Written Answers Nos. 552-569
552. Deputy Aodhán Ó Ríordáin asked the Minister for Education the effort under way by her Department to provide a non-denominational, co-educational secondary school for the Killester, Raheny and Clontarf area in view of the absence of provision of such a school; if her attention has been drawn to the level of demand for such a school; and if she will make a statement on the matter. [53026/21]
Amharc ar fhreagraNew schools are established by my Department on the basis of identified demographic demand in an area, and only after consideration of the capacity of existing schools to absorb the expected school place demand.
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, using data from a range of sources, including Child Benefit and school enrolment data, 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.
Major new residential developments in a school planning area have the potential to alter demand in that area. In that regard, as part of the demographic exercises, my Department engages with each of the local authorities to obtain the up-to-date information on significant new residential development in each area. This is necessary to ensure that schools infrastructure planning is keeping pace with demographic changes.
Where demographic data indicates that additional provision is required, the delivery of such additional provision is dependent on the particular circumstances of each case and may, be provided through:
- Utilising existing unused capacity within a school or schools,
- Extending the capacity of a school or schools, or
- Provision of a new school or schools.
A patronage process is run after it has been decided, based on demographic analysis, that a new school is required. The New Schools Establishment Group (NSEG) is an external independent advisory group which was set up in 2011 to advise the Minister on the patronage of new schools. The patronage process is open to all patron bodies and prospective patrons.
An Online Patronage Process System (OPPS) provides objective information to parents in the relevant school planning areas to assist them in making an informed choice about their preferred model of patronage and language of instruction for the new school. A prospective patron can choose the school(s) it wishes to apply for and complete an application form in that regard for each school, for submission to my Department. The Department provides details on the OPPS of the school(s) and the list of applicant patrons which have applied for patronage of the school(s). Parents access the OPPS website, which allows them to access the appropriate survey for their area, to input the details of the eligible child(ren) and to select their preferred patron and language of instruction (where applicable). Parental preferences from parents of children who reside in the school planning areas concerned, together with the extent of diversity currently available in these areas, are key to decisions in relation to the outcome of the process.
Following their consideration of my Department’s assessment reports, the NSEG submits a report with recommendations to me for consideration and final decision. The assessment reports and the NSEG recommendations for all such patronage processes are made available on my Department's website.
The requirement for additional school places is kept under on-going review. Additionally, my Department will continue to liaise with Dublin City Council in respect of its review of the Dublin City Development Plan with a view to identifying any potential long-term school accommodation requirements.
553. Deputy Darren O'Rourke asked the Minister for Education when the refurbishment project at a college (details supplied) will move to the next stage of works; and the expected timeframe for this project. [53045/21]
Amharc ar fhreagraThe project at the school referred to by the Deputy is currently at tender stage and the return date for the tenders is the middle of November 2021. Subject to no issues arising during the tender process it is envisaged that this project should commence on site late in Quarter 1 of 2022.
Once the project commences on site it will take approximately 30 months to construct the building.
554. Deputy Violet-Anne Wynne asked the Minister for Education the reason a school (details supplied) has been classified as a community college rather than a gaelcholáiste; and if she will make a statement on the matter. [53065/21]
Amharc ar fhreagraThe school to which the Deputy refers is Ennis Community College and is classified as a Community College. This school is an English-medium school which also has an Aonad/Irish-medium unit known as "Gaelcholáiste an Chláir".
The patron of this Community College has written to the Department seeking approval for the Aonad known as "Gaelcholáiste an Chláir" to transition into a standalone gaelcholáiste. This is currently under consideration within the Department.
555. Deputy Violet-Anne Wynne asked the Minister for Education if her attention has been drawn to the fact that a school (details supplied) is not classified as a gaelcholáiste and that this causes difficulties when parents apply for a place on the school bus transport scheme; and if she will make a statement on the matter. [53066/21]
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 113,100 children, including over 14,500 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 School Transport Schemes children are eligible for school transport where they reside not less than 4.8 kms from and are attending their nearest post primary school/education centre as determined by my Department/Bus Éireann, having regard to ethos and language.
Bus Éireann has advised that Gaelcholáiste an Chláir, Ennis, Co. Clare is the Gaelcholáiste section to Ennis Community College, Co Clare (RN 70830N). The schools are classified under the same roll numbers as they both operate as the same school and are located on the same grounds.
Bus Éireann advise pupils who wish to attend the Gaelcholáiste section of Ennis Community College should contact their local office after their application has been made online to confirm the pupil will be attending Gaelcholáiste an Chláir.
556. Deputy Claire Kerrane asked the Minister for Education the funding available to transition year groups to carry out their projects, particularly funding sources that are immediately available or currently open for applications; and if she will make a statement on the matter. [53128/21]
Amharc ar fhreagraThe management authority of each school has responsibility for making decisions regarding the Transition Year programme in that school.
Each school designs its own Transition Year programme, within set guidelines, to suit the needs and interests of its students. In establishing its own distinctive programme content, the school takes into account the possibilities offered by local community interests.
In addition to the standard student capitation grant payable to schools by my Department a further programme grant of €95 is payable in respect of Transition Year students.
The Deputy will be aware that the National Council for Curriculum and Assessment (NCCA) has undertaken an extensive review of senior cycle programmes and vocational pathways, including Transition Year, the Leaving Certificate Applied, Leaving Certificate Vocational Programme and the Leaving Certificate Established. A key theme of this Review was the future form and reform of the existing senior cycle programmes, including Transition Year, with a desire expressed that Senior Cycle should provide adequate supports for whatever progression pathways are chosen by students. My Department is currently considering the NCCA’s advisory report, which will be published shortly.
557. Deputy Holly Cairns asked the Minister for Education the number of referrals a school can make to the National Educational Psychological Service in an academic year. [53146/21]
Amharc ar fhreagra566. Deputy Holly Cairns asked the Minister for Education the number of referrals an individual school can make to the National Educational Psychological Service in an academic year. [53351/21]
Amharc ar fhreagraI propose to take Questions Nos. 557 and 566 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, 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.
558. Deputy Donnchadh Ó Laoghaire asked the Minister for Education the status of the progress for a permanent site for a school (details supplied). [53208/21]
Amharc ar fhreagraI can confirm that officials from my Department have identified a number of potential site options for the permanent location of the school referred to by the Deputy. A technical site assessment is currently underway of these sites.
Where a suitable site has been acquired, my Department will be in a position to progress the project concerned into the architectural planning process.
Due to commercial sensitivities related to the site acquisition, I am not in a position to comment further at this time.
559. Deputy Dara Calleary asked the Minister for Education the way in which additional schools will be able to qualify for inclusion in the DEIS programme in view of the recent increase in DEIS funding and the planned reopening of the programme; the timeline for the process; and if she will make a statement on the matter. [53211/21]
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.
560. Deputy Cathal Crowe asked the Minister for Education if she, in consultation with Bus Éireann, will address the anomaly in which concessionary ticketholders on the school transport scheme are ineligible for a fee waiver in cases where they have medical cards. [53219/21]
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, 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 and who completed the application and payment process on time for the 2021/22 school year are accommodated on school transport services where such services are in operation.
Children who are not eligible for school transport under the terms of the scheme may apply to Bus Éireann for transport on a concessionary basis. Concessionary transport is subject to a number of conditions including the appropriate annual charge is paid. The Medical Card waiver is not applicable to children who are not eligible for school transport.
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. The review encompasses the School Transport Scheme for Children with Special Educational Needs and the Primary and Post-Primary School Transport Schemes in terms of how each element of the schemes currently operate, to include eligibility criteria, trends, costs and cost drivers, and overall effectiveness in meeting the objectives of the schemes.
In June 2021, as part of phase 1 of the review, the Steering Group 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, measures were approved which allowed for the provision of transport for post-primary students who are otherwise eligible for school transport but are attending their second nearest school and had applied and paid on time. This arrangement is in place for the current school year pending completion of the full review of the School Transport Scheme
Wider considerations relating to operation of the scheme are now taking 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.
561. Deputy Mary Lou McDonald asked the Minister for Education the number of existing contracts of an indefinite period entered into by her Department prior to the enactment of the EU Procurement Directive. [53226/21]
Amharc ar fhreagraThe information requested by the Deputy is not readily available and is being collated by officials in my Department. A response will be forwarded to the Deputy as soon as it is available.
562. Deputy John Lahart asked the Minister for Education the membership and chair positions on the Primary Staffing Appeals Board; her views on its history and actions to date; the person or body to which it is politically responsible; if there are representatives of DEIS band one schools on the board with direct experience of the management of such schools; and if she will make a statement on the matter. [53252/21]
Amharc ar fhreagraThe Primary Staffing Appeals Board was set up in 2002 as an independent mechanism to consider staffing appeals made by school authorities in regard to teaching staff allocations. The Appeals Board is a technical committee that adjudicates on appeals using criteria published in the annual Staffing Arrangements for Primary Schools (Section 4 of Circular 19/2021). The Board operates independently of the Department and its decision is final.
The Primary Staffing Appeals Board is a 5 person Board and meets three times a year. The members of the Board are 3 retired school principals (of which one was principal of a DEIS band one school), school inspector and civil service personnel.
563. Deputy Niamh Smyth asked the Minister for Education the reason a person (details supplied) is struggling with school transport; and if she will make a statement on the matter. [53263/21]
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, were 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 the Department's School Transport Scheme for Children with Special Educational Needs is, having regard to available resources, to support the transport to and from school of children with special educational needs arising from a diagnosed disability.
In general, children with special educational needs are eligible for school transport if they are attending the nearest school that is resourced to meet their special educational needs. Eligibility is determined following consultation with the National Council for Special Education through its network of Special Education Needs Organisers (SENO).
Bus Éireann is responsible for the planning and timetabling of school transport routes and endeavours, within available resources, to ensure that each eligible child has a reasonable level of school transport service.
Bus Éireann has advised that the existing service is an 18 seat vehicle currently catering for 10 pupils, of which 3 pupils use wheelchairs, and 1 escort and that there is sufficient room on board the service. The contractor has removed an extra seat from the service to create more space on board in order to accommodate the needs of the pupils on the service.
564. Deputy Brendan Smith asked the Minister for Education if urgent consideration will be given to the inclusion of a school (details supplied) in a programme; and if she will make a statement on the matter. [53264/21]
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.
565. Deputy Mick Barry asked the Minister for Education if she will fund a behavioural therapist for a school (details supplied); and if she will make a statement on the matter. [53274/21]
Amharc ar fhreagraSpecial 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.
567. Deputy Holly Cairns asked the Minister for Education if she will ensure that all special classes are provided with CO2 monitors in addition to each school's standard allocation. [53352/21]
Amharc ar fhreagraGood ventilation was identified as an important aspect of public health advice on managing Covid-19 risks and this led to the establishment of an Expert Group by the Department of Health. A sub-group of the main Expert Group focussed exclusively on the issue of improving and monitoring ventilation in schools. A copy of the guidance is published on the Gov.ie website.
This report formed the basis for the most recent updating of the ventilation guidance for schools and included recommendations in relation to strengthening the message about the importance of good ventilation and the use of CO2 monitors.
My Department arranged for the provision of a number of portable CO2 monitors based on the approximate size of each school. The use of CO2 monitors can provide a useful general indication that areas/rooms within a building may not be adequately ventilated and can enable occupants to become familiar with the impact that activities, outdoor weather and window openings have on levels of good ventilation within a room. This information can be used to inform strategies for improving ventilation. The portable units can facilitate measurements in a wide range of locations in schools including special education needs classrooms.
The total amount of CO2 monitors delivered across the county is in excess of 35,400. All allocations have been dispatched to schools across the county. The monitors are portable, simple to use, and will give a digital reading.
My Department arranged for the provision of a number of portable CO2 monitors based on the approximate size of each school. The mechanism for determining the approximate size of the primary school was the number of mainstream classrooms in the school. Schools were advised to distribute theses monitors across the school building.
The number of CO2 monitors provided to each school was then determined using the following bands:
|
Primary Schools (Classrooms) |
Monitors per school |
|
1 classroom |
2 |
|
2 to 4 Classrooms |
3 |
|
5 to 8 |
5 |
|
9 to 12 |
7 |
|
13 to 16 |
9 |
|
17 to 20 |
11 |
|
21 to 24 |
13 |
|
25 to 30 |
17 |
|
31+ |
20 |
|
Special Schools |
Monitors per school |
|
Special Schools |
10 |
|
Secondary Schools (Free Scheme) enrolment bands |
Monitors per school |
|
<500 |
20 |
|
501 to 750 |
25 |
|
751 to 1000 |
30 |
|
1001+ |
35 |
The provision of portable CO2 monitors provides schools with the flexibility to focus their use to those rooms where most beneficial to inform strategies for optimising ventilation in the school.
Where an individual schools identifies an additional need, the Department has put in place a mechanism in place for schools to request additional monitors through a dedicated helpline and email account.
568. Deputy Holly Cairns asked the Minister for Education the protocols that are in place to prioritise special classes and schools in the event that schools need to be closed for public health reasons in the context of future rises in the number of Covid-19 cases. [53353/21]
Amharc ar fhreagraIn line with the Government’s plan COVID-19: Reframing the Challenge, Continuing Our Recovery and Reconnecting the rest of our society and economy is now fully reopened as we learn to live with Covid-19. It remains a key objective of the plan for living with COVID-19 that our children and school staff can attend school safely. Further school closures are not envisaged during this phase of the pandemic.
I am aware that the COVID-19 pandemic and associated schools closures have had adverse consequences for many children and their families. The impact on children with special educational needs has been greatest.
For this reason, my Department has prioritised support for this vulnerable group through the provision of additional supports, additional guidance for schools and new and enhanced education programmes.
Pupils with special educational needs were prioritised for an early return to in-school teaching and learning earlier this year.
While school buildings were closed, these students had access to a Supplementary Programme which provided additional one-to-one tuition or care support in their homes up until the end of April.
A significantly expanded Summer Programme was offered during the summer vacation period. This programme put an emphasis on supporting children with special educational needs to reengage with education, rebuild their confidence and increase motivation, promote their wellbeing and inclusion and to help ensure that they could transition to their planned educational placements in September 2021. A home-based strand was also available to pupils with complex needs where their school was not in a position to run a programme.
Ensuring that schools can operate safely has been a key priority for Government. The Department of Education has an ongoing close working relationship with the Department of Health and the HSE throughout the period of the pandemic in the context of implementing important infection prevention control measures in schools to ensure that they can operate safely. Each school is required to have a COVID-19 Response Plan for the safe operation through the prevention, early detection and control of COVID-19 in line with public health advice. The infection prevention and control measures in place in schools have worked very effectively to prevent and control Covid-19 in schools and remain in place for this school year.
Public health has reviewed the measures put in place to ensure safe operation of schools and is satisfied that these infection prevention and control measures, when implemented correctly and adhered to, will continue to keep the school community safe. The Department will continue to work closely with public health officials and the education stakeholders in respect of the safe operation of schools during Covid-19.
569. Deputy Gary Gannon asked the Minister for Education if students with epilepsy who have a seizure before or during the leaving certificate examinations and are unable to complete their exam will be able to avail of the alternative set of leaving certificate examinations set to run in 2022; and if she will make a statement on the matter. [53413/21]
Amharc ar fhreagraThe State Examinations Commission has statutory responsibility for operational matters relating to the certificate examinations.
In view of this I have forwarded the Deputy's query to the State Examinations Commission for direct reply.
