Written Answers No. 56-90
62. Deputy Louise O'Reilly asked the Minister for Education if her attention has been drawn to a shortage of school places in Malahide and Portmarnock, County Dublin; and if she has plans to address this issue. [57043/21]
Amharc ar fhreagraI wish to advise the Deputy that my Department is aware of increasing pressures and demand for additional post-primary school places in a number of school planning areas including school planning areas in Malahide and Portmarnock, County Dublin.
Where enrolment pressures arise, it may not be as a result of lack of accommodation but may be driven by the following factors:
- Duplication of applications – pupils have applied for a place to a number of schools in the area
- School of choice – pupils can’t get a place in their preferred school while there are places in other schools in the town/area
- Some towns/areas have single sex schools and while places are available in the school they are not available to all pupils
- External draw – pupils coming from outside the local area
My Department is working to establish the true extent of any capacity issues through ongoing discussions with the relevant school authorities. In that context, similar to the process adopted in advance of the current academic year, my Department is engaging with patron bodies, including patrons of schools in Malahide and Portmarnock school planning areas, to identify particular capacity requirements for the forthcoming years which may necessitate further action to that already in train including, where required, the provision of modular accommodation solutions.
Under Project Ireland 2040, my Department continues to make progress to increase the infrastructural capacity in the schools sector, in order to meet demographic and other demands. It is expected that the enrolment pressures in these, and other areas will reduce in the short-term as such planned additional capacity comes on stream and as demographic demand moves past its peak.
The Capital Programme details the school projects that are being progressed under Project Ireland 2040. The current status of large-scale projects being delivered under Project Ireland 2040, including projects in the school planning areas in question, may be viewed on my Department's website at, www.gov.ie and this information is updated regularly. In addition, a list of large-scale projects completed from 2010 to date may also be viewed on the website.
The Capital Programme also provides for devolved funding for additional classrooms, including accommodation for pupils with special educational needs, if required, for schools where an additional enrolment need has been identified or where an additional teacher has been appointed. Details of schools listed on this programme (the Additional Accommodation Scheme) can be found on my Department's website at www.gov.ie and this information is also updated regularly.
63. Deputy Paul Murphy asked the Minister for Education if she will instruct her Department to immediately establish a rapid and transparent system for reporting Covid-19 cases in schools; and if she will make a statement on the matter. [57320/21]
Amharc ar fhreagraThe Department of Education is guided by Public Health as to the mitigation measures needed to prevent the spread of Covid-19 in our schools. The aim of all of the Covid-19 infection prevention and control measures that have been put in place for schools is to support schools to operate safely and prevent the introduction of Covid-19 and also the onward of transmission of Covid-19 among the school community. These measures protect pupils, their parents and school staff and are very effective when adhered to. Schools are continuing to operate the infection prevention and control measures that are in place. These measure include hand hygiene, physical distancing and staying at home if you are unwell. Significant resources have been provided to schools to support this.
Decisions regarding contact tracing are taken by the Department of Health and Public Health. Earlier this year NPHET recommended that routine contact tracing would cease for children under 12 with the exception of special education settings, and children over 12 where testing and tracing remains in place.
It is important we continue to prioritise children’s opportunity to avail of the social and academic opportunities which school allows. Public health teams are continuously monitoring the situation in schools, and respond to schools as necessary. As part of this monitoring, weekly epidemiological reports on COVID-19 cases and COVID-19 mass testing in schools in Ireland are published by the Health Surveillance Protection Centre.
As we move through this pandemic, advice will be recommended by NPHET and the Government in terms of appropriate policy informed by both evidence and experience. For example, the Department of Health, the HSE and the Department of Education working together have announced that antigen tests will be made available to children in a primary school pod, where a child in the pod is a confirmed case of COVID-19. Where two or more confirmed cases of COVID-19 occur in a class, within a seven-day period, outside of a single pod, antigen testing will be offered to the full class. The tests will be sent to the children’s parents.
School principals will not be required by the HSE to gather evidence of participation or of any antigen test results. Furthermore participation in antigen testing is not mandatory. Information materials for all parents and principals will be shared with schools and publicised directly to parents and this programme will commence shortly. Parents will be able to order these tests free of charge through a helpline operated by the HSE.
71. Deputy Richard Bruton asked the Minister for Education if she will put in place arrangements to facilitate a hybrid leaving certificate in 2021 given the education of exam students has been disrupted during the cycle and will continue to be in the foreseeable future. [57045/21]
Amharc ar fhreagraOn 30 June 2021, I announced that adjustments would be made to the 2022 Leaving Certificate and Junior Cycle examinations. As with previous years, adjustments were developed in conjunction with the Leaving Certificate Exams Advisory Group. This Group includes representation from students, parents, teachers and schools.
Details of these adjustments were issued to schools on 19 August 2021 to ensure that students and staff could familiarise themselves with any changes. These arrangements acknowledge the disruption faced by these students because of the COVID-19 pandemic. I consider that these arrangements are proportionate to the students’ experience and loss of learning, and are educationally appropriate. The adjustments ensure that the overall structure of exams remains intact but allows for greater choice for students. The level of adjustment will be similar to that applied by the Assessment Arrangements For Junior Cycle and Leaving Certificate Examinations 2021, as announced in December 2020.
As part of the adjustments for the 2022 examinations, I also announced that an alternative set of Leaving Certificate examinations would be run in 2022, shortly after the conclusion of the main set of examinations. These examinations will be limited to certain students who are unable to sit the main set of examinations due to close family bereavement and certain other categories of serious illness to be determined, with due regard for the principles of equity, fairness and integrity, which govern all aspects of the examinations system.
The State Examinations Commission will issue further details regarding the 2022 examinations, guided by prevailing public health advice. There will be further engagement with stakeholders, through the Advisory Group on Planning for the State Examinations, and with other stakeholders as appropriate, in advance of any detailed announcement.
72. Deputy Matt Carthy asked the Minister for Education when she last met with an association (details supplied); and if she proposes to amend the new syllabus for agricultural science. [57322/21]
Amharc ar fhreagraAgricultural Science forms an important element of the science curriculum at Leaving Certificate level. The new specification was introduced to schools in 2019 and was developed by the National Council for Curriculum and Assessment (NCCA) through a Subject Development Group. Members of the Irish Agricultural Science Teachers Association (IASTA) were represented on the NCCA’s Subject Development Group for that subject.
Officials from my Department and from the NCCA met with IASTA earlier this year where some concerns of IASTA regarding the specification were discussed. Following this meeting, IASTA later attended a meeting of an 'Agricultural Science in Practice Group' convened by the NCCA.
The purpose of the 'Agricultural Science in Practice Group' is to act as a forum that can be used to generate and collate early insights and authentic examples from practice of Agricultural Science as it is enacted in classrooms, and to publish these in an NCCA document.
A further meeting of the group is due to be held before the end of 2021.
The State Examinations Commission (SEC) recently published an Information Note in relation to the completion of the Leaving Certificate Agricultural Science Individual Investigative Study 2022. In light of the ongoing Covid-19 related circumstances for the 2022 cohort of candidates, the SEC introduced Additional Flexibilities to the arrangements for the completion of the Study. These flexibilities will ensure that all learners of the subject will be able to conduct and complete an individual investigative study during 2021/22.
73. Deputy Fergus O'Dowd asked the Minister for Education the progress that has been made with a school (details supplied) in regard to the purchase of the site on the Mill Road; the overall timeline for the project; and if she will make a statement on the matter. [57112/21]
Amharc ar fhreagraAs the Deputy is aware, agreement in principle had been reached to acquire a site for the permanent location of the school in question. Contracts for sale have now been signed, conditional on the landowner providing required infrastructure upgrades to serve the site. My Department have been advised that these infrastructure upgrades are programmed to commence by the end of the year.
The project to provide the permanent building for the school referred to by the Deputy is in early architectural planning which involves site surveys, school design stages and the preparation of statutory applications.
As with all school building projects, pre-planning meetings are required with the Local Authority in advance of preparing a Planning Application. This is to ensure the highest probability of a successful planning application in the shortest time possible. A considerable amount of work is required following the pre-planning meeting to prepare a suitably detailed application.
At the pre-planning meeting for the interim accommodation currently on the site, the Local Authority made it clear that the planning application for the permanent accommodation must be cognisant of the overall development plans by the landowner for their wider land holding. Discussions have been ongoing between my Department and the landowner in relation to the overall plan for the area. The landowner’s development plans for the area have been received by my Department and a planning application is being prepared for the additional interim accommodation which the school will require for the 2022/23 academic year. The planning application for the additional interim accommodation is currently being finalised and it is anticipated that it will be submitted to the relevant local authority before the end of this month.
A decision by the Local Authority on the planning application for the further interim accommodation for 2022/23 must be secured before planning can be submitted for the schools permanent accommodation. However, work on preparing for the planning application for the permanent accommodation will be progressed in parallel with the Local Authority's processing of the interim application.
74. Deputy Jackie Cahill asked the Minister for Education her plans to reduce pupil teacher ratios in primary and secondary schools as announced in Budget 2022; and if she will make a statement on the matter. [57302/21]
Amharc ar fhreagraUnder the Programme for Government there is a commitment to make further progress in reducing the pupil teacher ratios in primary schools and supporting small schools.
Budget 2022 progressed the ongoing major investment in our primary and post primary school and has brought the teacher allocation ratio in all primary schools to the lowest ever seen at primary level. This is the second successive Budget which has seen an improvement in allocation of teachers to primary schools. This significant increased investment reflects the Government’s ongoing commitment to support the educational success of learners and provide a quality inclusive school system with improved learning outcomes for all.
Since Budget 2021, at primary level, the annual staffing schedule which determines the allocation of teachers to schools is now based on an average ratio of 1 classroom teacher for every 25 pupils. Budget 2022 has implemented a further 1 point reduction for the 2022/23 school year so that primary schools will be allocated teaching posts on an average basis of 1 classroom teacher for every 24 pupils in September 2022. Lower thresholds apply to DEIS Urban Band 1 schools. In the current school year there are in excess of 1,500 additional teaching posts in our primary system when compared to the 2019/20 school year.
At post primary level, teachers are currently allocated at a ratio of 19:1 in the free education system and 23:1 to schools in the fee charging sector.
As part of COVID-19 operational supports, 1,000 additional teachers have been allocated to post-primary schools to help reduce class sizes. A teacher allocation equivalent to a pupil teacher ratio reduction of 0.6 has been allocated to schools in the free scheme. This allocation supports the important work of teaching and learning and provide additional teachers needed to support teacher substitution, management of physical distancing requirements by reallocating class timetables in schools to smaller groups class sizes where necessary. These posts will also provide for management supports. In addition an allocation, equivalent to a pupil teacher ratio reduction of 0.1 has been provided in respect of Guidance provision to support student wellbeing.
Under the COVID Learning and Support Scheme (CLASS) provision was made for up to €52 Million in extra teaching hours for schools. This has been put in place to help schools mitigate the adverse impacts of Covid-19 on pupil/student learning loss and wellbeing arising from the periods of school closures in 2020 and 2021.
Under this programme, a block of additional teaching hours is being provided to each recognised school, from which schools can provide additional teaching support for the pupils/students who have experienced difficulties in settling back into school and engaging with learning.
The extra teaching hours which are being provided are additional to 13,600 special education teachers who support the additional learning needs of pupils in mainstream primary and post primary schools.
75. Deputy Gary Gannon asked the Minister for Education if clarity will be provided to schools regarding communication of a positive Covid-19 case in a school; and if she will make a statement on the matter. [57313/21]
Amharc ar fhreagraThe approach to supporting schools to operate during Covid-19 has been to follow and implement public health advice. My Department continues to engage regularly with the Department of Health, HSE and public health experts regarding COVID-19.
The sharing of confirmed cases of COVID-19 in a school setting is carried out when a specific public health action is required as a follow up. To protected a child’s identity personal details of the child in question are not shared.
The Department of Health and the HSE, working in collaboration with my Department announced last week a programme in which antigen tests will be made available to children in a primary school pod, where a child in the pod is a confirmed case of COVID-19.
Parents and Guardians of a primary school child, who is a confirmed case of COVID-19 following a PCR test, are asked to inform their school’s principal in order to facilitate the antigen testing arrangements in the child’s pod.
The school principal will then inform the parents of other children in the pod of a confirmed case. As stated previously no personal details of the child will be shared. These parents will be provided with the option to receive free antigen tests for their child, which they will be able to order for delivery to their home.
It is not mandatory for children to participate in antigen testing. Children who are in a pod where a child has tested positive for Covid-19 can continue to attend school, whether they participate in antigen testing or not.
School principals will not be required to gather evidence of participation or of any antigen test results.
The information materials for parents has been shared with schools and arrangements have been publicised directly to parents.
Where a child is symptomatic of COVID-19, parents are still required to keep their child at home and to arrange a PCR test for their child. Public Health teams continue to support schools as required.
77. Deputy Alan Farrell asked the Minister for Education the status of plans to ensure students with additional needs in mainstream classes have access to an SNA if they need it; and if she will make a statement on the matter. [57130/21]
Amharc ar fhreagraI am very aware of the needs of students with special educational needs who need care support to attend school.
The role of the SNA is to support the class teacher to ensure that children with special needs can access the curriculum and participate in school life.
For this reason, this Government continues to make very significant levels of financial provision to ensure that children with special educational needs care supported to get an education appropriate to their needs.
The State currently spends in excess of 25% of its annual education and training budget (€9.2 Billion) on making additional provision for children with special educational needs.
This represents an increase of over 60% in total expenditure since 2011, at which point €1.247 Billion per annum was provided.
Budget 2022 provides funding for an additional 1,165 SNAs (in 2022) to provide support to children with special educational needs, which will bring the total number of SNAs to 19,169 at the end of December 2022.
545 of these posts are targeted to support students in mainstream classes with the remainder to support the opening of new special classes and special school places.
In overall terms, Budget 2022 provision represents an increase of 81% in the number of SNAs provided since 2011 at which point 10,575 SNAs were available.
Since 2020/21, schools are no longer required to submit applications with professional reports for individual students to access SNA support.
SNA allocations were carried forward unchanged, Schools are required to allocate the available resources to those with greatest need.
The NCSE has responsibility for planning and coordinating supports for children with special educational needs including the allocation of SNAs and reviews.
Where circumstances change in a school and the levels of care need changes, it is open to schools to seek additionality through an exceptional review carried out by the local SENO.
SENOS are available to support families in relation to their children's education.
78. Deputy Holly Cairns asked the Minister for Education the steps she is taking to address special education needs in south west areas of County Cork. [57268/21]
Amharc ar fhreagraEnabling children with special educational needs to receive an education is a priority for this Government.
It is also a key priority for me as Minister for Special Education & Inclusion.
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.
This includes funding for a wide range of schemes and supports including special classes, special school places, SNAs and teachers.
The National Council for Special Education (NCSE) has responsibility for coordinating and advising on the education provision for children nationwide.
The NCSE are aware of an identified need for ASD classes at primary level and post primary levels in the South West Cork area.
Currently, a network of 39 primary school special classes, including 4 Early Intervention classes, and 18 post primary special classes provide 342 specialist ASD placements for students in South-West Cork, 7 of which were newly established for the 2021/2022 school year.
Through ongoing consultation with schools and parents at local level the NCSE is aware of students who will be seeking placement for the 22/23 academic year.
The NCSE through their network of SENOs are currently engaging with 9 primary and 5 post primary schools in the general South West County Cork area regarding the establishment of additional special classes for 2022/23 and beyond.
It is open to any school to engage with the NCSE to establish a special class.
My Department works in close collaboration with the NCSE to ensure that the necessary provision is put in place on a timely basis throughout the country.
Parents seeking special class placements for their children are advised to contact their local SENO so that their needs can be taken into account for planning purposes.
79. Deputy Catherine Connolly asked the Minister for Education her plans to expand the DEIS programme to additional schools in 2022 and 2023; the timeline for same; and if she will make a statement on the matter. [57189/21]
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 year my Department will spend in the region of €150million on providing supports for schools in the DEIS programme. The programme supports 884 schools and over 180,000 learners. My Department's investment includes providing for over 400 Home School Community Liaison coordinators, in the region of €16million in DEIS grants, additional posts for DEIS Band 1 primary schools, curriculum supports, enhanced book grants and access to the School Completion Programme.
This year's 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.
This work involved an initial process of consultation by my Department with the education partners on the technical aspects 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.
The DEIS identification process under DEIS Plan 2017, is based on an objective, statistics based model to determine which schools merit inclusion in the programme. An extensive body of work has been under taken by the DEIS technical group in relation to developing the refined DEIS identification. The key data sources used in the DEIS identification process are the Department of Education (DE) Primary Online Database (POD) and Post-Primary Online (PPOD) Databases, and CSO data from the National Census of Population as represented in the Pobal HP Index for Small Areas which is a method of measuring the relative affluence or disadvantage of a particular geographical area.
It is important to note that schools are not required to apply for inclusion in the DEIS programme and that all schools will be considered under the refined model. It is also important to note that educational outcomes do not play any part in the identification of schools for inclusion in the DEIS programme either at primary or post primary level.
This additional funding has been secured to allow for additional supports to be provided to those schools with the highest levels of concentrated educational disadvantage who are not currently in the DEIS programme and these schools will be the primary focus of my Department in relation to the extension of DEIS.
80. D'fhiafraigh Deputy Éamon Ó Cuív den Aire Oideachais cén dul chun cinn atá déanta i dtaca le beartas a fhorbairt maidir le teagasc na Gaeilge agus leis an teagasc trí Ghaeilge i scoileanna na tíre i gcomhréir leis an Stráitéis Fiche Bliain don Ghaeilge; cé na hacmhainní breise foirne agus airgeadais atá curtha ar fáil ina leith sin; agus an ndéanfaidh sí ráiteas ina thaobh. [56740/21]
Amharc ar fhreagraTá mo Roinn tiomanta chun an soláthar oideachais trí mheán na Gaeilge a threisú. Ó foilsíodh an Straitéis 20 Bliain don Ghaeilge, tá dul chun cinn suntasach déanta chun tacú le forbairt agus cur i bhfeidhm an oideachais trí mheán na Gaeilge.
Tá dul chun cinn déanta ar réimse forbairtí curaclaim Gaeilge lena n-áirítear Curaclam Teanga na Bunscoile agus sonraíochtaí nua do Ghaeilge na Sraithe Sóisearaí. Tá dréacht-sonraíochtaí do Ghaeilge na hArdteistiméireachta forbartha ag an gComhairle Náisiúnta Curaclaim agus Measúnachta atá faoi phróiseas comhairliúcháin phoiblí faoi láthair.
Teacher education initiatives introduced include the increased minimum entry requirements for Irish for initial teacher education programmes and new undergraduate programmes from which graduates can register as Irish teachers. Professional development courses are also provided for teachers in the Irish-medium sector.
Since 2017, additional resources have being provided annually to NUIG to increase the number of post-primary teachers who can deliver Irish-medium education. Plans are also underway for the introduction of a new Irish-medium blended learning Professional Masters in Education programme.
COGG continues to support Irish-medium education through the provision of a range of Irish resources including text-books and a portal dedicated to supporting Gaeltacht and Irish-medium schools.
Under the Gaeltacht School Recognition Scheme, a range of additional targeted supports and resources have been provided to support the delivery of Irish-medium education in Gaeltacht schools.
In 2017, a dedicated Unit was established in my Department to oversee the implementation of the Policy on Gaeltacht Education. In the region of €20m has been made available to support the implementation of the Policy on Gaeltacht Education to date.
A new policy for Irish-medium education outside of Gaeltacht areas is also under development in my Department. The objective of this new policy is to provide a framework for the delivery of high quality Irish-medium education outside of Gaeltacht areas.
In relation to the staffing, Gaeltacht primary schools are allocated a more favourable appointment and retention staffing schedule. Gaelscoileanna outside of Gaeltacht areas are in receipt of additional capitation rate. An additional per capita bilingual grant is also paid to schools in the Voluntary Secondary sector, where instruction is through the medium of Irish in full or in part.
81. Deputy Mick Barry asked the Minister for Education if her Department ensures that all those working in schools have racial sensitivity training; and if she will make a statement on the matter. [57288/21]
Amharc ar fhreagraIt is vital that the education system is one in which every child and young person feels supported and nurtured. The teacher education support services funded by my Department provide a wide array of CPD supports to teachers and school leaders which aim to promote inclusivity and equality. These are also key elements of the Social, Personal and Health Education (SPHE) curriculum. Schools also have the option to seek bespoke school based CPD supports.
My Department provides funding for programmes of Continuing Professional Development (CPD) based on the concept of inclusive education. The areas of anti-racism, identity-based bullying and cultural awareness are addressed. The primary focus is to enable teachers to meet the teaching and learning needs of students from all cultural backgrounds and provide support for pedagogical practices that promote inclusion.
In addition to supports provided for CPD, the Teaching Council carried out a review of the standards for programmes of ITE, Initial Teacher Education: Criteria and Guidelines for Programme Providers.
Following completion of the review of the Criteria and Guidelines, the updated standards document, Céim – Standards for ITE was published by the Teaching Council in November 2020. As part of this review the areas of anti-racism and diversity have been addressed. All new programmes submitted to the Teaching Council for accreditation must now be in alignment with Céim. Existing programmes of ITE will be realigned in accordance with Céim .
The Wellbeing Policy Statement and Framework for Practice (2019) acknowledges that schools provide opportunities to develop friendships and to respectfully encounter diversity and access support structures. The policy promotes the provision of a whole-school approach to supporting wellbeing, an approach that has been found internationally to produce a wide range of educational and social benefits for individual children and young people, including increased inclusion, greater social cohesion, increased social capital and improvements to mental health. To implement this policy, every school is required by 2025, to use the School Self-Evaluation (SSE) process to initiate a wellbeing promotion review and development cycle. To support schools in this process, a national rollout of CPD for schools is planned to commence in the current school year.
82. Deputy Matt Shanahan asked the Minister for Education the steps her Department is taking to prioritise reducing construction costs and timescales into the future given the expansive school programme within the revised National Development Plan; and if she will make a statement on the matter. [57041/21]
Amharc ar fhreagraThe School Building projects are part of the National Development Plan and Project Ireland 2040. My Department is committed to progressing these projects as quickly as possible.
There are currently in excess of 250 school building projects at construction (on site) with a continuous stream of other projects at or near the tendering stage. These are being progressed as quickly as possible. During the period 2021 to 2025, it is expected the School Building Programme will provide an average of 150 to 200 completed school building projects annually to provide necessary additional capacity and support the modernisation of existing school facilities.
Overall my Department has a capital budget of €740m in 2021 rising to €1,040 in 2025. The Department of Education works within the parameters set by the Office of Government Procurement and principles of public procurement set out at both national and EU level.
School building projects are progressed through the preliminary and detailed design stages of my Departments Design Team Procedures prior to proceeding to tender and construction. These stages ensure that all projects are designed against the twin benchmarks of quality and cost control. Under these procedures my Department engages with design teams to ensure that high standards in respect of both benchmarks are met. My Department constantly endeavours to progress projects through the stages of architectural planning, tender and construction in the shortest timeframes possible consistent with ensuring high quality and cost effective design.
The Department has brought this to the attention of the Office of Government Procurement.
The Department of Education works within the parameters set by the Office of Government Procurement and principles of public procurement set out at both national and EU level.
Once contracts are awarded, any variations to the contract sum are addressed within the standard provisions of the Public Works Contracts.
If and when disputes arise, those disputes would be referred to the standard dispute resolution mechanisms of the Public Works Contract – mainly Conciliation This process provides for a short (normally 42 days) timeframe within which dispute can be resolved.
83. Deputy Richard Boyd Barrett asked the Minister for Education if she will instruct her Department to immediately re-establish contact tracing in Covid-19 cases in schools; and if she will make a statement on the matter. [57333/21]
Amharc ar fhreagraThe approach to supporting schools to operate during Covid-19 has been to follow and implement public health advice. The Department of Education engages regularly with public health experts as well as the Department of Health on these issues.
Considerable measures are in place across schools to support their operation from physical distancing to enhanced cleaning and hygiene measures to mask wearing. Furthermore a communications campaign has been rolled out to remind parents of the importance of not sending their child to school if they have symptoms.
As of the 27th September 2021, a decision was taken by Government in line with recommendations from NPHET to cease routine contact tracing of asymptomatic close contacts in children greater than 3 months to under 13 years outside of the household setting, including those attending primary educational and childcare settings.
The Department of Health and the HSE, working in collaboration with my Department has recently announced a programme in which antigen tests will be made available to children in a primary school pod, where a child in the pod is a confirmed case of COVID-19. Parents can order these from a helpline operated by the HSE. The tests will be sent to the children’s parents.
Parents and Guardians of a primary school child, who is a confirmed case of COVID-19 following a PCR test, are asked to inform their school’s principal. The school principal will then inform the parents of other children in the pod of a confirmed case. No personal details of the child will be shared. These parents will be provided with the option to receive free antigen tests for their child, which they will be able to order for delivery to their home. If a child begins to experience symptoms of COVID-19 they should restrict their movements and a PCR test should be arranged.
It is important that parents inform principals quickly if a child receives a PCR ‘detected’ test for Covid-19. By doing this, the choice to participate in antigen testing can be offered to other parents quickly. It is important that everyone continues to follow all the public health advice in using this new programme
It is not mandatory for children to participate in antigen testing. Children who are in a pod where a child has tested positive for Covid-19 can continue to attend school, whether they participate in antigen testing or not.
School principals will not be required to gather evidence of participation or of any antigen test results. Information materials for parents has been shared with schools and publicised directly to parents and this programme will commence shortly.
84. Deputy Paul Donnelly asked the Minister for Education if funding will be made available for a portacabin for a counselling room in a school (details supplied) in Dublin 15 due to the loss of 40% of its classrooms to another school that is being built on the same site. [57225/21]
Amharc ar fhreagraI wish to advise the Deputy that my Department has no record of receiving an application for additional accommodation from the Rath Dara Community College. It is open to the school to liaise with its patron, Dublin Dun Laoghaire ETB, regarding any accommodation needs that the school is experiencing.
Danu Community Special School was established in 2019 to meet emerging requirements for special school places in the area. It is also under the patronage of Dublin Dun Laoghaire ETB and is currently located in interim accommodation at Hansfield Educate Together Secondary School. It is due to relocate to surplus accommodation within Rath Dara Community College. This approach has been agreed with Dublin Dun Laoghaire ETB, the patron body of both Rath Dara CC and Danu Community Special School.
This accommodation is currently being modified to cater for Danu's specific needs. This modification also includes improvement works to Rath Dara Community College and includes the relocation of a Home Economics room and Science Lab, sub-division of rooms, upgrading existing doors and Fire Alarm System. These works are advancing and are expected to be complete by the end of the year.
I can assure the Deputy that my Department is working with Dublin Dun Laoghaire ETB to ensure that there is sufficient, appropriate accommodation to meet the needs of both schools on the site. Additionally, my Department is currently considering the long-term accommodation needs of the schools to ensure that the optimum solution for both schools is identified.
85. Deputy Bernard J. Durkan asked the Minister for Education the extent to which school building projects at primary and second-level throughout the country, including County Kildare, are proceeding in line with expectations; if the various projects remain on schedule; if those pending are likely to be accommodated at an early date; and if she will make a statement on the matter. [57222/21]
Amharc ar fhreagraUnder Project Ireland 2040, the education sector will receive a total of approximately €4.4 billion capital investment over the period 2021-2025. This significant investment allows us to move forward with certainty on our ambitious plans and deliver high quality building projects, with a real focus on sustainability, for school communities across Ireland.
This investment will build on the good progress being made on adding capacity to cater for demographic changes and provision for children with special educational needs. This investment will also facilitate an increased focus on the modernisation of existing school stock and help transition the school system for an era of net zero carbon by 2050.
Approximately 1,200 school building projects are currently in progress across the various stages of planning, design, tender and construction – most of which are expected to be either under construction or completed in the period 2021 to 2025.
There are currently in excess of 250 school building projects at construction (on site) with a continuous stream of other projects at or near the tendering stage. These are being progressed as quickly as possible.
During the period 2018 to 2020 526 school building projects were completed under the Large Scale Capital Programme (LSCP) and the Additional School Accommodation Scheme (ASA). These projects delivered in excess of 48,000 school places. 16 of these projects delivered were in County Kildare; 13 of those were primary schools including one special school and 3 were post-primary school building projects.
A further 13 projects are currently on site, eight at primary level and five at post primary. 35 projects are at various stages of planning and design.
The current status of these projects being delivered is listed on a county by county basis on www.gov.ie and is updated on a monthly basis to reflect their progress through the various stages.
86. Deputy Niamh Smyth asked the Minister for Education the progress on the development of a new digital strategy for schools and measures to further support digital online learning for primary and secondary schools; and if she will make a statement on the matter. [57294/21]
Amharc ar fhreagraEarlier this year I announced an extensive consultation process to help inform the development of the new Digital Strategy for Schools. This is intended as a successor strategy to the previous strategy, which saw considerable involvement, in digital teaching and learning. Central to this was my intention of ensuring that all voices had an opportunity to be heard and to inform the new Strategy.
To facilitate this, multiple strands of consultation were undertaken. These included the establishment of a Consultative Group, online questionnaires for principals, teachers and students, an open call for submissions and Focus Groups with a range of stakeholders.
Reports on the main findings from all of these elements of the consultation process are being finalised and published in due course.
Other work feeding into the development of the new strategy included meetings with EU colleagues to look at what has worked in other countries. A baseline report is also being finalised which will address the implementation of the current strategy as well as highlighting areas that should be considered for the new strategy.
All of this work that I have just referenced will lead to the publication of the new strategy early in 2022.
In terms of measures to further support online digital learning, extensive support and advice for teachers and schools to provide remote learning is available through the Professional Development Service for Teachers and its Technology in Education team. The Department funded Scoilnet portal which contains a wealth of curriculum tagged resources that can be used by teachers, students and parents to support the use of digital in teaching and learning.
87. Deputy Denis Naughten asked the Minister for Education if she will allow for the option of accredited grades for the leaving certificate 2022; and if she will make a statement on the matter. [57212/21]
Amharc ar fhreagraOn 30 June 2021, I announced that adjustments would be made to the 2022 Leaving Certificate and Junior Cycle examinations. As with previous years, adjustments were developed in conjunction with the Leaving Certificate Exams Advisory Group. This Group includes representation from students, parents, teachers and schools.
Details of these adjustments were issued to schools on 19 August 2021 to ensure that students and staff could familiarise themselves with any changes. These arrangements acknowledge the disruption faced by these students because of the COVID-19 pandemic. I consider that these arrangements are proportionate to the students’ experience and loss of learning, and are educationally appropriate. The adjustments ensure that the overall structure of exams remains intact but allows for greater choice for students. The level of adjustment will be similar to that applied by the Assessment Arrangements For Junior Cycle and Leaving Certificate Examinations 2021, as announced in December 2020.
As part of the adjustments for the 2022 examinations, I also announced that an alternative set of Leaving Certificate examinations would be run in 2022, shortly after the conclusion of the main set of examinations. These examinations will be limited to certain students who are unable to sit the main set of examinations due to close family bereavement and certain other categories of serious illness to be determined, with due regard for the principles of equity, fairness and integrity, which govern all aspects of the examinations system.
The State Examinations Commission will issue further details regarding the 2022 examinations, guided by prevailing public health advice. There will be further engagement with stakeholders, through the Advisory Group on Planning for the State Examinations, and with other stakeholders as appropriate, in advance of any detailed announcement
88. Deputy Paul McAuliffe asked the Minister for Education her progress to date in expanding the provision of post-primary education in Santry and Whitehall, Dublin 9; and if she will make a statement on the matter. [57265/21]
Amharc ar fhreagra158. Deputy Paul McAuliffe asked the Minister for Education her progress to date in expanding the provision of primary education in Santry and Whitehall, Dublin 9; and if she will make a statement on the matter. [57264/21]
Amharc ar fhreagraI propose to take Questions Nos. 88 and 158 together.
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, to identify where the pressure for school places across the country will arise. With this information, my Department carries out nationwide demographic exercises to determine where additional school accommodation is needed at primary and post-primary level.
I wish to advise the Deputy that my Department is aware of increasing local pressures and demand for post-primary school places in a number of school planning areas including school planning areas in Santry and Whitehall, Dublin 9.
However, it is important to note that where enrolment pressures arise, it may not be as a result of lack of accommodation but may be driven by the following factors:
- Duplication of applications – pupils have applied for a place to a number of schools in the area
- School of choice – pupils can’t get a place in their preferred school while there are places in other schools in the town/area
- Some towns/areas have single sex schools and while places are available in the school they are not available to all pupils
- External draw – pupils coming from outside the local area
My Department is working to establish the true extent of any capacity issues through ongoing discussions with the relevant school authorities. In that context, similar to the process adopted in advance of the current academic year, my Department is engaging with patron bodies, including those of schools in Santry and Whitehall, to identify particular capacity requirements for the forthcoming year(s) which may necessitate further action to that already in train, including the provision of modular accommodation where necessary.
Under Project Ireland 2040, my Department continues to make progress to increase the infrastructural capacity in the schools sector, in order to meet demographic and other demands. It is expected that the enrolment pressures in this, and other areas will reduce in the short-term as such planned additional capacity comes on stream and as demographic demand moves past its peak.
The Capital Programme details the school projects that are being progressed under Project Ireland 2040. The current status of large-scale projects being delivered under Project Ireland 2040, including projects in the school planning areas in question, may be viewed on my Department's website at, www.gov.ie and this information is updated regularly. In addition, a list of large-scale projects completed from 2010 to date may also be viewed on the website.
A number of capital projects have been recently completed or are currently planned or underway in the Dublin 9 area, including expansions at St. Aidan’s CBS,, St. Kevin's College and Clonturk College. The additional capacity being provided by all of these projects is being considered in the context of the projected future requirements in the area.
89. Deputy Steven Matthews asked the Minister for Education the position regarding the extension for a school (details supplied); if timelines can be provided for both construction and the provision of new special educational needs rooms; and if she will make a statement on the matter. [57199/21]
Amharc ar fhreagraThe major building project for the school referred to by the Deputy is an amalgamation of St. Joseph’s and St. Brigid’s primary schools. The project brief provides for the construction of a new 12 classroom building with a 2 classroom Special Education Needs Base (SEN) and ancillary facilities to replace the existing St. Joseph’s Senior Primary School. The 6 classroom Junior school St. Brigid’s school is to be retained.
The project entered Stage 1 of Architectural Planning in November 2013, where the Design Team assess site suitability,carry out site surveys and present their Initial Sketch Scheme to the Board of Management and my Department.
It progressed to Stage 2(a) - Developed Design in January 2016, where the preferred design option was fully designed and costed, in preparation for applying for planning permission.
The project is currently at Stage 2(b) - Detailed Design since May 2017, where the Design Team secure all statutory consents (Planning Permission, Fire Safety Cert, Disability Access Cert), complete their tender documentation, and ensure their design complies with all Departmental Technical Guidance documents and current Building Regulations, and compile the short list of pre-qualified contractors.
During the planning process, this project was appealed to An Bord Pleanála in March 2018 by a third party, and the final grant of approval was received from An Bord Pleanála in November 2018. All statutory approvals have been secured.
Additional design works associated with Part L of the Building Regulations in relation to Near Zero Energy Buildings (2017) also had to be included for during Stage 2(b).
The Design Team is currently working on finalising their Stage 2(b) report which upon completion will be submitted to the Department for review and approval.
Upon receipt and review of the Stage 2(b) report my Department will be in contact with the school and its Design Team regarding the timeframe for further progression of the project.
This major building project is included in my Department’s Construction Programme which is being delivered under the National Development Plan.
90. Deputy Colm Burke asked the Minister for Education the status of plans to progress the roll-out of the school inclusion model; and if she will make a statement on the matter. [57172/21]
Amharc ar fhreagraThe purpose of the School Inclusion Model (SIM) is to build the capacity of participating schools so they can support the inclusion of all children particularly those with special educational needs (SEN).
My Department recognises that the current range of supports in schools i.e. teaching and care does not on their own meet the needs of some children with special educational needs particularly children with complex needs in the areas of speech and language, communication, sensory impairments, self-regulation and positive behaviour skills.
Its purpose is to help students achieve better outcomes. Independent evaluation is a central part of the project and the outcome will inform future policy on extending the SIM.
The Model comprises a number of key elements in respect of building school capacity including the following:
- provision of increased professional development and training for teachers and SNAs,
- the allocation of increased psychological and behavioural supports
- the development of an in-school therapeutic model of support for schools
The Model also includes a change in the way SNA supports are allocated for mainstream classes.
The initial pilot of the Model took place in 75 schools and 75 early learning centres located in the HSE CH07 area in the 2018/19 school year and this was positively evaluated. The Model was then extended to facilitate further development and evaluation but this was disrupted by Covid-19 in March 2020 and the Pilot was then paused. At this time, the HSE withdrew the speech and language and occupational therapists and redeployed them to Covid related work.
Progress has been made on aspects of the Model but much remains to be done in terms of in-school implementation and evaluation.
The Pilot has now recommenced in CHO7 and planning for an expansion to two news areas is underway.
My officials are consulting with relevant Departments including Taoiseach, Health and DCYA and it will be brought to Government shortly.
This memorandum will outline proposals for the further development of Model and its evaluation. The outcome of this evaluation will inform the roll out of the Model to other schools in the coming years.
The SIM model provides a framework of teaching, care, training and therapeutic supports to facilitate the greater inclusion of children with special educational needs in education.
I am therefore committed to its development.
