Written Answers Nos. 61-80
68. Deputy David Stanton asked the Minister for Education her plans to increase second-level school capacity in east County Cork given the projected increase in population in the area in the coming years; and if she will make a statement on the matter. [4617/22]
Amharc ar fhreagraAs the Deputy may be aware, for school planning purposes, my Department divides the country into 314 school planning areas and utilises a Geographical Information System to anticipate school place demand. Information from a range of sources, including Child Benefit data, school enrolment data and information on residential development activity is used for this purpose. Additionally, Project Ireland 2040 population and housing targets inform my Department's projections of school place requirements.
Having considered the projected requirements in each school planning area, my Department then makes an assessment of the existing capacity within that particular area and its ability to meet any increased demand.
Where data indicates that additional provision is required at primary or post primary level, the delivery of such additional provision is dependent on the particular circumstances of each case and may be provided through either one, or a combination of, the following:
·Utilising existing unused capacity within a school or schools,
·Extending the capacity of a school or schools,
·Provision of a new school or schools.
My Department's projections of post primary school place requirements in East Cork show an anticipated continued growth in enrolments in the short- to medium-term.
However, in response to projected future need and to enrolment pressures in the area, there has been significant capital investment by my Department at post primary schools in East Cork. A new post primary school, Carrigtwohill Community College, was established in 2016. A project to deliver a new, modern 1,000 pupil school building for that school is underway. Additionally, an extension at St. Colman's Community College has been recently completed and a number of other large school building projects are also in train, delivering expanded capacity at St. Aloysius College, Midleton CBS, St. Mary's High School, Pobalscoil na Tríonóide in Youghal and Coláiste Mhuire in Cobh.
While my Department is aware of increasing pressures and demand for additional school places in East Cork, 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 patrons of schools in East Cork 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.
I understand that principals of schools in the area have had a number of meetings to establish an overall picture of school place requirements for the next academic year. My Department will continue to have close engagement with the relevant school patrons and authorities in order to monitor the situation and implement any solutions which may be required.
Additionally, my Department will continue to work to advance the planned and current projects in East Cork and to ensure sufficient places for both mainstream provision and for pupils with special education requirements both for the coming academic year and into the future.
69. Deputy Mairéad Farrell 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. [4222/22]
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. In that context my Department is contributing to the process with the aim of supporting effective delivery of education on the islands.
70. Deputy Denis Naughten asked the Minister for Education the steps she is taking to deliver on her capital building programme; and if she will make a statement on the matter. [4009/22]
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.
The key drivers of capital investment in the schools sector are as follows:
demographic change,
alignment with housing provision and national planning at school planning area level,
construction costs,
catch-up to address legacy of underinvestment; and
climate action objectives including deep energy retrofit.
My Department has a large pipeline of projects for delivery under the school building programme. The main elements of this pipeline currently involve in excess of 1,200 school building projects for delivery under the Department’s Large Scale and Additional Accommodation Scheme. These projects are currently in progress across the various stages of planning, design, tender and construction .
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. Most of which are expected to be either under construction or completed in the period up to 2025 and are being progressed as quickly as possible.
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.
During the period 2018 to 2021 691 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 64,000 school places.
It is anticipated that 150 to 200 school building projects will be completed annually during the 2022 to 2025 period.
71. Deputy Kieran O'Donnell asked the Minister for Education if all new school building projects or extension projects will include special education facilities or incorporate the principles of universal design; and if she will make a statement on the matter. [4720/22]
Amharc ar fhreagraI wish to assure the Deputy that the provision of appropriate accommodation for pupils with special edcuation needs is an absolute priority for Minister Madigan and myself. This is in two respects: firstly in ensuring that there is sufficient provision for pupils with special education needs and secondly in designing school accommodation that meets the needs of all users - students and staff - and enhances the learning experience.
In order to make accommodation provision to meet the needs of students with special education requirements, my Department has close engagement with the National Council for Special Education which has responsibility for coordinating and advising on the education provision for children nationwide. When the NCSE sanction a special class in a school, the school can apply to my Department for capital funding to re-configure existing spaces within the school building to accommodate the class or to construct additional accommodation. Similarly, where special schools wish to expand provision, the school can apply to my Department for capital funding to accommodate additional placements.
The NCSE has additionally provided my Department with projections of future requirements for classes for students with special education requirements. These are informing my Department's advance planning for special class accommodation.
This advance planning is building on the significant work to date in delivering additional classrooms for students with special education needs. There are currently over 1,200 further school building projects in train which are expected to deliver circa 1,800 permanent special classrooms.
Such classrooms for pupils with special education needs are included as standard in the accommodation brief for new school buildings and major extension projects, unless local circumstances indicate that they will not be required. Typically, two classrooms for pupils with special education needs are provided in new primary schools and four classrooms are provided in new 1,000 pupil post primary schools, with pro-rata provision for schools of other sizes. The overall accommodation suite for students with special education needs would also generally include ancillary accommodation such as a Central Activities Space, Multi Activity Room and Quiet Spaces as well as an outdoor Secure Play Area and Sensory Garden.
In addition to the specific accommodation provision for students with special education needs, the principles of universal design are embedded in all of my Department's technical guidance for school building projects, for the benefit of all school building users. A suite of such Technical Guidance Documents is published on my Department's website at www.gov.ie.
72. Deputy Emer Higgins asked the Minister for Education the number of special education classes in an area (details supplied) at the present time; and the number of pupils being supported by those classes. [4658/22]
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 a wide range of schemes and supports for children with special educational needs.
This includes additional teaching and care supports.
As a result, the number of special education teachers, special needs assistants and special class and school places are at unprecedented levels.
The National Council for Special Education (NCSE) has responsibility for coordinating and advising on the education provision for children nationwide.
Throughout 2020 and 2021, my Department and the NCSE have worked closely on a more streamlined and joined up planning process which has ensured a targeted approach to meet demand for special needs placements ahead of each new school-year
I am satisfied that this more joined up approach is delivering. Through this intensive intervention, we have seen an additional 301 special classes, providing over 1,800 new places, opened nationwide for the 2021/22 school-year.
I also acknowledge that notwithstanding the extent of this investment, there are some parts of the country where increases in population and other issues have led to concerns regarding a shortage of school places.
NCSE has well established structures in place for engaging with schools and parents and seeks to ensure that schools in an area can, between them, cater for all children who have been identified as needing special class placements.
In terms of the area specifically referenced by the Deputy, I can confirm that there are currently 35 special classes in the Dublin Mid-West area of which 28 are at primary level and 7 at post primary level. 4 of these classes have been established in the current school year. These special classes provide 211 placements for students with special educational needs.
I can also confirm that the NCSE is aware of an identified need for additional special classes for students with autism in primary and post-primary schools in the Dublin area generally. Work has been underway with stakeholders for a number of years to meet the demand for places.
We are always grateful to those schools that have responded, and continue to respond positively to meet the educational needs of children in their communities.
NCSE is continuing to engage with schools in Dublin regarding the establishment of additional special classes for 2022/23 and beyond. There are specific plans in place to open additional special classes and every support will be made available to progress their opening in the shortest possible timeframe with a particular focus on September next.
It is of course open to any school to engage with the NCSE to establish a special class.
I want to reassure the Deputy that my Department will continue to support the NCSE and schools through the provision of the necessary funding and capital investment to ensure all children are successful in accessing an education.
73. Deputy Cathal Crowe asked the Minister for Education if she will consider allocating funding for the provision of a sensory garden, play space and six car parking spaces to accompany the construction of two ASD classrooms and one mainstream classroom at a school (details supplied) in County Clare. [4627/22]
Amharc ar fhreagraI can confirm to the Deputy that the school to which he refers has been approved for a project under my Department's Additional Accommodation Scheme. This project will provide for 1 mainstream classroom and a 2-classroom SEN Base.
I am pleased to inform the Deputy that my Department approved this project to proceed to construction in May 2021 and the project is currently on site.
The school has recently submitted a request for additional funding for this project to provide a sensory garden, hard and soft play areas, and six car parking spaces. I am pleased to inform the Deputy of our agreement in principle to provide the additional funding in question, subject to agreement being reached on the costs associated with this proposal.
My officials have written to the school to seek further information and clarification on the cost of these additions, including whether cost saving measures in that respect can be achieved.
74. Deputy Pauline Tully asked the Minister for Education if she will amend the entry qualifications for SNAs from QQI level 3 qualification (details supplied) to a QQI level 5 or 6 to reflect the complexity of the work that SNAs undertake; if she will allow for a system of accredited, structured continuous professional development for SNAs; and if she will make a statement on the matter. [4842/22]
Amharc ar fhreagraSpecial Needs Assistants (SNAs) play a huge role in helping to ensure the inclusion of pupils with significant care needs in education and in school life. This was acknowledged in the Comprehensive Review of the Special Needs Assistant Scheme (SNAs) published by the National Council for Special Education (NCSE) in 2018.
The Review made a number of recommendations regarding SNAs including the training needs of SNAs. In this regard, the NCSE recommended that a new national training programme at Level 5 of the National Qualification Framework be developed for existing SNAs who do not have the requisite level of training and for new SNAs on appointment. The NCSE also recommended that training tailored to the complex needs of some students would also be provided.
The policy advice has been considered by my Department. It was decided that priority would be given to the development of a training programme for SNAs who may not have had a recent opportunity to access a training programme tailored to their role.
The first national training programme for SNAs is now in place and it aims to enhance the knowledge, skills and expertise of SNAs whose work is central to the inclusion of students with additional care and complex needs in school life. The programme is fully funded by my Department and delivered at no cost to the SNA.
There are 3,500 places available on the online programme over 4 years. Each phase of the programme has been fully subscribed to date. 500 have completed the programme and a new cohort of 1,000 commenced the programme last September.
As this is the first programme, it is appropriate to take the time to review outcomes and this will inform the future approach to ongoing training and professional development of SNAs. Part of that consideration will include accreditation.
Raising the minimum qualification for appointment as a special needs assistant has been raised by the FORSA union and has been referred to the Workplace Relations Commission. My Department is engaging in that process.
The recruitment and appointment of Special Needs Assistants is a matter for each individual school authority. In addition, the actual requirements for a post will vary depending on the specific needs of the children and the school to which the SNA is to be appointed. My Department does not believe that the existing minimum qualifications has impacted on the calibre of person appointed and it is also the case that people with experience and/or higher qualifications than the minimum are often the successful candidate in competitions held by schools.
However, having considered the claim and, in particular, the period of time since they were set, my Department is open to reviewing the entry requirements for SNAs. My Department has also agreed to a review of the SNA contract which was agreed as part of the Building Momentum national pay agreement. My Department is prioritising the contract review and this will be followed by a review of the entry qualifications.
II am satisfied that the approach outlined fully recognises the important place of SNAs in our schools. The forthcoming review of the SNA contract along with the new training programme for SNAs that is now in place will help to enhance the experience of children with special needs in our schools.
75. Deputy Richard Boyd Barrett asked the Minister for Education the number of the 42 new schools planned for 2019 to 2022 under the online patronage preference system that have permanent sites and buildings; and if she will make a statement on the matter. [4812/22]
Amharc ar fhreagraIn April 2018 the planned establishment of 42 new schools (26 primary & 16 post primary), over the 4 years from 2019 to 2020. This announcement followed a nationwide demographic
exercises carried out by my Department into the current and future need for primary and post-primary school places across the country. Since this announcement officials in my Department have carried out extensive site identification and assessment exercises for each of the 42 new schools with a focus on maximising lands already in State ownership.
As requested by the Deputy, the following is the current status of permanent sites for 42 new schools:
14 schools have new sites acquired (7 primary & 7 post primary);
5 agreements in principle for new sites have benn reached (3 primary & 2 post primary);
2 agreements in principle with Local Authority executive, subject to approval by Elected Members (2 primary);
10 schools are being accommodated on lands or buildings in the control of the Minister (8 primary & 2 post primary);
11 school sites are at various stages of assessment and negotiation (6 primary & 5 post primary);
I can assure the Deputy that my Department is working to progress site acquisitions as quickly as possible.
76. Deputy Kathleen Funchion asked the Minister for Education the status of the additional school accommodation application by a school (details supplied) to expand its facilities to support learning. [4601/22]
Amharc ar fhreagraThe purpose of my Department’s Additional School Accommodation (or ASA) scheme is to ensure that essential mainstream classroom accommodation and accommodation for pupils with special education needs is available to cater for pupils enrolled each year, where the need cannot be met by the school’s existing accommodation.
At primary level, this situation generally arises to cater for a school’s accommodation requirements where an additional teaching post has been sanctioned by Teacher Allocation Section, or the requirement for a new class for pupils with special education needs has been identified by the NCSE, and all available alternative accommodation within the school is already being used for classroom purposes.
The most recent application under the ASA scheme from the school referred to by the Deputy was received by my Department in January 2022. This application is seeking funding for the significant modernisation of existing school accommodation. It is curently being assesssed and on completion of the assessment process, the school authority will be contacted directly with a decision.
As the Deputy will be aware, the National Development Plan 2021-2030 provides capital funding of over €4.4bn for investment in school infrastructure during the period 2021 to 2025. My Department’s priority in recent years has been providing additional capacity to provide the required school places and this continues to be the case.
However, during the period 2021 to 2025, the NDP allocation for the School Education sector will provide for a number of key initiatives, including a strengthened focus on refurbishment and modernisation of existing school stock as part of underpinning the transition of the school system to an era of Net Zero carbon by 2050.
My Department and the Department of Environment, Climate and Communications have established a jointly funded pathfinder programme with the SEAI, testing and demonstrating energy efficiency and decarbonisation retrofit approaches. This Pathfinder programme is paving the way for, and informing, a much larger national programme for the energy retrofit of schools built prior to 2008 as included in the National Development Plan.
77. Deputy Rose Conway-Walsh asked the Minister for Education if she will support the application by a school (details supplied) for the addition of an ASD classroom to allow students with special educational needs to continue to attend their local school; and if she will make a statement on the matter. [4646/22]
Amharc ar fhreagraThe provision of accommodation for pupils with special education needs is a priority for my Department. My officials have close engagement with officials in the National Council for Special Education in respect of needs at primary and post primary level and also at special schools. The delivery of accommodation to meet current and future requirements for classes for pupils with special education needs, as identified by the NCSE, is prioritised by my Department.
I understand that St. Patrick's Central National School is currently in discussions with the NCSE about the potential establishment of a class for pupils with special education needs. Where a school is interested in opening a special class, guidance in this respect is available on my Department's website and funding will be provided by my Department under the Additional School Accommodation (or ASA) scheme, if it is required. I welcome the commitment and cooperation from schools to ensure that sufficient places are available for pupils with special education needs.
If a class for pupils with special education needs cannot be facilitated within the school's existing accommodation, my Department's ASA scheme supports the delivery of additional accommodation to meet the need. I understand that enrolments at St. Patrick's Central National School have grown in recent years and it's possible that the provision of additional accommodation would be required to provide a classroom for pupils with special education needs at this school.
I wish to advise the Deputy that my Department has not yet received an application for additional accommodation from the school in question, however the school has been advised of the availability of the scheme and of the process for applying to my Department.
78. Deputy Patrick Costello asked the Minister for Education if she plans to develop a new national policy in relation to sexual harassment for the school curriculum. [4359/22]
Amharc ar fhreagraThere are developments in two areas of my Department’s policies concerning sexual harassment.
Firstly, in relation to the school curriculum, Social, Personal and Health Education (SPHE) is a mandatory curriculum subject in all primary schools and in post-primary Junior Cycle. Relationships and Sexuality Education (RSE) is required at all levels, from primary through to Senior Cycle. Topics covered at post-primary include: sexual harassment; healthy and unhealthy relationships; consent; domestic gender-based and sexual violence; dating violence and rape.
The Programme for Government commits to the development of inclusive and age appropriate curricula for RSE and SPHE.
Following a review of RSE in schools across all stages of education the National Council for Curriculum and Assessment (NCCA) established two development groups, one for primary and one for post-primary, to oversee development work in this area.
The immediate focus of the NCCA work has been on creating support materials for teachers as part of an online Interim Guidance Toolkit. The toolkit will support effective teaching and learning of SPHE/RSE linked to the current curriculum and provide guidance on how SPHE/RSE may be approached in a comprehensive way that meets the needs of young people today. 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 the influence of the media on young people's understanding and expectations, sexual consent and assertive communication.
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.
Consent education will be included within the learning outcomes for RSE, across all levels, based on the principle that consent is a core dimension of all healthy interpersonal relationships.
Secondly, I have announced a review of the 2013 Action Plan on Bullying action plan and procedures on bullying. This review will take account of developments and relevant research since the action plan and procedures were published and will specifically consider areas such as cyber bullying and gender identity bullying and sexual harassment.
The review will also give detailed consideration to the recommendations contained in the Oireachtas Joint Committee on Education, Further and Higher Education, Research, Innovation and Science Report on School Bullying and the Impact on Mental Health which was published in August 2021.
The review 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.
79. Deputy Cathal Crowe asked the Minister for Education if she will provide an update on the provision of new classrooms and subject rooms at a school (detail supplied) in County Clare. [4626/22]
Amharc ar fhreagraI can confirm to the Deputy that the school to which he refers has been approved for a project under my Department's Additional Accommodation Scheme as part of Project Ireland 2040. This project will provide for 2 Mainstream Classrooms, 1 Metalwork Room and 1 Woodwork Room and has been devolved for delivery to Limerick and Clare ETB (LCETB).
Project Ireland 2040 provides a total of approximately €4.4 billion of capital investment over the period 2021-2025. The project to which the Deputy refers is one of approximately 1,200 school building projects under the Large Scale and Additional Accommodation Scheme that 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 up to 2025. It is one of a continuous stream of projects that are at or near the tendering stage and is one of an anticipated 150 to 200 school building projects expected to be completed annually during the 2022 to 2025 period.
In respect of Scariff Community College, the project was approved in February 2017 and proceeded through the various stages of the architectural planning process thereafter. A Stage 1/2A report was received in May 2018 in that respect and approval was given to proceed to the planning stage in August 2018. The project successfully progressed through the statutory planning process. My Department subsequently approved the progression of this project to tender stage in July 2021. LCETB has been progressing the project in that regard and the Department awaits submission of the tender report, which is expected in the coming weeks.
I can assure the Deputy that LCETB and my Department are progressing this important project as quickly as possible.
80. Deputy Fergus O'Dowd asked the Minister for Education the budget for new school building projects for 2022 and for the next five years; the amount of funding available; and if she will make a statement on the matter. [4598/22]
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.
The key drivers of capital investment in the schools sector are as follows:
demographic change,
alignment with housing provision and national planning at school planning area level,
construction costs,
catch-up to address legacy of underinvestment; and
climate action objectives including deep energy retrofit.
My Department has a large pipeline of projects for delivery under the school building programme. The main elements of this pipeline currently involve in excess of 1,200 school building projects for delivery under the Department’s Large Scale and Additional Accommodation Scheme. These projects are currently in progress across the various stages of planning, design, tender and construction.
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. Most of which are expected to be either under construction or completed in the period up to 2025 and are being progressed as quickly as possible.
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.
During the period 2018 to 2021 691 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 64,000 school places.
It is anticipated that 150 to 200 school building projects will be completed annually during the 2022 to 2025 period.
