James O'Connor
Ceist:487. Deputy James O'Connor asked the Minister for Education the status of a tender by a school (details supplied); and when the project will commence construction. [52223/21]
Amharc ar fhreagraSchools Building Projects
Ceisteanna (487)
Freagraí scríofa
The school building project referred to by the Deputy is being delivered under my Department’s Design and Build Programme.
On June 14th 2021, this project was included in a bundle of projects which were tendered to a newly established Design & Build Contractors Framework. The tenders were returned on October 27th 2021 and are currently being assessed by my Department's Project Manager.
The award of the building contract to the successful Contractor is anticipated in Quarter 1 of 2022. Once a Contractor has been appointed, my Department will keep the school informed of the construction programme underpinning the contract.
Special Educational Needs
Ceisteanna (488)
Paul Donnelly
Ceist:488. Deputy Paul Donnelly asked the Minister for Education if plans are in place to increase the number of early intervention places in primary schools with waiting lists of up to three years. [52262/21]
Amharc ar fhreagraFreagraí scríofa
Autism early intervention special classes are intended to provide early support for pre-school aged autistic children before they start school.
Currently, there are 132 ASD early Intervention classes nationwide of which 11 were newly established classes for the 2021/22 school-year.
The National Council for Special Education (NCSE) is responsible for planning and coordinating provision at both a local and a national level and advising the Department in this regard.
A list of special classes, including Autism early intervention special classes for September 2021 is available on the NCSE website at:
ncse.ie/wp-content/uploads/2021/05/Special-Classes-for-website-21-22_26.05.2021.pdf
Where no placement is available for a child in an ASD early intervention class, home tuition funding is available to Parents which can be used to fund early intervention.
Should parents/legal guardians wish to enter into a group arrangement with other parents/legal guardians of children for which home tuition has been approved, or if they wish to avail of a group arrangement where there is a current agreement with this Department, they must notify Special Education Section in advance for approval.
It is important to note that the principal vehicle for the delivery of pre-school education is the Early Childhood Care and Education (ECCE) Scheme which provides early childhood care and education for children of pre-school age.
Since 2016 the inclusion of children with a special needs, including Autism, in the ECCE Scheme has been supported under the Access and Inclusion Model (AIM) for pre-school.
The goal of AIM is to create a more inclusive environment in pre-schools, so all children, regardless of ability, can benefit from quality early learning and care. The model achieves this by providing universal supports to pre-school settings, and targeted supports, which focus on the needs of the individual child, without requiring a diagnosis of disability.
Since 2016 AIM has supported over 11,000 pre-school aged children with SEN, including children ASD, to access their early childhood care and education in inclusive pre-school settings.
Departmental Correspondence
Ceisteanna (489)
Richard Boyd Barrett
Ceist:489. Deputy Richard Boyd Barrett asked the Minister for Education when she plans to reply to a person (details supplied). [52266/21]
Amharc ar fhreagraFreagraí scríofa
A reply issued to Ms. Mary Curtin from the Department of Education on 19/10/2021
School Facilities
Ceisteanna (490)
Brian Leddin
Ceist:490. Deputy Brian Leddin asked the Minister for Education the status of the conveyancing process for a special educational needs building for a school (details supplied) in County Dublin; the expected date of completion for this process; the building works that will need to be done to make it safe and a suitable space and classroom for its special educational needs pupils; if these issues can be worked on concurrently; and if she will make a statement on the matter. [52278/21]
Amharc ar fhreagraFreagraí scríofa
I wish to advise the Deputy that the Chief State Solicitor's Office, acting on behalf of my Department, is currently progressing the acquisition of the property in question through the conveyancing stage.
My Department understands that the National Council for Special Education is currently supporting the school with a view to expediting their application for the works required to facilitate the establishment of special class provision.
Schools Building Projects
Ceisteanna (491)
Aodhán Ó Ríordáin
Ceist:491. Deputy Aodhán Ó Ríordáin asked the Minister for Education if she will intervene to resolve the halting of a school building project (details supplied). [52298/21]
Amharc ar fhreagraFreagraí scríofa
The school to which the Deputy refers was granted funding under the Additional Accommodation Scheme to provide two Mainstream classrooms with en-suite toilets. The school authority subsequently sought Department approval to build two further SET rooms with this project, which the school agreed to fund.
The Department recently received a request for additional funding to cover project variations, as reported by the project architect. School authorities previously agreed a set amount for these works, which has already been fund-raised. Taking this into account, the Department agreed to fund all remaining costs and the school has been advised accordingly.
Bullying in Educational Institutions
Ceisteanna (492, 493)
Paul Kehoe
Ceist:492. Deputy Paul Kehoe asked the Minister for Education the work currently being undertaken to update the Action Plan on Bullying and the related Anti-Bullying Procedures for primary and post- primary schools which have not been updated since 2013; and if she will make a statement on the matter. [52337/21]
Amharc ar fhreagraPaul Kehoe
Ceist:493. Deputy Paul Kehoe asked the Minister for Education the status of the establishment of a national system for the reporting of data on individual bullying cases and their causes; the steps taken to address them and the outcomes of these interventions that are currently being collected by schools and reported to their boards of management; and if she will make a statement on the matter. [52338/21]
Amharc ar fhreagraFreagraí scríofa
I propose to take Questions Nos. 492 and 493 together.
As the Deputy is aware, I attended the Oireachtas Joint Committee on Education, Further and Higher Education, Research, Innovation and Science recently to provide an update on a number of issues including the measures that are being taken to prevent and tackle bullying in schools.
During my appearance at the Joint Committee, I announced that my Department will commence a review of my Department’s 2013 Action Plan on Bullying and the 2013 Anti-bullying Procedures for Primary and Post-primary Schools.
This review will take account of developments and relevant research since the action plan and procedures were published in 2013 and will specifically consider areas such as cyber bullying and gender identity bullying. The review will also give detailed consideration to the recommendations contained in the Oireachtas Joint Committee Report on School Bullying and the Impact on Mental Health, including the recommendation relating to the establishment of a National System for the compilation of data on incidences of Bullying in Primary and Post-Primary Schools.
As the Deputy may be aware, the current Anti-Bullying Procedures for Primary and Post-Primary Schools provide that the school principal reports regularly to the board of management in relation to the overall numbers of bullying cases and provides confirmation that they are being dealt with in accordance with the anti-bullying procedures.
This review of the Action Plan on Bullying and the Anti-bullying Procedures for Primary and Post-primary Schools will involve significant consultation and collaboration across my Department, with other Government Departments and Bodies including the Ombudsman for Children, and will also involve consultation with a broad range of education stakeholders, including parents and students.
I also announced that during this school year, my Department’s Inspectorate is prioritising monitoring and gathering information about the implementation of anti-bullying measures in schools across all its inspection types.
As part of this work, the Inspectorate will also identify and report on examples of effective practice in relation to preventing and tacking bullying in schools. This will help provide evidence of the type of bullying that is occurring in our schools and examples of approaches that can be successful in dealing with it. An important part of the Inspectorate’s work will be a focus on the priority actions of schools in relation to promoting a positive school culture and climate.
Question No. 493 answered with Question No. 492.
School Staff
Ceisteanna (494)
Paul Donnelly
Ceist:494. Deputy Paul Donnelly asked the Minister for Education when a full-time behaviour therapist will be sanctioned for a school (details supplied); and if she will facilitate a meeting with her Department, the board of management and staff of the school. [52339/21]
Amharc ar fhreagraFreagraí scríofa
Special schools generally cater for children with the most complex needs. Accordingly, these schools have enhanced staffing levels with greatly reduced pupil/teacher and SNA staffing allocations.
In general, speech and language and occupational therapy supports are provided by the HSE.
On an ongoing basis, special schools also have access to the National Council for Special Education (NCSE) advisory support service which advises on children with the most complex needs, including behavioural needs.
Special schools in a start-up situation are targeted for specific support. Care is taken in the planning of these schools and the provision of specialist training and support. A bespoke package of CPD and professional learning for the staff of the school referred to by the Deputy was put in place for this School with specialist inputs from my Department, the National Educational Psychological Service (NEPS) and the relevant agencies including the NCSE.
A proposal for additional support received from the School is currently being considered.
I can assure the Deputy that my Department and NCSE will continue to prioritise this school for support.
Psychological Assessments
Ceisteanna (495, 496, 498)
Gerald Nash
Ceist:495. Deputy Ged Nash asked the Minister for Education her views on the results of a survey (details supplied) of 37 schools in the north-east Leinster area and the percentage found to have not been assigned a NEPS psychologist and that have been granted assessments through the scheme for the commissioning of psychological assessments; and if she will make a statement on the matter. [52354/21]
Amharc ar fhreagraGerald Nash
Ceist:496. Deputy Ged Nash asked the Minister for Education her views on the results of a survey (details supplied) of 37 schools in the north-east Leinster area and the percentage found to have not yet managed to source a psychologist through the SCPA scheme to complete psychological assessments to date in 2021; and if she will make a statement on the matter. [52355/21]
Amharc ar fhreagraGerald Nash
Ceist:498. Deputy Ged Nash asked the Minister for Education her views on the results of a survey (details supplied) of 37 schools in the north-east Leinster area regarding the percentage of schools surveyed that have been assigned a NEPS psychologist in the 2021-2022 academic year and last academic year; and if she will make a statement on the matter. [52357/21]
Amharc ar fhreagraFreagraí scríofa
I propose to take Questions Nos. 495, 496 and 498 together.
My Department’s National Educational Psychological Service (NEPS) 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. It is important to note also that under the Special Education Teacher allocation model, a NEPS assessment is not required for students to access learning supports.
Every school, including the 37 schools which are the focus of this question, have access to NEPS for critical incident support, for regional support and development and also to a NEPS psychologist for responses to queries, through the local NEPS office.
In relation to a casework service, schools that are temporarily without an assigned psychologist have access to casework via psychologists on the SCPA panel, where there is need. SCPA psychologists are invited to renew their membership every year. The recent increase in fee in March 2021 for psychological assessments completed under the SCPA scheme has realised additional SCPA psychologists available nationally, including in the North East region. In addition, this increase in fee has realised an increased willingness by SCPA psychologists to engage in this work.
Where vacancies arise, NEPS seeks to recruit psychologists to fill these vacant posts. Following completion of a recent recruitment competition by the Public Appointments Service, vacant posts in NEPS are now being filled.
Question No. 496 answered with Question No. 495.
School Staff
Ceisteanna (497)
Gerald Nash
Ceist:497. Deputy Ged Nash asked the Minister for Education her views on the results of a survey (details supplied) of 37 schools in the north-east Leinster area regarding the collective total number of days since the start of the 2021-2022 academic year that schools were unable to get a substitute teacher to cover a mainstream class teacher; the collective total number of days they were unable to get a substitute teacher to cover for an absent special education teacher, unable to find a substitute teacher and a mainstream class was taught by a special education teacher and the collective total number of days that an unqualified substitute teacher taught a class to cover for an absent teacher; and if she will make a statement on the matter. [52356/21]
Amharc ar fhreagraFreagraí scríofa
My Department recently received the survey referred to by the Deputy and is considering its findings.
A range of measures have been put in place to provide enhanced substitute cover in the context of Covid-19. These include a major expansion of the Primary Schools Substitute Teacher Supply Panels, which now employ almost 380 teachers and provide substitute cover to over 2,500 primary schools across the country. Further work is underway to ascertain if there are ways the operation of the panels can be enhanced to help with substitute teacher supply.
The Supply Panels work alongside the existing methods of sourcing substitute teachers, such as the national substitution portal service Sub Seeker , operated by the Irish Primary Principals Network and developed in accordance with my Department's Teacher Supply Action Plan. Schools can also make local arrangements to have their own regular substitutes to call on if needed.
Measures are also underway to raise awareness of the availability of substitute work in primary schools. There are over 111, 000 teachers on the Teaching Council register each of whom has been emailed directly by the Council to raise awareness to the current teacher substitute challenges and where possible to make themselves available, through Sub Seeker, for substitute work.
For the current school year, changes have been made to the Career Break Scheme to permit teachers on career break to carry out unlimited substitute work. Changes have also been made to the Job Sharing Scheme to permit job sharing teachers carry out substitute work on the days they are rostered off.
My Department and the Teaching Council are also planning to meet with the providers of primary initial teacher education (ITE) to explore how flexibility in ITE programme delivery could facilitate additional substitute supply.
My Department is engaging on an ongoing basis with stakeholders to analyse the demand for substitution and to identify means to improve the availability of substitutes at this time.
Question No. 498 answered with Question No. 495.
School Funding
Ceisteanna (499, 500)
Verona Murphy
Ceist:499. Deputy Verona Murphy asked the Minister for Education the capital applications that have been received by her Department from schools in County Wexford for the past four years to date; and if she will make a statement on the matter. [52364/21]
Amharc ar fhreagraVerona Murphy
Ceist:500. Deputy Verona Murphy asked the Minister for Education the capital applications granted and in existence with her Department for schools in County Wexford; if each capital application for schools in County Wexford will be granted; the type and extent of each application; the current status of each application; and if she will make a statement on the matter. [52365/21]
Amharc ar fhreagraFreagraí scríofa
I propose to take Questions Nos. 499 and 500 together.
I wish to advise the Deputy, that my Department's website, www.gov.ie./education, contains details of projects being delivered under the school building programme, including those in Wexford. This information is updated regularly.
The Additional School Accommodation Scheme (ASA) provides for devolved funding for additional classrooms, if required, for schools where an immediate enrolment need has been identified or where an additional teacher has been appointed. In this regard, I can confirm that my Department has recently received applications, for such funding, from three schools in Wexford. These applications will be assessed and a decision conveyed to the school authorities when the assessment process has been completed.
My Department's website also contains details of approved Emergency Works Scheme applications, which are updated weekly and the announcement of those Summer Works Scheme applications which have been approved for delivery the following Summer. This announcement is normally made in the final quarter of each year.
www.gov.ie/en/collection/d73cb-building-works-for-the-construction-extension-and-refurbishment-of-schools/ contains all the relevant information of the various capital funding approvals for Wexford under the aforementioned schemes.
Question No. 500 answered with Question No. 499.
School Transport
Ceisteanna (501)
Michael Fitzmaurice
Ceist:501. Deputy Michael Fitzmaurice asked the Minister for Education if school transport will resume at 100% capacity with restrictions easing; and if she will make a statement on the matter. [52369/21]
Amharc ar fhreagraFreagraí scríofa
School 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, were transported on a daily basis to primary and post-primary schools throughout the country at a cost of over €224.7m in 2020.
Planning for school transport scheme services for the 2021/22 school year 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 the term began in this new school year. This included the operation of post-primary services at 50% capacity, in addition to hygiene measures and the wearing of masks on-board. The Department has kept this position under review as the vaccination programme for children on post-primary services was rolled out and as the lifting of restrictions on public transport services proceeded.
In line with the lifting of restrictions on public transport, and with effect from the return of schools following the October mid-term break, implementation will commence for post-primary school transport services to resume operating at 100% capacity. This process will take a period of time to re-organise and re-schedule services and communications will be issued to families regarding any revised arrangements.
With regard to post-primary special needs transport services, the Department will work with schools on a case by case basis where such services may be required to continue operating at 50% capacity.
Any pupil who has been issued a ticket for this school year will retain their ticket for the year. Where additional vehicles that were provided for social distancing purposes are removed and when all services resume operating at 100% capacity, any spare capacity available will be offered on those services to concessionary pupils or late applicants where such capacity exists.
All other measures relating to hygiene, pre-assigned seating, cleaning and the wearing of masks by post-primary students will remain in place subject to further review.
School Staff
Ceisteanna (502, 506)
Colm Burke
Ceist:502. Deputy Colm Burke asked the Minister for Education if a school (details supplied) will be allowed to retain teacher number 15 for the 2021-2022 school year in a temporary capacity until the end of the school year in view of the fact that the school had 365 pupils enrolled as of 30 September 2021; and if she will make a statement on the matter. [52377/21]
Amharc ar fhreagra
Pádraig O'Sullivan
Ceist:506. Deputy Pádraig O'Sullivan asked the Minister for Education if she will retain a teacher in a school (details supplied) in County Cork; and if she will make a statement on the matter. [52417/21]
Amharc ar fhreagraFreagraí scríofa
I propose to take Questions Nos. 502 and 506 together.
The key factor for determining the level of staffing resources provided at individual school level is the staffing schedule for the relevant school year and pupil enrolments on the previous 30th September. 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 was allocated a temporary teaching post on appeal, pending confirmation of enrolments on 30th September. As the school's confirmed enrolment did not meet the required threshold, the post has been suppressed.
The staffing schedule operates in a clear and transparent manner and treats all similar types of schools equally irrespective of location.
School Curriculum
Ceisteanna (503)
Emer Higgins
Ceist:503. Deputy Emer Higgins asked the Minister for Education the status of the programme for Government commitment to developing inclusive relationships and sexuality education including education on LGBTQI+ relationships; and if she will make a statement on the matter. [52394/21]
Amharc ar fhreagraFreagraí scríofa
Access to sexual and health education is an important right for students. Social, Personal and Health Education (SPHE) is a mandatory curriculum subject in all primary schools. Relationships and Sexuality Education (or RSE) is required at all levels, from primary through to Senior Cycle. The Department has set out the content for each of these programmes in SPHE syllabuses and guidelines.
The Programme for Government states that ‘this Government will develop inclusive and age appropriate curricula for Relationships and Sexuality Education (RSE) and Social, Personal and Health Education (SPHE) across primary and post-primary schools, including an inclusive programme on LGBTI+ relationships and make appropriate legislative changes, if necessary ’.
In April 2018, a review of RSE in schools was announced. Included in the areas for particular consideration during the review were: consent, what it means and its importance; developments in contraception; healthy, positive sexual expression and relationships; safe use of the internet; social media and its effects on relationships and self-esteem; LGBTQ+ matters.
The ‘Report on the Review of Relationships and Sexuality Education (RSE) in primary and post-primary schools’ was published by the NCCA in December, 2019. On foot of the recommendations within the Report, the NCCA has established development groups, for primary and post-primary, to support the development of guidance material for schools and to update the Social, Personal and Health Education (SPHE) curriculum.
Both SPHE/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 the 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 important in their lives and guidance on effective teaching methodologies for SPHE.
Links to be found below
- www.curriculumonline.ie/Primary/Curriculum-Areas/Social,-Personal-and-Health-Education/SPHE-RSE-Toolkit/
- www.curriculumonline.ie/Junior-cycle/Short-Courses/SPHE/SPHE-RSE-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 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 revised Junior Cycle specification will be finalised and presented to Council for approval before the summer.
The Department continues to work closely with the NCCA to determine the approach to best give effect to the commitment in the Programme for Government.
Schools Building Projects
Ceisteanna (504)
James Lawless
Ceist:504. Deputy James Lawless asked the Minister for Education if there are plans to build a new Gaelscoil in Naas, County Kildare; and if she will make a statement on the matter. [52395/21]
Amharc ar fhreagraFreagraí scríofa
The planned establishment of a new primary school in 2021 to serve the Naas School Planning Area was announced in 2018 as a result of a countrywide demographic exercise. Further exercises have since been conducted on the necessity for the establishment of a number of planned new schools, including the school to serve this school planning area, taking into account a number of factors, including the pace of delivery of the expected additional residential development in the school planning areas, associated enrolments and the capacity in existing schools in the areas.
My Department is satisfied that demand at present in the Naas School Planning Area can be accommodated by the existing and growing schools in this area (including an established Gaelscoil - Gaelscoil Nás na Ríogh). As a result, the establishment of the planned new school was deferred.
The pace of delivery of additional residential development in this school planning area, along with updated enrolment data and demographic data will be kept under review and this will inform the timing of school requirements.
Where it has been decided, based on demographic analysis, that a new school is required, a patron identification process takes place. Parental preferences from parents of children who reside in the school planning areas concerned in relation to their preferred model of patronage and language of instruction for the new school, together with the extent of diversity currently available in these areas, are key to decisions in relation to the outcome of the process.