Pearse Doherty
Ceist:439. Deputy Pearse Doherty asked the Minister for Education if an individual examination centre can be provided for a student (details supplied); and if she will make a statement on the matter. [24207/22]
Amharc ar fhreagraState Examinations
Ceisteanna (439)
Freagraí scríofa
The State Examinations Commission has statutory responsibility for operational matters relating to the certificate examinations.
In view of this I have forwarded your question to the State Examinations Commission for direct reply to you.
School Staff
Ceisteanna (440)
Brendan Griffin
Ceist:440. Deputy Brendan Griffin asked the Minister for Education if a person (details supplied) can extend their leave beyond five years; the options that are available to the person; and if she will make a statement on the matter. [24208/22]
Amharc ar fhreagraFreagraí scríofa
I wish to advise the Deputy that, under the terms of Circular 54/2019, Chapter 7 Career Break Scheme, a career break is for a period of not less than one school year and may be extended on an annual basis provided the total period of the career break does not exceed five years at any one time, subject to a maximum of 10 years absence in the course of the teacher's career.
A subsequent career break may not be taken until the teacher has served for a period equal to the duration of the previous career break.
As this individual has already availed of five years, in accordance with the terms of the scheme, my Department is not in a position to extend his career break any further at this time.
Teacher Training
Ceisteanna (441)
Marc Ó Cathasaigh
Ceist:441. Deputy Marc Ó Cathasaigh asked the Minister for Education the estimated cost for the provision of an additional two days in-service training for all primary teachers (details supplied) from 1 September to 31 December 2023 and for the period 1 January to 31 December 2024. [24209/22]
Amharc ar fhreagraFreagraí scríofa
My Department promotes the quality of teaching and learning through the provision of continuing professional development (CPD) and supports for teachers and principals. The majority of this support is provided by the national teacher education support services and by local education centres. The national teacher education support services are the Professional Development Service for Teachers (PDST), Junior Cycle for Teachers (JCT), National Induction Programme for Teachers (NIPT) and the Centre for School Leadership (CSL).
The cost for the provision of in-service training for primary teachers depends on the mode of CPD delivery such as face-to-face, online, blended, in school support and whether the use of school closure days is considered or not. The provision of sub-cover is also another factor and is the highest cost driver.
In general, a traditional face to face CPD event will attract costs for facilitators, venue cost, travel and subsistence and substitute costs. A two day face to face event for all Primary teachers can be estimated at costing circa €20m assuming substitute cover is made available for all those teachers attending.
School Staff
Ceisteanna (442)
Steven Matthews
Ceist:442. Deputy Steven Matthews asked the Minister for Education if her attention has been drawn to the proposed loss of a teacher post (details supplied); if this can be reviewed to reflect both Government policy in relation to class sizes and the concerns of the school community; and if she will make a statement on the matter. [24211/22]
Amharc ar fhreagraFreagraí scríofa
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.
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 is a historical low ratio.
The staffing process contains an appeals mechanism for schools to submit a staffing appeal under certain criteria 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.
State Examinations
Ceisteanna (443)
Réada Cronin
Ceist:443. Deputy Réada Cronin asked the Minister for Education if the case of a child (details supplied) will be examined urgently given that the issue relates to the junior certificate. [24238/22]
Amharc ar fhreagraFreagraí scríofa
The State Examinations Commission has statutory responsibility for operational matters relating to the certificate examinations.
In view of this I have forwarded your question to the State Examinations Commission for direct reply to you.
Teacher Training
Ceisteanna (444, 445)
Carol Nolan
Ceist:444. Deputy Carol Nolan asked the Minister for Education her views on the requirement that a minimum requisite base-level gender-knowledge and gender-sensitive teaching methods skillset be mandatory for all educators in order to register as a post-primary teacher with the Teaching Council, regardless of their chosen subject; and if she will make a statement on the matter. [24241/22]
Amharc ar fhreagraCarol Nolan
Ceist:445. Deputy Carol Nolan asked the Minister for Education her views on the requirement that a minimum requisite base-level gender-knowledge and gender-sensitive teaching methods skillset be mandatory for all educators in order to register as a post-primary teacher with the Teaching Council, regardless of their chosen subject; and if she will make a statement on the matter. [24242/22]
Amharc ar fhreagraFreagraí scríofa
I propose to take Questions Nos. 444 and 445 together.
The Teaching Council, as the professional regulatory body for teaching, has statutory responsibility for the accreditation of initial teacher education programmes and for the registration of post-primary teachers.
Revised standards for the accreditation of programmes of initial teacher education, Céim – Standards for Initial Teacher Education (ITE), were published by the Teaching Council in November 2020. Céim sets out the requirements that all ITE programmes in Ireland must meet in order to gain accreditation from the Teaching Council. It is also a benchmark for anybody seeking to register as a teacher in Ireland.
Under Céim, all ITE programmes shall include the core element of Global Citizenship Education which includes Education for Sustainable Development; Wellbeing (personal and community); Social Justice and Interculturalism. There should be demonstrable integration between Inclusive Education and Global Citizenship Education rooted in the principle of care for others .The concept of Global Citizenship Education is drawn from the UNESCO definition as outlined in the Céim glossary which includes building knowledge and skills to promote gender equality: Global Citizenship Education (GCED) GCED aims to empower learners of all ages to assume active roles, both locally and globally, in building more peaceful, tolerant, inclusive and secure societies. GCED ensures that all learners are provided with the knowledge and skills to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable development. (UNESCO)
All initial teacher education programmes are currently undergoing an accreditation or reaccreditation process under Céim with the Teaching Council.
Recognising the importance of supporting our SPHE/RSE post-primary teachers, my Department recently announced the intention to provide funding for a new postgraduate programme to upskill registered post-primary teachers teaching SPHE/RSE. This programme will provide a pathway for progression for post-primary teachers interested in developing their skills in teaching SPHE/RSE and in so doing build capacity and leadership within the teaching profession in relation to the teaching of SPHE/RSE. A tender process to provide for a new upskilling course is currently underway.
In addition to the proposal to provide a new upskilling programme, the teacher education support services offer a range of continuing professional development courses relating to SPHE/RSE for teachers.
Question No. 445 answered with Question No. 444.
Education Policy
Ceisteanna (446)
Carol Nolan
Ceist:446. Deputy Carol Nolan asked the Minister for Education the details of her Department’s policy toward single-sex primary and post-primary schools; if it is the intention of her Department to phase out the use of single-sex schools; and if she will make a statement on the matter. [24243/22]
Amharc ar fhreagraFreagraí scríofa
I wish to advise the Deputy that the decision-making authority in respect of the status of existing schools, including whether they are single sex or co-educational, belongs to the Patron, subject to the agreement of the Department.
Procedures in place since 2011 dictate that new schools are established to serve areas of significant demographic growth. This allows the Department to direct capital investment to areas of most need.
For school planning purposes, the Department divides the country into 314 school planning areas and uses a Geographical Information System, utilising data from a range of sources including child benefit data, departmental pupil databases, CSO statistics and information on recent and planned housing developments to forecast school place requirements at primary and post primary level.
Having considered the projected requirements in each school planning area, the Department then makes an assessment of the existing capacity within that particular area and its ability to meet any increased demand.
Where data indicates that additional provision is required at primary or post primary level, the delivery of such additional provision is dependent on the particular circumstances of each case and may be provided through either one, or a combination of, the following:
- Utilising existing unused capacity within a school or schools,
- Extending the capacity of a school or schools,
- Provision of a new school or schools.
Generally, where a new school is identified as the optimum solution, such new school provision (primary and post-primary) is co-educational in nature. Co-educational schools provide greater flexibility than single sex schools in terms of meeting demographic and school accommodation requirements in an area. Single-sex provision may, however, be made if there is an identified imbalance between the capacities of single-sex schools in the area.
With respect to school building projects generally, replacement school buildings for existing schools, other major building projects and smaller scale Additional School Accommodation scheme projects are approved on the basis of the accommodation need and single-sex schools are not excluded from such provision.
Equal Opportunities Employment
Ceisteanna (447)
Holly Cairns
Ceist:447. Deputy Holly Cairns asked the Minister for Education the way that her Department and public bodies and agencies that operate under her remit meet their obligations for reasonable accommodation under the Employment Equality Acts 1998-2015. [24303/22]
Amharc ar fhreagraFreagraí scríofa
As an equal opportunities employer, my Department is committed to providing reasonable accommodations to staff with disabilities. The Department is also committed to addressing the health and safety needs of all employees, including employees with disabilities. For this purpose, staff may be asked to indicate if they have any needs for reasonable accommodation or health and safety supports related to a disability.
My Department has a designated Disability Liaison Officer (DLO) who is the point of contact for staff members with disabilities and their managers. The DLO assists and supports staff with disabilities, in confidence, providing necessary information, guidance, suggestions and advice. The DLO also assists with any reasonable accommodations and/or equipment which a staff member with a disability might require to carry out their role.
The DLO is a member of the Civil Service Disability Liaison Network meets regularly with DLOs from all departments to share best practice in the area of supporting staff with disabilities.
Part V of the Disability Act 2005 requires that public bodies promote and support the employment of people with disabilities and ensure that 3% of staff employed by them are people with disabilities. The percentage of people with disabilities employed by my Department at present is 3.6%. The Comprehensive Employment Strategy for People with Disabilities for 2015 – 2024, commits the Government to progressively increasing the statutory target for the employment of people with disabilities from 3% to a minimum of 6% in the public sector by 2024. In order that my Department can meet its legal responsibility to report annually on the number and proportion of staff with a disability, every employee (including temporary and part-time employees) is required to complete and sign a confidential form to establish whether or not the employee has a disability within the meaning of the Disability Act.
The information in respect of state bodies is not held by my Department. Contact details for these bodies are set out in the attached document should the Deputy wish to contact them directly with this query.
Bullying in Educational Institutions
Ceisteanna (448)
Alan Farrell
Ceist:448. Deputy Alan Farrell asked the Minister for Education her views on work to review the National Action Plan on Bullying, with particular focus on the inclusion of gender identity bullying; and if she will make a statement on the matter. [24333/22]
Amharc ar fhreagraFreagraí scríofa
As the deputy may be aware, my Department has commenced a review of the 2013 Action Plan on Bullying and the 2013 Anti-bullying Procedures for Primary and Post-primary Schools.
This review is taking account of developments and relevant research since the action plan and procedures were published in 2013 and is specifically considering areas such as sexual harassment and identity bullying, including gender stereotyping and gender identity bullying in both the physical and online sphere, among other areas. The review will also give detailed consideration to the recommendations contained in the Oireachtas Joint Committee Report on School Bullying and the Impact on Mental Health.
The Steering Committee established to undertake this work is chaired externally by Dr. Noel Purdy of Stranmillis University College in Antrim. The Steering Committee consists of senior officials from the Department of Education, including the Inspectorate and the National Educational Psychological Service, representatives of the National Parents’ Council Primary, National Parents’ Council Post-Primary, Irish Second Level Students’ Union (ISSU), the Department of Children, Equality, Disability, Integration and Youth, the National Anti-bullying Research Centre in DCU and other external experts and representatives of advocacy organisations which include BelongTo, Webwise, Parentline National Traveller Women’s Forum, Women’s Aid and the Independent Living Movement Ireland.
The Anti-bullying procedures for Primary and Post Primary Schools will also be reviewed and updated in parallel with this work. A working group comprised of representatives from each of the relevant management bodies and teacher and school staff unions, along with representatives from the National Parents’ Council Primary, National Parents’ Council Post-Primary, Irish Second Level Students’ Union (ISSU) and the National Anti-bullying Research Centre in DCU has been established to review the anti-bullying procedures.
This work involves significant consultation and collaboration with other Government Departments and Bodies including the Ombudsman for Children, and a broad range of education stakeholders, including parents and students.
School Facilities
Ceisteanna (449)
Michael Healy-Rae
Ceist:449. Deputy Michael Healy-Rae asked the Minister for Education if he will address the case of a school (details supplied); and if she will make a statement on the matter. [24379/22]
Amharc ar fhreagraFreagraí scríofa
The purpose of the Additional School Accommodation (ASA) scheme is to ensure that essential mainstream classroom and Special Education Needs accommodation is available to cater for pupils enrolled each year, where the need cannot be met by the school’s existing accommodation.
While my Department has already approved funding for the provision of permanent additional accommodation at the school in question in 2021 under the ASA scheme. The main focus of resources over the last decade and for the coming period is on provision of additional capacity to cater for increasing demographics.
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 have access to appropriate facilities to support PE provision.The ancillary accommodation needs of primary schools, including GP rooms, will also be addressed.
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.
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.
Pupil-Teacher Ratio
Ceisteanna (450)
Paul Donnelly
Ceist:450. Deputy Paul Donnelly asked the Minister for Education the additional number of teachers that would be required to reduce class sizes from a 21:1 ratio to 19:1 in urban band vertical schools and from 19:1 to 18:1 in urban band 1 junior schools. [24387/22]
Amharc ar fhreagraFreagraí scríofa
In March this year 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 benefitting over 240,000 students. From September 2022 there will be 301 schools in DEIS Urban Band 1. My Department will spend approximately €170 million in 2022 on providing supports to schools with the highest levels of educational disadvantage. This will increase to over €180 million from 2023.
The Deputy has asked the number of additional teachers that would be required to reduce class sizes from a 21:1 ratio to 19:1 in urban band 1 vertical schools, and from 19:1 to 18:1 in urban band 1 junior schools.
I have reduced the class sizes in DEIS Urban Band 1 schools in each of the past two budgets. I provided for a one point improvement in the staffing schedule for DEIS Urban Band 1 schools for the 2021/22 school year, with a further 1 point improvement to come into effect for all schools, including all DEIS schools from September 2022.
This means that from September 2022 the staffing schedule for DEIS Urban Band 1 vertical schools will be 20:1, DEIS Urban Band 1 junior schools will be 18:1 and DEIS Urban Band 1 senior schools will be 22:1.
It is estimated that a further 1 point improvement in the staffing schedule to improve the staffing schedule to 19:1 specifically for DEIS Urban Band 1 vertical schools, would require an additional 50 teaching posts. Any further improvement in the staffing schedule must be considered in the context of the annual budgetary process.
Special Educational Needs
Ceisteanna (451)
Catherine Connolly
Ceist:451. Deputy Catherine Connolly asked the Minister for Education if she will provide an update on the Special Education Forum; the number of meetings the forum has had to date; the dates of same; her plans to publish the minutes of the forum’s meetings; the membership of the forum; and if she will make a statement on the matter. [24421/22]
Amharc ar fhreagraFreagraí scríofa
The Consultative Forum for Special Education provides an opportunity for a broad range of parents of children with special educational needs to contribute to the on-going reform and development of special education policy and provision, and, raise concerns in this regard.
The forum covers the special education provision for children of school going age attending recognised primary, special and post primary schools.
The aims and objectives of the Consultative forum are to;
- Be a forum for the sharing and communication of authoritative information on new developments and policy matters relevant to special education
- Provide an opportunity for discussion and input on education policy development for school going children
- Provide a forum where issues of concern can be raised, discussed and proposals and solutions formulated where appropriate
- Develop and strengthen connections between statutory and other agencies providing education supports and advice for children with special educational needs and their families
- Provide information, advice and input that supports the provision of education supports for children with special educational needs.
- Be a reference point for the raising of issues or seeking clarification on aspects of special education policy and provision
The initial membership of the forum comprises parent representatives from groups including AsIAm, Inclusion Ireland, Down Syndrome Ireland, Family Carer’s Ireland and Open Special Schools and Classes.
The NPC are responsible for facilitating the inclusion of a broader parental voice on an ongoing basis.
The forum has met twice since its inception, December 2021 and March 2022. The forum meets once per school term or more often if required. The publishing of the minutes is not encompassed within the group’s Terms of Reference however, the minutes are distributed after each meeting to the members. In planning the agenda, members are invited to submit agenda items and it is open to Forum members to collaborate and prioritise matters for consideration at each meeting.
School Transport
Ceisteanna (452)
Marc MacSharry
Ceist:452. Deputy Marc MacSharry asked the Minister for Education when a decision will be made in relation to a proposed minor change to a school bus route to a post-primary school (details supplied) in County Sligo to facilitate additional students who wish to attend the school in question in September 2022; and if she will make a statement on the matter. [24436/22]
Amharc ar fhreagraFreagraí scríofa
School 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 my 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.
Under the terms of my Department's Post Primary School Transport Scheme children are eligible for school transport where they reside not less than 4.8 kilometres from and are attending their nearest education centre as determined by my Department/Bus Éireann, having regard to ethos and language.
Children who are eligible for school transport and who complete the application process on time (apply on time and pay on time) are accommodated on school transport services where such services are in operation.
In addition, all post-primary pupils who are otherwise eligible for school transport but are attending their second nearest school and who have applied and paid on time have been accommodated on school transport services in the current school year. This arrangement is in place for current school year pending completion of the full review of the School Transport Scheme.
Bus Éireann, who operates the school transport scheme on behalf of the Department, review all school transport services over the summer months. Arising from this review, routes may be altered, extended or withdrawn depending on the number and location of eligible children who will be availing of school transport for the following school.
Children who are not eligible but who apply for school transport are considered for spare seats that may exist after eligible children have been facilitated; such seats are referred to as concessionary seats.
School Admissions
Ceisteanna (453)
Peadar Tóibín
Ceist:453. Deputy Peadar Tóibín asked the Minister for Education if the local schools in an area can between them accommodate all pupils who are seeking a school place given that it is her responsibility to ensure same; and if she will ensure that a school placement is identified for a student (details supplied) with special needs who requires a school transfer. [24438/22]
Amharc ar fhreagraFreagraí scríofa
The Leaving Certificate Applied (LCA) programme is one of three Leaving Certificate options made available by my Department for senior cycle students that schools can choose from. It is the responsibility of individual schools to decide which Leaving Certificate programmes to provide.
Schools are encouraged to provide maximum access to these Leaving Certificate options and to have clear admission procedures in place regarding how the available places are allocated to students. However, the final decision to provide LCA rests with the board of management.
Under the Education Act 1998, the school Board of Management is the body charged with the direct governance of a school. The child's guardian may wish to write to the board of management of the school outlining their query regarding LCA and the Transition year programme. It is a matter for the Board to consider requests form Guardians on behalf of students.
For admission to other schools, other than the intake year, schools are required by the Admission to School Act to set out procedures for admission to other years, for students who are not already admitted to the school. Parents and Guardians are advised to contact other schools for information where they may be considering applying for admission.
Ukraine War
Ceisteanna (454)
Réada Cronin
Ceist:454. Deputy Réada Cronin asked the Minister for Education if children arriving from Ukraine have guaranteed school places in north County Kildare given the number of schools that are at capacity; and if she will make a statement on the matter. [24465/22]
Amharc ar fhreagraFreagraí scríofa
I wish to thank the Deputy for her question.
My Department is currently working to support education provision for arriving children with immediate education needs. Utilisation of each school’s existing capacity in the most flexible way possible will be key to supporting Ukrainian children who are being enrolled in our schools.
Information available to my Department, including information from schools’ annual returns, national enrolments and a recent capacity survey at post-primary level indicates that there is available capacity within the existing school system, including north County Kildare.
Nevertheless, my Department is aware that at both primary and post-primary level there are significant variances in available capacity at local and regional level across the country.
Where capacity pressures arise, contingency arrangements will be put in place to support education provision for these students. The 16 Regional Education and Language Teams, or REALT, hosted by the regional Education and Training Boards, to support the needs of children from Ukraine arriving in Ireland will have a key role in managing these capacity pressures and will be supported in this by my Department which is making capacity information on the school system available to the REALT teams via the Geographical Information System.
School Admissions
Ceisteanna (455, 456)
Réada Cronin
Ceist:455. Deputy Réada Cronin asked the Minister for Education if her Department will implement an arrangement whereby children arriving to north County Kildare to stay with host families can attend the same school as the children of those families; and if she will make a statement on the matter. [24466/22]
Amharc ar fhreagraRéada Cronin
Ceist:456. Deputy Réada Cronin asked the Minister for Education if her Department will examine the case of a child (details supplied). [24467/22]
Amharc ar fhreagraFreagraí scríofa
I propose to take Questions Nos. 455 and 456 together.
My Department is currently working to support education provision for children from Ukraine with immediate education needs. Utilisation of each school’s existing capacity in the most flexible way possible will be key to supporting Ukrainian children who are being enrolled in our schools.
All schools must implement their enrolment policy in accordance with the Education (Admission to Schools) Act 2018. Parents have the right to choose which school to apply to and where the school has places available the pupil should be admitted.
An application for admission can be made to a school at any time, and where they have spaces the applicant must be admitted. In the event that they are oversubscribed, they must create/ add the name to a waiting list of students whose application to the school was unsuccessful. This waiting list must be used to fill any vacancies that arise during the year.
Information available to my Department, including information from schools’ annual returns, national enrolments and a recent capacity survey at post-primary level indicates that there is available capacity within the existing school system, including north County Kildare.
Nevertheless, my Department is aware that at both primary and post-primary level there are significant variances in available capacity at local and regional level across the country.
Where capacity pressures arise, contingency arrangements will be put in place to support education provision for these students. The 16 Regional Education and Language Teams, or REALT, hosted by the regional Education and Training Boards, to support the needs of children from Ukraine arriving in Ireland will have a key role in managing these capacity pressures and will be supported in this by my Department which is making capacity information on the school system available to the REALT teams via the Geographical Information System. The data advises that, overall there is significant capacity available at both primary and post-primary level. My Department knows that some schools in certain areas are oversubscribed. The REALT are helping to manage this and they will identify schools with capacity, assist with accessing transport, and provide feedback to my Department on progress and challenges.
Question No. 456 answered with Question No. 455.
Special Educational Needs
Ceisteanna (457)
Pádraig O'Sullivan
Ceist:457. Deputy Pádraig O'Sullivan asked the Minister for Education if a post (details supplied) will be filled to tackle the backlog; and if she will make a statement on the matter. [24482/22]
Amharc ar fhreagraFreagraí scríofa
My Department’s National Educational Psychological Service (NEPS) provides educational psychological support to all primary and post-primary schools. This involves direct support in the event of a critical incident, access to national and regional support and development work to build school capacity to support students, access to a NEPS psychologist for responses to queries arising, and access to individual pupil casework where there is need via a NEPS psychologist or through the Scheme for the Commissioning of Psychological Assessments (SCPA).
NEPS does not maintain waiting lists, but in common with many other psychological services and best international practice, has adopted a consultative model of service. The focus is on empowering teachers to intervene effectively with pupils whose needs range from mild to severe and transient to enduring. Psychologists use a problem solving and solution oriented consultative approach to maximise positive outcomes for these pupils. NEPS encourages schools to use a continuum based assessment and intervention process whereby each school takes responsibility for initial assessment, educational planning and intervention for pupils with learning, emotional or behavioural difficulties. Teachers may consult their NEPS psychologist should they need to at this stage in the process. Where reasonable progress is not made, following a school's best efforts in consultation with NEPS, a psychologist will become involved with an individual child for intensive intervention or assessment. This system allows psychologists to give early attention to urgent cases and also to help many more children indirectly than could be seen individually.
In relation to the school to which the Deputy refers, in this instance the assigned NEPS psychologist is currently on maternity leave. The school continues to have access to NEPS for critical incident support, for regional support and development service and also to a NEPS psychologist for responses to queries, through the local NEPS office. In relation to a casework service, the school may access a casework service, where there is need, via psychologists on the SCPA panel. The local NEPS office is available to discuss any other requirements the school may have.
In relation to the other schools to which the Deputy refers, they each have an assigned NEPS psychologist.
Special Educational Needs
Ceisteanna (458)
Paul Murphy
Ceist:458. Deputy Paul Murphy asked the Minister for Education if her attention has been drawn to the thousands of parents who have children living with a disability that will not be able to avail of the July provision summer programme despite being eligible; her views on the need for a review and update of the current conditions, which needs to include consultations with families regarding their needs; and if she will make a statement on the matter. [24568/22]
Amharc ar fhreagraFreagraí scríofa
Earlier 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 wellbeing 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.
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. Planning for the 2023 Summer Programme is due to commence shortly with a view to making further enhancements of supports which will including consultation with Education Partners and stakeholders.
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.
School Staff
Ceisteanna (459)
Donnchadh Ó Laoghaire
Ceist:459. Deputy Donnchadh Ó Laoghaire asked the Minister for Education when an SNA (details supplied) will receive pay increments; and if any further information is required by the Department to progress this application. [24642/22]
Amharc ar fhreagraFreagraí scríofa
An application per Circular 139/2006 for incremental credit relating to prior relevant service has been received in my Department from this individual mentioned. The application is currently being processed and an outcome will issue to this SNA shortly. Further information will be provided directly to the individual involved.
Departmental Websites
Ceisteanna (460)
Seán Canney
Ceist:460. Deputy Seán Canney asked the Minister for Education the reason that the rules for national schools from 1965 are still available on her website; if her attention has been drawn to the fact that the rules make reference to labels which are now considered stigmatising and inappropriate; and if she will make a statement on the matter. [24693/22]
Amharc ar fhreagraFreagraí scríofa
It is the aim of my Department that every child has access to equitable education and that each learner irrespective of background feels safe and happy in the school environment, at every stage.
I acknowledge that much of the language in the document published in 1965 is outdated and does not reflect this ambition. However, many aspects of the Rules for National Schools have been superseded by circulars since then.
For example, the 1999 Primary Curriculum is undergoing review and redevelopment, led by the National Council for Curriculum and Assessment (NCCA). The consultation on the Draft Primary Curriculum Framework closed on February 28th, 2022. Feedback from teachers, school leaders, parents/guardians, children and national stakeholder groups during the consultation will play an important role in finalising the details within the Primary Curriculum Framework. Upon completion in early 2023, this framework will then guide the NCCA’s work in developing a specification for each curriculum area. A timeline for the introduction of the redeveloped curriculum will be set out by the Department of Education.
On 29 March I announced ambitious plans for a reimagined Senior Cycle of education for post-primary students – Equity and Excellence for All: where the student is at the centre of their Senior Cycle experience.
This new approach will enable students to follow a broad curriculum, develop their interests and skills and participate in a final assessment process consistent with international best practice, which will support them in their next phase of life whether that’s third level, further education and training, apprenticeships or the world of work.
The redeveloped Senior Cycle will include the development of new subjects and revised curricula for all existing subjects, which will be informed by the views of students and teachers in a co-creation process. These will include a significant emphasis on additional assessment components outside of the traditional final written exams.