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Gnáthamharc

Thursday, 12 May 2022

Written Answers Nos. 59-90

Education Policy

Ceisteanna (66)

Dara Calleary

Ceist:

66. Deputy Dara Calleary asked the Minister for Education her strategy to improve access to the transition year programme; and if she will make a statement on the matter. [23660/22]

Amharc ar fhreagra

Freagraí scríofa

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.

In my announcement I set out a clear vision for Senior Cycle, building upon the National Council for Curriculum and Assessment’s (NCCA’s) Advisory Report. The NCCA’s review of senior cycle involved an extensive range of research, consultations and communications with a wide range of stakeholders.

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 well-being and reduce student stress levels

Transition Year is a valuable programme for students that offers opportunities for life skills, personal, social and academic development and experience of adult and working life. I am also of the view that Transition Year should continue as a stand-alone programme taken in fourth year.

Transition Year has a unique and important value in the life of students. Currently over seventy per cent of students avail of Transition Year.

On 29 March I announced that Transition Year should be available to every student who wishes to participate in the programme. This will be achieved by working with schools to ensure that schools who are constrained in the numbers they can currently accommodate in Transition Year are supported to expand the provision. I will work with my officials and my colleagues in Government to ensure that where additional resources for schools are needed to facilitate this they are provided.

On 29 March I also announced that a revised Transition Year programme statement will be developed through working with schools. This will be available from early 2024 and will help to ensure the delivery of a valuable Transition Year experience for students across all schools participating in the programme. This will include the provision of professional support to teachers and schools in terms of continuous professional development.

Question No. 67 answered orally.

School Transport

Ceisteanna (68)

Michael Moynihan

Ceist:

68. Deputy Michael Moynihan asked the Minister for Education her views on the review of the school transport system; and if she will make a statement on the matter. [23662/22]

Amharc ar fhreagra

Freagraí scríofa

The School Transport Scheme is a significant operation managed by Bus Éireann on behalf of the Department. 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.

I know what a hugely important service school transport is for families and children. As you are aware my Department commenced a review of the School Transport Scheme in February 2021. The review is being conducted with a view to examining the current scheme, its broader effectiveness and sustainability, and to ensure that it serves students and their families adequately.

The review encompasses the School Transport Scheme for Children with Special Educational Needs and the Primary and Post-Primary School Transport Schemes in terms of how each element of the schemes currently operate, to include eligibility criteria, trends, costs and cost drivers, and overall effectiveness in meeting the objectives of the schemes.

The review will also examine the potential for integration of different strands of the scheme and a more co-ordinated approach with other Government Departments that also use transport services. The review will consider issues such as climate action, supporting rural development and promoting where possible initiatives that encourage walking and cycling to school.

In June 2021, the Steering Group presented me with an initial interim report. Following consideration of this report, I approved temporary alleviation measures which allowed for the provision of transport for post-primary students who were otherwise eligible for school transport but were attending their second nearest school and had applied and paid on time.

Wider considerations relating to operation of the scheme are now taking place in the second phase of the review. The Technical Working Group has undertaken extensive consultation over the last number of months; including running a public survey for parents/guardians and students who use the service and those who do not use the service but who would like to. The Group has also consulted with a broad array of stakeholders including schools, special education interest groups, industry representatives and other Government Departments,

The Steering Group will continue to report to me on an interim basis as the review progresses.

While work on the review is being impacted somewhat by challenges including the pandemic and the impact on resources arising from the ongoing crisis in Ukraine, it is anticipated that the completion of the final phases of the review will be in the shortest timeframe possible. I will then examine and consider the final recommendations once received from the steering group on the future operation of the Department’s School Transport Scheme.

Questions Nos. 69 to 71, inclusive, answered orally.

Special Educational Needs

Ceisteanna (72)

Pauline Tully

Ceist:

72. Deputy Pauline Tully asked the Minister for Education if she is satisfied with the number of special schools that have participated in the July Provision scheme over the past five years; if she has brought forward enhanced measures to attract special schools to participate in the July provision scheme 2022; and if she will make a statement on the matter. [23829/22]

Amharc ar fhreagra

Freagraí scríofa

This year’s Summer Programme will 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. In line with last year, the total funding available to provide summer programmes this year is up to €40 million. Building on the 2021 programme, all schools, both primary and post-primary, are encouraged to provide this valuable programme to their students. In 2021 nearly 38,000 children availed of the summer programme, an increase of 60% from the previous year.

My Department held consultations with education stakeholders and advocacy groups, following this, steps were taken to encourage more schools to participate including the following: the provision of paid overseeing and preparation time for schools, a reduction in the administrative burden for schools, arrangements to pay staff sooner, greater guidance, an online payments portal for schools, and greater flexibility in the timing of the programme.

The complexities of organising a summer programme in special school environments is recognised and further enhanced funding for special schools is being provided this year including increase capitation and preparation to support these schools.

Concerns around availability of staff have been further addressed with the provision to recruit final year student teachers and student teachers registered with the Teaching Council under Route 5. To support and facilitate schools and principals with organising and running the programme, principals may delegate these functions to other members of staff through the Overseer role and preparation hours. Overseers, teachers and SNAs who work on the programme will be paid for this work based on what they are normally paid during the school year in addition to their normal salary.

In 2021, 377 special schools and schools with special classes ran a programme, with in the region of 5,587 pupils attending. For context in 2011 there were 149 schools and 2,461 pupils attending the ‘July provision’ programme. The number of special schools running a programme under the ‘July provision’ scheme had fallen from 54 in 2011 to 34 in 2019. It is important to note that we have actually seen an increase in the number of special schools running a programme in both 2020 and 2021 with 39 special schools taking part in 2021.

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.

Question No. 73 answered orally.

School Facilities

Ceisteanna (74)

Brendan Griffin

Ceist:

74. Deputy Brendan Griffin asked the Minister for Education the number and percentage overall of primary schools with indoor sports halls; if she has plans outside of referral to the Sports Capital Programme to improve the situation; and if she will make a statement on the matter. [23717/22]

Amharc ar fhreagra

Freagraí scríofa

I wish to confirm to the Deputy that the majority of schools have a general purpose room or Physical Education hall, with general purpose rooms being the provision at primary level and PE halls the provision at post primary level. In addition, many schools have access to adjacent local facilities, including community halls, public parks, playing fields and swimming pools.

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. However, the majority of schools already have a GP room or PE hall, as appropriate, as indicated in their Annual School Returns.

As the Deputy will be aware, my Department continues to implement the capital programme under the National Development Plan. Investment and expenditure on GP rooms and PE halls is an element of the overall expenditure and investment in the School Building Programme. The main focus of resources over the last decade has been on provision of additional capacity to cater for increasing demographics, particularly at post-primary level and for special education needs provision.

However, under Project Ireland 2040 there will be 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, as committed to in the Programme for Government.

The Deputy may also be aware of the very significant school building programme that is currently underway. Overall, there are in excess of 1,300 school building projects at various stages of design, planning, and construction.

As the Deputy may be aware, at a national level, primary enrolments are projected to decrease significantly over the coming decade, from a peak in 2018. While there will be local and regional variations, and the impact of Ukrainian arrivals will mitigate this reduction somewhat, there will be strategic opportunities to consider the overall accommodation needs of schools.

My Department will continue to work to ensure that capital investment in our schools is targeted in the most efficient and effective way to support schools in meeting the education needs of their students and communities.

School Funding

Ceisteanna (75)

Éamon Ó Cuív

Ceist:

75. Deputy Éamon Ó Cuív asked the Minister for Education the way that the allocation to education and training boards for small second-level schools is determined; and if she will make a statement on the matter. [22657/22]

Amharc ar fhreagra

Freagraí scríofa

Teacher allocations to all second level schools are approved annually by my Department in accordance with established rules based on recognised pupil enrolment.

The Department provides a staffing allocation to each ETB based on the overall enrolment of the schools within the ETB. The distribution of this staffing allocation is a matter for the Chief Executive of the ETB based on the overall enrolment of the schools within the ETB.

The criteria for the allocation of posts are communicated to school managements annually and are available on the Department website (Circular 0024/2022). In addition to teacher allocations based on pupil teacher ratios, an ex-quota allocation teaching posts is also allocated to Island schools, schools in single catchment areas, and schools who teach through the medium of Irish. In accordance with the published staffing arrangements, each school management authority is required to organise its subject options within the limit of its approved teacher allocation.

A number of ETBs also receive posts on a historical basis which are described as small school posts. These posts were introduced in the 1988/89 school year in recognition to a sector which had a higher proportion of post primary small schools. The distribution of the small school posts or part thereof is a matter for the Chief Executive of the ETB schemes in question.

Where a school management authority is unable to meet its curricular commitments within its approved allocation, my Department considers applications for additional short term support i.e. curricular concessions. This concession is available as a short term support to enable essential curricular provision to continue.

The allocation processes also include appellate mechanisms under which schools and ETBs can appeal against the allocation due to them under the staffing schedules. The ETB can submit an appeal under certain criteria to an independent Appeal Board which was established specifically to adjudicate on appeals on staffing allocations in post-primary schools. The Post Primary Appeals Board operates independently of my Department.

Disadvantaged Status

Ceisteanna (76)

Catherine Connolly

Ceist:

76. Deputy Catherine Connolly asked the Minister for Education the engagement that she has had to-date in 2022 with school principals and boards of management with regard to the refined DEIS identification model; if there is a mechanism by which a school can register its criticism of the identification model, particularly in cases in which anomalies may occur; and if she will make a statement on the matter. [23674/22]

Amharc ar fhreagra

Freagraí scríofa

In March I announced that from next September the DEIS programme will be extended to an additional 310 schools. 37 schools will also benefit from additional supports following reclassification. This means that overall, 347 schools will benefit. As a result of this announcement from September 2022, this will increase the number of schools supported in the DEIS programme to 1,194 schools and over 240,000 students or nearly 1 in 4 students. Schools were identified for inclusion in the programme through the refined DEIS identification model which is an objective, statistics based model.

This model uses information from my Department's enrolment databases and the Pobal HP Deprivation index. The Pobal HP Deprivation index is used by numerous State agencies for the identification of disadvantage, in order to target resources towards communities most in need. The Index is a method of measuring the relative affluence or disadvantage of a particular geographical area using data returned from the most recent national census.

The Department consulted with education partners, including school management bodies and teacher and principal representative bodies, during the refinement of the model. Drawing on the feedback from this consultation, the refined DEIS identification model builds on the objectivity and fairness of the 2017 version, but now captures a greater breadth of disadvantage and accounts for severity of disadvantage through the application of a weighted process. It also takes into consideration the significant educational disadvantage experienced by Travellers and Roma learners and of students residing in direct provision or state funded emergency homeless accommodation. Schools were not required to apply for inclusion in the DEIS programme and the model has been applied fairly and equally to all schools.

My Department continues to be in regular communication with schools and is always available to engage with schools as issues arise. This includes where schools wish to contact my Department in relation to any aspect of the refined DEIS identification model in the context of their particular school circumstances.

My Department is committed to ensuring that all schools are treated equally and fairly in the manner in which they have been identified for inclusion in the DEIS programme. Schools which were not satisfied with the outcome following the application of the DEIS identification model to their school enrolment data had the opportunity to have that outcome reviewed. Circular 0019/2022, outlining the details of the DEIS appeals process, was published on the 30th March 2022 by my Department and is available on the gov.ie website. All schools were notified of the appeals process. The deadline to submit an appeal was Friday 29th April 2022.

Appeals were received from 197 schools out of 3832 mainstream primary and post primary schools in Ireland, indicating that just under 95% of schools were satisfied with the application of the model to their school enrolment data.

All appeals received are now being processed and it is my intention that schools will be provided with the outcome promptly to allow schools time to plan for the 2022/23 school year.

Education Schemes

Ceisteanna (77)

Richard Bruton

Ceist:

77. Deputy Richard Bruton asked the Minister for Education the steps that are required in moving the successful pilot model of therapeutic support to preschools and schools to become available on a nationwide basis. [23748/22]

Amharc ar fhreagra

Freagraí scríofa

The School Inclusion Model (SIM) is based on policy advice from the National Council for Special Education and is based on the principle of providing the right support at the right time delivered by a range of personnel with relevant qualifications and skill-sets. The purpose of SIM is to build the capacity of participating schools so they can support the inclusion of all children particularly those with special educational needs (SEN).

My Department recognises that the current range of supports in schools i.e. teaching and care does not, on their own, meet the needs of some children with SEN. This is particularly the case for children with complex needs in the areas of speech and language, communication, sensory impairments, self-regulation and behaviour. Its purpose is to help students achieve better outcomes.

The Model comprises a number of key elements in respect of building school capacity including the following:

- Provision of in-school therapies (speech and language, occupational)

- Allocation of SNAs on a front-loaded basis

- Additional professional supports for the school including psychology, behavioural and professional development

- Training of SNAs

The initial pilot of the Model took place in 75 schools and 75 early learning centres located in the HSE CH07 area in the 2018/19 school year and this was positively evaluated. The Model was then extended to facilitate further development and evaluation but this was disrupted by Covid-19 in March 2020 and the Pilot was then paused. At this time, the HSE withdrew the speech and language and occupational therapists and redeployed them to Covid related work. It was then extended to the 2020/21 school year which was also interrupted by Covid.

The Pilot has now recommenced in CHO7 and therapists are working within these schools and are providing ongoing support on a responsive basis to deliver therapy-based strategies and tools. Overall there is good engagement by the schools in CHO7. Where schools have provided feedback to the NCSE on the overall SIM project, they were positive about their experience and expectations of the supports.

Planning for an expansion is underway. My officials have consulted with relevant Departments including Taoiseach, Health and DCEDIY. There are a number of challenges to expanding SIM to other areas at this time. The single greatest constraint is insufficient supply of SLTs and OTs to meet health and education needs. The recruitment of therapists is also a significant issue for the Department of Health and the HSE.

Some of the issues can be more easily addressed than others but the expansion requires further consideration and planning work to identify and deliver appropriate solutions.

My officials are continuing to work through proposals to mitigate the challenges. Once these are finalised, it is intended that a Memo will be brought to Government with the plans for expansion and the approach which, over time, would allow for SIM to be extended to all schools.

The SIM model provides a framework of teaching, care, training and therapeutic supports to facilitate the optimal inclusion of children with special educational needs in education.

I am therefore committed to its development.

Special Educational Needs

Ceisteanna (78)

Marian Harkin

Ceist:

78. Deputy Marian Harkin asked the Minister for Education the arrangements that will be made for parents of children with disabilities whose school does not facilitate the July provision and who are unable to source a tutor; and if she will make a statement on the matter. [18114/22]

Amharc ar fhreagra

Freagraí scríofa

This year’s Summer Programme will 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. In line with last year, the total funding available to provide summer programmes this year is up to €40 million. Building on the 2021 programme, all schools, both primary and post-primary, are encouraged to provide this valuable programme to their students. 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 encourage them to participate. These Include: the provision of paid overseeing and preparation time for schools, a reduction in the administrative burden for schools, arrangements to pay staff sooner, greater guidance, an online payments portal for schools, and greater flexibility in the timing of the programme.

However, my Department also recognises 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. It is important that the home-based programme provides support for the education and/or care needs of students with complex needs during the summer break period.

Under the home-based programme grant funding is made available so that parents/legal guardians can engage the services of a teacher or an SNA to provide tuition or care support as appropriate in the child’s home. Schools are requested to provide parents with the contact details of a teacher/SNA where possible.

The NCSE have compiled a non-exhaustive list of private home tutor services and online platforms who may advertise for tutors for the 2022 Summer Programme and published it on their website.

The Irish Primary Principals Network has created a Summer Programme Noticeboard for teachers and SNAs to advertise their availability for the programme. Additionally this year, parents can also post notices on the noticeboard to source suitable candidates.

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.

School Funding

Ceisteanna (79)

Aodhán Ó Ríordáin

Ceist:

79. Deputy Aodhán Ó Ríordáin asked the Minister for Education the estimated cost to restore the standard capitation rate for pupils in primary schools to €200. [23612/22]

Amharc ar fhreagra

Freagraí scríofa

My Department provides funding to recognised Primary and Post-Primary schools in the free education scheme by way of per capita grants. The two main grants are the Capitation grant to cater for day to day running costs such as heating, lighting, cleaning, insurance, general up-keep etc. and the Ancillary/School Services Support Fund (SSSF) to cater for the cost of employing ancillary services staff. Schools also receive a range of other grants including Book Grants, Programme grants etc., as well as capital funding and direct staffing supports. Overall, schools received €564 million in capitation funding in the last academic year.

In addition, under the COVID-19 response plans, a range of supports are being made available to all recognised schools in the free education scheme. Overall €948 million has been made available to schools. To date more than €318 million of additional capitation funding, which includes €159.6 million for the 2021/2022 school year, has been made available to primary and post primary schools to provide for Cleaning, PPE and hand hygiene, Enhanced Supervision and employment of an Aide.

I understand the need for improved capitation funding and I am pleased that budget 2020 was able to provide for a further 2.5% increase in standard capitation funding for primary schools that applied from the start of the 2020/21 school year. This builds on the 5% increase in capitation announced in budget 2019.

All schools have received the benefit of the capitation increases awarded to date. It is my intention to seek funding for further capitation increases in future budgets.

Annual funding would need to be increased by an additional €10 million approximately to restore the standard capitation rate for pupils in primary schools to €200 based on current enrolments.

Disadvantaged Status

Ceisteanna (80)

Donnchadh Ó Laoghaire

Ceist:

80. Deputy Donnchadh Ó Laoghaire asked the Minister for Education the number of schools that lodged an appeal to be reconsidered for DEIS status; and when schools will find out whether their appeal has been successful. [23700/22]

Amharc ar fhreagra

Freagraí scríofa

Schools were identified for inclusion in the DEIS programme using the refined DEIS identification model. The model was applied to all primary and post primary schools in the State. This was the single largest expansion of the DEIS programme, benefitting 347 schools in total, at a cost of €32 million.

My Department is committed to ensuring that all schools are treated equally and fairly in the manner in which they have been identified for inclusion in the DEIS programme. Schools who were not satisfied with the outcome following the application of the DEIS identification model to their school enrolment data have been provided with the opportunity to make an appeal. Circular 0019/2022 outlining the details of the DEIS appeals process, was published on the 30th March 2022 by my Department and is available at gov.ie website. All schools were notified of the appeals process.

Schools who wished to make an appeal were afforded the opportunity to do so in line with the process outlined in the Circular. The deadline to submit an appeal was 5pm on Friday 29th April 2022.

Appeals were received from 197 schools out of 3832 mainstream primary and post primary schools in Ireland, indicating that just under 95% of schools were satisfied with the application of the model to their school enrolment data.

For the purposes of identifying schools for inclusion in the DEIS programme from September 2022, the refined 2022 DEIS identification model was applied to the enrolment returns provided by schools in the National School Annual Census for 2021/2022, which was returned via the POD and PPOD school enrolment databases.

The appeals process offered schools a chance to review their enrolment data as they had originally entered it on the school enrolment database (POD and PPOD) and to correct any errors to improve the accuracy. For example, schools could ensure that the students' address data as listed on the school enrolment database is accurate.

Schools may also request, without amending any of their POD or PPOD data, that the Department verify that the steps of the model have been applied correctly to the school’s enrolment data for the application of the refined 2022 DEIS identification model.

When all appeals have been processed, schools will be informed in writing by my Department outlining the outcome of the appeal. It is my Department’s intention that schools will be provided with the outcome promptly to allow schools time to plan for the 2022/23 school year.

Mental Health Services

Ceisteanna (81)

Jackie Cahill

Ceist:

81. Deputy Jackie Cahill asked the Minister for Education the strategies that are in place to offer mental health supports for primary and secondary students, including access to emotional well-being supports in schools; and if she will make a statement on the matter. [23668/22]

Amharc ar fhreagra

Freagraí scríofa

The provision of child and adolescent mental health services lies specifically within the remit of the Department of Health and the HSE. HSE Primary Care Psychology Services and Child and Adolescent Mental Health Services (CAMHS) provide a range of clinical support to children and young people with mental health needs. However, the Department of Education also plays an important role in supporting the well-being and mental health of our young people.

The Department’s Well-being Policy and Framework for practice has given recognition to the importance of promoting well-being in education. The approach set out in the Well-being Policy is a whole school and preventative approach which has multiple components that include providing children and young people with opportunities to build core social and emotional skills and competencies, experience supportive relationships within the school setting and be part of a school environment and culture that feels both physically and psychologically safe.

It is important that all children and young people feel a sense of belonging and connectedness, that their voice is heard, and they feel supported. Schools are encouraged to use a reflective, school self-evaluation approach to identify and prioritise the needs of its own school community in relation to the promotion of well-being and mental health, and to respond to meeting those needs. Embedded in the whole-school approach is the recognition that members of the school community may have different needs at different times and that a continuum of support in relation to well-being should be made available.

A broad range of supports, resources and professional learning opportunities are being provided to support schools to promote and support well-being and resilience. My Department's Professional Development Service for Teachers (PDST) commenced a national roll-out of CPD for all schools on the implementation of my Departments Well-being Policy in March, which will make initial training with follow-up support visits available for all schools in the country over the next three years. My Department's National Educational Psychological Service (NEPS) provides a comprehensive psychological service to all primary and post primary schools. NEPS is a school-based service which means that all its psychologists work in schools with children, young people, teachers and parents, and are involved with school-related work, every day. The NEPS psychologist provides a range of services that may include supporting the well-being and inclusion of an individual pupil, through assessment and intervention. NEPS supports approximately 8000 individual children annually through this type of work. NEPS work also supports teachers in their work through providing professional learning opportunities, such as about trauma informed approaches, supporting autistic children, or delivering the Friends for Life programmes to help reduce anxiety. NEPS supports an estimated 25,000 teachers annually in this way.

The Department – through NEPS, Student Support Teams, Guidance Counsellors and other services - will also continue to signpost schools and students to the HSE/HSE-funded e-mental health services. The Department has built strong links with the Department of Health and both Departments are exploring ways to improve supports for young people, including around increased awareness, promoting help-seeking behaviour and sign-posting to the wide range of available services. We will continue to collectively explore ways of improving supports for children and young people.

Disability Services

Ceisteanna (82)

Denis Naughten

Ceist:

82. Deputy Denis Naughten asked the Minister for Education the steps that she is taking to ensure the delivery of an effective visiting teachers for children with hearing and visual impairments service; and if she will make a statement on the matter. [22472/22]

Amharc ar fhreagra

Freagraí scríofa

The National Council for Special Education (NCSE) was assigned responsibility for the management and direction of the Visiting Teachers Service for children with hearing or visual impairment with effect from 20th March 2017. It was set up to improve the delivery of education services to persons with special educational needs arising from disabilities with particular emphasis on children. Formally established under the Education for Persons with Special Educational Needs Act 2004 (EPSEN Act), the NCSE now has responsibility for coordinating and advising on the education provision for children nationwide. As the visiting teacher service forms a really important part of the NCSE support service for schools, the visiting teachers are now recruited, deployed and managed by the NCSE.

The visiting teachers are qualified teachers with particular skills and knowledge of the development and education of children with varying degrees of hearing loss and/or visual impairment. They offer longitudinal support to children, their families and schools from the time of referral through to the end of post-primary education. They help children to develop tactile and sensory skills and give advice on self-help and other skills needed for independent living. They provide support in the development of pre-Braille skills, where necessary, and give instruction in mobility where appropriate.

Each visiting teacher operates in a particular region and manages a caseload of students. The visiting teacher supports children/young people, parents, guardians, teachers and other professionals involved with the child. Each visiting teacher works in partnership with parents to advise, and offer guidance, in matters pertaining to the child’s education and overall development. The frequency and nature of support takes into account a range of factors based on the individual’s needs.

Currently there are 43 visiting teacher posts, allocated across the 10 NCSE regional teams, supported by teams of professionals and agencies such as audiological scientists, ophthalmology services, speech and language therapists, low vision specialists, psychologists, early intervention teams and school staff.

School Curriculum

Ceisteanna (83)

Alan Farrell

Ceist:

83. Deputy Alan Farrell asked the Minister for Education the steps that have been taken by her Department to include climate action studies within the primary and post-primary curriculum; the future steps that might be taken; and if she will make a statement on the matter. [23826/22]

Amharc ar fhreagra

Freagraí scríofa

Several steps have been taken to include climate action and indeed wider sustainable development across the curriculum at each level. Given the importance of climate change as an issue facing Ireland and global society, the Department has prioritised the integration of environmental and climate focused content in the curriculum.

My Department’s Strategy on Education for Sustainable Development 2014 to 2020, is a key enabler for achievement of all 17 Sustainable Development Goals (SDGs), including SDG 13 Climate Action. Development of a further strategy for ESD to 2030 is underway.

The Department requested the National Council for Curriculum and Assessment to include a consideration of sustainable development in developing curricula.

- The process of updating the Aistear Framework for Early Years will encompass a focus on Education for Sustainable Development, including climate education.

- The Draft Primary Curriculum Framework contains proposals relevant to climate action including the competency 'Being an active citizen' to develop children’s capacity and motivation for active and meaningful participation in society and foster their ability to contribute to the creation of a more sustainable and just world. Redevelopment of curriculum areas under the new Framework, including Social and Environmental Education, Well-being, Mathematics, Science and Technology, all can make a positive contribution to climate action.

- The 2021 specification on Civic, Social, Political Education includes: Learning Outcome 2.4: discuss sustainability strategies that individuals, communities, businesses, agriculture and governments can employ to address climate change; and updated student actions, to communicate how to address the challenge of climate change. Across subject specifications Science, Business Studies, Home Economics, Geography, and the Technologies, issues of climate change and sustainability have been embedded across the learning outcomes.

- At Senior Cycle, new specifications in Physics, Chemistry and Biology which are cognisant of the importance of climate action, will be made available for consultation in due course.

Furthermore as the Deputy may be 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 well-being and reduce student stress levels

As part of these reforms, a new subject of Climate Action and Sustainable Development will be introduced for Leaving Certificate students, starting in September 2024 in network schools.

I have requested the NCCA to develop this new subject area as a matter of priority.

The NCCA has recently completed an international audit of Education for Sustainable Development in the curriculum, which could act as a solid foundation from which to develop a brief for the subject.

Schools Building Projects

Ceisteanna (84)

Richard Boyd Barrett

Ceist:

84. Deputy Richard Boyd Barrett asked the Minister for Education the timeline for applying for planning permission for schools (details supplied); and if she will make a statement on the matter. [23822/22]

Amharc ar fhreagra

Freagraí scríofa

I wish to assure the Deputy that the Department is fully committed to advancing these projects in the shortest timeframe possible.

The permanent building project for Blackrock Educate Together Secondary school is being delivered under my Department's Design and Build programme which uses a professional external Project Manager to progress the project through the relevant stages of architectural planning, tender and construction.

The project when complete will provide a new 1,000 pupil post-primary school building including 4 classrooms for children with Special Educational Needs on the site at Blackrock to serve the Booterstown, Blackrock and Dún Laoghaire school planning areas as a regional solution.

An application for Planning Permission for the school was submitted to the Local Authority in June 2021. Information in response to a Request for Further Information received in July 2021 was submitted to the local authority by my Department’s Project Manager on 9th March 2022. A Clarification of Further Information (CFI) was subsequently received on 8th April 2022, with the response submitted to the local authority on 5th May 2022. A decision on the planning application from the local authority is currently awaited.

In relation to Gaelscoil Laighean, agreement in principle had 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 my Department at Mount Anville Depot for the development of new permanent school facilities for Gaelscoil Laighean. I am pleased to inform the Deputy that the Elected Members just recently approved the disposal of this land to my Department on the 11th April 2022.

The site acquisition process has now moved to the conveyancing stage. Heads of terms have been agreed with the local authority. The next step is for the local authority's solicitor to issue draft contracts to the CSSO, who will be acting on behalf of the Department.

My Department will shortly be commencing the tender process for the appointment of the Project Manager for the delivery programme which includes Gaelscoil Laighean. Once the Project Manager is appointed they will commence the tender process for the appointment of the design team that will take the project forward through the stages of architectural planning to tender and construction. It is not possible at this time, ahead of the appointment of the design team and subsequent preplanning consultations with the local authority to indicate when the planning application for the project will be submitted. However, the school will be kept fully informed as these steps are progressed.

My Department will continue to address the interim accommodation requirements for both schools and will continue to keep the patron bodies and the school community updated as their projects progress.

School Staff

Ceisteanna (85)

Rose Conway-Walsh

Ceist:

85. Deputy Rose Conway-Walsh asked the Minister for Education if she will ensure that a school (details supplied) is provided a third teacher for the 2022-2023 academic year following an application to her Department in order to support increasing enrolment; and if she will make a statement on the matter. [23808/22]

Amharc ar fhreagra

Freagraí scríofa

At the outset, I would like to acknowledge the centrality of staffing allocations for schools.

As the Deputy may be aware, the key factor for determining the level of staffing resources provided at individual school level is the staffing schedule for the relevant school year and pupil enrolments on the previous 30 September.

The staffing schedule has been improved under both Budgets in the past two years. For the 2022/23 school year, the staffing schedule for primary schools has been improved by one point and schools will be provided with class teachers on the basis of 1 teacher for every 24 pupils which means that our primary schools will be staffed at the most favourable level ever seen in September. 1,750 additional posts in schools are being provided in the 2022/23 school year, including 1,330 teaching posts to cater for a reduction in pupil teacher ratio and additional teachers in special education. This builds on a similar one point reduction in Budget 2021, which supported the creation of 1065 posts. Budget 22 also provided lower staffing retention levels for all primary schools. This has made it easier for small primary schools to retain a classroom teacher even where there has been a slight decline in enrolment numbers.

The staffing process contains an appeals mechanism for schools to submit a staffing appeal under certain criteria, including a specific one aimed at small schools, to an independent Primary Staffing Appeals Board. The Appeals Board operates independently of the Department and its decision is final.

The school referred to by the Deputy has submitted a staffing appeal. The appeal will be considered by the Appeals Board and the school will be informed of the outcome at the end of this month.

School Curriculum

Ceisteanna (86)

Donnchadh Ó Laoghaire

Ceist:

86. Deputy Donnchadh Ó Laoghaire asked the Minister for Education the details of her plans to ensure that there is uniform, comprehensive and inclusive relationship and sexuality education in all schools; and if she will provide an update on the review by the National Council for Curriculum and Assessment of the relationships and sex education curriculum. [23698/22]

Amharc ar fhreagra

Freagraí scríofa

Social, Personal and Health Education, or SPHE for short, is a mandatory curriculum subject in all primary schools and in post-primary Junior Cycle. RSE is required at all levels in schools, from primary through to Senior Cycle.

All schools are required to have an RSE policy that is developed in consultation with the school community, including school management, parents, teachers and students as appropriate. The school’s programme for Relationship and Sexuality Education is developed and taught in the context of the school’s RSE policy. In addition, schools are required to teach all aspects of the RSE programme, including family planning, sexually transmitted infections and sexual orientation. It is important to note that the ethos of the school should never preclude learners from acquiring the knowledge about the issues.

Access to Relationships and Sexuality Education, or RSE, is an important right for students. This is reflected in the Programme for Government, which states that this Government will develop inclusive and age appropriate curricula for RSE and Social, Personal and Health Education across primary and post-primary schools. The Department continues to advance work in this regard.

The National Council for Curriculum and Assessment was requested to conduct a review of RSE provision in Irish schools, focussing on a range of topics including healthy positive, sexual expression and relationships and LGBTQ+ matters. The NCCA published “The Report on the Review of Relationships and Sexuality Education in primary and post-primary schools” in December 2019.

This report resulted in the NCCA establishing two development groups, one for primary and one for post-primary, to oversee the work of developing updated curriculum materials in this area and supporting the development of guidance material for schools. These groups have met frequently since their initial establishment.

The immediate focus of the NCCA work has been on creating support materials for teachers as part of an Interim Guidance Toolkit. This Toolkit aims to support effective teaching and learning of SPHE/RSE and to deepen teachers' understanding and skills in addressing important and sensitive topics.

The NCCA Toolkit is being expanded in 2022 to include further age and stage appropriate guidance for teachers on how to address these topics within the SPHE classroom.

In tandem with this work, preparation for the broader redeveloping and updating of the SPHE curriculum has begun. Updated curricula will be developed for Primary, Junior Cycle and Senior Cycle.

A draft revised Junior Cycle specification is due to be agreed at NCCA Council in early Summer, with a public consultation to follow. The final revised specification is due to be completed by the end of 2022.

Preparation to update the Senior Cycle SPHE/RSE specification has commenced and it is intended that a meeting of the Senior Cycle development group will be convened in the next week. This group will prepare a background paper and brief which will form the basis of their work of redeveloping the Senior Cycle SPHE/RSE specification.

In redeveloping the SPHE curriculum, the NCCA will be making explicit the importance of fostering young people's self-awareness and self-esteem and building the foundational skills and dispositions needed for building caring and healthy relationships (including respectful communication, showing empathy, and appreciating difference).

Special Educational Needs

Ceisteanna (87)

Joan Collins

Ceist:

87. Deputy Joan Collins asked the Minister for Education if she will provide an update on an autism class in a school (details supplied). [23575/22]

Amharc ar fhreagra

Freagraí scríofa

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

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

This year, my Department will spend in excess of €2 Billion, or over 25% of the Department’s budget on providing additional teaching and care supports for children with special educational needs.

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

Notwithstanding the extent of this investment, there are some parts of the country, including Dublin, where increases in population and other issues have led to concerns regarding a shortage of special class and special school places.

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

Over the last two years, my Department and the NCSE have worked closely on a more streamlined and joined up planning process which has ensured a targeted approach to meet demand for special education placements ahead of each new school year.

I am satisfied that this approach is delivering.

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

This targeted approach will continue in identifying and meeting demand for special education placements throughout the country.

A range of measures to meet additional SEN capacity demands have already been put in place including the utilisation of spare capacity in existing schools and delivery of additional SEN capacity within the scope of existing building projects.

Additionally, it is general practice to include a SEN Base in the accommodation brief for new school buildings.

I can also confirm that the NCSE is aware of an identified need for additional special education placements for students with autism in the South Dublin area. As previously referenced with the Deputy, work has been underway with stakeholders for a number of years to meet the demand for places in this area.

I am grateful to the majority of schools in the area who have opened special classes. The NCSE is continuing to engage with a number of schools regarding the establishment of additional special classes in the shortest possible timeframe. Every support is being made available to these schools, a number of which have building and refurbishment projects underway, with a particular focus on places becoming available in September next.

I can confirm that the school specifically referenced by the Deputy is part of this ongoing NCSE engagement.

The Deputy will also be aware of increased special school provision generally with two new special schools opened in Carrigaline and Crumlin in the current school-year and further expansion planned in 2022/23 which Minister Foley and I were pleased to announce in March.

We have also secured funding for the opening of 287 new special classes from September next.

My Department is committed, in conjunction with the NCSE, to continue to work with parents, schools, patrons and all stakeholders to ensure that there are sufficient appropriate places for students with additional needs and to support all students to achieve their potential.

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

Schools Building Projects

Ceisteanna (88)

Duncan Smith

Ceist:

88. Deputy Duncan Smith asked the Minister for Education the status of the plans for new school buildings and refurbishment for a school (details supplied); and if she will make a statement on the matter. [23150/22]

Amharc ar fhreagra

Freagraí scríofa

As the Deputy may be aware, responsibility for delivering the project in question has been devolved to Dublin & Dún Laoghaire Education & Training Board (DDLETB). The Department of Education originally approved the construction of a standalone extension of just over 4,000m2 in area to include a 2-classroom SEN Base. Some works to the existing building were also included in this approval.

A number of significant issues have unfortunately arisen, including delays in obtaining statutory consents from the local authority and delays to the finalisation of the detailed design process for the project, as it was originally approved.

My Department is currently in the process of reviewing next steps in the progression of the project but it is anticipated that DDLETB will shortly be approved to proceed with the appointment of a Design Team to progress the redesign of the buildings, obtain the necessary statutory planning permissions and move the project onward to construction in due course.

A further meeting between my Department and DDLETB is scheduled for next week.

As the project is at an early stage in the delivery process, it is not possible at this time to give a date for completion.

Pending completion of the main building project, the Department has approved the provision of a Home Economics Room, an Art Room, and a Toilet Block, through the Department’s Framework of Modular Accommodation Providers. This project is currently underway and will be in situ for September 2022. The school has put contingency arrangements in place to make best use of existing accommodation until the modular accommodation is ready to be occupied.

State Examinations

Ceisteanna (89)

Neasa Hourigan

Ceist:

89. Deputy Neasa Hourigan asked the Minister for Education if she will ensure that students who are visually impaired can access their State examinations via a digital paper given that during Covid restrictions and the closure of schools most visually impaired students worked entirely through digital means; and if she will make a statement on the matter. [23356/22]

Amharc ar fhreagra

Freagraí scríofa

The State Examinations Commission (SEC) provides a scheme of Reasonable Accommodations at the Certificate Examinations (RACE Scheme) to support students with a complex variety of special educational needs.

The purpose of the scheme is to allow students who have special educational needs that interfere with their capacity to engage with the standard examination arrangements to demonstrate what they know and can do, without compromising the integrity of the assessment. The focus of the RACE scheme is on removing examination access barriers, while retaining the need to assess the same underlying skills and competencies, and to apply the same standards of achievement, as apply to all other students.

For reasons of fairness and integrity, accommodations can only be provided in accordance with the published Framework of Principles and the requirements of the scheme to eligible students based on their level of need and the accommodation-specific eligibility criteria.

For candidates with visual impairments, the SEC works very closely with the Visiting Teacher Service (VTS) of the National Council for Special Education (NCSE) whose role includes supporting visually impaired children and young people and their parents, guardians and teachers. In 2019, the most recent year for which complete data is available the SEC provided c.200 candidates with accommodations due to visual impairments.

An extensive range of examination supports is available to support candidates with visual impairments. These include modified, enlarged and braille versions of papers; reading and writing accommodations involving assistive technology or personal support; drawing aids in certain subjects; and additional time at a rate of 10 minutes per hour subject to a 30 per examination paper limit. In the context of time in the examinations, it might be noted that additional time is available to candidates only in a very narrow range of circumstances one of which is to candidates with visual impairments. The SEC also provides Digital Coursework Booklets to candidates eligible to use word processors in a wide range of Leaving Certificate and Junior Cycle Subject subjects. This allows students of these subjects to complete their coursework in digital format for submission for marking.

Under the RACE Scheme, the SEC is open to considering applications for use of non-standard assistive technologies (other than those named in the scheme). Such applications will be decided upon by the SEC having due consideration to a number of factors including the candidate’s normal way of working; examinations integrity; the overhead of developing test instruments in alternative formats; and the principles and requirements of the RACE Scheme.

The RACE scheme was comprehensively reviewed from the 2017 examinations and will be subject to further review in the context of reform at Senior Cycle. A priority in the next phase of review will be increasing use of Assistive Technology to enhance access and integrity and to further support independent learning. In this regard there will be extensive consultation and engagement with all of the relevant stakeholders.

Covid-19 Pandemic

Ceisteanna (90)

Paul Murphy

Ceist:

90. Deputy Paul Murphy asked the Minister for Education if she will ensure that schools provide teachers and all school staff with FFP-2 grade masks or higher in cases in which it is necessary during the Covid-19 pandemic; and if she will make a statement on the matter. [23804/22]

Amharc ar fhreagra

Freagraí scríofa

On 17th February 2022, NPHET reviewed the remaining public health measures including the infection prevention control measures and restrictions in school settings. The Government has accepted the recommendations of the NPHET to remove remaining restrictions relating to mask-wearing and physical distancing in schools with effect from Monday 28th February.

While it will no longer be a requirement for staff or pupils to wear a mask in school, staff and pupils can continue to wear a mask if they wish to do so on a personal basis and schools should continue to make masks available on request to staff or pupils as they are currently doing. Funding has continued to be provided to schools for the purchase of PPE, should they wish to do so.

Details of suppliers and codes on the PPE procurement framework for masks referred to by the Deputy have been provided to schools by the Department should they wish to avail of these masks.

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