Written Answers Nos. 453-472
453. Deputy Peter Burke asked the Minister for Education if there are plans in place to review the new junior certificate Irish language examination in schools to assess the impact of the cancellation of oral exams; and if she will make a statement on the matter. [10882/22]
Amharc ar fhreagraThe development of students’ oral language skills is to the fore in the new specifications for Irish as part of the Framework for Junior Cycle.
The previous oral examination in the Junior Certificate was optional and was taken by approximately 40% of students, and was generally assessed by their teachers. The new assessment arrangements under the Framework for Junior Cycle on the other hand require all students to engage in an assessment of their oral skills through Classroom Based Assessment. This gives a greater opportunity for all students to develop and enhance their oral language proficiency skills over the three years of Junior Cycle and to foster their ability to use the Irish language.
With effect since 2017, as part of the Framework for Junior Cycle, Junior Cycle provision for Irish in post-primary schools and settings comprises two new specifications. The L1 (Language 1, in Irish, Teanga 1) specification is targeted at students in Irish-medium schools and students in English-medium schools who learn one or more subjects (apart from Irish) through the medium of Irish. The L2 (Language 2, Teanga 2) specification is targeted at other students in English-medium schools.
The new specifications (both L1 and L2) have a strong emphasis on oral language. This is particularly highlighted in the main strand of the specifications – Communicative Competence. This strand places an enhanced emphasis on Irish as the language of learning and communication in classrooms as well as an emphasis on the skills required to communicate effectively with other users of the language. Communication, opportunities for use and interaction are central to classroom tasks.
The assessment of these skills forms an integral component of the overall language learning experience and occurs in a number of ways. As well as the completion of tasks where students use and demonstrate their oral language skills to achieve specific learning outcomes, their oral language skills are also formally assessed through the two new Classroom-Based Assessments (CBAs). The second Classroom-Based Assessment in particular is entirely based on students’ oral language competence. The CBA is linked to ongoing classroom exchanges and represents a more authentic reflection of students’ interests and competence levels in Irish. Importantly, the oral skills of all students are now assessed in classroom-based assessments and formally reported upon in each students’ Junior Cycle Profile of Achievement. Unlike the previous reporting format in which candidates receive one overall grade based on their achievement in Irish in the Junior Certificate, whether they undertake the optional oral or not, the Junior Cycle Profile of Achievement allows students’ achievement in the CBAs to be recorded independently of the result in the state-certified examination.
These new arrangements provide a greater opportunity for students to develop their oral language proficiency skills.
My Department remains committed to encouraging the use of spoken Irish. The development of the new curriculum specifications for Irish at Junior Cycle was informed by research and extensive consultation with the education partners including practising teachers and students. Extensive continuing professional development (CPD) provided to teachers is complemented by a range of other supports. The new approach gives better recognition to the development of students’ oral competence, including their ability to speak Irish, over the three years of Junior Cycle.
As is the case with all of the specifications developed under the Junior Cycle Framework, an early enactment review of Junior Cycle Gaeilge is being conducted. The purpose of the review is to capture feedback from teachers, students and stakeholders on the early enactment of the Junior Cycle Irish L1 Specification and Junior Cycle Irish L2 Specification. The review addresses, among other issues, questions on how well the specifications get to the heart of the learning aspired to within Junior Cycle Irish, L1 and L2 and more broadly within the Framework for Junior Cycle. The review is estimated to be completed in the third quarter of this year.
454. Deputy Michael Lowry asked the Minister for Education the steps she is taking to replace the current HEA net broadband connection to a school (details supplied) in County Tipperary; when the school will be able to avail of fibre broadband; and if she will make a statement on the matter. [10894/22]
Amharc ar fhreagraThe delivery of high quality internet connectivity for all schools is a key objective of my Department. It is accepted that good connectivity is essential to ensure that schools are facilitated to progress the embedding of digital technologies in teaching and learning and for the implementation of new and revised curriculum.
My Department operates the Schools Broadband Programme at an annual cost of some €13m, providing connectivity to schools through a range of technologies at the best level of connectivity available based on local infrastructure. The school referred to by the Deputy is currently on the best available service of 17mb wireless broadband connection, which is a dedicated service to the school.
I have requested the Schools Broadband Service Desk work with the service provider to ensure that the current level of service is maintained as contracted to the school.
The school referred to by the Deputy is in the National Broadband Plan Intervention Area, with implementation underway. My Department is engaging with the Department of Environment, Climate and Communications on this implementation to prioritise school connectivity, with some 679 primary and special schools in the NBP to be provided with high speed broadband infrastructure by 2023. When the necessary infrastructure becomes available, the school will be upgraded to that service through the Schools Broadband Programme.
455. Deputy Emer Higgins asked the Minister for Education the status of the progress and timelines for delivery of new school accommodation for post-primary schools (details supplied); and if she will make a statement on the matter. [10923/22]
Amharc ar fhreagraHoly Family Community School, Rathcoole (RN 91301D)
The major building project for the school referred to by the Deputy was authorised to proceed to tender stage on 11th Feb 2022. A Tender stage normally takes between 6-8 months to complete. The project is expected to commence on site in Quarter 4 of 2022.
St Joseph's College, Lucan (RN 60263V)
The major building project for the school referred to by the Deputy was authorised to proceed to tender stage on 27th October 2021. A Tender stage normally takes between 6-8 months to complete. The project is expected to commence on site in Quarter 2 of 2022.
Griffeen Community College (RN 76454S)
The permanent building project for Griffeen Community College is being delivered under my Department's Design and Build programme. This delivery programme uses a professional external Project Manager to progress the project through the relevant stages of architectural planning, tender and construction.
An application for planning permission for a 1,000 pupil post-primary school building, including a 4 classroom Special Educational Needs Unit, was submitted to the relevant Local Authority in June 2021. A Request for Further Information (RFI) was received on 27th July 2021 and the response submitted to the local authority on 7th December 2021. A Clarification of Further Information was received from the Local Authority on 12th January 2022 with the response submitted to the local authority on 24th January 2022.
The Grant of Planning decision was received from the Local Authority on 24th February 2022. The next step in the progression of this project is the preparation of tender documentation. Once this stage is complete, the project will then proceed to tender stage.
Lucan Community College (RN 70080T)
This project is at an advanced stage of architectural planning, Stage 2(b) Detailed Design, which includes the application for statutory approvals and the preparation of tender documents. The Stage 2(b) report has been reviewed and the Design Team has carried out a final review of all tender documentation. The pre-qualification process, to select a shortlist of candidates to whom the project will be tendered, is completed. The Design Team are preparing an application for Planning Permission as the existing Planning Permission is due to expire in July 2022. Upon grant of planning, my Department will be in contact with the school Patron with regard to the further progression of this project to the next stage of architectural planning, Stage 3 Tender Stage. Subject to no issues arising, a tender normally takes between 6 and 8 months to complete.
456. Deputy Emer Higgins asked the Minister for Education the status of progress and the timelines for the delivery of new school accommodation for schools (details supplied); and if she will make a statement on the matter. [10924/22]
Amharc ar fhreagraScoil Chrónáin RN 19530H
The permanent school building project for Scoil Chronáin has been assigned to my Department’s Design & Build delivery programme. This delivery programme uses a professional external Project Manager to progress the project through the relevant stages of architectural planning, tender and construction.
The planning application for Scoil Chrónáin was submitted to the local authority on the 18th August 2021 and the final grant of planning permission issued on 24th November 2021.
My Department is considering the timeline for the progression to tender of a number of Design & Build projects including the permanent accommodation for the school referred to by the Deputy and will advise the school's patron body further as soon as possible. In the interim, my Department will continue to liaise with the school's patron body in relation to the school’s accommodation needs pending delivery of the permanent accommodation.
St Thomas JNS & Scoil Áine SNS, Lucan RN 19542R & 19676P
The Board of Management of both these schools have agreed to a new schedule of accommodation to include a new 24 classroom school and 3 classroom Special Education Needs base for each school. My Department will be in further contact with the schools in the context of the steps to be taken to progress the project to the next stage of the architectural planning process.
Divine Mercy JNS 19865S & SNS RN 20187H
The major building project for Divine Mercy Jnr & Snr schools is currently at an advanced stage of architectural planning Stage 2(b) – Detailed Design. The replacement Consultant Architect is currently carrying out a due diligence review of the Stage 2(b) tender documentation, previously prepared, in conjunction with the other Design Team members. My Department has recently approved the addition of a 2 Class SEN Base for both schools, and the replacement Architect will also include for this in addition to their due diligence report.
Upon receipt and review, my Department will be in contact with the school regarding the further progression of this project, including pre-qualification of contractors.
Gaelscoil Chluain Dolcain (RN 19855P) & Gaelscoil na Camogie (RN 19991A)
The major building project for Gaelscoil Chluain Dolcain 19855P & Gaelscoil na Camogie 19991A is currently at an advanced stage of the tender process. The project is expected to commence on-site end of Quarter 2 2022. The contract duration is approximately 15 months.
Rathcoole ETNS RN 20549P
The permanent school building project for Rathcoole ETNS has been assigned to my Department’s Design & Build delivery programme. This delivery programme uses a professional external Project Manager to progress the project through the relevant stages of architectural planning, tender and construction.
The school and its patron body were advised by my Department in August 2021 that it would not be possible to proceed at that time with the proposed planning application for the school as South Dublin County Council had advised my Department of its intention to undertake a masterplan of the Rathcoole area, including the proposed school site. The local authority indicated that the proposed masterplan is important for the development of the area with its purpose being to examine an integrated solution and synergies between environmental, educational, housing and recreational objectives for the area. The masterplan once completed will inform the planning application for the school. An update from South Dublin County Council in relation to the masterplan is expected in March 2022.
My Department will continue to provide suitable interim accommodation for the school until such time as the permanent accommodation can be delivered.
457. Deputy David Stanton asked the Minister for Education if she is satisfied that there are sufficient second-level school places in the east Cork area to cater for demand ahead of the 2022/2023 school year; and if she will make a statement on the matter. [10949/22]
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 (GIS) 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.
My Department is aware of increasing pressures and demand for additional school places in a number of school planning areas including in East Cork.
However, it is important to note that where enrolment pressures arise, it may not be as a result of lack of accommodation but may be driven by the following factors:
- Duplication of applications – pupils have applied for a place to a number of schools in the area
- School of choice – pupils can’t get a place in their preferred school while there are places in other schools in the town/area
- Some towns/areas have single sex schools and while places are available in the school they are not available to all pupils
- External draw – pupils coming from outside the local area
My Department is working to establish the true extent of any capacity issues through ongoing discussions with the relevant school authorities. In that context, similar to the process adopted in advance of the current academic year, my Department is engaging with patron bodies, including patrons of schools in East Cork to identify particular capacity requirements for the forthcoming years which may necessitate further action to that already in train.
Under Project Ireland 2040, my Department continues to make progress to increase the infrastructural capacity in the schools sector, in order to meet demographic and other demands. It is expected that the enrolment pressures in these, and other areas will reduce in the short-term as such planned additional capacity comes on stream and as demographic demand moves past its peak.
The Capital Programme details the school projects that are being progressed under Project Ireland 2040. The current status of large-scale projects being delivered under Project Ireland 2040, including projects in the area in question, may be viewed on my Department's website at, www.gov.ie and this information is updated regularly. In addition, a list of large-scale projects completed from 2010 to date may also be viewed on the website.
The Capital Programme also provides for devolved funding for additional classrooms, including accommodation for pupils with special educational needs, if required, for schools where an additional enrolment need has been identified or where an additional teacher has been appointed. Details of schools listed on this programme (the Additional Accommodation Scheme) can also be found on my Department's website at www.gov.ie and this information is also updated regularly.
Specifically, in East Cork, there are a number of significant school building projects providing additional capacity at post primary level:
- Carrigtwohill Community College (76333G) is a co-educational post primary school with an enrolment of 535 for the 2021/2022 school year. A project to provide a permanent school building for 1,000 pupils is currently at Stage 3.
- St Aloysius College, Carrigtwohill, (62140P) is an all girls post primary school with an enrolment of 792 for the 2021/2022 school year. A project to facilitate its expansion to cater for 1,000 pupils has been devolved to the school authority for delivery.
- Christian Brothers Secondary School Midleton (62360G) is an all-boys post primary school with an enrolment of 907 pupils for the 2021/22 school year. A project to facilitate its expansion to cater for 1,000 pupils has been devolved to the school authority for delivery.
- St Mary’s High School, Midleton (62380M) is an all girls’ post primary school with an enrolment of 758 pupils for the 2021/2022 school year. Temporary accommodation to allow the school to cater for 750 pupils has recently been approved and this Department continues to engage with the school patrons in respect of a project for a new school building for St. Mary’s High school to later for 1,000 pupils.
- Pobailscoil na Trionóide, Youghal, (91513S) is a co-educational post primary school with an enrolment of 1005 pupils for the 2021/2022 school year. A project to facilitate its expansion to cater for 1,200 pupils has been devolved to the school authority for delivery.
- Coláiste Mhuire, Cobh (62180E) is a co-educational school which had an enrolment of 702 pupils for the 2021/2022 school year. A devolved grant has been approved to the school to facilitate its expansion to cater for 700 pupils.
My Department will continue to work to advance these and other projects in East Cork and to ensure sufficient mainstream and SEN school places at both primary and post primary level.
458. Deputy Jim O'Callaghan asked the Minister for Education if she will extend the allowance for student teachers to provide substitute services beyond the February 2022 mid-term break; and if she will make a statement on the matter. [10954/22]
Amharc ar fhreagraAt the outset, I want to acknowledge the key role played by student teachers in supporting our schools throughout the Covid-19 pandemic, particularly in providing substitution cover. This support was vitally important to ensure that our schools remained open for pupils.
In this regard, the Deputy will be aware that a framework for adapted School Placement arrangements was developed by the Department of Education and the Teaching Council, together with the relevant Initial Teacher Education (ITE) providers, in order to ensure that student teachers at primary level could continue to support schools during periods of planned school placement from the beginning of January up to the February mid-term break. During this period, student teachers continued to be located in their host school for school placement, but were also available to support other schools where required.
The Education Stakeholders, including the Department of Education, HEIs providing initial teacher education (ITE) and the Teaching Council, have continued to work together to maintain the integrity of the students’ ITE experiences and support students in satisfactorily completing their ITE programmes.
The adapted School Placement arrangements were an exceptional measure introduced as part of a suite of measures to support schools to minimise the risk associated with COVID-19 and in light of the prevalence of the Omicron variant, with the understanding that these would be unwound as soon as possible. The Department understands that student teachers will now return to experiencing the more typical School Placement arrangements, and associated assessments, which are a critical part of their ITE programmes.
While the adapted School Placement arrangements are no longer in place, student teachers will, if they wish, still be able to support schools by providing substitution cover when they have availability outside of their ITE programme requirements.
459. Deputy Martin Browne asked the Minister for Education the progress that has been made in transferring ownership of the old HSE house on the Old Road, Cashel to a school (details supplied). [11011/22]
Amharc ar fhreagraI can confirm for the Deputy that the legal ownership of the site you refer to has been finalised.
My officials are currently reviewing the issue raised in the Details Supplied and will contact your office directly in respect to this matter.
460. Deputy Richard Bruton asked the Minister for Education if the principles underpinning the allocation of SNAs will differ in 2022 from previous years; the way the presentation of new pupils with special needs to a school will be evaluated; and the review mechanisms that will be provided for schools that consider that their needs have not been met. [11017/22]
Amharc ar fhreagraIn light of the disruption caused by the Covid-19 pandemic, the introduction of the new Frontloaded Allocation Model for SNAs for students in mainstream classes in primary and post -primary schools was deferred for a further year to the beginning of the 2022/23 school year.
In order to minimise disruption for schools, in the current circumstances, and to provide for continuity of allocations, the following arrangements for the allocation of Special Needs Assistants for mainstream classes for the 2021/22 school year were announced:
- Existing mainstream class SNA allocations in schools on 30 April 2021 were maintained and automatically rolled over into the 2021/22 school year.
- No school received an allocation less than that which they had on 30 April 2021.
- SNAs currently in mainstream settings can continue in post for the 2021/22 school year in the normal way.
- Priority consideration was given by the NCSE to applications for increased support for the 2021/22 school year. In particular, applications from schools with no SNAs and developing schools were prioritised with determinations made before 30 June. Other applications were processed in order of date received.
- As in previous years, where circumstances change during the course of the 2021/22 school year that materially increase the level of care need in a school to the extent that the school can clearly demonstrate that it cannot be met within the existing SNA allocation, the school may apply to the NCSE for a review. Detailed information on the NCSE exceptional review process is published on the NCSE website ncse.ie/for-schools
Working is ongoing in terms of the SNA allocation for the school year 2022/2023 and consultation with the education partners will form a key component and details will be announced in the near future.
461. Deputy Peter Burke asked the Minister for Education if she will review the case of school secretary pay and conditions in view of current negotiations with unions and officials of her Department; and if she will make a statement on the matter. [11024/22]
Amharc ar fhreagraSchool secretaries are valued members of our school communities and my Department is fully aware of the vitally important role played by them in the running of our schools.
The majority of primary and voluntary secondary schools receive assistance to provide for these staff under grant schemes. Where a school employs a staff member to support those functions those staff are employees of individual schools and responsibility for terms of employment rests with the school.
The Department with school management bodies have been engaging with Fórsa on a claim on terms and conditions for grant-funded school secretaries and caretakers. On the 27th of October 2020, under the auspices of the Workplace Relations Commission (WRC), an understanding was agreed on a pathway to progress the issues. Several key strands were identified, and a phased approach was being taken to the development of proposals.
On the 24th February, following a series of engagements at the WRC, a package to settle the claim was proposed which Fórsa have agreed to recommend to its members. A ballot will now be undertaken and we await the outcome.
The main elements of the package offered include, in recognition of the invaluable work carried out by school secretaries, moving their pay rates to a scale which is aligned with the Clerical Officer Grade III pay scale on a pro rata basis according to a secretary’s current working pattern. This process will provide for pay increases (backdated to 1 September 2021) to school secretaries who choose to move to the new terms. It also provides for lower-paid but longer serving secretaries to be placed higher up the salary scale.
Secretaries may also choose to receive additional pay to ensure they no longer need to apply to the Department of Social Protection for payment of benefits for periods when they are not working due to school holidays. Proposals have also been made in relation to issues surrounding to annual leave, maternity benefit and sick pay.
I welcome Fórsa’s decision to ballot their members on this agreed suite of measures for school secretaries who are the beating heart of our school community. This important step forward is the result of great co-operation on the part of all concerned, and a generosity and willingness to come to the table to engage in discussion and find the pathway forward. This agreement is further acknowledgment of the excellent and often unheralded work carried out on the ground by secretaries in our schools.
462. Deputy Jackie Cahill asked the Minister for Education if she will address complaints regarding school bus runs (details supplied); and if she will make a statement on the matter. [11035/22]
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.
Under the terms of my Department's Primary School Transport Scheme children are eligible for school transport where they reside not less than 3.2 kilometres from and are attending their nearest school as determined by my Department/Bus Éireann, having regard to ethos and language.
Routes are planned so that, as far as possible, no eligible child will have more than 3.2 kilometres to travel to a pick-up point. Parents or guardians are expected to make suitable arrangements to bring their children to and from the school bus.
Bus Éireann is responsible for the planning and timetabling of school transport routes on behalf of my Department. Safety of children travelling on the school transport services is of paramount importance to the Department and to Bus Éireann. Bus Éireann endeavours, within available resources, to ensure that each eligible child has a reasonable level of school transport service in the context of the Scheme nationally.
Pupils who are not eligible for school transport may apply for transport on a concessionary basis in accordance with the terms of the Primary School Transport Scheme and are subject to a number of conditions including that routes will not be extended or altered, additional vehicles will not be introduced, nor will larger vehicles or extra trips using existing vehicles be provided to cater for children travelling on a concessionary basis and no additional State cost will be incurred.
Bus Éireann has advised that the pick-up point referred to by the Deputy is considered to be as safe as other pick-up points being used by children travelling under the School Transport Scheme throughout the country. Accordingly, there are no proposals to change the current route.
463. Deputy Colm Burke asked the Minister for Education the number of new schools built in County Cork in each of the years 2011 to 2021; the cost involved in building each school; and if she will make a statement on the matter. [11057/22]
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 – most of which are expected to be either under construction or completed in the period 2021 to 2025.
There are currently in excess of 250 school building projects at construction (on site) with a continuous stream of other projects at or near the tendering stage. These are being progressed as quickly as possible.
During the period 2018 to 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 64000 school places.
A list of all capital projects completed under the Large Scale and Additional Accommodation Scheme, in county order, from 2010 to date may be viewed my Department’s website at www.education.ie.
In addition, the current status of all projects is also listed on a county by county basis on the website. This is updated on a monthly basis to reflect their progress through the various stages of capital appraisal, site acquisition, design, tender and construction.
31 new schools (listed below) have been built in Cork city and county between 2011 and 2021. This does not include large scale extensions or projects delivered under the Additional Accommodation Scheme.
|
Roll No |
School |
Year |
Type |
|
20001N |
Gaelscoil Bheanntrai - PPP Project |
2011 |
Primary |
|
20105C |
Star of the Sea Primary School, Passage West |
2011 |
Primary |
|
76090G |
Bantry Community College - PPP Project |
2011 |
Post Primary |
|
13450F |
Rushbrooke NS, Cobh |
2012 |
Primary |
|
16746S |
Ballygarvan NS |
2012 |
Primary |
|
17667E |
SN Pádraig Naofa, Whitechurch |
2012 |
Primary |
|
19839R |
Gaelscoil Uí Riordán, Ballincollig |
2012 |
Primary |
|
17609N |
Rathcormac NS, Rathcormac |
2013 |
Primary |
|
20006A |
Gaelscoil Chloich na Coillte, Clonakilty |
2013 |
Primary |
|
20310D |
Carrigaline ETNS, Co. Cork. |
2013 |
Primary |
|
20335T |
Scoil Phadraig Naofa, Rochestown |
2013 |
Primary |
|
81008W |
Ashton Comprehensive School, Blackrock Road |
2013 |
Post Primary |
|
20354A |
Cara Jnr (Special) School, Mayfield |
2014 |
Primary |
|
20435A |
St Joseph's NS & St John's NS, Kinsale, Co. Cork. |
2014 |
Primary |
|
17848I |
SN Mhuire, Glenville |
2015 |
Primary |
|
76067L |
Coláiste Mhuire, Buttevant, Co Cork |
2015 |
Post Primary |
|
20107G |
Gaelscoil Mhainistir na Corann, Midleton |
2016 |
Primary |
|
91516B |
Skibbereen Community School |
2016 |
Post Primary |
|
19851H |
Gaelscoil de hIde, Fermoy |
2017 |
Primary |
|
20336V |
Midleton ETNS |
2017 |
Primary |
|
20440Q |
Mallow Community NS |
2017 |
Primary |
|
68264R |
Edmund Rice College, Carrigaline |
2017 |
Post Primary |
|
19410A |
St. Killian's Special School, Bishopstown |
2018 |
Primary |
|
13828F |
St. COLUMBA'S BOYS NS |
2019 |
Primary |
|
14839P |
CLONDROHID NS GURRANE |
2019 |
Primary |
|
19993E |
Gaelscoil An Ghort Alainn |
2020 |
Primary |
|
71020G |
Davis College, |
2020 |
Post Primary |
|
71050P |
St. Colman's Community College |
2020 |
Post Primary |
|
19881Q |
Gaelscoil Charraig Uí Leighin |
2021 |
Primary |
|
20162O |
Sonas Special Junior School |
2021 |
Primary |
|
76273O |
Gaelcholáiste Charrraig Uí Leighin |
2021 |
Post Primary |
Details in respect of the costs will be forwarded separately to the Deputy when the relevant information is collated and finalised.
464. Deputy Colm Burke asked the Minister for Education the total funding provided to DEIS schools in County Cork by year from 2011 to 2021, in tabular form; and if she will make a statement on the matter. [11061/22]
Amharc ar fhreagraThe DEIS programme provides for a range of supports including smaller class sizes, additional teaching posts, enhanced book grants, school meals, curriculum supports, priority access to Continuing Professional Development and Home School Community Liaison Coordinators.
The Home School Community Liaison (HSCL) scheme is a key support provided under the DEIS programme and is one of three strands of support provided by Tusla Education Support Service, together with the Education Welfare Service and the School Completion Programme. It is targeted at supporting the attendance, participation and retention of learners at risk of educational disadvantage through supporting engagement between the learners’ school and home. Currently, all DEIS Urban Primary and DEIS Post Primary schools are included in the HSCL Scheme.
Along with the supports outlined above, DEIS schools also receive ICT grants as well as the standard capitation, ancillary, and minor works grants available to all schools. A full list of the supports available to DEIS schools is available at:
www.gov.ie/en/policy-information/4018ea-deis-delivering-equality-of-opportunity-in-schools/#supports-to-deis-schools
In addition to the supports outlined above, all schools in the DEIS programme receive DEIS grant funding. The DEIS grant funding provided to all schools in County Cork for the years 2014 to 2021 is as follows:
|
Year |
Primary |
Post-Primary |
|
2014 - 2015 |
€813,174 |
€258,445 |
|
2015 - 2016 |
€820,824 |
€288,753 |
|
2016 - 2017 |
€818,766 |
€305,930 |
|
2017 - 2018 |
€858,477 |
€314,473 |
|
2018 - 2019 |
€879,905 |
€328,716 |
|
2019 - 2020 |
€884,240 |
€440,838 |
|
2020 - 2021 |
€825,995 |
€448,457 |
|
2021 - 2022 |
€846,671 |
€454,766 |
The information requested by the Deputy is not readily available for the years 2011 to 2013.
465. Deputy Colm Burke asked the Minister for Education the total funding provided to schools in County Cork by year from 2011 to 2021, in tabular form; and if she will make a statement on the matter. [11062/22]
Amharc ar fhreagraAs funding from my Department is not allocated or recorded on a county basis I am therefore not in a position to readily provide details on the amounts paid to schools in County Cork over the extensive period of time set out in the Deputy's Parliamentary Question. My Department is reviewing the information that is available to it and I will provide any such information that is relevant to the Deputy's question as soon as possible.
466. Deputy Niamh Smyth asked the Minister for Education the progress made on the equality objectives of her Department specifically in relation to women. [11070/22]
Amharc ar fhreagraMy Department is committed to fostering a culture that fully supports equality, diversity and inclusion in the workplace, is reflective of Irish society and ensures an environment that promotes equality, prevents discrimination and protects the human rights of staff.
One of the main aims of my Department’s Gender Balance Action Plan is to address gender balance at senior levels in the organisation. The Plan aims to ensure women and men are assigned an equal share of high visibility positions across the Department. It also develops initiatives to support middle managers to ensure a strong female leadership pipeline for the future. It provides for unconscious bias training and ensures the organisational culture is supportive of work-life balance.
At the most senior levels, my Department has achieved gender balance on the Management Board with a 50/50 female: male composition. 54% of principal officers in my Department are female. The Department’s involvement with the 30% Club has facilitated annual participation in the IMI 30% Club Network Mentor Programme to develop potential female senior leaders. The Department’s Human Resources Unit also participates on the Gender Pay Gap Inter-departmental Working Group. My Department will shortly draft its new People Strategy which will contain further measures to build and enhance existing equality objectives specifically in relation to women.
Across the eleven state boards under the aegis of my Department, just over 53% of the total number of posts were held by women. In relation to the Government’s target to achieve 40% representation of each gender on all boards, six of the eleven boards were achieving this target. Three of the boards had over 60% female representation and two had less than 40% female representation.
Within the national curriculum across all levels, a core value is inclusivity and diversity. The curriculum at all levels, is for all learners, from all backgrounds, regardless of gender, socio-economic background, race or creed.
My Department’s STEM Education Policy Statement 2017–2026 sets out the ambitious goals and actions required to achieve and improve the STEM education experience and outcomes for all learners. A Gender Balance group has been established to address the issue of gender balance in STEM, the barriers that exist, and to look to create inclusive educational experiences for all learners but with an initial focus on female participation in STEM. A Report ‘Review of Literature to Identify a Set of Effective Interventions for Addressing Gender Balance in STEM in Early Years, Primary and Post-Primary Education Settings’ was published in November 2020. This report sets out what is known about critical barriers to girls’ participation in STEM education and STEM learning, while also highlighting effective interventions to increase participation of girls in STEM. Following on from this report a set of recommendations have been developed and will be published in the coming weeks.
Finally, my Department supports a number of actions in national inclusion strategies, including the National Women and Girls Strategy as led by the Department of Children, Equality Disability, Integration and Youth.
467. Deputy Eoin Ó Broin asked the Minister for Education when a person (details supplied) will receive their first payment under the school transport grant. [11091/22]
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.
The National Council for Special Education (NCSE) through its network of Special Education Needs Organisers (SENOs) acts in an advisory role to my Department on the suitability of placements for Children with Special Educational Needs. Eligibility for school transport for children with special educational needs is determined following consultation with the NCSE through its network of SENOs.
The child referred to by the Deputy is eligible for school transport under the terms of my Department's School Transport Scheme for Children with Special Educational Needs.
In circumstances where there is no existing service available, my Department will offer a Special Transport Grant (STG) towards the cost of private transport arrangements until a suitable service becomes available. A special transport grant has been offered to the family referred to by the Deputy.
Payment of the STG is processed following receipt of parent bank details and a Statement of Attendance Form outlining the number of days a child attends for a period throughout the school year. School Transport Section has advised that to date they have not yet received this information from the parent.
468. Deputy Holly Cairns asked the Minister for Education the steps she is taking to address the shortage of ASD units in primary schools in County Tipperary; and if she will make a statement on the matter. [11109/22]
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 with special educational needs 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 300 special classes, providing 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.
In terms of County Tipperary, I can confirm that the NCSE is aware of an identified need for additional special classes for students with autism in primary and post-primary schools. 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.
Currently, a network of 65 primary special classes and 30 post primary special classes provide specialist placements for students with autism in County Tipperary. 12 of these classes were newly established at primary level and 3 at post primary level giving a total of 15 new special classes for the current school year.
The NCSE is continuing to engage with primary and post-primary schools throughout County Tipperary 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.
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 ncse.ie/special-classes
469. Deputy Holly Cairns asked the Minister for Education the number of applications from primary and post-primary schools for special classes which have been refused since 1 January 2020; the counties in which these schools are located in tabular form; and the rationale for the refusal. [11110/22]
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.
I have arranged for the Deputy's query to be referred to the NCSE for their attention and direct reply.
470. Deputy Cian O'Callaghan asked the Minister for Education if a new school (details supplied) has gone to tender; if she will provide the details on the development; and if she will make a statement on the matter. [11123/22]
Amharc ar fhreagraMy Department has attempted to contact the deputy's office to obtain the school roll number for the project in question, but has not been able to confirm this important detail.
If the deputy could please provide the school roll number pertaining to the project, my Department will answer the query accordingly.
471. Deputy Michael Healy-Rae asked the Minister for Education if the case of a person (details supplied) in relation to the payment of an allowance will be reviewed; and if she will make a statement on the matter. [11143/22]
Amharc ar fhreagraFollowing a Government decision announced in Budget 2012, a public service wide review of allowances was conducted. The outcome of this review is set out in Circular 0008/2013 issued by this Department on 25th January 2013.
The position of teachers who, on 5th December 2011, were undertaking courses was considered in the context of the public service-wide review of allowances announced in Budget 2012 which was led by the Department of Public Expenditure and Reform. It was agreed that teachers who were employed on 5th December 2011 and who were undertaking a course of study at that time could apply for their allowance provided they were continuously registered on that course between then and date of completion.
A modification to Circular 0008/2013 was subsequently agreed at Teachers Conciliation Council in 2015 in relation to teachers who were actively undertaking a course of study on 5th December 2011 and this modification is included at Appendix 4 of Circular 0063/2021. Circular 0063/2021 issued on 14th December 2021 and extended the closing date for receipt of eligible qualification allowance applications to 30th April 2022.
My Department has not to date received an Application Form for payment of a masters degree allowance from Ms. Buckley. If Ms Buckley feels that she meets the terms of Circulars 0008/2013 and 0063/2021, she should submit a completed Application Form to my Department with the relevant documentation attached for consideration prior to the closing date for receipt of applications.
472. Deputy Jennifer Whitmore asked the Minister for Education if she will confirm her commitment to immediately establish an expert review group to examine the minimum essential qualification for SNAs; if she will provide a clear commitment to implement the expert group recommendations; and if she will make a statement on the matter. [11170/22]
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 the Department and delivered at no cost to the SNA.
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 position. 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 of the view that the forthcoming review of the SNA contract should be carried out and implemented first.
I 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.
