Written Answers Nos. 121-140
121. Deputy Paul Murphy asked the Minister for Education the number of teachers that were absent in February 2022 due to having Covid-19 symptoms, testing positive or being identified as a close contact; and if she will make a statement on the matter. [13316/22]
Amharc ar fhreagraA total of 7,086 teachers were recorded on the Department’s Payroll system as absent from the workplace in February 2022 due to (a) displaying COVID-19 symptoms, (b) having a positive PCR/antigen test result or (c) being contacted by the HSE to inform them they are a close contact of a positive COVID-19 case.
This figure excludes Education and Training Boards, as they have their own separate payroll systems.
122. Deputy Ruairí Ó Murchú asked the Minister for Education the status of a project (details supplied); the timeframe for the review of the pilot project; her plans for the continuity of Irish medium education; and if she will make a statement on the matter. [13538/22]
Amharc ar fhreagraThe provision of Irish-medium education is a priority for my Department and this Government, and we share a strong commitment to increasing the number of Irish-medium places available and providing suitable accommodation in this regard.
As the Deputy may be aware, in early 2021 I approved a proposal for a new satellite model of Irish-medium post-primary provision to be piloted in Dundalk. The model involves a satellite/Dundalk-based campus of An Foras Pátrúnachta’s Balbriggan Gaelcholáiste – Coláiste Ghlór na Mara.
This pilot offers parents in Dundalk a new choice for Irish-medium provision, in addition to existing provision provided by schools in the area. The learning from the pilot may assist in the potential development of an enduring policy/approach for the application of this model elsewhere, subject to successful review.
The patron of Coláiste Ghlór na Mara deferred the opening of the Dundalk campus from September 2021 to September 2022. Putting in place the necessary accommodation arrangements for September 2022 has been devolved to the school patron.
Planning for the development of a new policy for Irish-medium education outside the Gaeltacht is now underway in my Department. This policy will be part of the overall framework of the 20-year Strategy for the Irish language 2010-2030 and will build on the achievements of the Policy on Gaeltacht Education 2017-2022. The Policy will be an important step towards achieving the Programme for Government commitments on Irish-language education.
An intradepartmental working group has been established in my Department to progress this work. This working group will focus on developing a consultation process to encourage widespread stakeholder engagement to inform the policy. A review of national and international literature will also be carried out. A Steering Group is being established also to provide oversight, guidance and support for the policy development process. Two composite reports on inspection findings on the quality of educational provision in Gaelscoileanna and Gaelcholáistí, covering the period 2017 to 2020, were published in spring 2021. These reports provide a helpful insight into relevant themes related to practice in schools, which will inform the policy development process.
The Department is also continuing to support the existing Aonad at Coláiste Chú Chulainn to ensure continuity of provision for the students enrolled.
123. Deputy Michael Lowry asked the Minister for Education the efforts her Department and the National Council for Special Education are making to address the lack of ASD units in primary schools in south County Tipperary, specifically in the Carrick-on-Suir attachment area; her plans to develop new ASD units in primary schools in greater south County Tipperary; and if she will make a statement on the matter. [13156/22]
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.
Over teh past 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 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 over 300 additional 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.
There is currently a network of 95 special classes in Tipperary of which 72 are special classes for students with autism. Of these, 24 classes catering for students with autism are attached to mainstream schools in South Tipperary - 12 are at primary level including 2 Early Intervention classes and 12 are at post primary level. A total of 4 new special classes have been established in South Tipperary for the 2021/2022 school year, 2 at primary level and 2 at post primary level.
There are also 8 autism special classes (6 primary and 2 post-primary) in schools in Kilkenny and Waterford, bordering Carrick-on-Suir and which are within a 20 km radius of the town.
NCSE is currently engaging in a process of establishing new classes for the 2022/2023 school year and beyond. NCSE is looking at local information in relation to projected demand for future special education places, particularly to cater for students with autism who have associated complex needs.
The NCSE has carried out a review of the requirement for special class places for students with autism for the 2022/23 school year in the South Tipperary region. This included a review of the available accommodation in the Carrick on Suir area and a review of the students known to the NCSE with recommendations for special class places.
The NCSE is currently aware of four students in the Carrick on Suir area seeking a special class placement and will continue to work with the parents and schools in the area to find a suitable placement for these students.
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
124. Deputy Fergus O'Dowd asked the Minister for Education the status of the much delayed DEIS review in particular for schools located in Drogheda, County Louth that have been highlighted in the Geiran Report that have been recommended for additional posts and DEIS status; and if she will make a statement on the matter. [13193/22]
Amharc ar fhreagraI announced yesterday the expansion of the DEIS programme benefitting 347 schools. These schools were identified as having the highest levels of educational disadvantage. In the 2022/23 academic year there will be 1,194 schools in the DEIS Programme - 960 Primary and 234 Post Primary. This will also add a €32million increase in my Department's expenditure on DEIS programme from 2023. This is the largest ever single investment in the programme and will extend additional resources to those schools most in need.
This announcement follows an extensive body of work by the DEIS technical group to develop the refined DEIS identification model to identify the concentrated levels of disadvantage of schools. Schools were identified for inclusion in the programme through the refined DEIS identification model which is an objective, statistics based model which uses information from the Department of Education enrolment databases and the Pobal HP Deprivation index. The DEIS identification model now takes into consideration the significant educational disadvantage experienced by Traveller and Roma learners and by students residing in direct provision or emergency homeless accommodation. Using this approach we can be confident that the largest investment to date in the DEIS programme is being provided to those schools most in need. Schools were not required to apply for inclusion in the DEIS programme and the model has been applied fairly and equally to all schools.
This announcement achieves the Programme for Government commitment to complete the new DEIS identification model and to extend DEIS status to schools serving the highest numbers of pupils at risk of educational disadvantage.
My Department is aware of the published report referred to by the Deputy, and the recommendations contained therein. My officials met last year with the school principals of the three primary schools referred to in the report. In the context of the issues pertaining to Drogheda, I and my Department remain committed to supporting the schools referred to in the Geiran report.
125. Deputy Bríd Smith asked the Minister for Education if she or her officials will consider a recently published study (details supplied) which highlights issues regarding device accessibility and best practice; if she will consider the findings in relation to ensuring schools have a coherent policy to ensure devise access and equality; and if she will make a statement on the matter. [13445/22]
Amharc ar fhreagraBuilding on 2015-2020 Digital Strategy for Schools, and following an extensive consultative process with stakeholders and having regard to best international practice, the Department will shortly be publishing a new Digital Strategy for Schools. The continued availability of high quality digital content and how digital technologies will continue to support accessibility and inclusion in the school system will form part of the new Strategy.The Department will also continue to fund the provision of broadband connectivity to all schools.
Under the Education Act 1998, the Board of Management has responsibility for the direct governance of a school, including developing policies on inclusion, accessibility and technology deployment. Schools are best placed to determine the most appropriate solution to to support the learning needs of their students based on the school's own context and circumstances, and in accordance with their Digital Learning Plan. There is however an extensive range of resources, advices and supports available to schools to help develop policies and practices on the effective use of digital technologies in teaching and learning. My Department will work with the National Disability Authority, the body with responsibility for the implementation of S.I. No. 358/2020 - European Union (Accessibility of Websites and Mobile Applications of Public Sector Bodies) Regulations 2020 (including W3C WCAG 2.1 Standards) referenced in the study to develop appropriate information for schools on this SI.
It is noted that specific reference is made in the referenced Study to the Department’s education portal www.scoilnet.ie and its extensive range of digital content. There are currently in excess of 23,000 curriculum tagged resources available on this portal that can be used by schools and teachers to support teaching and learning. The site, and other sites created by PDST Technology in Education on behalf of the Department, adopt an ‘inclusive design’ principle. Scoilnet’s content is completely free to access. The Department through the PDST Technology in Education is also an active member of the EU’s European Schoolnet initiative which is a collaboration of 34 European Ministries of Education that seek to implement best international practice and bring innovation to teaching and learning.
In general the Department does not have a role in approving or endorsing any content from the educational publishing sector. The Irish Educational Publishers Association (IEPA) meets with the NCCA in order to discuss the curriculum and to be made aware of any requirements in the curriculum. However, the content of any individual textbook/resource is determined by the publisher themselves.
126. Deputy Michael Lowry asked the Minister for Education if her attention has been drawn to the fact there are no special educational needs organisers covering south County Tipperary which is greatly restricting the development, delivery and co-ordination of education services to children with special educational needs, including the establishment of special class and special school placements in south County Tipperary; when the National Council for Special Education will have a dedicated special educational needs organiser for the area; and if she will make a statement on the matter. [13157/22]
Amharc ar fhreagraThe National Council for Special Education (NCSE) is responsible for fulfilling the functions of the NCSE Council, through its network of Special Educational Needs Organisers (SENOs), Advisors and Visiting Teachers. The identification, delivery and coordination of education services to students, schools and families, are organised and managed through ten teams across five regions.
SENOs are selected on the basis of their knowledge and experience in providing services to children with disabilities, and also their backgrounds, which include; teaching, nursing, psychology and management. Each SENO has responsibility for specific schools, primary, post primary and special, within their area, however, the SENOs operate within a mutually supportive network, sharing their expertise, experience and knowledge, with each other, for the benefit of the child.
The SENO provides a service to parents, the school and the children by determining the best resources available for the child, helping parents to source services provided by the schools and health services, arranging for psychological assessments, where required, and planning the continuum of support for the child, ranging from SNA assistance, mainstream class settings, to special classes and special schools.
SENOs are permanent employees of the NCSE and have been recruited directly through the Public Appointments Service (PAS) to date. PAS ran a SENO recruitment competition in 2021, and interviews are currently taking place with a view to filling outstanding vacancies as soon as possible.
Furthermore, the NCSE has been granted a recruitment licence which will allow them to recruit SENOs directly in future. This will help to accelerate the recruitment process going forward.
127. Deputy Pearse Doherty asked the Minister for Education if her Department has engaged with stakeholders in relation to a review of the minimum qualifications required to become a special needs assistant; the steps her Department has taken in this regard; and if she will make a statement on the matter. [6353/22]
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.
128. Deputy Brendan Griffin asked the Minister for Education the measures that she is taking to prepare for the provision of additional school places and required services for Ukrainian children who may be forced to flee here from the war in their country; and if she will make a statement on the matter. [13530/22]
Amharc ar fhreagraI thank the Deputy for raising this important issue.
I would like to take this opportunity to reiterate the Government’s position that the continuing Russian military action against Ukraine is illegal and immoral.
The war in Ukraine has caused a humanitarian crisis and the Government is committed to welcoming people fleeing war in Ukraine and seeking protection in Ireland.
The Government has adopted a whole of government approach to supporting the people who arrive here.
Our schools have a strong tradition of welcoming children of all nationalities and backgrounds and have experience of doing this throughout the school year. As the Deputy will know, we already support a linguistically and culturally diverse community in Ireland.
The Department already provides additional allocations for schools with high concentration of pupils that require language support.
The NCCA has published a range of resources to support learners with English as an additional language (EAL) across Early Childhood, Primary and Post-Primary. These materials aim to support teachers and early childhood practitioners to nurture the language development of EAL learners. Further guidance about these resources will issue to schools shortly.
Where children of school going age have already arrived in Ireland with families, and are in accommodation with friends and family, and want to access the school system right away, schools that have capacity locally are welcoming these children in the usual way.
There is a helpline for schools who have queries regarding Ukranian students, and the Department will be sharing information online and on social media for parents in relevant languages to support them in accessing schooling for children.
The overall position in relation to Ukraine continues to evolve and my Department will be providing guidance to schools shortly which will assist them in dealing with any immediate queries. It will include information for schools on how to respond if they don’t have capacity in their school, so that we can make accessing a school as easy as possible for these families that have endured so much.
We are assessing the impact and planning for a range of scenarios in terms of the numbers of children that may arrive in the coming weeks and months.
Where people will be living will have a direct impact on where children will require schooling or access to education supports.
My officials have already spoken to the staff unions and management bodies and work is underway, engaging with other Government Departments, agencies and stakeholders and we are planning for a range of scenarios and we will continue to work in collaboration with all relevant agencies, across government and with the education partners to put in place appropriate responses.
Where temporary crisis measures are put in place, we will assess what education provision is appropriate and possible in those circumstances.
129. Deputy Donnchadh Ó Laoghaire asked the Minister for Education the details of her long-term plans to ensure canteen and physical infrastructure is provided to all schools across the country. [13485/22]
Amharc ar fhreagraThe Department has in place detailed design guidelines for primary and post-primary schools, which are available on my Department's web-site and currently provide for a standard range of servery and eating facilities in the design of new and refurbished schools. In Primary schools, a servery of 8.0m² in area is provided. At Post Primary level a kitchenette, 25m² in area, is provided off the General Purpose/Dining Area. These facilities are not intended to be full commercial type kitchens where food is prepared or cooked.
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). Many of these projects would have included PE hall or GP room provision, with the associated servery of 8.0m² in the case of primary schools and a kitchenette area of 25m² in the case of post primary schools.
There are currently 377 schools (338 projects) listed on the Large Scale Capital Programme which would be expected to provide new PE halls at post-primary level (where none exist already) or GP halls at primary level (where none exist already). The related servery and kitchenette areas would also be provided.
In relation to physical infrastructure, as the Deputy is aware, the main focus of resources over the last decade and for the coming period is on the provision of additional capacity to cater for increasing demographics. The second half of the NDP will see an increasing focus on the upgrade and refurbishment of the existing school stock. This will include a PE Hall/GP Room build and modernisation programme to ensure that students in all schools have appropriate facilities to support PE provision.
Details of large-scale projects being delivered under the school building programme may be viewed on 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.
130. Deputy Gary Gannon asked the Minister for Education when the reprofiling exercise originally planned to take place in 2021 will be conducted; and if she will make a statement on the matter. [13532/22]
Amharc ar fhreagraThe Special Education Teaching allocation provides a single unified allocation for special educational support teaching needs to each school, based on each school’s educational profile.
Under the allocation model, schools have been provided with a total allocation for special education needs support based on their school profile.
The provision of a profiled allocation is designed to give a fair allocation for each school which recognises that all schools need an allocation for special needs support, but which provides a graduated allocation which takes into account the level of need in each school.
In order to minimise disruption for schools, due to the Covid pandemic and to provide for continuity of allocations, the Minister for Education and the Minister for Special Education and Inclusion agreed to maintain the existing Special Education Teacher Allocations for schools for the 2021/22 school year, with re profiled allocations now due to be made from September 2022.
Schools are frontloaded with resources, based on each school’s profile. The allocations to schools include provision to support all pupils in the schools, including where a child receives a diagnosis after the allocation is received by a school, or where there are newly enrolling pupils to the school.
Both the Department and the National Council for Special Education (NCSE) are committed to ensuring that all schools are treated equally and fairly in the manner in which their school profiles have been calculated.
Work is ongoing on the reprofiling and this will include discussions with educational partners and this will be concluded shortly.
131. Deputy Joe Carey asked the Minister for Education if she will report on the new admissions system introduced for secondary schools in Ennis, County Clare for the forthcoming academic year; and if she will make a statement on the matter. [13327/22]
Amharc ar fhreagraFor admission to school in September 2021 all schools nationwide drafted new admissions policies under the provisions of the Education (Admission to Schools) Act 2018. These newly revised admission policies were approved by the patron, following consultation with staff and parents of children who are attending the school. The revised school’s admissions policy is published on the schools website. It is a key requirement of the act that all school admission policies are fair and transparent.
Parents have the right to choose which school to apply to and where the school has places available for the relevant year, the pupil should be admitted. However, in schools where there are more applicants than places available, a selection process will be necessary. This selection process and the enrolment policy on which it is based must be non-discriminatory and must be applied fairly in respect of all applicants. However, this may result in some pupils not obtaining a place in the school of their first choice.
The act requires schools to clearly set out their selection criteria in their admission policies. Schools have discretion in relation to their admission criteria and how they are applied. The criteria to be applied by schools and the order of priority are a matter for the schools themselves. It is an important feature of the act that schools can only make a decision on an application for admission that is based on the schools admission policy.
In order to plan for school provision and analyse the relevant demographic data, my Department divides the country into 314 school planning areas and uses a Geographical Information System (GIS). The GIS uses data from a range of sources, including Child Benefit Data from the Department of Employment Affairs and Social Protection and the Department's own school enrolment databases, to identify where the pressure for school places across the country will arise.
The process has been strengthened this year through three specific initiatives:
(i) Enhanced engagement with local authorities in relation to the information on residential development incorporated in the analysis process;
(ii) Additional engagement with patron bodies in relation to their local knowledge on school place requirements. Education and Training Boards, Diocesan offices and national patron bodies such as Educate Together, An Foras Pátrúnachta etc. can also be an important source of local knowledge. This will add to information also provided to the Department by local authorities or individual schools.
(iii) Utilising the information gleaned from schools under the national inventory of school capacity completed by individual schools last year as part of POD, P-POD returns process.
Similar to the process adopted for September 2021 readiness, the Department will be engaging further with patron bodies shortly in advance of identifying specific September 2022 capacity pressure points priorities which will necessitate specific action.
In a ‘normal’ year, addressing the increase demands for school places, whilst challenging, is manageable – generally through utilisation of existing spare capacity within schools, rental, temporary accommodation or other short term measures pending the delivery of permanent accommodation.
There is 4 post primary schools in the Ennis School Planning Area, there is currently 2 schools that have ongoing projects that will increase capacity in both schools.
Ennis Community College is a multi-denominational co-educational post primary school under the patronage of Limerick & Clare ETB. The school currently has an enrolment of 532 pupils, a major capital project at the school is nearing completion with an expected handover date of March 2022, on completion the school will have capacity to cater for 750 pupils, creating approximately 218 additional school places.
In addition, there is a project in early stages of architectural planning for Rice College to increase capacity to 1,000 pupils, creating approximately 298 additional school places. The school currently has an enrolment of 702 pupils. The estimated completion date for this project is September 2025.
It is open to any of the post primary schools in Ennis to submit an application to the Department for interim temporary accommodation should this be required to meet an immediate enrolment need.
132. Deputy Denis Naughten asked the Minister for Education the steps she is taking to ensure the delivery of effective visiting teachers for children with hearing and visual impairment service; and if she will make a statement on the matter. [11293/22]
Amharc ar fhreagraThe NCSE was assigned responsibility for the management and direction of the Visiting Teachers Service for children with hearing or visual impairment with effect from 20th March 2017. It was set up to improve the delivery of education services to persons with special educational needs arising from disabilities with particular emphasis on children. Formally established under the Education for Persons with Special Educational Needs Act 2004 (EPSEN Act), the NCSE now has responsibility for coordinating and advising on the education provision for children nationwide. As the visiting teacher service forms part of the NCSE support service for schools, the visiting teachers (VTs) are now recruited, deployed and managed by the NCSE.
The visiting teachers are qualified teachers with particular skills and knowledge of the development and education of children with varying degrees of hearing loss and/or visual impairment. They offer longitudinal support to children, their families and schools from the time of referral through to the end of post-primary education. They help children to develop tactile and sensory skills and give advice on self-help and other skills needed for independent living. They provide support in the development of pre-Braille skills, where necessary, and give instruction in mobility where appropriate.
Each VT operates in a particular region and manages a caseload of students. The VT supports children/young people, parents, guardians, teachers and other professionals involved with the child. Each VT works in partnership with parents to advise, and offer guidance, in matters pertaining to the child’s education and overall development. The frequency and nature of support takes into account a range of factors based on the individual’s needs.
Currently there are 43 VT’s allocated across the 10 NCSE regional teams, supported by teams of professionals and agencies such as audiological scientists, ophthalmology services, speech and language therapists, low vision specialists, psychologists, early intervention teams and school staff.
133. Deputy Holly Cairns asked the Minister for Education the steps that she is taking in increase the number of spaces in special classes in south-west areas of County Cork. [13536/22]
Amharc ar fhreagraEnabling children with special educational needs to receive an education is a priority for this Government.
It is also a key priority for me as Minister for Special Education and Inclusion.
This year, my Department will spend in excess of €2 Billion, or over 25% of the Department’s budget on providing additional teaching and care supports for children with special educational needs.
This includes funding for a wide range of schemes and supports including special classes, special school places, SNAs and teachers.
The National Council for Special Education (NCSE) has responsibility for coordinating and advising on the education provision for children with additional needs nationwide.
In terms of the area referenced by the Deputy, I can confirm that the NCSE is aware of an identified need for additional special classes for students with autism at primary and post primary levels in the South West Cork area.
Currently, a network of 45 primary school special classes, including 4 Early Intervention classes, and 22 post primary special classes provide 402 specialist placements for students with autism in the general South West Cork area, 7 of which were newly established for the 2021/2022 school year.
My Department is committed, in conjunction with NCSE and the network of local 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.
NCSE is currently engaging with primary and post primary schools in the general South West Cork area regarding the establishment of additional special classes for 2022/23 and beyond.
Parents seeking special class placements for their children are advised to contact their local SENO so that their needs can be taken into account for planning purposes.
I can assure the Deputy that every support will be made available to progress additional special class capacity, in the shortest possible timeframe, with a particular focus on this area for the 2022/23 school-year.
134. Deputy Cathal Crowe asked the Minister for Education the status of an application for a new staffroom and hall facility at a school (details supplied) in County Clare. [13321/22]
Amharc ar fhreagraI can confirm that my Department is in receipt of an application for capital funding under the Additional School Accommodation (ASA) scheme, from the school authority referred to by the Deputy. Supplementary information has been requested from the school authority and once this has been received, and the assessment completed, a decision will be conveyed directly to the school authority.
The purpose of the ASA scheme is to ensure that essential mainstream classroom and Special Education Needs (SEN) accommodation is available to cater for pupils enrolled each year, where the need cannot be met by the school’s existing accommodation.
The main focus of resources over the last decade and for the coming period is on provision of additional capacity to cater for increasing demographics. The second half of the National Development Plan will see an increasing focus on the upgrade and refurbishment of the existing school stock. This will include a PE Hall/GP Room build and modernisation programme to ensure that students in all schools have appropriate facilities to support PE provision.
135. Deputy Mick Barry asked the Minister for Education if an assessment has been carried out on the mental health impact of proceeding with a traditional leaving certificate examination in 2022; and if she will make a statement on the matter. [13505/22]
Amharc ar fhreagraIn determining the approach to be taken to the 2022 Leaving Certificate examinations, I met with the Advisory Group on State Examinations, which has representatives of students, parents, teachers, school managerial bodies, the further and higher education sector, and the State Examinations Commission. I also met with the members of the advisory group on a bilateral basis. I listened carefully to what each of these stakeholders had to say and examined each of their points.
Following consideration of this matter by Government, I announced on 1 February the decision to operate an examinations approach for Leaving Certificate in 2022, with significant further adjustments to the examinations; and to provide students with a commitment that the overall results of Leaving Certificate 2022 will not be lower than in 2021.
Further adjustments have been announced to the examination papers, over and above those announced in August 2021, and the detail of these changes have been communicated to schools.
This is in addition to previously announced changes, such as the running of the Leaving Certificate Oral Examinations and Music Practical over the first week of the Easter Break.
Timeframes for certain assessment elements of the Leaving Certificate Applied examinations have also been moved out. Schools were also reminded of the flexibilities they have regarding the dates for completion and authentication of examination Coursework.
Additionally, I confirmed the waiving of the fees for the 2022 Leaving Certificate and Junior Cycle examinations. Students will not have to pay the fees which would usually be €116 and €109 for the Leaving Certificate and Junior Cycle examinations respectively.
I believe that the decision announced will provide Leaving Certificate students of 2022 with an opportunity for their learning and attainment at the end of their post-primary education to be assessed, and will enable them to progress to the next stage of their lives. It also provides the certainty and clarity in this matter that had been requested by schools and parents.
The most current information on all matters relating to Leaving Certificate examinations is available online and this includes wellbeing information and supports for students, parents/guardians and school staff. This includes a series of supports on managing wellbeing, coping with uncertainty and managing stress and anxiety, developed by the National Educational Psychological Service in the Department, to support students. A video will shortly be available on Minding Your Wellbeing that speaks directly to the students. The webpage has links to more individualised support for students to access, should these be needed. The Department worked with the Department of Health and the HSE to ensure the most appropriate services and resources are clearly signposted for students.
136. Deputy John Lahart asked the Minister for Education her strategy to boost education outcomes and inclusiveness for children and young persons who are at risk of educational disadvantage; and if she will make a statement on the matter. [13488/22]
Amharc ar fhreagraDelivering Equality of Opportunity in Schools (DEIS) is the main policy instrument of my Department to tackle educational disadvantage at school level.
The DEIS programme focuses on targeting additional resources at those schools with the highest concentrations of students who are at risk of educational disadvantage. This is based on the existence of a ‘multiplier effect’, meaning that students in these schools have been found to have less positive educational outcomes, even taking account of individual social background. There is a strong evidence base in the Irish context that the social class mix of a school matters, in particular in those urban schools with higher levels of children at risk of educational disadvantage which provides a rationale for providing targeted supports to these schools .
Schools participating in the DEIS programme have seen retention rates to Leaving Certificate improve since the introduction of DEIS - from 80.1% for the 2006 entry cohort to 84.8% for the 2014 entry cohort. The gap in retention rates between DEIS and non-DEIS schools has narrowed from a gap of 16.8% for the 2001 entry cohort to approx. 8.6% for the 2014 cohort .
I was glad yesterday to be able to announce a major expansion of the DEIS – Delivering Equality of Opportunity in Schools programme that will see the programme extended to an additional 310 schools. For the first time since 2017 the DEIS programme is being significantly expanded and eligible schools will now gain access to targeted supports to address educational disadvantage. In addition 37 existing DEIS schools are being reclassified and eligible for increased supports. This will add an additional €32million to the Department’s expenditure on the DEIS programme from 2023. This is the largest ever single investment in the programme and will extend additional resources to those schools most in need.
As a result of this announcement from September 2022 1,194 schools will be in the DEIS programme serving over 240,000 students.
The full list of supports and resources provided to schools in the DEIS programme is available at www.gov.ie/en/policy-information/4018ea-deis-delivering-equality-of-opportunity-in-schools/#supports-to-deis-schools
137. Deputy Aodhán Ó Ríordáin asked the Minister for Education when decisions will be made on individual schools for the expansion of DEIS status for non- DEIS schools; and if she will make a statement on the matter. [13511/22]
Amharc ar fhreagraI announced yesterday the expansion of the DEIS programme benefitting 347 schools. These schools were identified as having the highest levels of educational disadvantage. In the 2022/23 academic year there will be 1,194 schools in the DEIS Programme - 960 Primary and 234 Post Primary. This will also add a €32million increase in my Department's expenditure on DEIS programme from 2023. This is the largest ever single investment in the programme and will extend additional resources to those schools most in need.
This announcement follows an extensive body of work by the DEIS technical group to develop the refined DEIS identification model to identify the concentrated levels of disadvantage of schools. Schools were identified for inclusion in the programme through the refined DEIS identification model which is an objective, statistics based model which uses information from the Department of Education enrolment databases and the Pobal HP Deprivation index. The DEIS identification model now takes into consideration the significant educational disadvantage experienced by Traveller and Roma learners and by students residing in direct provision or emergency homeless accommodation. Using this approach we can be confident that the largest investment to date in the DEIS programme is being provided to those schools most in need. Schools were not required to apply for inclusion in the DEIS programme and the model has been applied fairly and equally to all schools.
This announcement achieves the Programme for Government commitment to complete the new DEIS identification model and to extend DEIS status to schools serving the highest numbers of pupils at risk of educational disadvantage.
138. Deputy Denis Naughten asked the Minister for Education the steps she is taking to deliver the capital building programme of her Department; and if she will make a statement on the matter. [11292/22]
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.
There are approximately 1,200 school building projects for delivery under the Department’s Large Scale and Additional Accommodation Scheme. These projects are currently in progress across the various stages of planning, design, tender and construction - most of which are expected to be either under construction or completed in the period up 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.
During the period 2018 to 2021 ,691 school building projects were completed under the Large Scale Capital Programme (LSCP) and the Additional School Accommodation Scheme (ASA). These projects delivered in excess of 64,000 school places.
It is anticipated that 150 to 200 school building projects will be completed annually during the 2022 to 2025 period.
139. Deputy Bríd Smith asked the Minister for Education if her Department will support the opening of new classes at a school (details supplied) given that the school is struggling to accommodate new pupils in the coming year and that parents in the area are facing an impossible task in finding suitable mixed class schools in the area; and if she will make a statement on the matter. [13446/22]
Amharc ar fhreagraThe purpose of the Additional School Accommodation (ASA) scheme is to ensure that essential mainstream classroom and Special Educational Needs (SEN) accommodation is available to cater for pupils enrolled each year, where the need cannot be met by the school’s existing accommodation. I wish to advise the Deputy, that the Department has not yet received an application for additional accommodation from the school in question.
Officials in my Department have been engaged with the school authorities and the school has been advised of the availability of the ASA scheme and the application process.
If the school in question wishes to submit an application for the ASA scheme, this will be assessed by Department officials and a decision conveyed to the school authorities directly.
140. Deputy Catherine Connolly asked the Minister for Education further to Parliamentary Question No. 74 of 7 July 2021, the status of the acquisition of a permanent site for a school (details supplied); the details of the interim accommodation that will be provided for the academic year 2022-2023; and if she will make a statement on the matter. [13314/22]
Amharc ar fhreagraMy Department have been working closely with both Galway City Council and Galway County Council to identify and acquire a Permanent Site for the Galway Educate Together Secondary School under the terms of the Memorandum of Understanding.
To date, following extensive site identification and assessment exercises, a number of permanent site options have been identified in both the East of the City and the County. Each of these site options were investigated by my Department in conjunction with officials from the Local Authorities. Unfortunately in the case of all options investigated so far, either the land could not be acquired from the landowner or the site was ultimately considered unfeasible to develop in the short term.
However, a couple of permanent site options have been identified that could be delivered in the medium term and officials in my Department are working closely with the respective Local Authorities to explore the deliverability of school facilities on these sites in the shortest possible timeframe.
The school will be located at the former school building in Newtownsmith from September 2022 on an interim basis for two school years.
In relation to the acquisition of permanent sites and as the Deputy will appreciate, the site acquisition process is very complex and subject to completion of successful negotiation and many conveyancing processes. Each acquisition is also very unique and dependant on multiple factors many which
may be outside of the control of my Department. The Deputy will also appreciate the importance of conducting a thorough appraisal of site options before proceeding with an acquisition in order to obtain best value for the Exchequer.
In this regard, it is not possible to give a specific timeframe for the completion of a permanent site acquisition.
