Dara Calleary
Ceist:141. Deputy Dara Calleary asked the Minister for Education the status of the enhanced employment conditions for school secretaries and caretakers; and if she will make a statement on the matter. [13496/22]
Amharc ar fhreagraSchool Staff
Ceisteanna (141)
Freagraí scríofa
School secretaries and caretakers are valued members of our school communities and the Department is fully aware of the vitally important role played by them in the running of our schools.
The majority of primary and voluntary secondary schools receive assistance to provide for these staff under grant schemes. Where a school employs a staff member to support those functions those staff are employees of individual schools and responsibility for terms of employment rests with the school. The Department with school management bodies have been engaging with Fórsa on a claim on terms and conditions for grant-funded school secretaries and caretakers.
On the 27th of October 2020, under the auspices of the Workplace Relations Commission (WRC), an understanding was agreed on a pathway to progress the issues. Several key strands were identified, and a phased approach was being taken to the development of proposals.
On the 24th February, following a series of engagements at the WRC, a package to settle the claim was proposed which Fórsa have agreed to recommend to its members. A ballot will now be undertaken and we await the outcome. The main elements of the package offered include, in recognition of the invaluable work carried out by school secretaries, moving their pay rates to a scale which is aligned with the Clerical Officer Grade III pay scale on a pro rata basis according to a secretary’s current working pattern. This process will provide for pay increases (backdated to 1 September 2021) to school secretaries who choose to move to the new terms. It also provides for lower-paid but longer serving secretaries to be placed higher up the salary scale.
In addition to an incremental salary scale, Secretaries may also choose to receive additional increments if they decide that they no longer wish to apply to the Department of Social Protection for payment of benefits for periods when they are not working due to school holidays. The package of proposals on offer to school secretaries also include standardised terms and conditions in relation to annual leave, maternity benefit and sick pay.
This offer relates only to school secretaries at present. As set out in the framework agreement of 14 September 2021, while there is agreement in principle to take the same approach to the consideration of appropriate pay and conditions of grant funded caretakers there remains a deficit of data on working terms and conditions of such staff. Should the proposal be agreed and an implementation plan put in place, intensive engagement will begin on regularising the pay and conditions of grant funded caretakers.
This agreement is further acknowledgment of the excellent and often unheralded work carried out on the ground by secretaries and caretakers in our schools. I welcome Fórsa’s decision to ballot their members on this agreed suite of measures for staff who are the beating heart of our school community. This important step forward is the result of great co-operation on the part of all concerned, and a generosity and willingness to come to the table to engage in discussion and find the pathway forward and I would encourage school secretaries to vote in favour of it.
Educational Disadvantage
Ceisteanna (142)
Colm Burke
Ceist:142. Deputy Colm Burke asked the Minister for Education if the DEIS programme will be expanded to schools (details supplied) currently outside the programme; and if she will make a statement on the matter. [13325/22]
Amharc ar fhreagraFreagraí scríofa
I 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.
Physical Education
Ceisteanna (143)
David Stanton
Ceist:143. Deputy David Stanton asked the Minister for Education the policy of her Department with respect to the teaching of an aquatics programme as part of the primary school physical education curriculum; and if she will make a statement on the matter. [13271/22]
Amharc ar fhreagraFreagraí scríofa
The current Physical Education (PE) at primary level, developed in 1999, is for children from junior infants to sixth class. The curriculum contributes to children’s overall development by helping them to lead full, active and healthy lives. It provides a balanced range of activities for children through the six strands, of which Aquatics is one.
The aquatics programme is concerned with gaining competence and confidence near, in, under and on water. The term ‘aquatics’ includes not only the teaching of swimming strokes but the provision of opportunities for enjoyment of water play and other aspects of aquatics. The concern for water safety permeates all aquatic activities.
The PE curriculum has been developed on the understanding that facilities available to schools vary. Consequently, it offers a level of flexibility that allows each individual school to design a programme that can be delivered using the resources and supports available to it. Many schools, use local facilities, , swimming pools. Access to these facilities is arranged directly by schools.
The National Council for Curriculum and Assessment is currently reviewing and redeveloping the primary curriculum. The Draft Primary Curriculum Framework was published in February 2020 for consultation. In response to challenges faced by school communities and education stakeholders from Covid the consultation was redesigned. Phase one concluded January 2021 and phase two February 2022. Findings from the consultations will inform the finalisation of the primary curriculum framework. This framework will then guide the development of specifications for each of the curriculum areas.
Education Policy
Ceisteanna (144)
Jennifer Murnane O'Connor
Ceist:144. Deputy Jennifer Murnane O'Connor asked the Minister for Education the status of the development of a new digital strategy for schools; and if she will make a statement on the matter. [13490/22]
Amharc ar fhreagraFreagraí scríofa
Building on the 2015-2020 Digital Strategy for Schools, and following an extensive consultative process
with stakeholders and having regard to international best practice, the Department will shortly be publishing a new Digital Strategy for Schools. An Implementation Plan will be published soon thereafter.
Pupil-Teacher Ratio
Ceisteanna (145)
Peadar Tóibín
Ceist:145. Deputy Peadar Tóibín asked the Minister for Education the current teacher to student ratio, nationally and by county from 2017 to 2021, in tabular form [13168/22]
Amharc ar fhreagraFreagraí scríofa
Data on the pupil-teacher ratio for all primary and post-primary schools is published regularly, and the figures for 2017-2021 are attached to this response. It should be noted that the pupil-teacher ratio for 2021 is preliminary, as the academic year is not complete, but will be finalised later in the year.
However, data on the pupil-teacher ratio for particular school characteristics, such as county of school, is not currently available. The department is working on developing these statistics and will revert to the deputy with the results as soon as they are available.
Schools Building Projects
Ceisteanna (146)
Aindrias Moynihan
Ceist:146. Deputy Aindrias Moynihan asked the Minister for Education the up-to-date position on the delivery of new building for a school (details supplied); and if she will make a statement on the matter. [13406/22]
Amharc ar fhreagraFreagraí scríofa
The major building project for the school referred to by the deputy has been devolved for delivery to Cork Education and Training Board (CETB).
This project is currently at Stage 2a of the architectural planning process. Once the Stage 2a Report submission is approved by my Department, the next step for the Design Team will be to obtain the
statutory planning approvals.
While at this early stage it is not possible to provide a timeline for completion of the project, CETB will be engaging directly with the school authority to keep it informed of progress.
School Staff
Ceisteanna (147)
Aodhán Ó Ríordáin
Ceist:147. Deputy Aodhán Ó Ríordáin asked the Minister for Education if she will meet a group (details supplied) in order to establish equitable treatment in terms and conditions of employment particularly regarding security of tenure. [13513/22]
Amharc ar fhreagraFreagraí scríofa
I can advise the Deputy that I would be happy to meet the group referred to.
To work as a guidance counsellor in a recognised post-primary school a teacher must hold dual professional qualifications: that of post-primary teacher and that of post-primary guidance counsellor . There are sound educational and pedagogical reasons for the requirement to hold both as this is a complex role which involves both teaching, curriculum design, and guidance counselling and therefore requires a comprehensive understanding of the post-primary sector.
It is the view of the Department of Education that in order to be able to execute the full range of functions expected of the guidance counsellor in a post-primary school, a person needs to hold both qualifications. Notwithstanding the similarity of some modules in each of the three sector-specific teacher training programmes (primary, post primary, Further Education and Training - FET), teachers qualified to work in the primary or FET sectors would still require post-primary sector-specific teacher training to be deemed fully qualified to competently work as a post primary teacher / guidance counsellor in a post-primary setting.
The Department of Education recognises graduates from approved education programmes in guidance counselling to work in educational institutions under the remit of the Department.
In March 2016 the Department of Education and Skills published a Programme Recognition Framework (PRF). www.gov.ie/en/publication/dce0a0-programme-recognition-framework-guidance-counselling/
The PRF sets out criteria and guidelines for providers of education programmes in guidance counselling who intend that their programme graduates will work in guidance services under the remit of the Department.
The criteria presented in the PRF has drawn on, and been informed by, the knowledge base from within Ireland and beyond. The Department of Education engaged in an extensive consultation process with stakeholders. Submissions received informed the further development and refinement of the PRF.
The PRF took effect from 2018 and programme providers will continue to need to ensure that their programmes meet the criteria and requirements as presented.
It is envisaged that the criteria outlined in this document will also inform future decisions by the Department of Education regarding the assessment of applications from individuals holding qualifications in guidance counselling from outside of the State, who intend to work in guidance services under the remit of the Department.
It remains the case that a person being assigned as a guidance counsellor must be a qualified and registered post-primary teacher with the Teaching Council and, in addition, hold the relevant recognised qualification for school guidance work. Staffing Arrangements in Voluntary Secondary Schools, Community and Comprehensive and ETB schools for the 2021/22 school. Department of Education Circulars 05,06,07/2021 .
The Department of Education has recently established a National Policy Group group (cross-Government) to develop a Lifelong Guidance Strategy, a key recommendation set out in the Indecon review of Career Guidance Tools and Information. The National Policy Group is chaired by the Department and also includes in its membership the Department of Further and Higher Education, Research Innovation and Science, the Department of Enterprise, Trade and Employment, Department of Children, Equality, Disability, Integration and Youth, and the Department of Social Protection.
It is expected that in the development of a lifelong Guidance strategy, issues such as the role of the Guidance Counsellor together with appropriate qualifications to work in the various sectors and roles, will be given detailed consideration.
Educational Disadvantage
Ceisteanna (148)
Michael Lowry
Ceist:148. Deputy Michael Lowry asked the Minister for Education if she has plans to extend DEIS status to schools in Tipperary town; if so, the scale of the planned extension; the manner in which new schools will be chosen; and if she will make a statement on the matter. [13158/22]
Amharc ar fhreagraFreagraí scríofa
I announced yesterday the expansionof 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.
Education Policy
Ceisteanna (149)
Marc Ó Cathasaigh
Ceist:149. Deputy Marc Ó Cathasaigh asked the Minister for Education the views of the forward planning section in her Department on the projected education needs for Tramore, County Waterford; and if she will make a statement on the matter. [13453/22]
Amharc ar fhreagraFreagraí scríofa
In order to plan for school provision and analyse the relevant demographic data, the Department divides the country into 314 school planning areas and uses a Geographical Information System, using data from a range of sources, including Child Benefit and school enrolment data, to identify where the pressure for school places across the country will arise and where additional school accommodation is needed at primary and post-primary level.
Major new residential developments in a school planning area have the potential to alter demand in that area. In that regard, as part of the demographic exercises, the Department engages with each of the local authorities to obtain the up-to-date information on significant new residential development in each area. This is necessary to ensure that schools infrastructure planning is keeping pace with demographic changes.
The most recent analysis undertaken by my Department projects that over 76% of the 314 school planning areas at primary level have stable or decreasing projected enrolments for the period to 2025, whereas some 88% of the school planning areas at post-primary level are anticipated to have increased enrolments for the period to 2028, with most expected to reach a peak in the next two or three years.
Where demographic data indicates that additional provision is required, the delivery of such additional provision is dependent on the particular circumstances of each case and may, be provided through:
- Utilising existing unused capacity within a school or schools,
- Extending the capacity of a school or schools,
- Provision of a new school or schools.
The most recent projections for Tramore school planning area indicate increased requirements at post primary level but a projected reduction in primary school place requirements.
The requirement for additional school places is kept under on-going review in the context of available information on population, enrolments and residential development activity. Additionally, the Department will continue to liaise with Waterford County Council in respect of its County Development Plan and any associated Local Area Plans with a view to identifying any potential long-term school accommodation requirements across the county.
Special Educational Needs
Ceisteanna (150)
Donnchadh Ó Laoghaire
Ceist:150. Deputy Donnchadh Ó Laoghaire asked the Minister for Education her plans for summer provision 2022; the capacity planning that has taken place to date; and if she will make a statement on the matter. [13483/22]
Amharc ar fhreagraFreagraí 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.
Legislative Measures
Ceisteanna (151)
Marc Ó Cathasaigh
Ceist:151. Deputy Marc Ó Cathasaigh asked the Minister for Education the position with regard to progressing the Traveller Culture and History in Education Bill 2018; and if she will make a statement on the matter. [13452/22]
Amharc ar fhreagraFreagraí scríofa
I would like to assure the Deputy that I fully support improving educational outcomes for Travellers, and that includes ensuring that the school setting is a stable, secure, welcoming and inclusive learning environment. Developing knowledge and understanding of, and promoting Traveller culture and history in schools will help build a recognition of the important value of Traveller culture and history to this country and help to improve a sense of belonging for Traveller children in schools.
In 2019, the National Council for Curriculum and Assessment (NCCA) published a curriculum audit on Traveller history and culture. The audit identified areas across the curriculum where teachers could teach about aspects of Traveller history and culture, and it addressed early years, primary and post-primary. It is available at: ncca.ie/media/4613/travellerculturehistory.pdf
The audit has provided the basis for further and ongoing work in this area. An expert advisory group has been established by the NCCA to inform the work being carried out, and it includes representatives and members of the Traveller community. A full-time education officer was appointed in September 2020 to progress the next steps, which include:
- identifying existing initiatives and supports across the three education sectors (early childhood, primary and post-primary) and exploring how they can be further enhanced, supported and possibly replicated;
- identifying existing resources and materials and exploring the kinds of new support material and resources that need developing;
- working directly with early childhood settings and schools to identify good practice underpinned by principles of inclusion, intercultural education, and learning about Traveller history and culture.
My Department will continue to collaborate positively and proactively with Traveller representative groups, and to progress a range of actions aimed at improving education outcomes for the Traveller community.
School Staff
Ceisteanna (152)
Rose Conway-Walsh
Ceist:152. Deputy Rose Conway-Walsh asked the Minister for Education if she plans to engage with the Minister for Public Expenditure and Reform to build on the recent agreement and regularise pension rights of school secretaries and caretakers; and if she will make a statement on the matter. [13529/22]
Amharc ar fhreagraFreagraí scríofa
The majority of primary and voluntary secondary schools receive assistance to provide for these staff under grant schemes. Where a school employs a staff member to support those functions those staff are employees of individual schools and responsibility for terms of employment rests with the school. The Department with school management bodies have been engaging with Fórsa on a claim on terms and conditions for grant-funded school secretaries and caretakers. On the 27th of October 2020, under the auspices of the Workplace Relations Commission (WRC), an understanding was agreed on a pathway to progress the issues. Several key strands were identified, and a phased approach was being taken to the development of proposals.
On the 24th February, following a series of engagements at the WRC, a package to settle the claim was proposed which Fórsa have agreed to recommend to its members. A ballot will now be undertaken and we await the outcome. The main elements of the package offered include, in recognition of the invaluable work carried out by school secretaries, moving their pay rates to a scale which is aligned with the Clerical Officer Grade III pay scale on a pro rata basis according to a secretary’s current working pattern. This process will provide for pay increases (backdated to 1 September 2021) to school secretaries who choose to move to the new terms. It also provides for lower-paid but longer serving secretaries to be placed higher up the salary scale.
In addition to an incremental salary scale, Secretaries may also choose to receive additional increments if they decide that they no longer wish to apply to the Department of Social Protection for payment of benefits for periods when they are not working due to school holidays. The package of proposals on offer to school secretaries also include standardised terms and conditions in relation to annual leave, maternity benefit and sick pay.
This offer relates only to school secretaries at present. As set out in the framework agreement of 14 September 2021, while there is agreement in principle to take the same approach to the consideration of appropriate pay and conditions of grant funded caretakers there remains a deficit of data on working terms and conditions of such staff. Should the proposal be agreed and an implementation plan put in place, intensive engagement will begin on regularising the pay and conditions of grant funded caretakers.
This agreement is further acknowledgment of the excellent and often unheralded work carried out on the ground by secretaries and caretakers in our schools. I welcome Fórsa’s decision to ballot their members on this agreed suite of measures for staff who are the beating heart of our school community. This important step forward is the result of great co-operation on the part of all concerned, and a generosity and willingness to come to the table to engage in discussion and find the pathway forward and I would encourage school secretaries to vote in favour of it.
Special Educational Needs
Ceisteanna (153)
Emer Higgins
Ceist:153. Deputy Emer Higgins asked the Minister for Education the status of her Department’s work to provide adequate SNA support in primary schools; and the position in relation to the request for an exceptional review for additional SNA support by a school (details supplied). [13477/22]
Amharc ar fhreagraFreagraí scríofa
The NCSE has responsibility for planning and coordinating school supports for children with special educational needs including the allocation of SNAs and reviews.
The Special Needs Assistant (SNA) scheme is designed to provide schools with additional adult support staff who can assist children with special educational needs who also have additional and significant care needs. Such support is provided in order to facilitate the attendance of those pupils at school and also to minimise disruption to class or teaching time for the pupils concerned, or for their peers, and with a view to developing their independent living skills.
SNAs are not allocated to individual children but to schools as a school based resource. The deployment of SNAs within schools is a matter for the individual Principal/Board of Management of the school. SNAs should be deployed by the school in a manner which best meets the care support requirements of the children enrolled in the school for whom SNA support has been allocated.
It is a matter for schools to allocate support as required, and on the basis of individual need, which allows schools flexibility in how the SNA support is utilised.
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 is to be 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:
- Existing mainstream class SNA allocations in schools on 30 April 2021 will be maintained and will automatically rollover into the 2021/22 school year.
- No school will therefore receive an allocation less than that which they had on 30 April 2021.
- SNAs currently in mainstream settings can continue in post for the next school year in the normal way.
- Priority consideration will now be 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 will be prioritised. Determinations will be made before 30 June. Other applications will be processed in order of date received.
- As in previous years, where circumstances change during the course of the 2021/22 school year that materially increase the level of care need in a school to the extent that the school can clearly demonstrate that it cannot be met within the existing SNA allocation, the school may apply to the NCSE for a review. Detailed information on the NCSE exceptional review process is published on the NCSE website ncse.ie/for-schools
The NCSE have published the SNA allocations on their website www.ncse.ie.
SNA allocations for special classes and special schools are not affected by this arrangement.
Circular 0029/2021 has been published and advises schools of the arrangements for the allocation of SNAs for the 2021/22 school year.
Provisions set out in Circular 0030/2020 has been extended for the 2021/22 school year.
Circulars 29/2021 and 30/2020 are available on the Gov.ie website. www.gov.ie/en/circulars/?organisation=department-of-education
With regards to the school as outlined in the details supplied, this school has 122.5 SET hours and 4 mainstream SNAs to cater for the educational and care needs of enrolled students.
The NCSE have advised that the school submitted an application for exceptional review of SNA support: 08/11/2021. On 8/12/21, the school was advised that no increase would be given.
The school have the option to appeal the outcome or make a new SNA Exceptional Review application if there is new information on emerging care needs.
My Department does not have a role in making individual school determinations. Accordingly your correspondence has been forwarded to the NCSE for direct reply.
Education Policy
Ceisteanna (154)
Thomas Gould
Ceist:154. Deputy Thomas Gould asked the Minister for Education when therapists will return to special schools. [13409/22]
Amharc ar fhreagraFreagraí scríofa
Officials in the Department made contact with the Deputy's office to clarify what therapists the question is referring to. His office confirmed it is 3 specific special schools in CHO4 who state SLT, OT are no longer being provided in their schools.
My Department does not have therapists in CHO4 area.
Under the Department of Health, as part of the Progressing Disability Services, existing therapy resources were reconfigured into the geographically based CDNTs. In this regard I believe the question is for the remit of the Department of Health and should be forwarded to them for direct reply.
Schools Building Projects
Ceisteanna (155)
Cormac Devlin
Ceist:155. Deputy Cormac Devlin asked the Minister for Education the status of the school building programme for a school (details supplied). [13404/22]
Amharc ar fhreagraFreagraí scríofa
As the Deputy is aware, agreement in principle has been reached with the Executive of Dún Laoghaire-Rathdown County Council, subject to the approval of the elected members of the council, for the sale of land to the Department at Mount Anville depot for the development of new permanent school facilities for Gaelscoil Laighean.
Department officials are working in Dún Laoghaire-Rathdown County Council on facilitating interim accommodation of the Mount Anville Depot site. The interim facilities are intended to be in place in time for the next school year, commencing September 2022.
The Department has been advised that the disposal of this piece of land is to go to the elected members of the Council for decision early in 2022.
Educational Disadvantage
Ceisteanna (156)
Brendan Smith
Ceist:156. Deputy Brendan Smith asked the Minister for Education if she will ensure that a school (details supplied) is included under the new DEIS programme; and if she will make a statement on the matter. [13458/22]
Amharc ar fhreagraFreagraí scríofa
I 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.
Education Policy
Ceisteanna (157)
Paul Murphy
Ceist:157. Deputy Paul Murphy asked the Minister for Education if her attention has been drawn to the new ESRI report, Children of migrants in Ireland: how are they faring?; the steps that she will take to provide additional language supports for children with migrant parents; and if she will make a statement on the matter. [13317/22]
Amharc ar fhreagraFreagraí scríofa
The National Educational Psychological Service (NEPS) uses a problem-solving and solution-oriented consultative approach to support schools to meet the needs of individual pupils. NEPS works through the Department of Education’s Continuum of Support framework. NEPS psychologists can provide advice and guidance to school principals and teachers in relation to individual students’ needs and in the development of whole-school approaches to support inclusion, participation and integration.
In addition, NEPS psychologists support schools to implement early-intervention and prevention programmes, such as The Incredible Years Programme in primary schools and resilience-building programmes, such as the FRIENDS Programmes at primary and post-primary levels.
In Ireland, the model for allocating special education teacher to schools was introduced for all mainstream primary and post-primary schools in 2017, and updated in 2019. It is designed to distribute teaching resources fairly to schools, taking the needs of each school into account, as indicated by a set of key data indicators. The model provides all schools with a baseline teaching allocation to assist current and future pupils with learning and literacy difficulties, including those arising from English Additional Language (EAL) needs.
In primary schools, standardised test scores, on which part of the profile is based, reflects where pupils have literacy problems. In post-primary schools, Junior Certificate examination data in English and mathematics represent literacy and numeracy achievement scores and have been applied in a graduated manner to create a value for each school. The profiled allocation therefore takes account of a school’s literacy needs, including where these literacy needs arise due to language difficulties/EAL needs. Further language support is also provided, as necessary, to schools that have high concentrations of pupils that require language (EAL) support. At primary level, these allocations are made on the basis of appeals by schools to the Primary Staffing Appeals Board.
Question No. 158 answered with Question No. 105.
State Examinations
Ceisteanna (159)
Donnchadh Ó Laoghaire
Ceist:159. Deputy Donnchadh Ó Laoghaire asked the Minister for Education the status of the work of her Department to date on the reform of the leaving certificate; and if she will make a statement on the matter. [13486/22]
Amharc ar fhreagraFreagraí 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.
Schools Building Projects
Ceisteanna (160)
Brendan Griffin
Ceist:160. Deputy Brendan Griffin asked the Minister for Education if she will provide details of her plans for new schools nationwide; and if she will make a statement on the matter. [13531/22]
Amharc ar fhreagraFreagraí scríofa
I wish to advise the Deputy that new schools are established by the Department on the basis of identified demographic demand in an area, and only after consideration of the capacity of existing schools to absorb the expected school place demand.
In order to plan for school provision and analyse the relevant demographic data, the Department divides the country into 314 school planning areas and uses a Geographical Information System, using data from a range of sources, including Child Benefit and school enrolment data, to identify where the pressure for school places across the country will arise and where additional school accommodation is needed at primary and post-primary level.
Major new residential developments in a school planning area have the potential to alter demand in that area. In that regard, as part of the demographic exercises, the Department engages with each of the local authorities to obtain the up-to-date information on significant new residential development in each area. This is necessary to ensure that schools infrastructure planning is keeping pace with demographic changes.
The Department additionally consults with school patron bodies in order to identify areas with pressures on enrolments.
Where demographic data indicates that additional provision is required, the delivery of such additional provision is dependent on the particular circumstances of each case and may, be provided through:
- Utilising existing unused capacity within a school or schools,
- Extending the capacity of a school or schools,
- Provision of a new school or schools.
Since 2018, 47 new schools to cater for demographic demand have been announced to be established over the period 2019-2022. The majority of these schools have been established, with a small number deferred pending progress on planned housing delivery.
In addition to ongoing demographic analyses, the Department continues to liaise with Local Authorities in respect of potential longer-term requirements for educational provision across the country, through the review of the County Development Plans, preparation of Local Area Plans and other relevant statutory planning processes.
A patronage process is run after it has been decided, based on demographic analysis, that a new school is required. The New Schools Establishment Group (NSEG) is an external independent advisory group which was set up in 2011 to advise the Minister on the patronage of new schools. The patronage process is open to all patron bodies and prospective patrons.
An Online Patronage Process System (OPPS) provides objective information to parents in the relevant school planning areas to assist them in making an informed choice about their preferred model of patronage and language of instruction for the new school. A prospective patron can choose the school(s) it wishes to apply for and complete an application form in that regard for each school, for submission to the Department. The Department provides details on the OPPS of the school(s) and the list of applicant patrons which have applied for patronage of the school(s). Parents access the OPPS website, which allows them to access the appropriate survey for their area, to input the details of the eligible child(ren) and to select their preferred patron and language of instruction (where applicable). Parental preferences from parents of children who reside in the school planning areas concerned, together with the extent of diversity currently available in these areas, are key to decisions in relation to the outcome of the process.
Following their consideration of the Department’s assessment reports, the NSEG submits a report with recommendations to me for consideration and final decision. The assessment reports and the NSEG recommendations for all such patronage processes are made available on Gov.ie
The requirement for additional school places is kept under on-going review. Additionally, the Department will continue to liaise with the Local Authorities in respect of its review of Development Plans with a view to identifying any potential long-term school accommodation requirements.
Physical Education
Ceisteanna (161)
Cathal Crowe
Ceist:161. Deputy Cathal Crowe asked the Minister for Education the supports her Department generally provides, both in terms of equipment and indoor and outdoor facilities, for the teaching of physical education in primary and secondary schools. [13322/22]
Amharc ar fhreagraFreagraí scríofa
I wish to confirm to the Deputy that the majority of schools have a general purpose room/Physical Education hall and practically all schools have outdoor play areas. In addition, many schools, use adjacent local facilities, including community halls, public parks, playing fields and swimming pools.
Investment and expenditure on PE halls is an element of the overall expenditure and investment in the School Building Programme. The provision of PE halls and outdoor hard play areas such as basketball courts, form part of the accommodation brief for all new school buildings or where a major building or refurbishment project is being delivered for an existing school.
My Department provides general purpose and PE halls with the construction of all new primary and post primary schools respectively. These facilities may also be provided where a major building or refurbishment project is being delivered for an existing school. My Department provides funding toward the provision of furniture and equipment including PE equipment in both primary and post-primary schools. In relation to post-primary schools, where my Department provides a sports hall as part of a building project, the equipment provided forms part of the overall furniture and equipment grant to that school. This includes funding for appropriate equipment for a fitness suite consisting of exercise bicycles, treadmills, a rowing machine and elliptical trainers, as well as general PE equipment.
The types of PE equipment provided in primary schools are bar boxes, balancing benches, gymnastic mats, and climbing unit consisting of large trestles, small trestle, horizontal poles and ladders. It is also open to primary schools to purchase PE equipment under their minor works grant allocation.
In addition, my Department’s Design Guidelines for all new schools provides for outdoor multi use games areas (hard play areas) and the level of play space provided varies with the size of school. For example, a new 24 classroom primary school with Special Education Needs classes is provided with 3 ball courts (1,755m² in total), 2 junior play areas (600m² in total), as well as Secure hard and soft play area (300m²) and a 100m² Sensory Garden.
In respect of new post-primary schools, a new 1,000 pupil post-primary school will be provided with 6 ball courts (3,060m² in total) and a 200m² secure hard and soft special education play area.
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 particularly at post-primary level and for special education needs provision. The Deputy will appreciate that the immediate priority of my Department is providing new and replacement school places each year, to ensure that every child has a school place.
However, the second half of the National Development Plan period will see an increasing focus on the upgrade and refurbishment of the existing school stock. This will include a PE Hall build and modernisation programme to ensure that students in all post-primary schools have access to appropriate facilities to support PE provision. The ancillary accommodation needs of primary schools, such as General Purpose rooms will also be considered.
Details of large-scale projects being delivered under the school building programme may be viewed on my Department's website at, www.gov.ie and this information is updated regularly. In addition, a list of large-scale projects completed from 2010 to date may also be viewed on the website.