Written Answers Nos. 240-254
240. Deputy Mairéad Farrell asked the Minister for Education if a National Educational Psychological Service assessment will be provided for students (details supplied); the steps that their parents should take to access such an assessment; and if she will make a statement on the matter. [23936/22]
Amharc ar fhreagraAs the Deputy may be aware my Department’s National Educational Psychological Service (NEPS) provides educational psychological support to all recognised primary and post-primary schools.
The school to which the Deputy refers is not recognised in accordance with Sec 10 of the Education Act, and, as such, is not within the service remit of the National Educational Psychological Service.
241. Deputy James Lawless asked the Minister for Education his plans to make the July Provision compulsory; and if she will make a statement on the matter. [23941/22]
Amharc ar fhreagraEarlier this month, the Government announced this year's Summer Programme to allow all primary and post-primary schools to offer a summer programme for students with complex special educational needs and those at greatest risk of educational disadvantage.
The programme aims are to support pupils to maintain their connection with education, to build their confidence and increase their motivation, promote well-being and for those who are at key transition stages, helping to ensure they continue their education journey in September either in school or in further/higher education or training.
Building on the 2021 programme, all primary and post primary schools can offer a summer programme and in line with last year’s funding, there is up to €40 million available to provide for this year’s programme. In 2021 nearly 38,000 children availed of the summer programme, an increase of 60% from the previous year.
A key objective of this year’s scheme is to increase the number of schools offering the summer programme to their students. Steps have been taken to afford schools as much flexibility as possible, and to ease administrative requirements. This year there is provision to recruit newly qualified teachers graduating this summer as well as undergraduate student teachers who have registered with the Teaching Council under Route 5.
To support and facilitate schools and principals with organising and running the programme, the 2022 Summer Programme allows principals to delegate these functions to other members of staff through the Overseer role and preparation hours. The Overseer and preparation roles provide an exciting personal opportunity for teachers to develop their leadership skills and experience with recognition at a whole-school level.
Enhanced measures have been put in place to encourage participation of schools. These include:
- A Centralised Application Process to reduce the administrative burden on schools.
- Provision of funding to schools towards preparation and overseeing of the programmes.
- Provision to recruit final year student teachers graduating this summer and Route 5 undergraduate student teachers.
- Guidance, information and support provided to schools to help design and deliver the programmes.
- Capitation Grant Funding provided to cover the running costs of the scheme, including enhanced capitation for special schools and classes.
This year, for the first time, there will be an online claims system for schools to submit payments details for those staff taking part in the school based summer programme. This will provide for faster and more streamlined payments to staff.
In addition, with the assistance of the National Association of Management Boards in Special Schools (NAMBSE), the Department and Inspectorate recently hosted a webinar for Special Schools and provided a presentation on the supports and benefits of running a school based summer programme. The presentation focused on the positive outcomes for students that participated in the 2021 programme.
Participation in the scheme is voluntary and is therefore a matter for the Board of Management of a school whether or not it will participate in the programme in any given year. Furthermore, the Department cannot compel schools to participate in the programme.
While the number of special schools and classes taking part has risen over the last 2 years we want to continue this growth in participation further. The Department will continue to work with all stakeholders to support parents in accessing summer provision and with schools to ensure that they have the resources and supports necessary to successfully run these programmes.
242. Deputy Peter Burke asked the Minister for Education the HP Index data that is used in relation to the social context criteria for the special education teaching hours allocation; and if she will make a statement on the matter. [23967/22]
Amharc ar fhreagraAs outlined in Circulars 20/2022 and 21/2022, the data which is being used to update the disadvantage component of the school profiles is the same data which has been used for the Delivering Equality of Opportunity in Schools (DEIS) Identification Model.
This data is the Central Statistics Office (CSO) Small Area data, as represented in the Haase Pratschke Index of Deprivation (HP Index).
The key data source for primary schools is the Primary Online Database (POD) and CSO data from the National Census of Population as represented in the Pobal HP Index for Small Areas, which is a method of measuring the relative affluence or disadvantage of a particular geographical area.
This data is combined with pupil data, anonymised and aggregated to small area, to provide information on the relative level of concentrated disadvantage present in the pupil cohort of individual schools.
The use of the HP Index in the context of educational disadvantage is consistent with its use in the DEIS identification process and also its use across a range of Government Departments and agencies.
243. Deputy Peter Burke asked the Minister for Education the reason that a school (details supplied) was refused special education teaching hours given that it has DEIS school status; and if she will make a statement on the matter. [23968/22]
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 SET allocation model has been in place since 2017.The allocation model, which was recommended by the National Council for Special Education (NCSE), is designed to distribute the total available number of Special Education Teachers across primary and post primary schools based on the relative need of each school, as evidenced by a number of key indicators.
Special Education Teachers provide additional teaching support for students with special educational needs enrolled in mainstream classes in primary and post primary schools.
The SET model is a fairer and more transparent way of allocating teaching resources to schools.
The number of teaching posts to support the SET model continues to increase. Budget 2022 provided an additional 620 new SET posts for allocation to primary and post primary schools in 2022/23. This will bring the total number of SETs in the system to 14,385.
The SET Model represented a significant shift in the way that students with SEN are supported in mainstream classes. Previously, students needing additional teaching support required a diagnosis in order to access support which caused delays in providing the support and also imposed a burden on both schools and parents. The change in policy was welcomed by both schools and parents. The Model is based on the principle that those students with the greatest need receive the most support.
The model encourages schools to support students with SEN in mainstream classes alongside their peers. In fact most students with SEN are enrolled these classes. This approach is also consistent with the EPSEN Act.
When the SET model was introduced it was designed to be updated on a regular basis so as to distribute the total available resources across the school system based on profiled need. Because the level of student need may change in a school over time, some schools will gain under this distribution, with these gains balanced by equivalent reductions in schools where the model indicates reduced need. Re-profiling is the means of ensuring that new or increasing need in schools is met by transfer/redistribution of teaching resources from other schools whose need has reduced as shown by the model.
Schools are front-loaded 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.
Accordingly, a number of review processes have been put in place to support schools.
A process is in place to address circumstances where the school profile significantly changed following the allocation process e.g. a developing school where the net enrolment numbers significantly increased.
The criteria for qualification for mainstream school developing school posts are set out in the Primary and Post Primary School Staffing Schedule for the 2022/23 school year.
Schools who qualify for additional mainstream developing school posts in accordance with these criteria also qualify for additional Special Education Teaching Allocations to take account of this developing status.
It is also acknowledged that there are some circumstances, which may arise in schools, which fall outside the allocations for developing school status.
These relate to exceptional or emergency circumstances which could not have been anticipated e.g. where the school profile changes very significantly, or where other exceptional circumstances have arisen in a school and which may require a review of schools capacity to provide additional teaching support for all pupils who need it in the school, or of their utilisation of their allocations.
A process is available where schools can seek a review of their allocations by the National Council for Special Education (NCSE), including the utilisation of their allocations, in circumstances where a school considers that very exceptional circumstances have arisen subsequent to the development of the profile.
If a school wishes to make an exceptional needs review appeal they may do so at the following link: ncse.ie/for-schools
244. Deputy Michael Ring asked the Minister for Education the position regarding additional accommodation for a school (details supplied) considering that the funding was approved in September 2019; when the works will proceed to e-tender; and if she will make a statement on the matter. [23991/22]
Amharc ar fhreagraIn relation to my Department's Additional Accommodation Scheme 2019, I am pleased to inform the Deputy that the school to which he refers has been approved by my Department to proceed to Tender Stage.
A letter has issued to the school authority in this respect.
245. Deputy Gary Gannon asked the Minister for Education the number of applicants from the post-primary schools in the fee-charging sector that applied for the post-primary schools Covid-19 minor works grant; the number that were successful in securing funding; the amount of funding that was provided; and if she will make a statement on the matter. [24015/22]
Amharc ar fhreagraAs part of additional support in the context of COVID-19 a once-off COVID-19 minor works funding totalling €17m issued to all eligible Post Primary schools in the free scheme during December 2021. Circular Letter 00065/2021 also made provisions for applications from post-primary schools in the fee-charging sector. These are being considered on a case-by-case basis taking into account the specific requirements in relation to ventilation having regard to the Department’s published guidance.
To date there have been 24 applications, 7 have been approved funding to the total value of €132k in total. 1 application was refused on the basis the air cleaners purchased did not meet the Department’s
specification. The remaining 16 applicants lodged incomplete submissions, these will be assessed on receipt of the full documentation.
246. Deputy Gary Gannon asked the Minister for Education the number of HEPA filters purchased or rented by primary, special education, and post-primary schools since the announcement in December 2021 of funding available for HEPA filters in tabular form; and if she will make a statement on the matter. [24026/22]
Amharc ar fhreagraManaging ventilation is just one of a suite of public health measures in place to keep our schools safe. Updated guidance for schools on Practical Steps for the Deployment of Good Ventilation Practices in Schools was provided at the end of May following the work of an expert group that carefully considered the role of ventilation in managing COVID-19. The updated guidance for schools is also fully in line with the most recent guidance on non-healthcare building ventilation during COVID-19, published by the Health Protection Surveillance Centre November 2021.
To provide additional support in the context of Covid-19 the payment of a minor works grant totalling €45m for primary schools and special schools, plus a once-off Covid-19 minor works funding of €17m for post-primary schools, was issued in December 2021. All recognised schools in the free scheme have received their grants and had the discretion to use the grant to meet their needs.
Given that each school setting is different, individual schools are best placed to decide how best to use this funding to address their particular needs. Specialist advice/assistance of a Chartered Engineer or Registered Architect is an important source of support for schools. This will help ensure that appropriate solutions are being put in place to address ventilation issues including advice on whether a HEPA Air Cleaner Unit is required to deal with a poorly ventilated room. There is no one solution that fits all scenarios, each application requires bespoke analysis and selection of the appropriate unit(s) matched to the specific room size and volume.
Air cleaning devices are not a substitute for good ventilation but can be considered pending the completion of interventions/works where poor ventilation persists. This is line with the Expert Group recommendations. Air filtration does not negate the need for natural ventilation and opening windows as required. Furthermore Mike Ryan of the World Health Organisation’s Health Emergencies Programme has advised that schools not rely solely on air filters.
In the case where a school has difficulty engaging a Chartered Engineer or Registered Architect the Department can assist, with a dedicated ventilation team available to support school principals in this regard. Schools that identify inadequate ventilation in a room can utilise their minor work grant or apply for emergency works grant assistance to address ventilation enhancements where the minor work grant does not cover the full cost of the works required.
Outside of the minor works grant funding to date 27 schools have applied for additional funding under the emergency works scheme to assist with ventilation. Of these, 15 have been approved, 1 was returned to the school to review the scope of the application, 2 were incorrectly classified as ventilation related and assessed separately, 7 were rejected as the application form was not fully completed and 2 are currently being assessed by a member of the Department’s technical team. None of the 15 approved identified a need for an air filter.
247. Deputy James Lawless asked the Minister for Education the status of the provision of a school (details supplied); and if she will make a statement on the matter. [24033/22]
Amharc ar fhreagraThe project to which the Deputy refers has been devolved to the National Development Finance Agency (NDFA) for delivery as part of a programme of school building projects.
A letter was issued by the Department on the 18th February 2022 to advise that the school in question had been included in the programme. The NDFA has since been in contact with the school to introduce the team and communicate arrangements.
While at this early stage it is not possible to provide details or a timeline for completion of the project, the NDFA will be engaging directly with the school authority to keep it informed of progress.
248. Deputy Carol Nolan asked the Minister for Education if she will address concerns that the Summer Programme 2022 will not include adequate provision to ensure the widespread participation of children with complex education and care needs in special school settings; and if she will make a statement on the matter. [24049/22]
Amharc ar fhreagraEarlier this month, the Government announced this year's Summer Programme to allow all primary and post-primary schools to offer a summer programme for students with complex special educational needs and those at greatest risk of educational disadvantage.
The programme aims are to support pupils to maintain their connection with education, to build their confidence and increase their motivation, promote well-being and for those who are at key transition stages, helping to ensure they continue their education journey in September either in school or in further/higher education or training.
Building on the 2021 programme, all primary and post primary schools can offer a summer programme and in line with last year’s funding, there is up to €40 million available to provide for this year’s programme. In 2021 nearly 38,000 children availed of the summer programme, an increase of 60% from the previous year.
While, it is critically important to support a summer based programme in our special schools and special classes, it is also essential to ensure that the children with complex special educational needs (SEN) who are in our mainstream settings also have access to this critical support. At the time when the ‘July Provision’ was established, the concert of learning loss during school holidays was something which may have been considered to impact only those students in special schools and special classes. As our system has become more inclusive and many of these children with more complex needs now attend mainstream settings, it is recognised that they too will be impacted by school holidays and require that additional support to ensure they achieve their potential.
A key objective of this year’s scheme is to increase the number of schools offering the summer programme to their students. Steps have been taken to afford schools as much flexibility as possible, and to ease administrative requirements. This year there is provision to recruit newly qualified teachers graduating this summer as well as undergraduate student teachers who have registered with the Teaching Council under Route 5.
To support and facilitate schools and principals with organising and running the programme, the 2022 Summer Programme allows principals to delegate these functions to other members of staff through the Overseer role and preparation hours. The Overseer and preparation roles provide an exciting personal opportunity for teachers to develop their leadership skills and experience with recognition at a whole-school level.
Enhanced measures have been put in place to encourage participation of schools. These include:
- A Centralised Application Process to reduce the administrative burden on schools.
- Provision of funding to schools towards preparation and overseeing of the programmes.
- Provision to recruit final year student teachers graduating this summer and Route 5 undergraduate student teachers.
- Guidance, information and support provided to schools to help design and deliver the programmes.
- Capitation Grant Funding provided to cover the running costs of the scheme, including enhanced capitation for special schools and classes.
This year, for the first time, there will be an online claims system for schools to submit payments details for those staff taking part in the school based summer programme. This will provide for faster and more streamlined payments to staff.
In addition, with the assistance of the National Association of Management Boards in Special Schools (NAMBSE), the Department and Inspectorate recently hosted a webinar for Special Schools and provided a presentation on the supports and benefits of running a school based summer programme. The presentation focused on the positive outcomes for students that participated in the 2021 programme.
While the number of special schools and classes taking part has risen over the last 2 years, we want to continue this growth in participation further. The Department will continue to work with all stakeholders to support parents in accessing summer provision and with schools to ensure that they have the resources and supports necessary to successfully run these programmes.
It is acknowledged that not all schools will be in a position to provide a school-based programme, so a home-based programme continues to be available for students with complex needs where the school-based programme is unavailable.
249. Deputy Bernard J. Durkan asked the Minister for Education the progress that has been made to date in relation to the three schools project in Celbridge, County Kildare; if full agreement has been reached with Kildare County Council in relation to traffic management and road and bridge realignment; and if she will make a statement on the matter. [24065/22]
Amharc ar fhreagraThe project to which the Deputy refers has been devolved to the National Development Finance Agency (NDFA) for delivery as part of a programme of school building projects.
A letter was issued by the Department on the 18th February 2022 to advise that the school in question had been included in the programme. The NDFA has since been in contact with the school to introduce the team and communicate arrangements.
The next step is for the NDFA to procure a Design Team for the project bundle to progress the projects through the design stages. The NDFA will work together with the Local Authorities to address any issues that may arise.
250. Deputy Bernard J. Durkan asked the Minister for Education the progress that has been made in the past three months on the conclusion of preparations to provide replacement schools (details supplied); when it is expected to commence construction; and if she will make a statement on the matter. [24066/22]
Amharc ar fhreagraThe project to which the Deputy refers has been devolved to the National Development Finance Agency (NDFA) for delivery as part of a programme of school building projects.
A letter was issued by the Department on the 18th February 2022 to advise that the school in question had been included in the programme. The NDFA has since been in contact with the school to introduce the team and communicate arrangements.
Conveyancing for the site acquisition for this project is at an advanced stage. Due to the commercially sensitive nature of site acquisitions generally, it is not possible to comment further at this stage.
251. Deputy Bernard J. Durkan asked the Minister for Education the progress that has been made over the past three months in relation to the provision of a school (details supplied); if full agreement has been reached with all concerned to facilitate an early commencement of same; and if she will make a statement on the matter. [24067/22]
Amharc ar fhreagraThe project to which the Deputy refers has been devolved to the National Development Finance Agency (NDFA) for delivery as part of a programme of school building projects.
A letter was issued by the Department on the 18th February 2022 to advise that the school in question had been included in the programme. The NDFA has since been in contact with the school to introduce the team and communicate arrangements.
Conveyancing for the site acquisition for this project is at an advanced stage. Due to the commercially sensitive nature of site acquisitions generally, it is not possible to comment further at this stage.
252. Deputy Bernard J. Durkan asked the Minister for Education the progress that has been made over the past four months in relation to a school (details supplied); the extent to which full and final agreement has been reached with all parties with regard to location and access; and if she will make a statement on the matter. [24068/22]
Amharc ar fhreagraThe project to which the Deputy refers has been devolved to the National Development Finance Agency (NDFA) for delivery as part of a programme of school building projects.
A letter was issued by the Department to the school in question on the 18th February 2022 to advise that the school had been included in the programme. The NDFA has since been in contact with the school to introduce the team and communicate arrangements.
Conveyancing for the site acquisition for this project is at an advanced stage. Due to the commercially sensitive nature of site acquisitions generally, it is not possible to comment further at this stage.
253. Deputy Bernard J. Durkan asked the Minister for Education the degree to which ongoing assessment continues throughout County Kildare with a view to ensuring adequate provision for the increased educational needs of an expanded population of children throughout north County Kildare with particular reference to ensuring that provision is made in advance of the needed requirement; and if she will make a statement on the matter. [24069/22]
Amharc ar fhreagraI wish to advise the Deputy that 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, 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, including County Kildare, 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 annual demographic exercises, my 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 90% of the 314 school planning areas at primary level show decreasing enrolments for the period to 2025 compared with 2021, whereas some 88% of 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 requirement for additional school places in County Kildare school planning areas is kept under on-going review. Additionally, my Department will continue to liaise with the local Council in respect of its review of the Development Plan with a view to identifying any potential long-term school accommodation requirements and in this regard will be making a submission to the draft Co. Kildare Development Plan 2023-2029 which is currently at public consultation stage. New schools are established by my 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.
254. Deputy Bernard J. Durkan asked the Minister for Education the extent to which primary and second-level provision continues to be made to meet the educational needs of children in Naas, County Kildare with particular reference to the various planned and ongoing school building projects; the precise current position of each school building project at primary and second-level in this area; the extent to which any or all issues likely to impact on the progression of each project have been dealt with or are currently in hand; the expected completion date for each project; and if she will make a statement on the matter. [24070/22]
Amharc ar fhreagraI wish to advise the Deputy that 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, 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, including County Kildare, will arise and where additional school accommodation is needed at primary and post-primary level.
My Department utilises this Geographic Information System (GIS) to support its strategic planning for capital investment. Where the geospatial assessment of demand and capacity in an area indicates that additional provision is required my Department considers the options of extending the capacity of a school or schools, or of providing a new school or schools. The timing and duration of the accommodation need is also considered in determining the optimum accommodation solution.
My Department has a large pipeline of projects for delivery under the school building programme. The main elements of this pipeline currently involve in excess of 1,300 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 which are being progressed as quickly as possible.
It is anticipated that 150 to 200 school building projects will be completed annually during the 2022 to 2025 period.
There are currently no issues identified which will impact on progression of projects in Naas.
The current status of approved projects is listed on a county by county basis on www.gov.ie and is updated on a monthly basis to reflect their progress through the various stages.
