Written Answers Nos. 469-486
469. Deputy Alan Dillon asked the Minister for Education the details of the funding that is available for schools to apply for playground equipment or equipment to support extra curricula activities within primary and secondary school settings; and if she will make a statement on the matter. [52068/21]
Amharc ar fhreagraThe annual Minor Works Grant at primary level enables schools to prioritise and address issues in their schools which can include playground equipment or equipment to support extra curricula activities. This grant is paid annually in either December or January.
The Summer Works Scheme may also be an option for schools given that one of its categories (Category 10) deals with applications relating to the external environment. The Summer Works Scheme operates on a multi-annual basis with the most recent application process held in 2020.
470. Deputy Jennifer Carroll MacNeill asked the Minister for Education the progress on the interim guidance toolkit which supports effective teaching and learning of the social, personal and health education curriculum and the relationships and sexuality education; the location of the guidance; and if she will make a statement on the matter. [52076/21]
Amharc ar fhreagra471. Deputy Jennifer Carroll MacNeill asked the Minister for Education if the updated junior cycle of the social, personal and health education curriculum specification commenced in September 2021; and if she will make a statement on the matter. [52077/21]
Amharc ar fhreagra472. Deputy Jennifer Carroll MacNeill asked the Minister for Education the exact timeline on public consultation for the draft of the updated junior cycle of the social, personal and health education curriculum specification; and if she will make a statement on the matter. [52078/21]
Amharc ar fhreagraI propose to take Questions Nos. 470 to 472, inclusive, together.
The National Council for Curriculum and Assessment (NCCA) has established development groups, for primary and post-primary, to support the development of guidance material for schools and updating of the Social, Political and Health Education (SPHE) curriculum. Both SPHE/Relationship and Sexuality Education (RSE) development groups have been meeting on a monthly basis since October 2020. Their immediate focus was creating materials for publication online as part of Interim Guidance Toolkits. The toolkits' purpose is to support effective teaching and learning of SPHE/RSE linked to the current curriculum.
Extensive supports have now been published on these toolkits which can be accessed on www.curriculumonline.ie (under SPHE). The supports include a portal repository of teaching and learning resources linked to the Primary SPHE Curriculum, the SPHE Junior Cycle Short Course and Senior Cycle SPHE Framework. There is also advice on how to create a safe SPHE classroom where young people can openly discuss matters that are important in their lives as well as guidance on effective teaching methodologies for SPHE.
Links to be found as follows:
- Primary Toolkit - www.curriculumonline.ie/Primary/Curriculum-Areas/Social,-Personal-and-Health-Education/SPHE-RSE-Toolkit/
- Junior Cycle Toolkit - www.curriculumonline.ie/Junior-cycle/Short-Courses/SPHE/SPHE-RSE-toolkit/
- Senior Cycle Toolkit - www.curriculumonline.ie/Senior-cycle/SPHE-(1)/SPHE-Toolkit/
In tandem, preparation for the broader redeveloping and updating of the SPHE curriculum has begun, with an initial focus on Junior Cycle. The review of the current Junior Cycle SPHE short course and proposed brief for the redevelopment of Junior Cycle SPHE is available online for public feedback here: ncca.ie/en/updates-and-events/consultations/junior-cycle-sphe-consultation/
This current consultation concludes November 5th. Feedback from this will inform the work of the development group and a draft updated specification will be available for public consultation in March/April 2022. Following this consultation, the Junior Cycle SPHE specification will be finalised and presented to Council for approval before the summer.
473. Deputy Mary Butler asked the Minister for Education if she will address matters raised in correspondence by a person (details supplied); and if she will make a statement on the matter. [52079/21]
Amharc ar fhreagraI would like to inform the Deputy that the Emergency Works team have been in contact with the Additional Schools Accommodation section to discuss the issue and as a result the school in question have been asked to submit a revised Emergency Works Scheme application for assessment.
474. Deputy Donnchadh Ó Laoghaire asked the Minister for Education if grants are available from her Department to install fresh water supply in schools as set out in the action plan A Healthy Weight for Ireland: Obesity Policy and Action Plan 2016-2025. [52082/21]
Amharc ar fhreagraIn relation to new school buildings and extensions my Department provides a tap drinking water system as a matter of routine.
In existing buildings if a school has concerns about the quality of its drinking water, the matter can be addressed by the relevant local authority and Irish Water. If any quality issues are identified as a result of a test, my Department provides funding to address the issue.
If a school does not have a tap drinking water supply, my Department will provide funding to address the issue.
The relevant funding mechanisms are the minor works grant for small-scale works or the Summer Works Scheme or, if appropriate, the Emergency Works Scheme, for larger scale works.
475. Deputy Mary Butler asked the Minister for Education if she will address a matters raised in correspondence (details supplied) in relation to student safety; and if she will make a statement on the matter. [52085/21]
Amharc ar fhreagraI would like to inform the Deputy that the Emergency Works team have been in contact with the Additional Schools Accommodation section to discuss the issue and as a result the school in question have been asked to submit a revised Emergency Works Scheme application for assessment.
476. Deputy Ged Nash asked the Minister for Education if her attention has been drawn to an application for additional support for children with ASD in a school (details supplied) in County Louth; if she plans to change policy relating to this matter to ensure that children who have had early intervention classes at a mainstream school will retain their SNA support while being educated and integrated into junior infants and beyond in the same school; and if she will make a statement on the matter. [52118/21]
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.
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.
The NCSE has responsibility for planning and coordinating school supports for children with special educational needs including the allocation of SNAs and reviews.
The NCSE manages the exceptional review process and handles each case individually. Some review requests can be concluded as an office based exercise, whilst others require a school to be visited in order to observe the current deployment of SNA support in the school setting.
The timeframe for concluding a review can vary depending on the school context or the nature of the information provided.
Where a school is dissatisfied with how their exceptional review has been processed or is dissatisfied with the outcome of their exceptional review they can appeal. Applications for Appeal may be submitted through the NCSE Schools Portal: ncse.ie/school-support
My Department does not have a role in making individual school determinations. Accordingly your question has been forwarded to the NCSE for direct reply.
477. Deputy Ruairí Ó Murchú asked the Minister for Education her plans to reduce the burden placed on parents through voluntary contributions; and if she will make a statement on the matter. [52135/21]
Amharc ar fhreagraVoluntary contributions by parents of pupils enrolled in recognised schools are permissible provided it is made absolutely clear to parents that there is no question of compulsion to pay and that, in making a contribution, they are doing so of their own volition. The manner in which such voluntary contributions are sought and collected is a matter for school management, however their collection should be such as not to create a situation where either parents or pupils could reasonably infer that the contributions take on a compulsory character. Section 64 of the Education (Admissions to schools) Act 2018, which was commenced in 2018 explicitly prohibits the charging of admission and enrolment fees for admission to or for continued enrolment in a school, with some exceptions such as boarding or fee charging schools.
The Department is also continuing to progress the Education (Student and Parent Charter) Bill through the Houses of the Oireachtas. The Bill has been passed by the Seanad and last July passed second stage in the Dáil. The overall aim of the Bill is to improve the level of engagement between the school community by inviting feedback, comment and observation from students and parents and by further developing a listening culture in schools. One of the key concepts of the Bill is the need for a school to consult with students and their parents on individual school plans, policies and activities.
This approach will help ensure that the various views of students and parents will be heard and responded to by schools on policies and issues including back to school costs. In relation to voluntary contributions, the Bill also provides for schools to provide information to students and parents regarding voluntary contributions and how they are spent.
478. Deputy Ruairí Ó Murchú asked the Minister for Education if a school (details supplied) can charge mandatory fees for music lessons during school hours; and if she will make a statement on the matter. [52136/21]
Amharc ar fhreagraIn relation to your query regarding fees for music lessons during school hours, it is important to note that no mandatory charge or fee may be levied on parents or pupils in respect of instruction in any subject of the school curriculum or for recreation or other activities where all pupils are expected to take part. However a school may only seek payments in respect of extra-curricular activities provided such activities are not obligatory and individual pupils can choose whether or not to participate.
479. Deputy Cathal Crowe asked the Minister for Education when and the way her Department will undertake a review of DEIS designations for primary schools; and if she will make a statement on the matter. [52137/21]
Amharc ar fhreagraBudget 2022 has provided for an allocation of €18million for 2022 and €32million for 2023 to extend the DEIS programme to further schools with the highest levels of disadvantage. This represents an increase of over 20% in funding for the DEIS programme and will enable an expansion in 2022 of the programme to further schools.
This package follows an extensive body of work which has been under taken by the DEIS technical group in relation to the development of a model to identify the concentrated levels of disadvantage of schools. The refined model is an objective, statistics based process, based on school enrolment data and data available from Census 2016 under the HP Deprivation Index.
This work involved an initial process of consultation by my Department with the education partners on the technical aspects of the model. Over the coming weeks there will be further consultation with relevant stakeholders to outline the components of the model. The purpose is to ensure that, as far as possible, the refined DEIS identification model can provide an objective and independent means of identifying schools serving high concentrations of pupils at risk of educational disadvantage and also to ensure there is a full understanding of the refined model and its potential application.
480. Deputy Niall Collins asked the Minister for Education the budget number of ASD units in primary and national schools for 2022; the number of such schools in County Limerick that have ASD units; the number of applications with her Department for funding for the provision of ASD units in County Limerick; and if she will make a statement on the matter. [52146/21]
Amharc ar fhreagraEnabling children with special educational needs to receive an education is a priority for this Government.
Next year, my Department will spend in excess of €2 Billion, or over 25% of the Department’s budget on providing additional teaching and care supports for children with special educational needs.
An additional 269 special classes have opened this school-year. This brings the total number of special classes nationally to 2,118. The new classes provide 1,600 additional places, spread right throughout the country.
Two new special schools have also opened recently, one in Dublin and one in Cork.
The additional provision secured in Budget 2022 for measures supporting children with special educational needs also includes an additional 360 new teaching posts which will facilitate the opening of 287 new special classes next year providing over 1,700 new places in 2022 and 140 new special school places.
Despite this unprecedented increase, I am very aware of the need for further specialist education places in a small number of areas.
I can confirm that the National Council for Special Education (NCSE) has specific plans in place for the establishment of new special classes and continue to engage with schools and my Department's Planning and Building Unit regarding planned school building projects in the area referred to by the Deputy.
I acknowledge that any delay in securing a suitable school placement can cause much anguish for parents and families involved.
My Department and the NCSE have therefore put in place new planning structures and procedures to ensure sufficient places become available to meet local need. As new need emerges, there is a cohesive response available to ensure places become available in a timely and targeted way.
The willingness of school communities to open special classes is central to ensuring that every child can obtain a suitable placement. My Department and the NCSE can provide the necessary funding, teaching and SNA resources, professional supports and training so that the required special class places can be provided as soon as possible.
I can reassure the Deputy that the local Special Education Needs Organisers (SENOs) continue to be available to assist and advise both schools and the parents of children with special educational needs.
Parents may contact SENOs directly using the contact details available at: ncse.ie/regional-services-contact-list.
A full list of all schools with special classes is also available on the NCSE website.
481. Deputy Michael Lowry asked the Minister for Education the reason an NCSE application for an expression of interest to establish an ASD classroom by a school (details supplied) was refused; and if she will make a statement on the matter. [52156/21]
Amharc ar fhreagraEnabling children with special educational needs to receive an education is a priority for this Government.
Next year, my Department will spend in excess of €2 Billion, or over 25% of the Department’s budget on providing additional teaching and care supports for children with special educational needs.
The National Council for Special Education (NCSE) has responsibility for coordinating and advising on the education provision for children nationwide.
It is open to any school to make an application to the NCSE for the establishment of a specialised provision and where sanctioned, a range of supports, including capital funding, is made available to the school.
Parents seeking special class placements for their children are advised to contact NCSE locally so that their needs can be taken into account for planning purposes.
The NCSE through their network of SENOs (Special Educational Needs Organisers) are currently engaged in a process of establishing new classes for the 2022/2023 school year and beyond. They are looking at local information in relation to projected demand for future special class places.
The local SENOs remain available to assist and advise parents of children with special educational needs. Parents may contact SENOs directly using the contact details available at: ncse.ie/regional-services-contact-list .
482. Deputy Jim O'Callaghan asked the Minister for Education the progress that has been made with schools in the Dublin 6 area arising from consultation seeking the establishment of ASD classes within those schools; and if she will make a statement on the matter. [52157/21]
Amharc ar fhreagraEnabling children with special educational needs to receive an education is a priority for this Government.
Next year, my Department will spend in excess of €2 Billion, or over 25% of the Department’s budget on providing additional teaching and care supports for children with special educational needs.
An additional 269 special classes have opened this school-year. This brings the total number of special classes nationally to 2,118. The new classes provide 1,600 additional places, spread right throughout the country.
Two new special schools have also opened recently, one in Dublin and one in Cork.
The additional provision secured in Budget 2022 for measures supporting children with special educational needs also includes an additional 360 new teaching posts which will facilitate the opening of 287 new special classes next year providing over 1,700 new places in 2022 and 140 new special school places.
Despite this unprecedented increase, I am very aware of the need for further specialist education places in a small number of areas.
I can confirm that the National Council for Special Education (NCSE) have specific plans in place for the establishment of new special classes and continue to engage with schools and my Department's Planning and Building Unit regarding planned school building projects in the area referred to by the Deputy.
I acknowledge that any delay in securing a suitable school placement can cause much anguish for parents and families involved.
My Department and the NCSE have therefore put in place new planning structures and procedures to ensure sufficient places become available to meet local need. As new need emerges, there is a cohesive response available to ensure places become available in a timely and targeted way.
The willingness of school communities to open special classes is central to ensuring that every child can obtain a suitable placement. My Department and the NCSE can provide the necessary funding, teaching and SNA resources, professional supports and training so that the required special class places can be provided as soon as possible.
I can reassure the Deputy that the local Special Education Needs Organisers (SENOs) continue to be available to assist and advise both schools and the parents of children with special educational needs.
Parents may contact SENOs directly using the contact details available at: ncse.ie/regional-services-contact-list.
A full list of all schools with special classes is also available on the NCSE website.
483. Deputy Cormac Devlin asked the Minister for Education the status of the proposal by the National Council for Curriculum Assessment in relation to the leaving certificate for Gaelscoileanna, Gaelscholáistí agus an Gaeltacht; and if she will make a statement on the matter. [52167/21]
Amharc ar fhreagraThe National Council for Curriculum and Assessment (NCCA) is currently consulting on new draft subject specifications for Leaving Certificate Irish. The L1 specification is aimed at students in Irish medium schools, including native speakers, and the L2 specification is aimed at students in English medium schools where Irish is taught as a second language. Schools participating in the Gaeltacht recognition scheme will be required to provide at least the L1 specification, while English medium schools will have the option of providing the L1 and/or the L2 depending on the needs of students.
The NCCA is using a range of consultation techniques including an online survey, focus group and bilateral meetings, and written submissions to gather and record the experiences and perspectives of participants on all aspects of the draft specifications, including the types of learning, teaching and assessment experiences set out for students. Bi-lateral discussions, information sessions and consultative focus groups continued over the summer period with stakeholders not directly involved in school settings.
Based on stakeholder feedback to date, stakeholder requests, and given the challenging contexts under which our schools, teachers and students have been operating due to the ongoing Covid-19 pandemic, the NCCA extended the current consultation period until the end of November 2021. The online consultation surveys will remain open until 5 p.m. on 30 November 2021, while written submissions will also be accepted until that time. Once the consultation closes, a detailed analysis of all feedback will be conducted and an interim consultation report will be presented to NCCA Council in early 2022.
In addition to the consultation on the new draft Leaving Certificate specifications, the NCCA are undertaking an early enactment review of the new Junior Cycle Irish L1 and L2 specifications. This review will provide teachers and students with opportunities to share their insights, experiences, and views on implementing the Junior Cycle Irish specifications to-date. It is expected that the results of this review will be considered by the NCCA council in early 2022.
484. Deputy Jennifer Whitmore asked the Minister for Education when the school library fund will be allocated; the way it will be allocated to schools as announced in budget 2022; and if she will make a statement on the matter. [52177/21]
Amharc ar fhreagraOnce-off funding of €20 million will be provided for books, audio books and other reading materials to increase the literacy tools and supports available to children in schools. This grant funding will be provided to schools in 2022. Further details and guidelines will be provided to schools in early 2022.
485. Deputy Jennifer Whitmore asked the Minister for Education the number of teacher absences that qualify for substitution that were recorded on the online claims system since the start of the 2021-2022 school year; the number of substitutes who were recorded against those absences; the number of those substitutes who were fully qualified by county for both primary and secondary schools; and if she will make a statement on the matter. [52187/21]
Amharc ar fhreagraI wish to advise the Deputy that the information requested in this question is not readily available.
The information is currently being compiled and will be forwarded directly to the Deputy.
486. Deputy Joe McHugh asked the Minister for Education the timeframe for the completion of the review of DEIS; the actions schools (details supplied) can take to support their DEIS applications; and if she will make a statement on the matter. [52209/21]
Amharc ar fhreagraBudget 2022 has provided for an allocation of €18million for 2022 and €32million for 2023 to extend the DEIS programme to further schools with the highest levels of disadvantage. This represents an increase of over 20% in funding for the DEIS programme and will enable an expansion in 2022 of the programme to further schools.
This package follows an extensive body of work which has been under taken by the DEIS technical group in relation to the development of a model to identify the concentrated levels of disadvantage of schools. The refined model is an objective, statistics based process, based on school enrolment data and data available from Census 2016 under the HP Deprivation Index.
This work involved an initial process of consultation by my Department with the education partners on the technical aspects of the model. Over the coming weeks there will be further consultation with relevant stakeholders to outline the components of the model. The purpose is to ensure that, as far as possible, the refined DEIS identification model can provide an objective and independent means of identifying schools serving high concentrations of pupils at risk of educational disadvantage and also to ensure there is a full understanding of the refined model and its potential application.
