central portal for short term substitute vacancies, jointly developed by the Irish Primary Principals’ Network (IPPN) and the National Association of Principals and Deputy Principals (NAPD), has operated since late 2019 and matches available teachers with short-term substitute vacancies in primary and post-primary schools.
In addition, Turasabhaile, a service developed by the post-primary school management bodies and NAPD, matches registered teachers resident abroad with post-primary vacancies. The IPPN is also developing a new central portal for the recruitment of teachers to long-term positions in primary and post-primary schools. It is anticipated that this portal will be available to schools and teachers in the coming months.
A number of measures have also been put in place to increase the supply of teachers at post primary level, particularly in subjects where difficulties in recruitment have been reported.
Following engagement with the Higher Education Authority (HEA), higher education institutions (HEIs) put in place new post-primary initial teacher education (ITE) undergraduate programmes in 2019, 2020 and 2021, in priority subject areas, including mathematics, modern foreign languages and Irish.
The HEA, on behalf of my Department, issued a call to ITE providers for proposals for programmes to upskill already registered teachers in targeted post-primary subjects (Spanish, mathematics and physics). The programmes, which commenced in January 2021, will run over two years on a part-time, flexible basis. There is no fee charge for participating teachers.
Earlier this year I, along with my colleague Minister Harris, announced an additional programme to upskill teachers in Irish, to begin in 2022. My Department is currently engaging with the HEA in regard to a call to ITE providers for the provision of this programme.
These measures are underpinned by the Teaching Transforms campaign, which promotes the teaching profession and encourages students to follow a career in teaching. The campaign uses digital, radio and video media, and is supported by a dedicated webpage, www.gov.ie/teachingtransforms.
My Department will continue, with the cooperation of the education partners, to develop and implement measures to support the supply of teachers to our schools.
403. Deputy Ivana Bacik asked the Minister for Education if she plans to introduce supports for school principals experiencing burnout. [47876/21]
Amharc ar fhreagraAn Occupational Health Strategy is in place as a supportive resource for individual staff members in recognised primary and post primary schools. The aim of the Occupational Health Strategy is to promote the health and wellbeing of employees in the workplace, with a strong focus on prevention. The Occupational Health Strategy comprises the Employee Assistance Service and the Occupational Health Service.
The Employee Assistance Service (EAS) is provided by Spectrum.Life under the logo of ‘Wellbeing Together: Folláinne Le Chéile’.
The EAS is a self-referral service where employees have access to a dedicated free-phone confidential helpline available 24 hours a day, 365 days a year providing advice on a range of issues such as wellbeing, legal, financial, mediation, management support etc. All points of contact for the service are qualified, accredited and experienced mental health professionals.
Where required, short-term counselling is available to employees and their families (over the age of 18 years and living at home). The EAS also provides advice and support to managers and delivers interventions to help them deal with health and wellbeing issues in the workplace.
A bespoke wellbeing portal and app is available which offers access to podcasts, blogs, live chats and videos on topics around wellbeing and mental health and family life. E-Learning programmes across mental health, sleep and a range of wellbeing topics are also available. In addition, online cognitive behavioural therapy is provided. Spectrum.Life also provides a series of webinars and presentations to promote wellbeing in schools.
More information on the Employee Assistance Service is available at link: www.gov.ie/en/service/23acf5-employee-assistance-service/.
Spectrum.Life recently provided a series of ‘Mental Health Seminars’ specifically for Principals and Deputy Principals Mental Health Seminars covering the topics: ‘Building Resilience’, 'Conflict Resolution’ and ‘Promoting Communication’.
For the month of October, Spectrum.Life is also currently providing a series of ‘School Community Seminars’ for Mental Health week. Details of these seminars are available at link: www.gov.ie/en/service/23acf5-employee-assistance-service/#access-the-eas . On 15 October, a seminar titled ‘Beating Burnout’ is available and school staff may register at link: app.sli.do/event/1uxp9yva.
Work continues on the implementation of the Wellbeing Policy Statement and Framework for Practice which sets out the ambition and vision of my Department that the promotion of wellbeing will be at the core of the ethos of every school in Ireland. Under the policy a range of resources have been developed to support all in the school community.
My Department's National Educational Psychological Service (NEPS) has provided advice and resources for the school community i.e. parents, students and school staff, during COVID-19. This information is available under the heading of wellbeing advice and resources for parents, students and school staff during COVID-19.
404. Deputy Alan Dillon asked the Minister for Education the status of programme for Government commitments (details supplied); if they have been completed; if not, the timeline on their progress; and if she will make a statement on the matter. [48003/21]
Amharc ar fhreagraThe information sought by the Deputy is being collated by officials in my Department. A response will be forwarded to the Deputy as soon as it is available.
405. Deputy Cathal Crowe asked the Minister for Education the status of the application for a physical education laboratory and equipment store made by a school (details supplied); and if she will make a statement on the matter. [48015/21]
Amharc ar fhreagraI wish to advise the Deputy that my Department is in receipt of an application for additional school accommodation (ASA) from the school authority in question.
The purpose of the ASA scheme is to ensure that essential mainstream classroom and Special Education Needs (SEN) accommodation is available to cater for pupils enrolled each year, where the need cannot be met by the school’s existing accommodation.
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 second half of the National Development Plan will see an increasing focus on the upgrade and refurbishment of the existing school stock. This modernisation programme will include PE Halls and associated accommodation to ensure that students in all post-primary schools have access to appropriate facilities to support PE provision.
The application has been assessed and a decision has issued to the school authority directly.
406. Deputy Dara Calleary asked the Minister for Education if her attention has been drawn to a settlement between a State agency (details supplied) and the Revenue Commissioners; if there are any agencies under her Department’s remit that have had a similar issue or have made a settlement with the Revenue Commissioners in respect of any issue in the past five years; and if she will make a statement on the matter. [48020/21]
Amharc ar fhreagraWithin the period 2016 to 2020, one of the State agencies under the remit of my Department entered into a settlement with the Revenue Commissioners. The Educational Research Centre was non-compliant with the requirement to produce P46s and as a result, Revenue levied a fine of €4,000, which was paid in 2018.
407. Deputy Seán Canney asked the Minister for Education the progress being made on the review of the school bus service; when she expects the review to be complete; and if she will make a statement on the matter. [48036/21]
Amharc ar fhreagra408. Deputy Seán Canney asked the Minister for Education if the review of the school bus service included an examination of the need to allow students attend their parish national school rather than their nearest school; and if she will make a statement on the matter. [48037/21]
Amharc ar fhreagraI propose to take Questions Nos. 407 and 408 together.
The School Transport Scheme is a significant operation managed by Bus Éireann on behalf of the Department. In the 2020/2021 school year over 114,100 children, including over 14,700 children with special educational needs, were 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 completed the application and payment process on time for the 2021/22 school year will be accommodated on school transport services where such services are in operation. This year I have extended measures to ensure that all post-primary pupils who are otherwise eligible for school transport but are attending their second nearest school and who have applied and paid on time will be accommodated on school transport services. This arrangement is in place for current school year pending completion of the full review of the School Transport Scheme. Bus Éireann has confirmed that to date 104,324 pupils, including 54,728 post primary eligible pupils and 14,735 post primary concessionary pupils have been issued tickets for the School Transport Scheme. This number is changing as tickets continue to be allocated to pupils. In the region of 98% of all valid and paid on time applicants have been issued with a ticket.
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 commenced a review of the School Transport Scheme in February 2021. The review is being conducted with a view to examining the current scheme, its broader effectiveness and sustainability, and to ensure that it serves students and their families adequately.
Following commencement of this review the Steering Group recently presented me with an initial interim 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 approved the extension of temporary alleviation measures for transport for post-primary students who are otherwise eligible for school transport but are attending their second nearest school and have applied and paid on time.
Wider considerations relating to operation of the scheme 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.
