Written Answers Nos. 101-120
101. Deputy Thomas Gould asked the Minister for Education the number of children who will require a primary and secondary special school place in County Cork in September 2022; and the number available. [4642/22]
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 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 a network of 357 special classes in Cork, including Cork City, of which 309 are special classes for children with autism. Of the 309 special classes for children with autism, 228 are at primary level including 21 Early Intervention classes and 81 are at post primary level. A total of 45 new ASD special classes were established in Cork for the 2021/2022 school year.
The Deputy will be aware that Minister Foley and I secured a significant expansion of special school provision in Cork for the current school year. A new special school was established in Carrigaline as well as increasing capacity in St. Mary’s Special School, Rochestown to meet the needs of children in the Cork area.
The NCSE through their network of SENOs (Special Educational Needs Organisers) continue to engage in a process of establishing new classes and increasing special school provision for the 2022/2023 school year and beyond by looking at local information in relation to current and projected demand for special education places.
The NCSE have specific plans in place to open additional special classes in Cork for the 2022/23 school year and are also supporting special schools in Cork to increase their enrolment capacity.
Parents seeking special class or special school placements for their children are advised to contact NCSE locally so that their needs can be taken into account for planning purposes.
I should also clarify that the NCSE does not maintain waiting lists for schools. Boards of management of individual schools are responsible for such enrolment matters.
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 special schools and schools with special classes, the type and location of these classes is published on the NCSE website and is available at www.ncse.ie.
102. Deputy Donnchadh Ó Laoghaire asked the Minister for Education the progress made in achieving at least 400 multi-denominational primary schools by 2030 as committed to in the Programme for Government. [4821/22]
Amharc ar fhreagraThe Government’s objective is to have at least 400 multi-denominational schools in the primary system by 2030 to improve parental choice.
I fully support this commitment and am working with my Department to develop a number of different approaches in the context of an expanding population in some areas and an increasing demand for multi-denominational education. The Schools Reconfiguration process, along with approaches such as the patronage divesting process, voluntary reassignments of patronage under Section 8 of the Education Act 1998 and the patronage process for new schools, which includes consideration of parental preferences for different types of school patron, will contribute to the achievement of this target. In recent years there has been progress towards increasing the numbers of multi-denominational primary schools with the vast majority of new primary schools established to cater for demographic demand in the last decade having a multi-denominational ethos.
The Schools Reconfiguration for Diversity process, supporting transfers of schools to multi-denominational patrons in response to the wishes of local families, has been developed in order to accelerate the delivery of multi-denominational schools across the country. This Reconfiguration process involves the transfer of existing live schools as opposed to the amalgamation and/or closure model of the patronage divesting process.
The “Early Movers” provision of the schools reconfiguration process enables school communities that have already decided to seek a transfer of patronage to engage with their school patron on the matter. A patron may transfer patronage under section 8 of the Education Act 1998. A number of patronage changes have taken place in recent years in this context, resulting in the provision of an additional 11 multi-denominational Community National Schools (three of which already had a multi-denominational ethos). In addition in 2021, an Irish-medium gaelscoil transferred patronage from its Catholic patron to An Foras Pátrúnachta. This school now offers parents of junior infants the choice of undertaking an Ethics and Morality Programme or a Catholic Programme.
In September 2022 another planned primary school patronage transfer, from Catholic patronage to the local Education and Training Board, to become a multi-denominational Community National School is expected to take place.
The Department of Education has been engaging with representatives of the Irish Episcopal Conference (Catholic bishops) as the majority patron of schools nationwide with a view to developing an agreed approach to the next phase of the reconfiguration process.
School communities who wish to explore the potential to transfer patronage should contact their school patron in the first instance.
103. Deputy John Lahart asked the Minister for Education the strategies in place to offer mental health supports for primary and secondary students, including access to emotional well-being supports in schools; and if she will make a statement on the matter. [4662/22]
Amharc ar fhreagraWhile the Department of Health has responsibility for mental health services in Ireland, my Department has an important role to support the wellbeing and positive mental health of all our young people. My Department’s approach to supporting wellbeing and mental health of young people is set out in its Wellbeing Policy Statement and Framework for Practice first published in 2018 and refreshed in 2019. The approach proposed is a whole school and preventative approach which has multiple components that include providing children and young people with opportunities to:
- build core social and emotional skills and competencies
- experience supportive relationships within the school setting
- be part of a school environment and culture that feels both physically and psychologically safe, in which they feel a sense of belonging and connectedness, that their voice is heard, and they feel supported
Embedded in the whole-school approach is the recognition that members of the school community may have different needs at different times and that a continuum of support in relation to wellbeing should be made available.
A broad range of supports, resources and professional learning opportunities are being provided to support schools to promote and support wellbeing and resilience by the Department’s support services. The services support schools to provide strong universal support at the level of whole school and classroom, more targeted support for some children and young people who may be at risk, and more individualised support for those with greatest need.
Social, Personal and Health Education (SPHE) which is mandatory in primary schools and up to Junior Cycle provides specific opportunities to enable a young person to understand himself or herself, to develop healthy relationships and to establish and maintain healthy patterns of behaviour.
My Department’s National Educational Psychological Service (NEPS) provides educational psychological support to all primary and post-primary schools. This involves direct support in the event of a critical incident, access to national and regional support and development work to build school capacity to support students, access to a NEPS psychologist for responses to queries arising, and access to individual pupil casework where there is need via a NEPS psychologist.
NEPS, in common with many other psychological services and best international practice, has adopted a consultative model of service. The focus is on empowering teachers to intervene effectively with pupils whose needs range from mild to severe and transient to enduring. Psychologists use a problem solving and solution oriented consultative approach to maximise positive outcomes for these pupils. NEPS encourages schools to use a continuum based assessment and intervention process whereby each school takes responsibility for initial assessment, educational planning and remedial intervention for pupils with learning, emotional or behavioural difficulties.
The NEPS Support and Development service, reaching an estimated 25,000 teachers annually, is an applied psychological service for school staff to help build their capability to respond to the wellbeing, academic, social and emotional needs of all students, and particularly those who are experiencing barriers to their wellbeing, learning, inclusion and participation. Professional learning activities to support children/young people with social/emotional/mental health difficulties and to promote positive wellbeing in school include:
FRIENDS: Training teachers in the delivery of the FRIENDS programmes (‘Fun Friends’, ‘Friends for Life’ and ‘My Friends Youth’), which are evidence-based anxiety prevention and resilience building programmes, which foster self-concept and a sense of school belonging using Cognitive Behavioural Therapeutically-informed approaches. Friends programmes help students to develop resilience by teaching them effective strategies to cope with, problem solve and manage all kinds of emotional distress, including worry, stress, change and anxiety. The Incredible Years Teacher Classroom Management programme is an evidence-based programme that equips teachers to manage their classrooms effectively to prevent and reduce behavioural problems while promoting children’s wellbeing and emotional and social competence. Since Covid-19 the training has been adapted to online format which increases accessibility for teachers.
NEPS has developed a range of workshops on the promotion of wellbeing and resilience in schools which include upskilling school staff on the use and implementation of therapeutically-informed approaches in schools. These include trauma-informed approaches, approaches based on the principles of cognitive behaviour therapy, and attachment-aware approaches. The approaches outlined in the workshops are based on research findings, on the experience of experts in their fields and on the experience of practicing psychologists working in schools. The workshops will be available to build the capability of school staff in both primary and post-primary settings, including for school leaders, teachers and SNAs.
Post primary schools have recently received a copy of new Student Support Team Guidelines. A Student Support Team is a student-focused mechanism put in place by a school in order to co-ordinate the support available for students in the school and to facilitate links to the community and other non-school support services. NEPS provides support to post primary schools in the setting up or review of Student Support Teams.
Also at post primary level, counselling is a key part of the role of the Guidance Counsellor, offered on an individual or group basis as part of a developmental learning process, at moments of personal crisis but also at key transition points. The Guidance Counsellor also identifies and supports the referral of students to external counselling agencies and professionals, as required. Each post primary school currently receives an allocation in respect of guidance provision, calculated by reference to the approved enrolment.
Wellbeing resources and supports for Leaving Certificate students are also available.
My Department has built strong links with the Department of Health and both Departments are exploring ways to improve supports for young people, including around increased awareness, promoting help-seeking behaviour and sign-posting to the wide range of available services.
104. Deputy Patrick Costello asked the Minister for Education if her Department will facilitate a hybrid leaving certificate as operated in 2021. [4360/22]
Amharc ar fhreagra111. Deputy Brendan Smith asked the Minister for Education if she will ensure that the views of students are taken into account in finalising arrangements for the 2022 leaving certificate; and if she will make a statement on the matter. [4824/22]
Amharc ar fhreagra114. Deputy Michael Creed asked the Minister for Education if she will provide details of her engagement with education partners including students on the matter of leaving certificate examinations 2022; if in particular, she will outline her detailed engagement with the State Examination Commission on this matter including any instruction or direction she has given the Commission regarding the format of examinations for 2022; and if she will make a statement on the matter. [4661/22]
Amharc ar fhreagra121. Deputy Aodhán Ó Ríordáin asked the Minister for Education if she will give certainty and fairness to the leaving certificate class of 2022 and work to develop a hybrid model leaving certificate similar to the previous two years. [4655/22]
Amharc ar fhreagra127. Deputy Paul Murphy asked the Minister for Education if she will ensure a non-traditional leaving certificate examination will take place in 2022; and if she will make a statement on the matter. [4692/22]
Amharc ar fhreagra139. Deputy Christopher O'Sullivan asked the Minister for Education if consideration will be given to a hybrid leaving certificate for 2022; and if she will make a statement on the matter. [4809/22]
Amharc ar fhreagra144. Deputy Mick Barry asked the Minister for Education her plans for the State exams in 2022; and if she will make a statement on the matter. [4825/22]
Amharc ar fhreagra163. Deputy Bernard J. Durkan asked the Minister for Education the extent to which she expects to be in a position to meet the concerns of second-level students with regard to the structure for the leaving certificate 2022 exams; and if she will make a statement on the matter. [4652/22]
Amharc ar fhreagra171. Deputy Ruairí Ó Murchú asked the Minister for Education if a hybrid model for the 2022 leaving certificate will be considered; and if she will make a statement on the matter. [4828/22]
Amharc ar fhreagra176. Deputy Mick Barry asked the Minister for Education the steps that will be taken into account in State examinations for the disruption to the school year due to Covid-19; and if she will make a statement on the matter. [4826/22]
Amharc ar fhreagra465. Deputy Joe McHugh asked the Minister for Education the status of the review of the leaving certificate 2022; and if she will make a statement on the matter. [4406/22]
Amharc ar fhreagra527. Deputy Danny Healy-Rae asked the Minister for Education when a decision will be made regarding an option for leaving certificate students to sit the exams or have calculated grades as has been done in the past two years. [5173/22]
Amharc ar fhreagraI propose to take Questions Nos. 104, 111, 114, 121, 127, 139, 144, 163, 171, 176, 465 and 527 together.
In recent weeks, I have attended a meeting with the Advisory Group on State Examinations, which has representatives of students, parents, teachers, school managerial bodies, the further and higher education sector, and the State Examinations Commission. Following on from this meeting, I met with the members of the advisory group on a bilateral basis and also had further engagement with each of them thereafter. I have listened carefully to what each of these stakeholders has had to say and examined each of their points.
Following consideration of this matter by Government today, I announced the decision: to operate an examinations approach for Leaving Certificate in 2022, with significant further adjustments to the examinations; and to provide students with a commitment that the overall results of Leaving Certificate 2022 will not be lower than in 2021. As the Deputy may be aware, it would not have been possible to run Accredited Grades in the same manner as last year, as Junior Cycle data was unavailable for 25% of our students.
The further extensive changes I have announced to the examination papers, over and above those announced in August 2021, mean that candidates: have greater choice in the papers; have less questions to answer; and still have the same amount of time as in a normal year to complete the examination. For example, in mathematics on each paper, instead of having to answer all ten questions, candidates will only have to answer six.
This is in addition to previously announced changes, such as the running of the Leaving Certificate Oral Examinations and Music Practical over the first week of the Easter Break.
Timeframes for certain assessment elements of the Leaving Certificate Applied examinations have also been pushed out. Schools were also reminded of the flexibilities regarding the dates for completion and authentication of examination Coursework.
I have also confirmed that Junior Cycle examinations will take place this summer. Adjustments to the assessment arrangements for Junior Cycle were published in August 2021 and provide for more teaching time in schools. They include a reduction in the number of Classroom Based Assessments to be completed, the removal of the requirement to complete Assessment Tasks, and adjustments to the requirements in coursework and practical performance tests.
I believe that the decision announced will provide Leaving Certificate students of 2022 with an opportunity for their learning and attainment at the end of their post-primary education to be assessed, and will enable them to progress to the next stage of their lives. It also provides the certainty and clarity in this matter that had been requested by schools and parents.
105. Deputy Réada Cronin asked the Minister for Education when a commencement date can be given for schools’ (details supplied) campuses given that the work of Kildare County Council has been completed; if the leaders of the schools can be included in future plans and developments; and if she will make a statement on the matter. [4376/22]
Amharc ar fhreagraMy Department has reached an agreement in principle for the acquisition of the site for the proposed school campus referred to by the Deputy. The process is at an advanced stage and my Department is engaging with the vendor to finalise the details for Heads of Terms for the site.
It is intended that this site will facilitate the construction of the three schools concerned, as part of the campus development. In tandem with the site acquisition, my Department is working on the accommodation briefs for the three schools which is part of the preparatory work associated with the architectural planning process.
My Department is committed to advancing the campus development as quickly as possible and will be in further contact with the schools during this process.
106. Deputy Joe McHugh asked the Minister for Education the number of additional pupils that will receive places in special education classes; and the breakdown of the number of additional special education classes in the current academic year by county. [4599/22]
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.
The 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.
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.
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.
107. Deputy Johnny Guirke asked the Minister for Education if she will ensure that school transport is provided to other second-level schools for new students unable to obtain a placement for enrolment in a school (details supplied) in County Meath; and if she will make a statement on the matter. [4625/22]
Amharc ar fhreagraSchool Transport is a significant operation managed by Bus Éireann on behalf of the Department of Education. In the current school year over 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.
The purpose of my Department's School Transport Scheme is, having regard to available resources, to support the transport to and from school of children who reside remote from their nearest school.
In general children are eligible for school transport if they meet the distance criteria and are attending their nearest school.
Children who are eligible for school transport and who complete the application process on time are accommodated on school transport services where such services are in operation.
Children who are eligible for school transport but for whom no service is available may, following an application process for transport within the prescribed time limits, receive a Remote Area Grant towards the cost of private transport arrangements. The grant amount is distance related and is payable annually at a fixed daily rate (from €1.30 - €5.10 per day), to each eligible family, regardless of the number of children from the same family, travelling to a particular school.
Children who apply but who are not eligible for school transport are considered for spare seats that may exist after eligible children have been facilitated; such seats are referred to as concessionary seats.
In cases where the Department is satisfied that the nearest school is full, eligibility for school transport will be determined based on the distance that children reside from their next nearest school having regard to ethos and language. If a family require further information in regard to the closest school being full they can contact School Transport Section of my Department. Further information in this regard is available on my Department's website www.education.ie.
108. Deputy Marc Ó Cathasaigh asked the Minister for Education the status of the National Council for Curriculum and Assessment advisory report on senior cycle reform; when she will publish the report; and if she will make a statement on the matter. [4621/22]
Amharc ar fhreagra125. Deputy James O'Connor asked the Minister for Education the status of the senior cycle review including the planned implementation of same; and if she will make a statement on the matter. [4673/22]
Amharc ar fhreagraI propose to take Questions Nos. 108 and 125 together.
As the Deputy is aware, between 2016 and 2020 the National Council for Curriculum and Assessment (NCCA) undertook an extensive review of senior cycle programmes and vocational pathways. The NCCA’s Advisory Report on the Senior Cycle has been submitted to my Department for consideration.
The Advisory Report maps out, in broad terms, an ambitious programme of work, which would enable the development and construction of the components that would make up a Framework for Senior Cycle and will involve further ongoing stakeholder engagement and consultation.
I am aware of the desire in the education community and more generally that the NCCA Advisory Report be published but we must first complete our consideration of the Report. I am currently focusing on what the implementation of the Report would involve and what we can do to best ensure the further evolution of Senior Cycle. My officials and I have been considering the Report carefully, with a view to delivering a Senior Cycle programme that meets the needs of the students of today and the future, and the Report will be published once those considerations are complete.
109. D'fhiafraigh Deputy Éamon Ó Cuív den Aire Oideachais cén uair a fhoilseofar polasaí nua Gaeilge do scoileanna taobh amuigh den Ghaeltacht; agus an ndéanfaidh sí ráiteas ina thaobh. [4643/22]
Amharc ar fhreagraTá polasaí nua don oideachas lán-Ghaeilge lasmuigh de cheantair Ghaeltachta á fhorbairt ag mo Roinn faoi láthair. Is í aidhm an pholasaí nua seo ná creat a chur ar fáil chun oideachas lán-Ghaeilge ar ardchaighdeán a sholáthar lasmuigh de cheantair Ghaeltachta.
Tá forbairt an pholasaí nua mar ghníomh tosaíochta chun cuspóirí na Straitéise 20 Bliain don Ghaeilge agus Chlár an Rialtais a bhaint amach chun soláthar oideachais don Ghaeilge a neartú. Leanfar le cur i bhfeidhm ghníomhartha an Pholasaí don Oideachas Gaeltachta chomh maith.
Bunaíodh grúpa oibre ionrannach laistigh de mo Roinn in 2021 chun an obair thábhachtach seo a chur chun cinn. Beidh an grúpa oibre seo ag díriú ar phróiseas comhairliúcháin a fhorbairt chun rannpháirtíocht fhorleathan na bpáirtithe leasmhara a spreagadh chun bonn eolais a chur faoin bpróiseas forbartha polasaí. Tá sé i gceist freisin go ndéanfar athbhreithniú ar litríocht náisiúnta agus idirnáisiúnta.
Tá Grúpa Stiúrtha á bhunú freisin chun maoirseacht, treoir agus tacaíocht a chur ar fáil don phróiseas forbartha beartais.
Táim ag súil leis an obair thábhachtach seo a thabhairt chun cinn agus tógáil ar na torthaí dearfacha atá á mbaint amach cheana féin i gcur i bhfeidhm an Pholasaí don Oideachas Gaeltachta chun an t-oideachas lán-Ghaeilge a neartú. Táim ag súil freisin le bheith ag obair leis na páirtithe leasmhara ábhartha chun na céimeanna éagsúla is gá chun an polasaí a fhorbairt a chur chun cinn.
110. Deputy Louise O'Reilly asked the Minister for Education the strategy of her Department to increase the number of students undertaking science, technology, engineering and mathematics for the leaving certificate; and if she will make a statement on the matter. [4401/22]
Amharc ar fhreagraThe Department of Education’s STEM Education Policy Statement 2017–2026, published in November 2017 acknowledges that while there are many strengths in STEM education provision, a number of challenges exist to include the need to increase the number of students choosing Science, Technology, Engineering and Mathematics (STEM) subjects in post-primary schools and the increased participation of females in STEM education.
There has been significant STEM related curricular reform which at Senior Cycle includes leaving Certificate Applied Mathematics implemented in schools from September 2021, Leaving Certificate Art implemented from September 2020 and Leaving Certificate Agricultural Science implemented in September 2019. In addition Leaving Certificate Computer Science has been available nationally as of September 2020. The NCCA is seeking to ensure that the development of the new specifications for Leaving Certificate Physics, Chemistry and Biology will address the need to widen the appeal of the subjects in order to meet the targets of the STEM Education Policy Statement and re-balance gender uptakes.
An advisory group, set up by my Department, has developed a set of recommendations in relation to Gender Balance in STEM in order to ensure improving gender balance, equity and inclusion for our young people. The implementation of the policy statement is already seeing favourable increases in relation to the numbers of schools offering STEM subjects other than mathematics and science. For example girls only schools offering more STEM subjects have increased from 55.7% to 63.3% between 2019 and 2020. The publication and implementation of the gender balance in STEM recommendations will ensure further improvements in the uptake of STEM subjects at post primary level.
It is of utmost importance to provide our young people and their families with awareness of STEM education, the opportunities that exists and to ensure that they can see themselves in these STEM careers. Some of my Department’s work in this area includes ongoing support of informal STEM education such as IWish, BT Young Scientist and Technology, Scifest and my Department’s new partnership with Science Blast. Other work includes an ongoing STEM awareness campaign in conjunction with Science Foundation Ireland.
Development of the second STEM Education implementation plan is underway which will guide implementation from 2022-2026. A public consultation has taken place from 17th December 2021 to 26th January 2022 with further consultations with education partners and stakeholders planned in the coming weeks. The new implementation plan will incorporate monitoring and review of the existing implementation plan and will allow actions to be revised and developed in line with identified needs. In addition to the priorities identified through this consultation the implementation plan will also be informed by the Gender balance in STEM recommendations and STEM and the Arts recommendations which are being developed at present.
112. Deputy Donnchadh Ó Laoghaire asked the Minister for Education the details of the supports she is providing to school leaders while they continue to navigate Covid-19 protocols in schools. [4820/22]
Amharc ar fhreagra152. Deputy Joe Flaherty asked the Minister for Education the status of the public health supports available to schools; and if she will make a statement on the matter. [4676/22]
Amharc ar fhreagra164. Deputy Jackie Cahill asked the Minister for Education the strategy in place to support schools to review their current protective measures in place under Covid-19 plans; and if she will make a statement on the matter. [4674/22]
Amharc ar fhreagraI propose to take Questions Nos. 112, 152 and 164 together.
Schools continue to operate in line with their Covid-19 Response Plans, which set out a range of mitigation measures focused on keeping Covid-19 out of schools and reducing the risk of the spread of infection in schools. These measures have worked very effectively to prevent and control Covid-19 in schools and to protect students, their parents and school staff. Public Health have confirmed that there is no change to infection prevention and control measures in place in schools at this time, but that they will be reviewed by mid-term in February
The Covid-19 capitation grant continues to be the mechanism through which funding will be provided for school costs related to the implementation of infection prevention and control measures. More than €158 million of additional capitation funding has been made available to primary and post primary schools to provide for cleaning, PPE and hand hygiene, enhanced supervision and employment of an aide for the school year 2020/21. The Department of Education has committed to ensuring that the full range of measures necessary to allow schools operate safely in the Covid-19 environment will continue to be available for the 2021/22 school year and has provided a further €109 million to date for Terms 1 and 2 of the 2021/22 school year.
At primary level, additional management resources for principal release days were provided for Principals and Deputy Principals. Teacher Supply panels were also expanded to cover the majority of primary schools nationwide, with an additional 200 teaching posts added following a review resulting in approximately 680 teaching posts on these panels available to provide substitute cover in schools.
At post primary level over 1000 teaching posts were provided to support social distancing within classrooms, to provide for enhanced supervision arrangements in order to manage and prevent congregation of large groups of students and ensure the careful movement in a socially distant manner to classes for specialist subjects where it is neither practical nor possible to remain in the classroom. This funding also included additional posts for guidance provision.
Antigen tests are also made available to children in a primary school pod by the Department of Health and the HSE, where a child in the pod is a confirmed case of COVID-19. 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.
Managing 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.
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.
113. 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. [4648/22]
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 and Inclusion.
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.
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. NCSE is aware of an identified need for additional special classes for students with autism at primary 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 placements for students with autism 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 are seeking special education placements for the 22/23 academic year.
Through their network of SENOs, NCSE is currently engaging with 9 primary and 5 post primary schools in the general South West 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.
115. Deputy Thomas Gould asked the Minister for Education if she will consider centrally procuring HEPA filters and distributing to all schools. [4641/22]
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. The requirement for air cleaners in schools will depend on advices provided to schools by their Architect/Engineer. As part of contingency planning, the Department has put arrangements in place for a small reserve of air cleaners to facilitate quick deployment to any primary or post-primary school which has an immediate need and has been unsuccessful in sourcing locally.
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 Organization’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.
116. Deputy Brendan Griffin asked the Minister for Education her plans for the junior certificate 2022; her views on whether the students sitting the exams are adequately prepared; and if she will make a statement on the matter. [4651/22]
Amharc ar fhreagraIn recent weeks, I have attended a meeting with the Advisory Group on State Examinations, which has representatives of students, parents, teachers, managerial bodies, the further and higher education sector, and the SEC. Following on from this meeting, I met with the members of the advisory group on a bilateral basis and also had further engagement with each of them thereafter. I have listened carefully to what each of these stakeholders has had to say and examined each of their points.
My Department and the SEC have sought, through various measures, to take account of the disruption to learning experienced by students. These include adjustments to the assessment arrangements for the 2022 examinations that were announced in August 2021. The adjustments were designed to take account both of the disruption to learning experienced by students in the early part of 2021, as well as providing for some possible further disruption in 2021/22.
Under revised arrangements put in place for the completion of Junior Cycle Classroom Based Assessments (CBAs) for students who are in 3rd year, each student must now complete a minimum of one CBA in each subject, instead of the usual two. The latest date for completion of CBA1 for most subjects was extended into the 2021/22 school year. Students will not be required to complete Assessment Tasks for the relevant subjects.
These changes to the national assessment arrangements were made with due regard for the principles of equity, fairness and integrity, as these principles apply to assessment and examinations. The changes provide reassurance to students, their parents/guardians, teachers and schools. The assessment arrangements also provide progression opportunities for students who intend to pursue paths outside of school after Junior Cycle, such as those who may enter apprenticeships.
It is also planned that the Junior Cycle Music practical performance test and the Home Economics practical test will take place during school time as normal.
I am continuing to engage with stakeholders on all matters relating to the examinations. At the meeting of the Advisory Group last Thursday week a number of updates were received from group members, including reports of emerging and final results from surveys that members had conducted. It was agreed that the members of the group would reflect on the contributions made at the meeting, and that engagement would continue between myself and the various stakeholders on a bilateral basis. This engagement has been continuing since late last week, over the weekend and into this week, with a view to reaching an appropriate solution which responds to the concerns and issues that have been raised. A further meeting of the Advisory Group will be held and I am working towards a decision in relation to the examinations being made as soon as reasonably practicable.
117. Deputy Fergus O'Dowd asked the Minister for Education the status of the major build project for a school (details supplied); and the expected timelines of progression to the next stage of planning and other relevant details. [4597/22]
Amharc ar fhreagraAgreement 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 has been advised that these infrastructure upgrades are programmed to be completed by the end of July 2022.
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 submitting 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. A planning application was recently submitted for the additional interim accommodation which the school will require for the 2022/23 academic year.
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 school's 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.
118. Deputy Joe Carey asked the Minister for Education the budget allocation for special education in 2022; and if she will make a statement on the matter. [4707/22]
Amharc ar fhreagraThe provision of education for children with special needs is an ongoing priority for Government.
The numbers of special classes, special education teachers and Special Needs Assistants are at unprecedented levels.
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.
The main supports this funding provides for are:
Special Needs Assistants
Budget 2021 provided an additional 990 Special Needs Assistants.
This resulted in 18,004 SNAs having been allocated to schools by 31st December 2021
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.
Provision for 19,169 SNAs as at 31 st December 2022 will represent an increase of 81% since 2011 at which time 10,575 were provided.
Special Education Teachers (SETs)
Budget 2021 provided for an additional 145 special education teachers which brought the total provision to 13,765 in 2021.
Budget 2022 provides for an additional 620 new SET posts in special education. This new investment is required to meet the needs of students with special educational needs enrolled in mainstream classes; students to be enrolled in new special classes and new special school places and the needs of new and developing schools.
This will bring the total number of SET in the mainstream school system to 14,385 in 2022
Provision for 14,385 SET’s as at 31 st December 2022 will represent an increase of 48% since 2011 at which time 10,575 were provided.
Special Classes
Special Classes to support children with special educational needs.
Since 2011, the number of special classes in mainstream schools has increased from 548 to 2,118 for the 2021/2022 school year.
There are now 1,854 special classes for children with Autism in place: 133 Early Intervention, 1,205 primary and 516 post primary autism special classes.
Budget 2022 provided for the creation of 287 additional special classes for the 2022/2023 school year. These additional classes will provide over 1,700 new places in 2022.
This provision for 287 additional Special Classes will bring the total to 2,405 in the 2022/2023 school year.
Special Schools
126 special schools currently providing specialist education for children with special educational needs.
Two new special schools in Cork and Dublin opened for the 2021/22 school-year.
Budget 2022 provided for an additional 23 teaching posts and 46 SNA posts in special schools which will create an additional 140 class places.
This will provide specialist education to over 8,000 pupils in 2022.
119. Deputy Richard Boyd Barrett asked the Minister for Education if she will now consider implementing the call by a union (details supplied) for open access to third-level and getting rid of the traditional leaving certificate once and for all; and if she will make a statement on the matter. [4813/22]
Amharc ar fhreagraThe question of access to higher education as a policy matter is under the remit of my colleague the Minister for Further and Higher Education, Research, Innovation and Science. I am aware that it is a key objective of the Department of Further and Higher Education to ensure that there is access into either further or higher education for each person who wishes to pursue educational options at third-level.
In regard to the Leaving Certificate, I would draw the Deputy’s attention to the fact that the Leaving Certificate’s primary function is to provide students with evidence of their learning in senior cycle at post-primary level. It may facilitate entry to higher education by being used by the Higher Education Institutions for that purpose, it is also used by other students to pursue other options such as training, apprenticeships and employment.
The Deputy may be aware that between 2016 and 2020 the National Council for Curriculum and Assessment (NCCA) undertook an extensive review of Senior Cycle programmes and vocational pathways. The NCCA’s Advisory Report on the Senior Cycle has been submitted to my Department for consideration. The review involved a very broad range of research, consultations and communications with a wide range of stakeholders, including the union referred to by the Deputy, on all aspects of review and redevelopment over a number of phases over the period of the review.
The Advisory Report maps out an ambitious programme of work, which would enable the development and construction of the components that would make up a Framework for Senior Cycle and will involve further ongoing stakeholder engagement and consultation. This will also mean changes for the Leaving Certificate itself, and under the work of Senior Cycle Reform we will seek to capture the full range of skills and aptitudes of students.
I am aware of the desire in the education community and more generally that the NCCA Advisory Report be published but we must first complete our consideration of the Report. I am currently focusing on what the implementation of the Report would involve and what we can do to best ensure the further evolution of Senior Cycle. My officials and I have been considering the Report carefully, with a view to delivering a Senior Cycle programme that meets the needs of the students of today and the future, and the Report will be published once those considerations are complete.
120. Deputy Joe Carey asked the Minister for Education if she will provide an overview of her Department’s plans for the construction, extension and refurbishment of schools in County Clare; and if she will make a statement on the matter. [4708/22]
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.
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. It is anticipated that 150 to 200 school building projects will be completed annually during the 2022 to 2025 period.
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 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.
The Department has a significant existing pipeline of projects to be delivered over the coming years to meet capacity needs managed under the Large Scale Capital Programme and the Additional School Accommodation Scheme. Overall there are 28 school building projects that are in County Clare at various stages of planning, design and in construction. 9 of these projects are on the Large Scale Capital Programme and a further 19 projects on the Additional School Accommodation Scheme .
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.
