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Thursday, 10 Mar 2022

Written Answers Nos. 81-100

School Accommodation

Ceisteanna (81)

Emer Higgins

Ceist:

81. Deputy Emer Higgins asked the Minister for Education the progress that has been made in delivering new school accommodation for a school (details supplied); and if she will make a statement on the matter. [13476/22]

Amharc ar fhreagra

Freagraí scríofa

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. 

The project for the school will provide a 3 storey, 1,000 pupil post-primary school including a 4 classroom Special Educational Needs Unit with a gross floor area of 11,443sq.m including a sports hall and all ancillary teacher & pupil facilities; bicycle parking; staff parking; vehicle drop off/set down areas; internal access roads; hard and soft play areas; PV panels; external courtyards and disabled car parking spaces.

The proposed development is located within the Clonburris Strategic Development Zone Planning Scheme 2019 area.

 An application for planning permission 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 Final Grant of Planning Permission 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.

My Department is committed to the delivery of this project as quickly as possible. 

Questions Nos. 82 and 83 answered orally.

Special Educational Needs

Ceisteanna (84)

David Stanton

Ceist:

84. Deputy David Stanton asked the Minister for Education further to Parliamentary Question No. 149 of 1 February 2022 and with reference to the establishment of a new special schools in Cork for the 2021-2022 school year, if she has considered the need to support the establishment of an additional special school in the Cork area ahead of the 2022-2023 school year; and if she will make a statement on the matter. [13272/22]

Amharc ar fhreagra

Freagraí scríofa

Enabling children with special educational needs to receive an education is a priority for this Government. 

It is also a key priority for me as Minister for Special Education & Inclusion.

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. 

As a result, the number of special education teachers, special needs assistants and special class and special school places are at unprecedented levels. 

I also acknowledge that notwithstanding the extent of this investment, there are some parts of the country, including Cork, where increases in population and other issues have led to concerns regarding a shortage of school places.

The National Council for Special Education (NCSE) has responsibility for coordinating and advising on the education provision for children with special educational needs nationwide.

Over the last two years, 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 education placements ahead of each new school year.

I am satisfied that this approach is delivering.

This intensive intervention has seen an additional 300 special classes already opened nationwide for the 2021/22 school year as well as the establishment of two new special schools.

This targeted approach will continue in identifying and meeting demand for special education placements throughout the country. In terms of the area specifically referenced by the Deputy, I can confirm that the NCSE is aware of an identified need for additional special education placements for students with autism in Cork.

The Deputy will be aware that Minister Foley and I have secured a significant expansion of special school provision in Cork for the current school year and beyond. This includes the establishment of a new special school in Carrigaline as well as increasing capacity in other special schools to meet the needs of students in the Cork area.

My Department is committed, in conjunction with NCSE and the network of local Special Educational Needs Organisers (SENOs), to continue to work with parents, schools, patrons and all stakeholders to ensure that there are sufficient appropriate places for students with additional needs and to support all students to achieve their potential.

I can assure the Deputy that every support will be made available to progress additional special class and school capacity, in the shortest possible timeframe, with a particular focus in Cork on the 2022/23 school-year.

State Examinations

Ceisteanna (85)

James O'Connor

Ceist:

85. Deputy James O'Connor asked the Minister for Education the status of leaving certificate reform; and if she will make a statement on the matter. [13498/22]

Amharc ar fhreagra

Freagraí scríofa

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 report is both extensive and comprehensive in its scope. The subject of Senior Cycle reform is one that needs to be carefully considered in all aspects. Changes to any part of the senior cycle system can have considerable knock-on effects, which also need to be considered in turn. Currently the report is under consideration, and it will be published once those considerations are complete which I expect will be very shortly.

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. The Report will be published once those considerations are complete which I expect will be very shortly.

School Facilities

Ceisteanna (86)

Neale Richmond

Ceist:

86. Deputy Neale Richmond asked the Minister for Education if consideration is being given to the use of schools for after-school care; and if she will make a statement on the matter. [13329/22]

Amharc ar fhreagra

Freagraí scríofa

The policy of my Department is to support the use of school premises and facilities for community, recreational and education-related purposes. This includes the use of school facilities for after-school care.

In 2017 guidance, which was developed in consultation with school authorities, on the use of school buildings outside of school hours was published. A copy of this guidance is available on my Department's website.

Any decision to make school facilities available lies with the relevant Trustees/ Property owners having regard to the requirements of the school, staff and students.

The guidelines include specific information concerning after-school provision. One of the issues to be considered for after-school care is whether this is being operated as a commercial entity. If so the school needs to ensure that the process they undertake is open, fair and transparent.

My Department plans to undertake a review of these guidelines in quarter 3 of 2022. As part of this review process my Department will consult with relevant stakeholders, including representatives of schools and other government Departments which engage with the community and voluntary sectors.

Education Policy

Ceisteanna (87)

Richard Bruton

Ceist:

87. Deputy Richard Bruton asked the Minister for Education if she will consider taking an initiative along with the Ministers for Children, Equality, Disability, Integration and Youth and Rural and Community Development to develop a strategy to promote the concept of a campus on which early childhood needs, education and other community needs could be accommodated a measure which might require her Department to rethink the expectations of education patrons; and if she will make a statement on the matter. [13471/22]

Amharc ar fhreagra

Freagraí scríofa

My Department has historically funded a number of pre-school services in schools in areas at particular risk of disadvantage and social exclusion.  Outside of these initiatives, schools themselves are free to decide if they wish to make their facilities available for the running of early learning and care and/or school-age childcare services, and my Department understands that some schools do so. Any decision to make school facilities available lies with the relevant Trustees/ Property owners having regard to the requirements of the school, staff and students.

The policy of my Department is to support the use of school premises and facilities for community, recreational, education-related and other relevant purposes where possible. It is recognised that schools play an important role in their wider communities and many schools make their facilities available outside of school hours for a variety of different uses and users. In 2017 guidance, which was developed in consultation with school authorities, on the use of school buildings outside of school hours was published.

This guidance includes information which school authorities should consider in the event that they receive an application for the use of their school in connection with a pre-school. Where that proposed use may take place within schools hours consideration has to be given to the impact on the capacity of the school to meet its requirements including special education provision. Therefore where a school is considering the letting of part of its property as a pre-school or creche they must first seek the approval of the Minister. In addition, where schools enter agreements for the use of their facilities it should include a condition that the agreement may be terminated should the facility be required for education provision.

A copy of this guidance is available on my Department's website. My Department plans to undertake a review of these guidelines. As part of this review process my Department will consult with relevant stakeholders, including representatives of schools and other government Departments.

Education Policy

Ceisteanna (88)

Gary Gannon

Ceist:

88. Deputy Gary Gannon asked the Minister for Education if she will report on the recommendation from the Joint Committee on Education to provide emotional counselling and therapeutic supports on site in all primary and secondary schools; and if she will make a statement on the matter. [13534/22]

Amharc ar fhreagra

Freagraí scríofa

While the provision of child and adolescent mental health services lies within the remit of the Department of Health, and the HSE specifically, the Department of Education has an important role to play in supporting the wellbeing and mental health of our young people. The Department’s Wellbeing Policy and Framework for practice has given recognition to the importance of promoting wellbeing in education.  The approach set out in the Wellbeing Policy 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. It is important that all children and young people feel a sense of belonging and connectedness, that their voice is heard, and they feel supported. Schools are encouraged to use a reflective, school self-evaluation approach to identify and prioritise the needs of its own school community in relation to the promotion of wellbeing and mental health, and to respond to meeting those needs.  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.    The National Educational Psychological Service (NEPS) of the Department provides a comprehensive, school-based psychological service to all primary and post primary schools through the application of psychological theory and practice to support the wellbeing, academic, social and emotional development of all learners. NEPS provides its service to schools through casework and through support and development work for schools.

The Department – through NEPS, Student Support Teams, Guidance Counsellors and other services - will continue to signpost schools and students to the HSE/HSE-funded e-mental health services. The 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.  We will continue to collectively explore ways of improving supports for children and young people.

Special Educational Needs

Ceisteanna (89)

Donnchadh Ó Laoghaire

Ceist:

89. Deputy Donnchadh Ó Laoghaire asked the Minister for Education her views on the extent of forward-planning undertaken by her Department to ensure that all children with special educational needs receive a suitable school place in their local area. [13484/22]

Amharc ar fhreagra

Freagraí scríofa

I wish to assure the Deputy that the provision of appropriate accommodation for pupils with special education needs is an absolute priority for Minister Madigan and myself.  My Department works closely with the National Council for Special Education (or NCSE) to ensure that there are sufficient school places available to meet the needs of students throughout the State, including students with special education needs. My Department’s policy is that students with special education needs should be included, where possible and appropriate, in mainstream placements with additional supports provided. In circumstances where students with special education needs require more specialised interventions a continuum of education provision extends including access to special school or special class places.

The NCSE is responsible for planning and coordinating special education provision at both a local and a national level and advising my Department in this regard.  In recent years 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

Through this alignment and integration of NCSE and Departmental planning and forecasting processes at both national and local level, my Department works to ensure that specialist education places come on stream to meet emerging demand on a timely basis. The active collaboration of school communities is essential in this regard.

The planning process involves the NCSE establishing current and anticipated demand for special education provision locally and nationally. Through its local network of Special Educational Needs Organisers (or SENOs), the NCSE establishes demand for special classes on an ongoing basis at a local level. The local SENO engages with parents, local schools, HSE officials and other stakeholders to determine demand.

Additionally, short, medium and long term planning is undertaken at national and regional level based on projected future population demographics and the average percentage of school going population requiring special class places.  The future population demographics is linked with my Department’s demographic analysis of future mainstream school place requirements, thereby enabling an integrated approach.

The information gathered by the NCSE at a local level on demand for special education placements is collated at a national level to identify areas of potential unmet demand. This in turn informs the long term forecasting of demand for such provision, over a rolling 5 year period, which in turn facilitates planning for special education placements in special classes and special schools. 

Utilising all this information, the NCSE and my Department work closely to plan how best to address this identified unmet demand in those areas in an integrated way, such as utilising suitable existing or new accommodation, as well as the resourcing requirements for schools.  This is an ongoing process, with forecasts being continually updated to ensure that special education provision is put in place when and where required. 

I am satisfied that my Department’s 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.  However, 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 or special school placements.  My Department will continue to work closely with them in this regard.

Schools Building Projects

Ceisteanna (90)

Colm Burke

Ceist:

90. Deputy Colm Burke asked the Minister for Education the progress which has been made to ensure that all new school building projects or extensions include special education facilities or incorporate the principle of universal design; and if she will make a statement on the matter. [13324/22]

Amharc ar fhreagra

Freagraí scríofa

I wish to assure the Deputy that the provision of appropriate accommodation for pupils with special edcuation needs is an absolute priority for Minister Madigan and myself.  This is in two respects: firstly in ensuring that there is sufficient provision for pupils with special education needs and secondly in designing school accommodation that meets the needs of all users - students and staff - and enhances the learning experience.

In order to make accommodation provision to meet the needs of students with special education requirements, my Department has close engagement with the National Council for Special Education which has responsibility for coordinating and advising on the education provision for children nationwide.  When the NCSE sanction a special class in a school, the school can apply to my Department for capital funding to re-configure existing spaces within the school building to accommodate the class or to construct additional accommodation.  Similarly, where special schools wish to expand provision, the school can apply to my Department for capital funding to accommodate additional placements.

The NCSE has additionally provided my Department with projections of future requirements for classes for students with special education requirements.  These are informing my Department's advance planning for special class accommodation.

This advance planning is building on the significant work to date in delivering additional classrooms for students with special education needs.  Such classrooms for pupils with special education needs are included as standard in the accommodation brief for new school buildings and major extension projects, unless local circumstances indicate that they will not be required. Typically, two classrooms for pupils with special education needs are provided in new primary schools and four classrooms are provided in new 1,000 pupil post primary schools, with pro-rata provision for schools of other sizes.  The overall accommodation suite for students with special education needs would also generally include ancillary accommodation such as a Central Activities Space, Multi Activity Room and Quiet Spaces as well as an outdoor Secure Play Area and Sensory Garden. 

In addition to the specific accommodation provision for students with special education needs, the principles of universal design are embedded in all of my Department's technical guidance for school building projects, for the benefit of all school building users.  A suite of such Technical Guidance Documents is published on my Department's website at www.gov.ie. 

Schools Building Projects

Ceisteanna (91)

Brian Stanley

Ceist:

91. Deputy Brian Stanley asked the Minister for Education the funding that is designated to providing a new building for a school (details supplied). [13312/22]

Amharc ar fhreagra

Freagraí scríofa

The major building project for Kolbe Special School in Portlaoise is included in my Department’s Construction Programme which is being delivered under the National Development Plan.

The €4.4 billion funding envelope for the schools capital programme under Project Ireland 2040 provides a basis for a strong rollout of projects including in respect of Kolbe Special School.

The project is currently at an advanced stage of architectural planning Stage 2b – Detailed Design, which includes the application for all statutory consents, including Planning Permission, Disability Access Certification and Fire Safety Certification and also the preparation of tender documentation.

Planning Permission has recently been granted. The Disability Access Certification has also been granted and the application for Fire Safety Certification is with the Local Authority and their response is pending.

The Design Team is currently working on completion of the Tender documents and finalisation of the Stage 2(b) report which will then be submitted to my Department for review and approval.

To expedite the project the prequalification of contractors is being carried out in parallel with the completion and review of Stage 2(b) and the Design Team have been authorised to commence that process just last week.

Upon receipt, review and approval of the Stage 2b submission, completion of the prequalification of contractors, and once the Design Team are satisfied that their tender documents are in order and comply with all Departmental and Building Regulation requirements the project for Kolbe Special School can be progressed to tender and award of contract.

A Tender stage normally takes between 6 to 8 months subject to no issues arising.

My Department is committed to delivering this project as quickly as possible.

School Admissions

Ceisteanna (92)

Thomas Gould

Ceist:

92. Deputy Thomas Gould asked the Minister for Education if each child who needs a secondary school place in Cork city and county in September 2022 will have one. [13408/22]

Amharc ar fhreagra

Freagraí scríofa

As the Deputy may be aware, for school planning purposes, my Department divides the country into 314 school planning areas and utilises a Geographical Information System to anticipate school place demand. Information from a range of sources, including Child Benefit data, school enrolment data and information on residential development activity is used for this purpose.  Additionally, Project Ireland 2040 population and housing targets inform my Department's projections of school place requirements.

Having considered the projected requirements in each school planning area, my Department then makes an assessment of the existing capacity within that particular area and its ability to meet any increased demand. 

Where data indicates that additional provision is required at primary or post primary level, the delivery of such additional provision is dependent on the particular circumstances of each case and may be provided through either one, or a combination of, the following:

- Utilising existing unused capacity within a school or schools,

- Extending the capacity of a school or schools,

- Provision of a new school or schools.

My Department's projections of post primary school place requirements in East Cork show an anticipated continued growth in enrolments in the short- to medium-term. 

However, in response to projected future need and to enrolment pressures in the area, there has been significant capital investment by my Department at post primary schools in East Cork.  A new post primary school, Carrigtwohill Community College, was established in 2016.  A project to deliver a new, modern 1,000 pupil school building for that school is underway.  Additionally, an extension at St. Colman's Community College has been recently completed and a number of other large school building projects are also in train, delivering expanded capacity at St. Aloysius College, Midleton CBS, St. Mary's High School, Pobalscoil na Tríonóide in Youghal and Coláiste Mhuire in Cobh.

While my Department is aware of increasing pressures and demand for additional school places in Cork and in particular East Cork, it is important to note that where enrolment pressures arise, it may not be as a result of lack of accommodation but may be driven by the following factors:

- duplication of applications – pupils have applied for a place to a number of schools in the area

- School of choice – pupils can’t get a place in  their preferred school while there are places in other schools in the town/area

- Some towns/areas have single sex schools and while places are available in the school they are not available to all pupils

- External draw – pupils coming from outside the local area

My Department is working to establish the true extent of any capacity issues through ongoing discussions with the relevant school authorities. In that context, similar to the process adopted in advance of the current academic year, my Department is engaging with patron bodies, including patrons of schools in the East Cork area, to identify particular capacity requirements for the forthcoming years which may necessitate further action to that already in train including, where required, the provision of modular accommodation solutions.

My Department is aware that principals of schools in a number of School Planning Areas in Cork have had meetings to establish an overall picture of school place requirements for the next academic year.  My Department will continue to have close engagement with the relevant school patrons and school authorities where appropriate to monitor the situation and implement any solutions which may be required. For example, as a result of meetings of schools in Fermoy, my Department has recently approved funding to allow for additional classrooms to be provided for St. Colman's College for the 2022/23 school year.

Additionally, my Department will continue to work to advance the planned and current building projects in Cork to ensure sufficient places for both mainstream provision and for pupils with special education requirements for the coming academic year and into the future.

Details on the current status of all ongoing major projects as well as those projects proceeding under the Additional School Accommodation Scheme in Cork may be viewed on my Department's website and this is updated regularly.

School Transport

Ceisteanna (93)

Thomas Pringle

Ceist:

93. Deputy Thomas Pringle asked the Minister for Education if she will consider making temporary policy changes to the operation of the school transport scheme in County Donegal to accommodate eligibility anomalies that arise for those parents and students in MICA affected homes forced into temporary accommodation while availing of the defective concrete block scheme; and if she will make a statement on the matter. [12375/22]

Amharc ar fhreagra

Freagraí scríofa

School Transport is a significant operation managed by Bus Éireann on behalf of the Department of Education. In the current school year over 121,400 children, including over 15,500 children with special educational needs, are transported on a daily basis to primary and post-primary schools throughout the country at a cost of over €289m in 2021.

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.

I recognise that for families in temporary accommodation due to MICA affected homes, difficulties may arise.  I can assure the Deputy that cases referred to by the Deputy in this context will be considered as they arise on a case by case basis to assess the transport options that can be offered to the affected families.   My officials will work with Bus Eireann in considering appropriate flexible responses.  

In general, under the terms of the School Transport Schemes children are eligible for transport at primary level where they reside not less than 3.2 kilometres from and are attending their nearest national school, and at post primary level where they reside not less than 4.8 kilometres from and are attending their nearest post primary school/education centre as determined by the Department/Bus Éireann, having regard to ethos and language.

Children who are eligible for school transport and who have completed the application process and paid on time are accommodated on school transport services where such services are in operation.

Children 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.

Grants towards the cost of private transport arrangements may be paid to eligible students in certain circumstances. To be eligible for a grant, an application for transport must first be made and eligibility determined.  

A remote area grant may be offered once a pupil is deemed eligible for the school transport scheme, in the following circumstances;

- Where there are not enough children residing in a distinct locality to warrant a service;

- Where no suitable service is available, or  

- Where the distance is more than the minimum distance for eligibility for transport generally (3.2kms primary or 4.8kms post-primary).

Pupil-Teacher Ratio

Ceisteanna (94)

Paul Murphy

Ceist:

94. Deputy Paul Murphy asked the Minister for Education if she will take immediate action to reduce the average class size in Irish primary schools to below the European Union average of 20 pupils per class; and if she will make a statement on the matter. [13320/22]

Amharc ar fhreagra

Freagraí scríofa

Under the Programme for Government there is a commitment to seek to make further progress in reducing the pupil teacher ratios in primary schools. 

At primary level, the annual staffing schedule determines the allocation of teachers to schools. The current allocation is on an average ratio of 1 classroom teacher for every 25 pupils.  Budget 2022 has implemented a further 1 point reduction for the 2022/23 school year so that primary schools will be allocated teaching posts on an average basis of 1 classroom teacher for every 24 pupils in September 2022.  Lower thresholds apply to DEIS Urban Band 1 schools.  This Budget measure has brought the teacher allocation ratio in all primary schools to the lowest ever seen at primary level. 

The latest figures in relation to pupil teacher ratio shows an improved ratio of teachers to pupils from 16:1 to 14.5:1 at primary level when comparing the 2015/16 school year to the 2020/21 school year.  This compares favourably with the OECD pupil teacher ratio which is 1:15. In the same period the staffing schedule improved from 28:1 to 25:1 for this school year.

Average class sizes improved from 24.9 to 23.3 in the same period. The budget announcement will continue the positive trend of improving class sizes for this school year, and statistics on this will be published later in the year.

Schools Building Projects

Ceisteanna (95)

Alan Dillon

Ceist:

95. Deputy Alan Dillon asked the Minister for Education the status of progressing approval for an extension at a secondary school in County Mayo (details supplied); if a permanent building will be provided; if not, if modular units will be provided; and if she will make a statement on the matter. [13332/22]

Amharc ar fhreagra

Freagraí scríofa

I can confirm to the Deputy that my Department is in receipt of an application from the school in question for capital funding under the Additional Schools Accommodation Scheme (ASA). This application is currently being processed by my officials and is in the final stages of the assessment process. The school authorities will be contacted with a decision when the assessment process has been completed.

In the interim, the school have recently been approved modular accommodation for September 2022 in order to meet the immediate demand for school places in the area. This comprises of the following:

- 3 x Specialist rooms

- 1 x Large Specialist room

- 2 x SEN Classrooms 

- 12 x MCRs

- Toilets 

Special Educational Needs

Ceisteanna (96)

Joe Carey

Ceist:

96. Deputy Joe Carey asked the Minister for Education if the recruitment of special needs assistants is in line with the additional resources secured in Budget 2022; and if she will make a statement on the matter. [13326/22]

Amharc ar fhreagra

Freagraí scríofa

In 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 https://ncse.ie/for-schools.

Budget 2022 provided for  an additional 1,165 SNA posts covering primary and post-primary, as follows:

- 574 to support students in new special classes

- 46 to support students in new special school places

- 545 to support students in mainstream classes  

The recruitment and appointment of Special Needs Assistants is a matter for the individual school authority.

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.

Education Policy

Ceisteanna (97)

Dara Calleary

Ceist:

97. Deputy Dara Calleary asked the Minister for Education the progress that has been made by her Department under its commitments within the 20 Year Strategy for the Irish Language 2010-2030; and if she will make a statement on the matter. [13495/22]

Amharc ar fhreagra

Freagraí scríofa

I can advise the Deputy that my Department has made good progress in implementing the Education actions set out in the 5 year Action Plan 2018-2022 under the 20 Year Strategy for the Irish Language 2010-2030.  .

In relation to the Policy on Gaeltacht Education 2017-2022 , the Gaeltacht School Recognition Scheme has been extended to 2024 and participating schools continue to receive additional supports and resources.  Since 2019, Leaving Certificate Physics has been made available to eligible schools through an interactive blended-learning teaching approach through the E-Hub project, A comprehensive independent evaluation of the project was completed in March 2021 and findings were very positive. A second subject is expected to be introduced from September 2022.  In addition the department has provided a package of supports for each of the five post-primary schools located on islands to help address their unique sociolinguistic context.  The Department is currently developing a new policy on Irish-medium education outside of Gaeltacht areas.

The Teaching Council carried out a review of the Standards for Initial Teacher Education and new Céim: Standards were published in November 2020.  In addition, contracts for two new Irish-medium teacher education programmes were awarded in 2018 and a new Irish-medium blended-learning post-graduate programme being developed for post-primary teachers is expected to become available from September 2023.

A new integrated Irish/English Primary Language Curriculum from infants to sixth class was introduced in 2019 and continues to be supported by a comprehensive CPD programme for teachers.  The National Council for Curriculum and Assessment (NCCA) has developed L1 and L2 draft curriculum specifications for Leaving Certificate (established) Irish. Consultation on the draft specifications ran from February to end November 2021.   A detailed analysis of all feedback is now being carried out and an interim consultation report will be published before the end of the academic year.  The NCCA is also initiating an early enactment review of Junior Cycle Irish, L1 and L2 and a report in this regard will be published in 2022.

The implementation of a Content Language Integrated Learning pilot project in Early Years settings, Primary and Post-primary schools was delayed due to the COVID-19 pandemic but work continued on development of necessary resources.  The pilot programme will now be implemented this year.   In addition, following a review, new circulars for Primary and Post Primary schools on exemptions from the study of Irish are being implemented since September 2019 and an initial   review of implementation of these circulars is currently underway.

The Department provides funding to support a number of programmes including the Gaelbhratach programme, the digitisation of Séideán Sí books, a portal dedicated to providing access to resources that support learning and teaching in Gaeltacht and Irish-medium schools, and expansion of the Campaí Samhraidh/Summer Camp programme in 2020 to include all DEIS primary schools with an associated CPD programme.  The Department published Indicators of Good Practice in Immersion Education: Draft Guide for Gaeltacht Post-Primary Schools in 2018 in collaboration with COGG and further work was carried out with a new edition in 2020

The Department developed an Online Patronage Process System to provide objective information to parents, which allows them to make an informed choice about their preferred model of patronage as well as language of instruction, i.e. Irish or English, of new schools.  A number of Gaelscoileanna and four new Irish medium primary schools have been established following such patronage processes. At post-primary level, a new gaelcholásite was established in 2020, following the transition of an Aonad to stand-alone school. 

My Department will continue to support the implementation of the 20-Year Strategy for the Irish Language 2010-2030.

Special Educational Needs

Ceisteanna (98)

Donnchadh Ó Laoghaire

Ceist:

98. Deputy Donnchadh Ó Laoghaire asked the Minister for Education if she will establish an expert review group to examine the minimum qualifications of SNAs and issue recommendations on same; if she will delay any contract negotiations until this review has taken place; and if she will make a statement on the matter. [13482/22]

Amharc ar fhreagra

Freagraí scríofa

Special 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.

Special Educational Needs

Ceisteanna (99)

Joe Flaherty

Ceist:

99. Deputy Joe Flaherty asked the Minister for Education the details of the supports provided under the Summer Programme for 2022; and if she will make a statement on the matter. [13501/22]

Amharc ar fhreagra

Freagraí scríofa

My Department ran an expanded summer education programme for Summer 2021, as a response to the COVID-19 pandemic.

Under this expansion, students with complex special educational needs and those at greatest risk of educational disadvantage had access to an enhanced summer programme of education. The total funding available to provide the programme was €40 million, which was a one hundred per cent increase on the allocation for summer provision in 2020.

The programme’s aims were to support pupils to re-engage with education, to build their confidence and increase their motivation, promote wellbeing and for some who are at key transition stages, help to ensure they could move on to their planned educational placement for the start of the next school year along with their peers.

For the first time ever, all schools (primary and-post primary) were encouraged to provide summer programmes and the eligibility criteria was extended to include post-primary children with complex needs and children at risk of educational disadvantage. Prior to this expansion, summer programmes were only available to special schools and pupils in special classes in primary schools and in DEIS schools. This resulted in 945 schools participating in the overall programme, a rise of 72% over 2021. 24,656 pupils participated in the 2021 school-based programme, an increase of 85% over 2020.

A home-based summer programme continued to be available for children with complex needs where their schools are not providing a school based programme. A total of 13,321 students availed of the home-based programme, an increase of 35% on 2020.

Overall, 37,977 pupils participated in the 2021 summer programme across both home and school-based elements, which represented an increase of 65% on participation in the 2020 programme.

Planning work for the 2022 summer programme is ongoing and my Department will be consulting with education partners in the coming weeks.

Departmental Reviews

Ceisteanna (100)

Michael Moynihan

Ceist:

100. Deputy Michael Moynihan asked the Minister for Education the status of the review of out-of-school education provision as provided for under action 88 of the DEIS plan; and if she will make a statement on the matter. [13493/22]

Amharc ar fhreagra

Freagraí scríofa

Under Action 88 of the DEIS Plan my Department has undertaken a review of out-of-school education provision. This review was carried out by a Working Group chaired by my Department and comprised of representatives from stakeholders including the Department of Children, Equality, Disability, Integration and Youth, Tusla, Solas, Education and Training Boards Ireland and the National Educational Psychological Service.

This review has been informed through the use of questionnaires, submissions from stakeholders and a public consultation process, including consultation with students. 

I expect to soon be in a position to publish the report of the review and it is envisaged that the report will inform future policy in this area.

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