Written Answers Nos. 470-489
470. Deputy Charles Flanagan asked the Minister for Education if a review of school transport needs will be carried out for a school (details supplied) in respect of school transport under the primary school transport scheme; and if she will make a statement on the matter. [4477/22]
Amharc ar fhreagra471. Deputy Charles Flanagan asked the Minister for Education if school transport will be provided to pupils (details supplied) in view of the fact that they are entitled to school transport; if capacity will be increased on existing services to facilitate them; and if she will make a statement on the matter. [4478/22]
Amharc ar fhreagra472. Deputy Charles Flanagan asked the Minister for Education if funding is available to LocalLink which is willing to provide school transport for a school (details supplied) in which a number of parents are experiencing difficulties in transporting their children to school due to a private operator ceasing operations; and if she will make a statement on the matter. [4479/22]
Amharc ar fhreagraI propose to take Questions Nos. 470 to 472, inclusive, together.
School Transport is a significant operation managed by Bus Éireann on behalf of the Department of Education. In the current school year over 121,400 children, including over 15,500 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 €289m in 2021.
Under the terms of the Primary School Transport Scheme children are eligible for transport where they reside not less than 3.2 kms from and are attending their nearest national school as determined by the Department/Bus Éireann, having regard to ethos and language.
Children who are not eligible for school transport may apply for transport on a concessionary basis only and are offered seats where capacity exists after all eligible children have been catered for.
A minimum number of 10 eligible children residing in a distinct locality, as determined by Bus Éireann, are required before consideration may be given to the establishment or retention of school transport services, provided this can be done within reasonable cost limits.
Families who wish to avail of school transport and have their eligibility status assessed should apply on-line in a timely manner to Bus Éireann on Bus Éireann’s website at www.buseireann.ie. The portal for school transport applications for the 2022/23 is now open and all applications should be submitted by the closing date of 29 April 2022.
In cases where the Department is satisfied that the nearest school is full, eligibility for school transport will be determined based on the distance the pupil resides from their next nearest school having regard to ethos and language. Such requests are considered on a case by case basis following documentary evidence being submitted by the family.
If a family require further information in regard to the closest school being full they can contact School Transport Section of my Department. Information in this regard is available on my Department's website www.education.ie.
With regard to the school in question, Bus Éireann has advised that to date there are no mainstream services operating to this school.
Bus Éireann has advised that their Local Office has been in contact with the Principal of this school and explained the terms of the scheme.
For the 2021/22 school year, 1 mainstream concessionary application was recently made for transport to this school.
For the 2022/23 school year, 20 mainstream concessionary applications have been received and no mainstream eligible applications have been received to date for this school.
Any private transport arrangements made by families to this school are outside of the remit of the School Transport Scheme.
473. Deputy Paul Kehoe asked the Minister for Education if there is grant funding available to aid completion of design of educational publications; and if she will make a statement on the matter. [4480/22]
Amharc ar fhreagraThe current policy of the Department of Education is not to endorse or promote any particular programme, product or publication to support the teaching of subjects.
There are limited exceptions where my Department has procured textbooks or resources in order to fill a specific and urgent need e.g. educational material in braille. Such supports for the production of learning materials is not specifically funding to aid completion of design of education publications.
Apart from curriculum specifications and a small number of prescribed texts at post-primary level, determined by the National Council for Curriculum and Assessment (NCCA), the decisions on which publications, textbooks, programmes and resources, if any, to use in primary and post-primary schools to support the implementation of the curriculum, are taken at school level.
The NCCA meets with the educational publishers collectively, to update them regularly on curriculum developments and apprise them of the timelines for the development of new specifications. The NCCA does not advise upon the content of specific text books. Nor does the NCCA review or provide feedback on textbooks or have any role in endorsing or approving textbooks. Any such action by the NCCA would be considered as potential interference with the commercial marketplace.
474. Deputy Patrick Costello asked the Minister for Education the actions that her Department has taken to urgently fill the temporary vacant post of physics and chemistry teacher at a school (details supplied) which has been vacant due to maternity leave since October 2021. [4500/22]
Amharc ar fhreagraThe recruitment and appointment of teachers to fill teaching posts is a matter for the individual school authority, subject to procedures agreed under Section 24 of the Education Act 1998 (as amended by the Education (Amendment) Act 2012).
In accordance with Department Circulars 0044/2019 and 31/2011, schools are required to employ appropriately qualified and registered teachers and ensure that unemployed teachers should be offered employment in preference to those who have retired.
A number of measures have been put in place to increase the supply of teachers at post-primary level, particularly in subjects where difficulties in recruitment have been reported.
The Higher Education Authority (HEA), on behalf of my Department, issued a call to initial teacher education (ITE) providers for proposals for programmes to upskill registered teachers in targeted post-primary subjects (Spanish, mathematics and physics). The programmes, which commenced in January 2021, run over two years on a part-time, flexible basis. There is no fee charge for participating teachers.
Applications to the programmes for the January 2021 intake significantly exceeded the number of places available, approximately 170 places across the three programmes . Given that these subjects are still challenging in terms of filling teaching vacancies, my Department is funding approximately 135 additional places on the programmes for the second intake of students, which commenced in January. In that regard, approximately 60 teachers recently commenced the physics upskilling programme in addition approximately 20 students currently in their final year of the programme.
A number of measures have been taken by education partners which are aimed at matching teachers with teaching vacancies. Turasabhaile, a service developed by the post-primary school management bodies and the National Association of Principals and Deputy Principals, matches registered teachers, resident abroad with post-primary vacancies in schools in Ireland.
The Irish Primary Principals’ Network is also developing a new central portal for the recruitment of teachers to long-term positions in both primary and post-primary schools. It is anticipated that this portal will be available to schools and teachers in the coming months.
The various measures to support teacher supply are underpinned by the Teaching Transforms campaign, which promotes the teaching profession and encourages students to follow a career in teaching. The campaign uses digital, radio and video media, and is supported by a dedicated webpage, www.gov.ie/teachingtransforms.
475. Deputy Jennifer Whitmore asked the Minister for Education the number of schools that currently have HEPA filters in place; and if she will make a statement on the matter. [4512/22]
Amharc ar fhreagraManaging ventilation is just one of a suite of public health measures in place to keep our schools safe. Updated guidance for schools on Practical Steps for the Deployment of Good Ventilation Practices in Schools was provided at the end of May following the work of an expert group that carefully considered the role of ventilation in managing COVID-19. The updated guidance for schools is also fully in line with the most recent guidance on non-healthcare building ventilation during COVID-19, published by the Health Protection Surveillance Centre November 2021.
To provide additional support in the context of Covid-19 the payment of a minor works grant totalling €45m for primary schools and special schools, plus a once-off Covid-19 minor works funding of €17m for post-primary schools, was issued in December 2021. All recognised schools in the free scheme have received their grants.
Given that each school setting is different, individual schools are best placed to decide how best to use this funding to address their particular needs. Specialist advice/assistance of a Chartered Engineer or Registered Architect is an important source of support for schools. This will help ensure that appropriate solutions are being put in place to address ventilation issues including advice on whether a HEPA Air Cleaner Unit is required to deal with a poorly ventilated room. There is no one solution that fits all scenarios, each application requires bespoke analysis and selection of the appropriate unit(s) matched to the specific room size and volume.
Air cleaning devices are not a substitute for good ventilation but can be considered pending the completion of interventions/works where poor ventilation persists. This is line with the Expert Group recommendations. Air filtration does not negate the need for natural ventilation and opening windows as required. Furthermore Mike Ryan of the World Health Organisation’s Health Emergencies Programme has advised that schools not rely solely on air filters.
In the case where a school has difficulty engaging a Chartered Engineer or Registered Architect the Department can assist, with a dedicated ventilation team available to support school principals in this regard. Schools that identify inadequate ventilation in a room can utilise their minor work grant or apply for emergency works grant assistance to address ventilation enhancements where the minor work grant does not cover the full cost of the works required.
To date 19 schools have applied for additional funding under the emergency works scheme to assist with ventilation. Of these, 12 have been approved, 2 were returned to the school to review the scope of the application, 2 were incorrectly classified as ventilation related and assessed separately, 2 were rejected as the application form was not fully completed and 1 is currently being assessed by a member of the Department’s technical team. None of the 12 approved identified a need for an air filter.
476. Deputy Jennifer Whitmore asked the Minister for Education when the planning application for a school build (details supplied) will be lodged; and if she will make a statement on the matter. [4517/22]
Amharc ar fhreagraThe project for Greystones Community College is in the early architectural planning stage which involves site surveys, school design stages and the preparation of the application for Planning Permission.
As part of the conditions of sale, the lodgement of the application for planning permission for the project is under the remit of the vendor. The Department has been working closely with the vendor to expedite a planning application for the new school.
In advance of lodging the planning application, the vendor’s Design Team presented the design to the Patron body on 14th January and it is anticipated that the application for planning will be lodged in the coming weeks.
477. Deputy Claire Kerrane asked the Minister for Education if her attention has been drawn to major delays experienced by principals and teachers when they request a pension statement from the pensions' unit within her Department; if her attention has been further drawn to the fact that these delays mean that principals and teachers cannot plan for their retirement; if she will examine this issue to ensure that pension statements are easily obtained; and if she will make a statement on the matter. [4535/22]
Amharc ar fhreagraThe issuing of Single Pension Scheme statements is being progressed by my Department at present. It is intended that Annual Benefit Statements will issue to members in line with the SPS legislation from 2022 onwards.
For members of the pre-existing pension schemes, requests for statements are dealt with on a priority basis including ill-health and family law issues as well as prioritising those members retiring in the current and subsequent school year.
478. Deputy Carol Nolan asked the Minister for Education the legal fees that were incurred by her Department following the decision to contest the legal challenges brought forward by two home-schooled students who claimed they were unfairly excluded from the leaving certificate calculated grades process in 2020; and if she will make a statement on the matter. [4588/22]
Amharc ar fhreagraAs the Deputy will be aware, the Supreme Court delivered its judgments on January 24th last in the appeals the appeals taken in these cases.
It is important to highlight that the students concerned were provided with calculated grades in 2020 following the initial High Court rulings in their cases. The appeals brought initially to the Court of Appeal and subsequently to the Supreme Court had no implications for the students as regards their grades or final results.
The appeals were brought because of important legal issues which arose in particular from the Court of Appeal rulings.
The legal costs paid by my Department in respect of these cases is €432,514.08 including VAT.
My officials and I will be considering the judgments carefully, which will include engagement with our legal team and the Attorney General’s Office.
479. Deputy Claire Kerrane asked the Minister for Education if she has considered the reintroduction of an allowance for teachers on offshore islands; and if she will make a statement on the matter. [4224/22]
Amharc ar fhreagraMy Department implemented the outcome of the review of allowances and premium payments (September 2012) by the Department of Public Expenditure and Reform. The outcome of which was that many allowances were no longer payable to many new public service entrants including “new entrant” teachers.
Circular 8 of 2013 outlines the effect of this review on teachers. In common with a number of job-role based allowances, sanction for payment to new beneficiaries of the Island allowance was withdrawn from 1st February 2012 under the terms of the Circular. Furthermore, if a teacher was eligible for receipt of the allowance prior to 1st February 2012 and subsequently left that job role on a voluntary basis, their entitlement to the allowance ceases from the date of the move and they cannot re-gain entitlement.
Additional amendments to teacher terms and conditions, including pay and allowances, may be achieved through engagement and collective bargaining agreements between the Government and the public service unions.
My colleague, the Minister for Rural and Community Development, is overseeing the development of an Islands policy with the aim of providing a coordinated Departmental response to address the socio-economic and structural needs of island communities. The policy development process involved a number of strands, including consultation with island communities to identify their specific challenges, and meetings with Departments and other stakeholders to consider their responses to these challenges.
In that context my Department is contributing to the process with the aim of supporting effective delivery of education on the islands.
480. Deputy Claire Kerrane asked the Minister for Education the status of a secondary school in Inishbofin; and if she will make a statement on the matter. [4225/22]
Amharc ar fhreagraI wish to advise the Deputy that new 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, 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.
The Department of Education will continue to be represented on the Inter-Departmental Committee for the Development of the Islands led by the Department of Rural and Community Development.
481. Deputy Fergus O'Dowd asked the Minister for Education if she will address a series of matters raised in correspondence (details supplied) in relation to a school; and if she will make a statement on the matter. [4745/22]
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.
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. 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 planning application for the next phase of interim accommodation was submitted to the Local Authority on 15th December, 2022 with an expected decision due date of 17 February, 2022. It is not proposed nor is it included in the planning application already submitted to provide amenity facilities as outlined by the Deputy given the complexities of this site.
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. It is anticipated that the application for Planning Permission for the permanent building will be lodged in Quarter two of 2022.
Due to the interim accommodation currently on site, a phasing strategy is being compiled and it is intended that the SEN unit and PE hall will be delivered in phase one.
My Department engages on a regular basis with the Patron Body and the Principal of the school.
482. Deputy Denis Naughten asked the Minister for Education if she will provide a list of Acts or sections or other provisions of Acts for which a commencement order has yet to be signed in her Department; the reason for the delay; when commencement orders will be signed; and if she will make a statement on the matter. [4757/22]
Amharc ar fhreagraThe details of sections of Acts under my Department's auspices which have not been commenced are set out in the table below.
|
Act |
Section(s) |
Details |
|
Education (Admission to Schools) Act 2018 |
Sections 9 (67-70), 12 (b) |
Section 12(b) – repeal of section 10 of the Education for Persons with Special Educational Needs Act 2004 required for commencement of section 67 Section 67 – Designation of school by Council or Child and Family Agency Section 68 – Direction to board and appointment of independent person by patron Section 69 – Direction to board by Minister Section 70 – Request to patron by Minister – may request that the patron directs the board to comply
New school admissions processes were implemented for the first time for admission to schools in September 2021 in accordance with the requirements of the Education (Admission to Schools) Act 2018. Patrons and schools required some time to fully revise their admission policies and implement necessary changes before the remaining sections were commenced. The Department was also mindful of the ongoing challenging environment that schools were currently operating in during the pandemic. The Department is planning to progress further commencement of the act in 2022. |
|
Education (Miscellaneous Provisions) Act 2007 |
Sections 1, 2, 8, 9 |
Section 1 relates to definitions. Section 2 relates to a textual amendment of a definition contained in the Education Act 1998. Section 8 is the standard expenses provision. Section 9 relates to the short title, citation and commencement. |
|
Education for Persons with Special Educational Needs Act 2004 |
Sections 3-13, 14(1)(b), 14(1)(d), 14(1)(e), 14(1)(f), 15-18, 38 and 39 |
The sections of the EPSEN Act that have not yet been commenced are those mainly concerned with the assessment of need process, preparation and review of individual education plans and the associated appeals provisions in relation to these areas. A small number of sections refer to interaction between the NCSE and the health services.
At the time of the Act coming into being, the cost of implementing the remaining sections was estimated at a prohibitive level. In addition policy in the area of special education has significantly developed in the intervening period.
A review of the EPSEN Act is taking place in 2022 to provide assurance that there is an adequate legislative basis for the educational provision, both current and planned, for children with special educational needs. The outcome of that review, which is expected to be completed in Q1 2023 will determine any changes to the Act if required. |
|
Teaching Council Act 2001 |
Sections 37 and 39 |
These sections relate to information to be furnished to the Council by the employer in cases of dismissal or resignation (Section 37), and the continuing education, training and professional development of teachers (Section 39).
Section 37 is expected to commence in 2022.
Consideration of progressing Section 39 will be made in the context of the ongoing development of Cosán, the Teaching Council’s Framework for Teachers’ Learning. |
483. Deputy Jackie Cahill asked the Minister for Education if she will provide an update on efforts to deliver a home economics teacher training course for a college (details supplied); and if she will make a statement on the matter. [58501/21]
Amharc ar fhreagraOver the past number of years, my Department has been working on issues related to teacher supply in primary and post-primary schools. This work is led by the Teacher Supply Steering Group, chaired by the Secretary General of my Department.
The technical report prepared by my Department ‘Developing a Teacher Demand and Supply Model for Ireland 2020-2038’ outlines the complexity of projecting teacher demand and supply, in particular at post-primary level.
Work is underway to develop projections for post-primary teacher demand and supply at a subject level based on up-to-date data from a number of sources. The aim is to develop an effective model to indicate subject level projections for post-primary schools, as part of overall teacher demand and supply projections. This work is a key priority and will be central to informing teacher supply planning in coming years.
484. Deputy Kathleen Funchion asked the Minister for Education the number of ASD classes in Tullow town, County Carlow; if her attention has been drawn to the severe shortage of ASD classes in Tullow; the reason that a school (details supplied) does not have an ASD class; the measures that she proposes to introduce to rectify this problem; and if she will make a statement on the matter. [4602/22]
Amharc ar fhreagraEnabling children with special educational needs to receive an education is a priority for this Government.
This year, my Department will spend in excess of €2 Billion, or over 25% of the Department’s budget on providing additional teaching and care supports for children with special educational needs.
The National Council for Special Education (NCSE) has responsibility for coordinating and advising on the education provision for children with special educational needs nationwide.
It is open to any school to make an application to the NCSE for the establishment of a specialised provision and where sanctioned, a range of supports, including capital funding, is made available to the school.
There are currently 38 special classes for children with autism in Co. Carlow – 25 at primary level including 5 Early Intervention classes and 13 at post primary level.
The NCSE through its network of SENOs (Special Educational Needs Organisers) continues to engage in a process of establishing new classes for the 2022/2023 school year and beyond by looking at local information in relation to current and projected demand for special education places.
As a result of this ongoing engagement, the NCSE has specific plans in place to open additional special classes in schools in Carlow and surrounding areas and is engaged in consultation with schools in these areas.
In relation to the school referred to by the Deputy, the NCSE is aware of the school’s interest in opening a special class. While the NCSE is always grateful to schools who express a willingness to open a special class, before sanction can be given the NCSE must be satisfied that the number of students seeking a special class placement cannot be catered for in already established special classes within an area.
In light of planned and existing special classes, the NCSE has confirmed there is sufficient provision to meet known demand. NCSE will continue to work with schools in the area should an unmet need emerge in the future.
The local SENOs remain available to assist and advise parents of children with special educational needs. Parents may contact SENOs directly using the contact details available at: ncse.ie/regional-services-contact-list.
Information on the list of schools with special classes, the type and location of these classes is published on the NCSE website and is available at www.ncse.ie.
485. Deputy Marc Ó Cathasaigh asked the Minister for Education when the installation of a lift to facilitate a disabled student will be completed at a school (details supplied) following approved funding under the emergency works scheme in September 2021 and a contractor already being appointed; and if she will make a statement on the matter. [4834/22]
Amharc ar fhreagraI would like to inform the Deputy that the school in question were approved funding for the installation of a lift under my Departments Emergency Works Scheme in September 2021, as this is a Devolved Scheme the responsibility for progressing the works lies with the school authority.
The Emergency Works Team have contacted the school for an update and have been informed that a Consultant has been appointed and the tender report is being compiled, they hope to begin the works this summer.
486. Deputy Brendan Griffin asked the Minister for Education if she will address the case of a person (details supplied); and if she will make a statement on the matter. [4356/22]
Amharc ar fhreagraUnder the Assistive Technology scheme, as set out in my Department’s Circular 0010/2013, funding is provided to schools towards the cost of computers and specialist equipment, which are required for educational purposes.
All equipment provided under this scheme supports children with more complex disabilities who, in order to access the school curriculum, require essential specialist equipment.
The National Council for Special Education (NCSE) through its network of local Special Educational Needs Organisers (SENOs) is responsible for processing applications from schools for special educational needs supports. SENOs also make recommendations to my Department where assistive technology/specialised equipment is required. The NCSE operates within my Department's criteria in making recommendations for support.
In order to qualify for equipment under the assistive technology scheme, a student must have been diagnosed with a physical or communicative disability and must also have a recommendation in a professional assessment that the equipment is essential in order to allow the student to access the curriculum. It must also be clear that the existing I.T. equipment in the school is insufficient to meet the child's needs.
Schools make applications directly to the SENO, providing details of the student’s special educational needs or disability, including details of the approach taken by the school in making relevant interventions.
SENOs will review the application, and professional reports provided in support of same, in order to establish whether the criteria of the scheme have been met. They will then make a recommendation to my Department as to whether or not assistive technology is required; and based on this recommendation, my Department will decide on the level of grant, if any, to be provided.
Although equipment is sanctioned under the Assistive Technology scheme for use by particular students, it is the property of the school, and the school’s management authority is responsible for maintenance, repair, and insurance of the equipment.
An application has been received by my Department for this child on 21st January 2022 and a decision letter will issue to the school in due course.
487. Deputy Christopher O'Sullivan asked the Minister for Education her strategy to teach students in primary and secondary schools to stay safe online; and if she will make a statement on the matter. [4678/22]
Amharc ar fhreagraThere are currently extensive training and curricular supports, including through the Social Personal Health Education (SPHE) curriculum, the Professional Development Service for Teachers (PDST) and the Webwise Programme, to assist schools in the development of policies and practices on the safe use of the internet and on the prevention of bullying including cyber-bullying.
The PDST and its Webwise team have developed dedicated resources for teachers, parents, children and young people which gives practical information and advice on the safe, ethical and responsible use of the internet and addresses key issues such as cyberbullying, sexting, image sharing, respectful communication, social media, popular apps and more. The Webwise resources are available at www.webwise.ie.
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. The NCCA was asked to look at a number of specific issues in respect of RSE and the curriculum. These included but were not limited to consent; developments in relation to contraception; healthy positive, sexual expression and relationships; safe use of the Internet and social media and its effects on relationships and self-esteem; and LGBTQ+ matters.
The immediate focus of the NCCA work has been on creating support materials for teachers for publication online as part of an Interim Guidance Toolkit. The toolkit's purpose is to support effective teaching and learning of SPHE/RSE linked to the current curriculum and to provide guidance on how SPE/RSE may be approached in a comprehensive way that meets the needs of young people today. These resources cover all topics including many of the topics that have been raised in the media during recent days as important for young people's education - there are resources to help teachers in teaching about rights and responsibilities in relationships, how to recognise healthy, unhealthy and abusive relationship, how to interact safely and respectfully (both online and face-to-face), the influence of the media (including pornography) on young people's understanding and expectations, sexual consent and assertive communication.
The NCCA Toolkits will be expanded during 2022 to include further age and stage appropriate guidance for teachers on how to address these and other related topics within the SPHE classroom. The Toolkit provides practical help designed to deepen teachers' understanding and skills so that they feel more confident in addressing important and sensitive topics.
In tandem with this work, preparation for the broader redeveloping and updating of the SPHE curriculum has begun. Updated curricula will be developed for Primary, Junior Cycle and Senior Cycle. It is expected that a revised Junior Cycle specification will be completed by the end of 2022, following a period of public consultation. Updated specifications for primary and senior cycle will follow immediately afterwards.
On the 19th January, I provided an update to Cabinet on the measures to tackle and prevent bullying in schools including progress in relation to anti-bullying work currently being delivered by my Department and the commencement of a review of both the 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, gender identity bullying and sexual harassment.
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.
It 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.
488. Deputy Jennifer Whitmore asked the Minister for Education if she will provide additional temporary accommodation to meet the September 2022 needs of a school (details supplied) [4853/22]
Amharc ar fhreagraI wish to advise the Deputy that my Department received an application under the Additional School Accommodation (ASA) scheme from the relevant school authority.
The application from the school in question is being assessed by my Department and the decision will be issued to the school shortly.
489. Deputy Jennifer Whitmore asked the Minister for Education her views on the expansion to a double stream school for a national school (details supplied) in County Wicklow. [4854/22]
Amharc ar fhreagraI can confirm to the Deputy, that My Department received a request for a change of status from the school in question from a single stream fully vertical, co-educational school to a two stream, fully vertical co-educational school from September 2022.
As part of the assessment process, my Department has taken into account the demographic projections and current capacity for the Greystones school planning area. These projections indicate that there is already significant additional capacity available and that an increase from a one stream to a two stream status for the school in question is not warranted. In addition to other schools, the school planning area includes a new 24 classroom multi denominational primary school with substantial current capacity for additional enrolments.
The application from the school in question was assessed by my Department in this context and the school have been notified of the decision.
