Written Answers Nos. 473-495
473. Deputy Donnchadh Ó Laoghaire asked the Minister for Education the definition of State Examinations Commission externally moderated, school-based assessment entails in the context of senior cycle reform; if teachers will be required to grade their students; and the details of the State Examinations Commission moderation will entail. [17825/22]
Amharc ar fhreagra474. Deputy Donnchadh Ó Laoghaire asked the Minister for Education if an algorithm will be used by the State Examinations Commission to moderate teachers’ marking of continuous assessment components in the context of senior cycle reform. [17826/22]
Amharc ar fhreagraI propose to take Questions Nos. 473 and 474 together.
As the deputy is aware, on March 29th I announced an ambitious programme of work for a reimagined Senior Cycle of education where the student is at the centre of their Senior Cycle experience. The three tenets of Senior Cycle reform are to:
- Empower students to meet the challenges of the 21st century
- Enrich the student experience and build on what’s strong in our current system
- Embed wellbeing and reduce student stress levels
I have asked the National Council for Curriculum and Assessment (NCCA) together with the State Examinations Commission (SEC) to jointly research and explore how an SEC externally-moderated, teacher-based form of assessment could be possible within the mix of approaches used to assess each subject. This assessment component will be have a weighting of 40% of the total marks available.
International research and practice have demonstrated that there is a variety of approaches to the internal and external moderation of teacher-based assessment that warrant in-depth consideration. The NCCA and SEC work in this area will include extensive engagement with teachers and other stakeholders and will rely on the use of network schools to progress this aspect of Senior Cycle development.
In the programme of work ahead we will move to a model that uses other forms of assessment beyond terminal written examinations, over a less concentrated time period, in line with international best practice. It will enable us to maintain the high standards and quality that we need to continue to achieve in our schools to serve our students well. It is vital that the form of assessment we use both reflects excellence in standards and truly enables all students to showcase their abilities.
475. Deputy Donnchadh Ó Laoghaire asked the Minister for Education the way that schools will be chosen to act as network schools for the purposes of senior cycle reform; and if schools will be invited on a mandatory or voluntary basis. [17827/22]
Amharc ar fhreagra476. Deputy Donnchadh Ó Laoghaire asked the Minister for Education the assurances that will be given to network schools that their students who are taking part in the initial trial of the senior cycle reforms will not be negatively impacted in terms of their grades and access to third-level in comparison to their peers in non-network schools. [17828/22]
Amharc ar fhreagraI propose to take Questions Nos. 475 and 476 together.
As the deputy is aware, on March 29th I announced an ambitious programme of work for a reimagined Senior Cycle of education where the student is at the centre of their Senior Cycle experience. The three tenets of Senior Cycle reform are to:
- Empower students to meet the challenges of the 21st century
- Enrich the student experience and build on what’s strong in our current system
- Embed wellbeing and reduce student stress levels
Introducing significant change at Senior Cycle needs to be thought through carefully and it is essential to ensure that the National Council for Curriculum and Assessment (NCCA), State Examinations Commission (SEC), the Department and schools can work through the changes with all stakeholders over a sustained period of time.
I have requested the NCCA to invite a selection of schools, representative of the different types and sizes of schools across Ireland, to become “network schools”. In order to successfully deliver on the vision I have set out, we need to partner with schools to trial, evaluate, learn, adjust and succeed.
Network schools will be given the opportunity to participate at an early stage in revised curriculum and assessment arrangements. These schools will receive support through a variety of forms to enable their participation. The network school approach will allow the curriculum and assessment arrangements to be co-constructed with students and their teachers allowing specific aspects of these proposals to be progressed and evaluated.
It will be important to carefully manage this work so that students in these schools, or in other schools, would not be disadvantaged in any way and this will be an important consideration during the delivery phase of the reforms I have announced.
477. Deputy Ruairí Ó Murchú asked the Minister for Education the expected timeframe for the implementation of the new front-loaded special needs assistant, SNA, model detailing the delays; and if she will make a statement on the matter. [17868/22]
Amharc ar fhreagra478. Deputy Ruairí Ó Murchú asked the Minister for Education the status of the roll-out of the front-loaded allocation model; and if she will make a statement on the matter. [17869/22]
Amharc ar fhreagra479. Deputy Ruairí Ó Murchú asked the Minister for Education the steps she is taking to ensure the equal distribution of special needs assistants across the school system, including new and developing schools; and if she will make a statement on the matter. [17870/22]
Amharc ar fhreagraI propose to take Questions Nos. 477 to 479, inclusive, together.
In light of the disruption caused by the Covid-19 pandemic, the introduction of the new Frontloaded Allocation Model for SNAs for students in mainstream classes in primary and post -primary schools was deferred for a further year to the beginning of the 2022/23 school year.
All mainstream schools, regardless of their classification are treated in an equitable and fair way in relation to SNA provision. The criteria for allocations are outlined in Department circulars issued each year
In the case of New and Developing schools, the following is the position
- Existing mainstream class (including New and Developing schools) SNA allocations as at 30 April 2021 were maintained and automatically rolled over into the 2021/22 school year.
- SNAs currently in these settings can continue in post for the 2021/22 school year.
- Priority consideration was given by the NCSE to applications for increased support for the 2021/22 school year. In particular, applications from Developing schools were prioritised.
- Where a school’s circumstances change during the course of a school year that materially increase the level of care need in a school, the school may apply to the NCSE for a review. Increased enrolments could such a circumstance.
Work is ongoing in terms of the SNA allocation for the school year 2022/2023 and consultation with the education partners will form a key component and details will be announced in the near future.
480. Deputy Seán Haughey asked the Minister for Education if she has considered a request by an organisation (details supplied) for six exceptional primary school closures per annum to facilitate training following her meeting with this group on 3 November 2021; and if she will make a statement on the matter. [17914/22]
Amharc ar fhreagraThe quality of our teaching profession is a critical factor in sustaining and enhancing the quality of education outcomes. My Department promotes the quality of teaching and learning through the provision of continuing professional development and supports for teachers and principals.
My Department ensures that a range of high-quality models of CPD is provided to teachers and school leaders through it's support services, (such as the Professional Development Service for Teachers (PDST) and Junior Cycle for Teachers (JCT)), the national network of Education Centres and appropriate groups, bodies and institutions who are empowered to design, develop and deliver CPD programmes. It is important also to ensure that valuable teacher student contact time is protected.
Under the terms of the Public Sector Agreement 2010-2014 (The “Croke Park Agreement”) teachers were required to work additional hours (the “Croke Park hours” - 33 Post Primary/36 Primary). A central purpose of these hours is to provide for certain essential activities, including CPD, without reducing tuition time and closing schools. The use and timing of these hours was set out in Circular 0025/2011.
It is the responsibility of school management to identify, agree, and assign the usage of the Croke Park hours based on the needs of their individual school. It is expected there will be consultation at the school level on the use of the hours, but ultimately that is a decision for school management.
The school may consider facilitating the training using their Croke Park Hours in separate blocks, one before the end of this school year and the other early in the 2022/23 school year. This may allow the school to use their Croke Park hours to complete the CPD programme while not impacting on planning and meetings.
The National Educational Psychological Service (NEPS) recognises the importance of whole-school, compassionate and trauma-informed approaches in building safe and connected schools and trauma informed practice is part of the normal day to day work of the educational psychologists. Trauma informed approaches may form part of case work or part of the support and development work and NEPS psychologists work to build teacher capacity in this area. NEPS’ Support and Development work involves the provision of applied psychology services for teachers and school communities to build and maximise their capacity to respond to the needs of all students and those with particular needs. This includes trauma informed education. These professional learning activities may include the provision of training/formal professional learning opportunities including training in the delivery of evidence-informed approaches and early intervention, and working with school communities to develop supportive school structures and processes.
NEPS has developed a series of Wellbeing and Resilience in Schools webinars, exploring the use of whole-school, compassionate and trauma-informed approaches to build safe and connected schools drawing on the existing practice of psychologists in this area. The “Stress Factor” the first webinar in the series for all school staff will be available to all primary and post primary schools after Easter in collaboration with the Education Centre network.
481. Deputy Brendan Howlin asked the Minister for Education when a whole-school evaluation of a school (details supplied), which took place in February 2022, will be made available to the school community; and if she will make a statement on the matter. [17944/22]
Amharc ar fhreagraI can confirm that the in-school phase of the Whole-School Evaluation (WSE-MLL) has been completed in the named school. While it is not possible to give a definitive date for the publication of the report, the remaining stages that have to be completed before publication include the factualverification stage (this is where the school is given an opportunity to highlight anyfactual inaccuracies in the report) and the school response stage (when the management of the school to is invited to provide a response to the report which will be published along with the final report). The report will be published on the Department’swebsite when these stages are completed.
482. Deputy Richard Boyd Barrett asked the Minister for Education further to Parliamentary Question Nos. 90 of 23 March 2022, if she will provide a list of existing and growing post primary schools in Sallynoggin, Killiney, Dún Laoighre Rathdown and Cherrywood school planning area and their patronage; and if she will make a statement on the matter. [17945/22]
Amharc ar fhreagraAs the Deputy may be aware for school planning purposes, my Department divides the country into 314 school planning areas and utilises a Geographical Information System (GIS) to anticipate school place demand. Information from a range of sources, including Child Benefit data, school enrolment data and information on residential development activity is used for this purpose.
My Department is aware of increasing pressures and demand for additional school places in a number of school planning areas including Dun Laoighre and Sallynooggin_Killiney_DLR
However, it is important to note that where enrolment pressures arise, it may not be as a result of lack of accommodation but may be driven by the following factors:
- Duplication of applications – pupils have applied for a place to a number of schools in the area.
- School of choice – pupils can’t get a place in their preferred school while there are places in other schools in the town/area.
- Some towns/areas have single sex schools and while places are available in the school they are not available to all pupils.
- External draw – pupils coming from outside the local area.
My Department is working to establish the true extent of any capacity issues through ongoing discussions with the relevant school authorities. In that context, similar to the process adopted in advance of the current academic year, my Department is engaging with patron bodies, including patrons of schools in Dun Laoighre and Sallynooggin_Killiney_DLR to identify particular capacity requirements for the forthcoming years which may necessitate further action to that already in train.
Under Project Ireland 2040, my Department continues to make progress to increase the infrastructural capacity in the schools sector, in order to meet demographic and other demands. It is expected that the enrolment pressures in certain areas will reduce in the short-term as such planned additional capacity comes on stream and as demographic demand moves past its peak.
The Capital Programme details the school projects that are being progressed under Project Ireland 2040. The Capital Programme also provides for devolved funding for additional classrooms, including accommodation for pupils with special educational needs, if required, for schools where an additional enrolment need has been identified or where an additional teacher has been appointed. The current status of both large-scale projects and projects under the Additional Accommodation scheme being delivered under Project Ireland 2040, including projects in the area in question, may be viewed on my Department's website at, www.gov.ie and this information is updated regularly. In addition, a list of large-scale projects completed from 2010 to date may also be viewed on the website.
The list of post primary schools in the Dun Laoighre and Sallynooggin_Killiney_DLR school planning areas are as follows:
Dun Laoighre
- 60050E Oatlands College Christian Brothers
- 60081P Rockford Manor Secondary School CEIST
- 60130C Loreto Abbey Secondary School ETB
- 60180R Christian Brothers College Christian Brothers
- 81001I Newpark Comprehensive School Church Of Ireland
Sallynooggin_Killiney_DLR
- 60090Q Rathdown School – Patron Christian Brothers
- 60092U Clonkeen College Patron -ERST
- 60240J Loreto College Foxrock – Patron ETB
- 60260P St Joseph Of Cluny Secondary School Le Chéile Trust
- 60262T St Laurence College Le Chéile Trust
- 91310E Cabinteely Community School ETB
- 91330K Holy Child Community School Le Chéile Trust
The following schools have been approved for capital funding in respect additional capacity:
- 60050E Oatlands College Christian Brothers. A project is ongoing for 2 x 15m2 resource rooms.
- 91310E Cabinteely Community School ETB. A project is ongoing for 2 classroom SEN Base.
- 60262T St Laurence College Le Chéile Trust. A new project has been approved for 3 Classroom SEN Base, 1 Music Room, 1 Engineering room and prep area and the conversion of existing 100m² ASD room to Textiles room.
The planned establishment of a new post-primary school in 2021 to serve the Sallynoggin_Killiney_DLR/Cherrywood school planning area was announced in 2018. Further analysis has since been conducted on the necessity for the establishment of a new school in this planning area, taking into account a number of factors, including the pace of delivery of the expected additional residential development in the school planning areas, associated enrolments and the capacity in existing schools in the areas. My Department is satisfied that demand in the Sallynoggin_Killiney_DLR/Cherrywood school planning area can be accommodated at present by the existing and growing schools in this area. As a result, the establishment of the planned new school has been deferred.
483. Deputy David Stanton asked the Minister for Education the number of appeals made to her Department under section 29 of the Education Act 1998 in 2020 and 2021, respectively; the number of these appeals that were upheld and the number that were denied in these respective years; and if she will make a statement on the matter. [17979/22]
Amharc ar fhreagraThe information requested by the Deputy is outlined in the table hereunder.
Section 29 of the Education Act 1998 provided that the outcome for appeals lodged prior to 12th November 2020 to be upheld, upheld in part or not upheld.
Section 7 of the Education (Admission to Schools) Act 2018 which commenced from 12th November 2020 provides for a section 29 Appeals hearing committee to allow, disallow or refuse to determine an appeal.
In all appeals it is open to the appellant to withdraw their appeal prior to the hearing, should they so wish.
484. Deputy David Stanton asked the Minister for Education the primary and secondary special schools recognised by her Department in counties Cork and Waterford; and if she will make a statement on the matter. [17980/22]
Amharc ar fhreagraSpecial schools funded by my Department are classified as primary national schools and are intended to cater for children and young persons with special educational needs from the age of 4 years until the end of the school year in which they reach their 18th year.
A list of all special schools in the country, including those in the counties referenced by the Deputy, are available on the NCSE website at the following link: ncse.ie/wp-content/uploads/2020/06/NCSE-Teaching-SNA-Allocation-Special-Schools-20.21-12.06.2020.1.pdf
485. Deputy Marian Harkin asked the Minister for Education the number of schools that provided July provision for the past five years, by county; and the number of schools that propose to facilitate July provision in 2022, by county, in tabular form; and if she will make a statement on the matter. [17981/22]
Amharc ar fhreagraThe purpose of the July Provision Scheme was to provide an extended school year for children with a severe or profound general learning disability or children with an Autism Spectrum Disorder (ASD). The scheme was developed to reduce potential regression in learning associated with these specific categories of special education needs over the summer holidays. With regard to the range of years referred to by the Deputy, Special schools and schools with special classes were permitted to run the school-based programme over the years 2017-2020 inclusive.
In 2020 a significantly expanded summer programme was established as a response to COVID-19 with the eligibility criteria widened to include approximately 9,000 additional children with complex needs.
The programme aims were to ensure, in so far as possible, that these children could reintegrate/transition into their planned education setting for the next school year with their peers. As part of this expansion, the Department’s existing Literacy and Numeracy camps for DEIS Primary Band 1 schools was included in the Summer Programme and extended to all DEIS Primary schools. Furthermore, DEIS post-primary schools were given the option of running an inclusion programme for the first time.
In 2021, due to the ongoing pandemic, the government announced a further expanded to the Summer Programme. 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 100% increase on the allocation for summer provision in 2020. The range of programmes on offer built on the success of the expanded programmes that ran in 2020 and incorporated feedback from education stakeholders. For the first time, all primary schools were given the opportunity to run a 2-3 week inclusion programme, an expansion to all post-primary schools that had been previously only been available in DEIS post-primary schools in 2020. In addition, enhanced supports provided included measures to reduce the administrative burden, provision of funding to schools towards preparation and overseeing of the programmes, earlier payment to school staff and provision to recruit newly qualified teachers to work on the programme.
My Department is currently at an advanced stage of planning for the 2022 summer programme. Details of the programme will published as soon as possible.
Due to the different structures of July Provision and the Summer Programme, the information as requested by the Deputy is broken down to cover the years 2017-2020 and 2021 for the primary and post primary programmes, as well as a separate breakdown of the DEIS Literacy and Numeracy/Campai Samhraidh over the period 2017-2021.
1. 2017-2020
1a Schools offering the Special Class and Special School Programme
|
County |
2017 |
2018 |
2019 |
2020 |
|
Carlow |
2 |
4 |
3 |
5 |
|
Cavan |
6 |
7 |
7 |
7 |
|
Clare |
6 |
7 |
6 |
7 |
|
Cork |
26 |
26 |
27 |
31 |
|
Donegal |
9 |
9 |
8 |
8 |
|
Dublin |
41 |
44 |
38 |
49 |
|
Galway |
20 |
21 |
22 |
19 |
|
Kerry |
6 |
6 |
7 |
9 |
|
Kildare |
17 |
20 |
17 |
14 |
|
Kilkenny |
3 |
2 |
3 |
6 |
|
Laois |
6 |
7 |
6 |
9 |
|
Limerick |
4 |
8 |
8 |
10 |
|
Longford |
3 |
3 |
3 |
4 |
|
Louth |
4 |
3 |
4 |
3 |
|
Mayo |
4 |
4 |
5 |
2 |
|
Meath |
6 |
7 |
8 |
5 |
|
Monaghan |
3 |
4 |
4 |
4 |
|
Offaly |
8 |
10 |
10 |
12 |
|
Roscommon |
3 |
4 |
4 |
2 |
|
Sligo |
4 |
4 |
3 |
3 |
|
Tipperary |
10 |
12 |
10 |
12 |
|
Waterford |
5 |
5 |
6 |
4 |
|
Westmeath |
7 |
7 |
7 |
8 |
|
Wexford |
13 |
14 |
14 |
15 |
|
Wicklow |
3 |
1 |
2 |
6 |
|
Yearly Totals |
219 |
239 |
232 |
254 |
1b 2020 – DEIS Post Primary Schools offering the Inclusion Programme
|
County |
Number of Schools |
|
Carlow |
1 |
|
Clare |
13 |
|
Cork |
8 |
|
Donegal |
23 |
|
Dublin |
2 |
|
Galway |
5 |
|
Kerry |
3 |
|
Kildare |
1 |
|
Kilkenny |
1 |
|
Laois |
2 |
|
Leitrim |
1 |
|
Limerick |
2 |
|
Longford |
1 |
|
Mayo |
2 |
|
Meath |
1 |
|
Offaly |
1 |
|
Roscommon |
2 |
|
Sligo |
3 |
|
Total |
72 |
2. 2021
2a. Expanded Primary Programme 2021
Note: Some schools ran the Special School and Special Class Programme, as well as the Inclusion Programme
|
County |
Schools ran Primary Inclusion Programme and Special School and Special Class Programme |
Schools ran Primary Inclusion Programme |
Schools ran Special Class and Special School Programme |
|
Carlow |
5 |
1 |
2 |
|
Cavan |
2 |
8 |
4 |
|
Clare |
2 |
7 |
8 |
|
Cork |
25 |
26 |
21 |
|
Donegal |
3 |
11 |
7 |
|
Dublin |
31 |
28 |
50 |
|
Galway |
7 |
23 |
19 |
|
Kerry |
8 |
16 |
7 |
|
Kildare |
9 |
11 |
11 |
|
Kilkenny |
5 |
10 |
8 |
|
Laois |
7 |
6 |
3 |
|
Leitrim |
0 |
3 |
2 |
|
Limerick |
7 |
9 |
9 |
|
Longford |
3 |
2 |
1 |
|
Louth |
4 |
7 |
1 |
|
Mayo |
3 |
8 |
6 |
|
Meath |
6 |
10 |
4 |
|
Monaghan |
1 |
6 |
4 |
|
Offaly |
9 |
5 |
7 |
|
Roscommon |
1 |
6 |
4 |
|
Sligo |
0 |
2 |
4 |
|
Tipperary |
1 |
14 |
10 |
|
Waterford |
2 |
5 |
5 |
|
Westmeath |
4 |
6 |
9 |
|
Wexford |
9 |
11 |
7 |
|
Wicklow |
2 |
7 |
8 |
|
TOTALS |
156 |
248 |
221 |
2b. Post-Primary Schools offering Inclusion Programme in 2021
|
County |
Number of Schools |
|
Carlow |
1 |
|
Cavan |
1 |
|
Clare |
9 |
|
Cork |
8 |
|
Donegal |
26 |
|
Dublin |
8 |
|
Galway |
6 |
|
Kerry |
2 |
|
Kildare |
2 |
|
Laois |
1 |
|
Leitrim |
2 |
|
Limerick |
3 |
|
Longford |
3 |
|
Louth |
2 |
|
Mayo |
5 |
|
Meath |
2 |
|
Monaghan |
2 |
|
Offaly |
4 |
|
Roscommon |
3 |
|
Sligo |
5 |
|
Tipperary |
4 |
|
Total |
99 |
3. Number of Literacy and Numeracy Camps (English and Gaeilge) run in DEIS Primary Schools 2017-2021
Note: Commencing in 2021, schools were permitted to run 2 camps
English
|
County |
2017 |
2018 |
2019 |
2020 |
2021 |
|
Carlow |
0 |
0 |
0 |
3 |
5 |
|
Cavan |
2 |
3 |
2 |
2 |
2 |
|
Clare |
1 |
0 |
1 |
1 |
2 |
|
Cork |
3 |
4 |
5 |
14 |
19 |
|
Donegal |
0 |
0 |
0 |
7 |
11 |
|
Dublin |
22 |
19 |
21 |
70 |
66 |
|
Galway |
2 |
2 |
2 |
7 |
10 |
|
Kerry |
0 |
0 |
0 |
4 |
5 |
|
Kildare |
0 |
0 |
0 |
1 |
2 |
|
Kilkenny |
0 |
0 |
0 |
5 |
3 |
|
Laois |
0 |
0 |
1 |
2 |
4 |
|
Leitrim |
0 |
0 |
0 |
3 |
2 |
|
Limerick |
3 |
3 |
3 |
7 |
7 |
|
Longford |
1 |
3 |
2 |
8 |
8 |
|
Louth |
3 |
2 |
3 |
7 |
9 |
|
Mayo |
0 |
0 |
0 |
4 |
5 |
|
Meath |
0 |
0 |
0 |
2 |
1 |
|
Monaghan |
0 |
0 |
0 |
1 |
3 |
|
Offaly |
0 |
0 |
0 |
5 |
7 |
|
Roscommon |
0 |
0 |
0 |
6 |
3 |
|
Sligo |
1 |
1 |
0 |
1 |
2 |
|
Tipperary |
0 |
0 |
1 |
6 |
8 |
|
Waterford |
3 |
4 |
1 |
6 |
7 |
|
Westmeath |
0 |
0 |
0 |
3 |
2 |
|
Wexford |
1 |
1 |
0 |
6 |
6 |
|
Wicklow |
0 |
0 |
0 |
3 |
2 |
|
Totals |
42 |
42 |
42 |
184 |
201 |
Gaeilge
|
County |
2017 |
2018 |
2019 |
2020 |
2021 |
|
Cavan |
1 |
1 |
1 |
1 |
1 |
|
Clare |
1 |
1 |
1 |
0 |
1 |
|
Cork |
3 |
2 |
5 |
7 |
6 |
|
Donegal |
0 |
0 |
0 |
2 |
2 |
|
Dublin |
17 |
18 |
16 |
9 |
12 |
|
Galway |
1 |
0 |
1 |
1 |
3 |
|
Kerry |
0 |
0 |
0 |
1 |
2 |
|
Laois |
0 |
0 |
0 |
0 |
0 |
|
Limerick |
2 |
0 |
0 |
0 |
0 |
|
Longford |
1 |
3 |
3 |
4 |
3 |
|
Louth |
2 |
1 |
1 |
1 |
1 |
|
Mayo |
0 |
0 |
0 |
2 |
2 |
|
Monaghan |
0 |
0 |
0 |
1 |
1 |
|
Sligo |
0 |
0 |
0 |
0 |
0 |
|
Tipperary |
0 |
0 |
0 |
0 |
0 |
|
Waterford |
3 |
4 |
2 |
1 |
2 |
|
Wexford |
0 |
0 |
0 |
0 |
1 |
|
Totals |
31 |
30 |
30 |
30 |
37 |
486. Deputy Catherine Connolly asked the Minister for Education the number of children of school going age that are awaiting access to the education system, three months after their international protection application has been made; and if she will make a statement on the matter. [17998/22]
Amharc ar fhreagraTusla Education Support Service (TESS) works with all local providers on an ongoing basis to ensure that, as far as possible, children are enrolled in school within 12 weeks of seeking international protection in Ireland.
As part of the process in place to ensure this, TESS receives information on families with children of school-going age in different locations who have applied for international protection. This is provided by the International Protection Accommodation Service (IPAS), which is a division of the Department of Children, Equality, Disability, Integration and Youth (DCEDIY). There is an Educational Welfare Officer (EWO) from TESS assigned to work with the IPAS team. TESS plays a key role, including identifying school places through linking with local schools, working with IPAS NGOs and parents to support applications to the Department of Social Protection for emergency needs payments, organising school transport where necessary and working collaboratively across all departments and agencies to identify and remove all barriers to school attendance.
487. Deputy Joe McHugh asked the Minister for Education the way she intends to fast-track the recognition of Ukrainian teacher qualifications in an efficient and speedy manner; if she has identified institutions that have already initiated this process with the Teaching Council; and if she will make a statement on the matter. [18057/22]
Amharc ar fhreagraThe Teaching Council is the professional standards body for the teaching profession, which promotes and regulates professional standards in teaching in Ireland, serving a current register of 113,000 professionally qualified teachers. Under Irish law, it a requirement for teachers to register with the Teaching Council in order to be paid from State funds.
Where Ukrainian teachers provide evidence of being a qualified teacher in their home country, they can apply to be admitted to the register of teachers. The Teaching Council is currently developing processes to make reasonable accommodations in order to support the registration and vetting of Ukrainian teachers who have been granted Temporary Protection under the EU Temporary Protection Directive. This information will be published on the Teaching Council’s website in the coming days.
Ukrainian teachers who wish to apply for registration should email ukrainianteachers@teachingcouncil.ie
488. Deputy Robert Troy asked the Minister for Education if she will urgently review school transport contracts held by private contractors in view of the unprecedented rise in fuel costs; and if her attention has been drawn to the fact that a large number of contractors are considering leaving routes as it is not cost effective for them to continue a service due to current costs. [18066/22]
Amharc ar fhreagraSchool Transport is a significant operation managed by Bus Éireann on behalf of the Department of Education. In the current school year over 121,400 children, including over 15,500 children with special educational needs, are transported on a daily basis to primary and post-primary schools throughout the country at a cost of over €289m in 2021.
The purpose of the Department's School Transport Scheme is, having regard to available resources, to support the transport to and from school of children who reside remote from their nearest school.
Bus Éireann is obliged to tender all works, goods and services to be provided by external suppliers in line with national and EU procurement legislation and this includes services provided by contractors under the School Transport Scheme. Compliant tenders are evaluated against published award criteria. Successful tenderers are awarded a contract for up to five years.
The Department of Education is considering in consultation with other relevant departments and Bus Éireann the implications that increasing fuel costs may have on the provision of school transport services. The Department is also very aware of the potential impact of the current situation unfolding in Ukraine which is impacting fuel prices further.
Government has announced a reduction in excise on fuel will result in a decrease in the cost of fuel. The reduction of 20 cent per litre on petrol and 15 cent per litre on diesel will be in place until 31 August at an estimated cost of €320m. This is a national measure aimed at easing the financial burden on contractors and families at this time.
489. Deputy Fergus O'Dowd asked the Minister for Education if a response will issue to concerns raised by the principal of a school (details supplied); and if she will make a statement on the matter. [18085/22]
Amharc ar fhreagraI am aware of the concerns raised by the school.
Ensuring that pupils adequately supported in education is a priority for this Government.
I want to reassure you that the aim of the frontloading allocation model is not to exclude anyone from getting the supports that they need. The model applies to pupils with special educational needs enrolled in mainstream classes only and provides many advantages for both the school and the pupils. A diagnosis of a disability is not required in order to access additional teaching support. This approach is pupil cantered and schools are expected to ensure that the pupils with the greatest level of need receive the most support. A school can seek a review of its SET or SNA allocation where it considers that the allocation is not sufficient to meet its needs. The Special Education Teaching (SET) allocation provides a single unified allocation for special educational support teaching needs to each school, based on each school’s educational profile. This has been in place since 2017.Under the allocation model, schools have been provided with a total allocation for special education needs support based on their school profile.
The frontloading of SNA allocations for children with special educational needs is now also under consideration. The provision of an SNA allocation must take account the level of care need in each school. A core recommendation of the National Council for Special Education’s (NCSE) Review of the Special Needs Assistant (SNA) scheme concerned a change in the way that SNAs are allocated to mainstream classes in both primary and post primary schools and called for the greater proportion of SNAs in these classes to be allocated on the basis of an educational profile of each school before the commencement of the school year in a similar manner to the allocation of special education teachers (SETs). Planning for this is currently underway.
As in the case of SETs, the frontloaded allocation model is intended to ensure that SNA posts are in schools and available immediately to students upon their arrival, reducing delays in accessing support.
SNA allocations for special classes and special schools are not affected by this arrangement.
An announcement will be made very soon with regards the allocations for 2022/23.
I have secured a record budget for special education this year and a big increase in core SEN supports. It includes the following: 1,165 NEW special needs assistants, bringing the overall total to over 19000 next year; Almost a 1000 new teachers in special education, across mainstream schools, special classes, and special schools; 269 new special classes were opened this year with plans for 300 more next year.
More children with special educational needs are being supported in school than ever before.
490. Deputy Fergus O'Dowd asked the Minister for Education if a response will issue to concerns raised by the principal of a school (details supplied); and if she will make a statement on the matter. [18086/22]
Amharc ar fhreagraI am aware of the concerns raised by the school.
Ensuring that pupils adequately supported in education is a priority for this Government.
I want to reassure you that the aim of the frontloading allocation model is not to exclude anyone from getting the supports that they need. The model applies to pupils enrolled in mainstream classes only and provides many advantages for both the school and the pupils. A diagnosis of a disability is not required in order to access additional teaching support. This approach is pupil cantered and schools are expected to ensure that the pupils with the greatest level of need receive the most support. A school can seek a review of its SET or SNA allocation where it considers that the allocation is not sufficient to meet its needs. The Special Education Teaching (SET) allocation provides a single unified allocation for special educational support teaching needs to each school, based on each school’s educational profile. This has been in place since 2017.
Under the allocation model, schools have been provided with a total allocation for special education needs support based on their school profile.
The frontloading of SNA allocations for children with special educational needs is now also under consideration. The provision of an SNA allocation must take account the level of care need in each school. A core recommendation of the National Council for Special Education’s (NCSE) Review of the Special Needs Assistant (SNA) scheme concerned a change in the way that SNAs are allocated to mainstream classes in both primary and post primary schools and called for the greater proportion of SNAs in these classes to be allocated on the basis of an educational profile of each school before the commencement of the school year in a similar manner to the allocation of special education teachers (SETs). Planning for this is currently underway.
As in the case of SETs, the frontloaded allocation model is intended to ensure that SNA posts are in schools and available immediately to students upon their arrival, reducing delays in accessing support.
SNA allocations for special classes and special schools are not affected by this arrangement.
An announcement will be made very soon with regards the allocations for 2022/23.
I have secured a record budget for special education this year and a big increase in core SEN supports. It includes the following: 1,165 NEW special needs assistants, bringing the overall total to over 19000 next year; Almost a 1000 new teachers in special education, across mainstream schools, special classes, and special schools; 269 new special classes were opened this year with plans for 300 more next year.
More children with special educational needs are being supported in school than ever before.
491. Deputy Ged Nash asked the Minister for Education her views on a policy matter raised by a person (details supplied) regarding the proposed scheduling changes to the leaving certificate practical music examination and the implications for students and teachers; her plans to engage with affected teachers and their representatives regarding this proposed change; and if she will make a statement on the matter. [18157/22]
Amharc ar fhreagra492. Deputy Fergus O'Dowd asked the Minister for Education if a response will issue to concerns raised by a teacher (details supplied) in respect of the senior cycle reform; and if she will make a statement on the matter. [18159/22]
Amharc ar fhreagra499. Deputy Ruairí Ó Murchú asked the Minister for Education if her attention has been drawn to the fact that the leaving certificate orals and music practical exams will permanently take place in the first week of the Easter holidays. [18269/22]
Amharc ar fhreagraI propose to take Questions Nos. 491, 492 and 499 together.
As the Deputy is aware, on 29 March I announced an ambitious programme of work for a reimagined Senior Cycle of education where the student is at the centre of their Senior Cycle experience. The three tenets of Senior Cycle reform are to:
- Empower students to meet the challenges of the 21st century
- Enrich the student experience and build on what’s strong in our current system
- Embed wellbeing and reduce student stress levels
The reforms I announced will include initiatives to spread the assessment load for students and do so in a way that enhances student wellbeing. In future years, I want to see language Oral examinations and the Music practical performance taking place during the first week of the Easter break of 6th year, in similar fashion to the Easter 2022 arrangements I announced last December. I have asked the State Examinations Commission (SEC) to advise me on the implementation of these changes on a permanent basis following an evaluation of the arrangements in 2022 by the SEC.
In 2022, as in 2021, the Leaving Certificate Oral examinations and the Music Practical Performance are scheduled to take place outside school time during the Easter period. This protects the school year and educational provision to students, reduces disruption, minimises substitution requirements and therefore eases current teacher supply challenges in this area.
These arrangements can also be managed at school level to manage any undue burden on individual students who may be taking Irish, more than one Modern Foreign Language and Music.
493. Deputy David Stanton asked the Minister for Education the current policy with respect to remote working options for staff in her Department; and if she will make a statement on the matter. [18162/22]
Amharc ar fhreagraPhased return to a physical attendance in the workplace commenced for staff of my department following the easing of Government restrictions on 21 January and staff are currently attending the office for two days per week and working remotely for the remaining days.
Following the recent publication of the Blended Working Policy Framework for the Civil Service by the Minister for Public Expenditure and Reform, Michael McGrath, TD, my department is developing its own blended working policy based on the overarching framework, tailored for our department's requirements. I anticipate that the policy will be completed by the end of quarter 2 of this year. This policy will ensure that staff members will have increased certainty and flexibility, where possible, around their working arrangements while ensuring that the business needs are met to ensure the continued delivery of high quality services.
494. Deputy Denis Naughten asked the Minister for Education the current status of a primary school building project for a school (details supplied); and if she will make a statement on the matter. [18201/22]
Amharc ar fhreagraThe major building project for the school referred to by the Deputy is currently at an advanced stage of architectural planning - Stage 2(b) which includes the application for statutory approvals and the preparation of tender documents.
A Brief Change request had been approved in principle by my Department and a Brief Change report was submitted by the school and its Design Team, which is currently with the Department for review and approval.
Due to proposals from the Local Authority to alter the road and access layouts at the school site, and the recent increase in Brief to 16 classrooms, a new Planning Application will be required.
When planning permission has been secured and work on necessary revisions to the Stage 2(b) documentation has been completed a revised Stage 2(b) report will be submitted to my Department for review.
Upon receipt and review of this revised report my Department will be in contact with the school regarding the further progression of the project.
495. Deputy Denis Naughten asked the Minister for Education the current status of a school building project for a school (details supplied); and if she will make a statement on the matter. [18202/22]
Amharc ar fhreagraThe major building project for the school referred to by the Deputy will be delivered under my Departments ADAPT Programme, which uses the services of a professional Project Manager to co-ordinate and drive the Design Team to achieve the best possible timeframe to progress this project through the early stages of Architectural Planning.
The tender process to appoint a Project Manager is nearing completion.
Upon appointment, the Project Manager will put in train the appointment of a Design Team.
My Department will keep the School Authority informed of further developments in relation to these appointments.
