Written Answers Nos. 354-373
354. Deputy Pauline Tully asked the Minister for Education if a review of the School Inclusion Model Pilot Projects has been undertaken; if not, if a review is planned; the timeframe for the publication of the review; if her Department intends to roll-out this model to all schools; the timeframe for the roll-out; and if she will make a statement on the matter. [25687/22]
Amharc ar fhreagraThe 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 frontloaded 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 Taoiseachs, 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. Part of that expansion will include evaluation.
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.
355. Deputy Richard Bruton asked the Minister for Education the way in which admission to special schools will be determined (details supplied); if she will reassure parents that children will not lose out during this transition required by the courts; and if she will make a statement on the matter. [25690/22]
Amharc ar fhreagraIn relation to school admissions, it is the responsibility of the managerial authorities of all schools to implement an enrolment policy in accordance with the Education Act, 1998 and the Education (Admission to Schools) Act 2018. My Department's main responsibility is to ensure that schools in an area can, between them, cater for all pupils seeking school places in that area.
Parents have the right to choose which school to apply to and where the school has places available the pupil should be admitted. However, in schools where there are more applicants than places available, a selection process will be necessary. This selection process and the enrolment policy on which it is based must be non-discriminatory and must be applied fairly in respect of all applicants. However, this may result in some pupils not obtaining a place in the school of their first choice. The act requires schools to clearly set out their selection criteria in their admission policies. Schools have discretion in relation to their admission criteria and how they are applied. The criteria to be applied by schools and the order of priority are a matter for the schools themselves. The Department does not intervene in the selection criterion that is applied by schools.
The National Council for Special Education (NCSE) has responsibility for coordinating and advising on the education provision for children with special educational needs nationwide. It is open to any school to make an application to the NCSE for the establishment of a specialised provision and where sanctioned, a range of supports, including capital funding, is made available to the school.
Parents seeking special class or school placements for their children are advised to contact NCSE locally so that their needs can be taken into account for planning purposes.
The NCSE through their network of SENOs (Special Educational Needs Organisers) are currently engaged in a process of establishing new classes for the 2022/2023 school year and beyond. They are looking at local information in relation to projected demand for future special class places.
The local SENOs remain available to assist and advise parents of children with special educational needs. Parents may contact SENOs directly using the contact details available at: ncse.ie/regional-services-contact-list .
I should clarify, however, that the NCSE does not maintain waiting lists for schools. Boards of management of individual schools are responsible for such enrolment matters.
With regards to recent Court Judgements, following a High Court ruling in October 2021 there is now a requirement on the education system to provide an assessment of education Needs as part of the HSE Assessment of Need Process. My Department is considering its implications. There was a further High Court ruling in March, 2022 to which the details supplied refers. My Department are working with the Department of Health, the NCSE and the HSE and taking legal advice. Officials in my Department are continuing to work through proposals to address the implications.
I expect to receive a proposal on the matter shortly.
356. Deputy Paul Murphy asked the Minister for Education if section 37A of the Education Act 1998 has ever been used to direct post-primary schools to provide ASD classes; if so, when this took place; and the location of these schools. [25714/22]
Amharc ar fhreagraEnabling children with special educational needs to receive an education is a priority for this Government.
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.
The National Council for Special Education (NCSE) has responsibility for coordinating and advising on the education provision for children with special educational needs nationwide.
It is open to any school to make an application to the NCSE for the establishment of a specialised provision and where sanctioned, a range of supports, including capital funding, is made available to the school.
Notwithstanding the extent of this investment, there are some parts of the country where increases in population and other issues have led to concerns regarding a shortage of school places.
The Minister has powers under Section 37A of the Education Act to direct a school to provide additional places but this power is only used as a last resort and where all reasonable efforts have failed.
This legal power to compel schools to open new special classes is only used where the following criteria apply:
- there is established need for additional places in an area
- it is considered that the schools involved in the Section 37 process have capacity to open the additional classes and
- all reasonable efforts have been made to support these schools in making the required provision.
The legislation has been used twice to date; initially in the Dublin 15 area in 2019 and more recently in the South Dublin area in 2020 in respect of primary school provision only. Significant progress has been made in these areas on foot of action taken under Section 37.
The Section 37 process is one of the tools available to the Department to ensure that adequate suitable education provision is made for children with special needs and it is not a substitute for advance planning.
All parties would prefer to see schools volunteer to provide more places rather than places being secured on the back of an order or a direction from the Minister. The evidence available this school-year is that schools are willing to work collaboratively with the Department and NCSE on the provision of new school places for children with special educational needs and I am grateful to all concerned for their ongoing work in this regard.
I can also reassure the Deputy that the local SENOs continue to be available to assist and advise parents of children with special educational needs.
Parents seeking special class placements for their children are advised to contact NCSE locally so that their needs can be taken into account for planning purposes.
357. Deputy Cian O'Callaghan asked the Minister for Education if she proposes to make any adjustments to the leaving certificate 2023 given the interference caused by the pandemic to those students sitting the leaving certificate in 2023; and if she will make a statement on the matter. [25726/22]
Amharc ar fhreagraThe decisions made, and which I announced in February, regarding the assessment arrangements and overall grade outcomes for Leaving Certificate 2022 reflect the disruption to their learning that has been experienced by this year’s Leaving Certificate students over the past two years, including periods of school closures whilst those students were in the Senior Cycle, as a result of the Covid-19 pandemic.
Planning for the 2023 examinations starts immediately following the 2022 examinations. At present no changes to the 2023 assessment arrangements for the State Examinations have been made, and this will be kept under review.
358. Deputy Catherine Murphy asked the Minister for Education her views in relation to allowing all schools to claim back VAT in the same way that other entities with charity numbers can; if she has addressed this matter with the Minister for Finance; and if her attention has been drawn to the fact that schools cannot avail of the VAT compensation scheme. [25740/22]
Amharc ar fhreagraThe provision of the Value Added Tax (VAT) Compensation Scheme which was introduced in Budget 2018 aims to reduce the VAT burden on charities and to partially compensate for VAT paid by the charity.
The eligibility criteria for this scheme is a matter for my colleague the Minister for Finance.
However, I can confirm that as registered charities, schools that are registered with Revenue and hold a charitable tax exemption are entitled to avail of the VAT Compensation Scheme and may submit claims based on the level of non-public funding they receive.
It is a matter for each Board of Management, or Education and Training Board where applicable, to determine if they are in a position to provide the necessary supporting documentation.
359. Deputy Catherine Murphy asked the Minister for Education if she has engaged with officials and or the Minister for Finance in respect of waiving VAT on school energy-bills; the structure and or supports her Department has put in place to assist schools with their energy and or utility-bills outside of the capitation grant. [25741/22]
Amharc ar fhreagraMy Department provides funding to all recognised 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 including heating, lighting etc. and the Ancillary grant to cater for the cost of employing ancillary services staff. These grants may be regarded as a common grant from which the Board of Management can allocate according to its own priorities. My Department has ensured that centrally negotiated rates are available to schools for electricity and bulk heating fuels. These rates are available through existing frameworks sourced by the Office of Government Procurement (OGP). OGP has run competitions specifically for Schools at a national level and the Schools Procurement Unit and the Department has communicated with schools and school management bodies informing them of the options available to them through these national arrangements. Information on how to avail of these arrangements is available via the Schools Procurement Unit website, www.spu.ie The VAT charged on energy-bills is a matter for my colleague the Minister for Finance.
My Department is at the forefront of design with respect to sustainable energy in school buildings and this performance has been recognised at both National and International level with sustainable energy awards for excellence in Design and Specification.
Schools that are designed and built in accordance with the Departments Schools technical guidance documents must achieve an A3 Building Energy Rating A3 and have typically up to 20% higher performance than required by the current Building Regulations, along with 10% of primary energy provided via photovoltaics and infrastructure provision for electric vehicle charging.
All new technologies and approaches are tested to ensure compatibility with school design and operational requirements. Successful and repeatable results are then incorporated into all new school designs and refurbishments.
The Department’s Technical Guidance Documents set the benchmark for sustainable design in school buildings with a clear focus on energy efficiency and they are based on solid energy research projects. The Departments policy is supported by a strong research programme with fifty three research projects at various stages including its joint SEAI partnership energy website project www.energyineducation.ie.
Under Project Ireland 2040, the education sector will receive a total of approximately €4.4 billion capital investment over the period 2021-2025. This significant investment allows us to move forward with certainty on our ambitious plans and deliver high quality building projects, with a real focus on sustainability, for school communities across Ireland. This investment will also build on the good progress being made on adding capacity to cater for demographic changes and provision for children with special educational needs. This investment will also facilitate an increased focus on the modernisation of existing school stock and help transition the school system for an era of net zero carbon by 2050.
The Climate Action Plan 2021 Annex of Actions published earlier this year actions the Department to confirm its decarbonisation pathway trajectory to meet 2030 and 2050 targets for the schools sector by end of 2022.
The Department recognises that transition to full decarbonisation raises the bar even higher in terms of requirements with feedback from our pathfinder projects as noted above indicating a greater depth of challenges at a significantly enhanced cost in relation to primary and post primary schools.
My Department and the Sustainable Energy Authority of Ireland are involved in an energy efficient retrofit pathfinder scheme for schools since 2017. This Pathfinder programme is paving the way for, and informing, a much larger national programme for the energy retrofit of schools built prior to 2008 as included in the current National Development Plan.
It is facilitating research on a range of typical retrofit options, which will have been tried and tested. It is providing valuable development information for a solution driven delivery strategy which will be founded on a solid evidence base that has proven the robustness and scalability of renewable solutions within the schools’ sector.
The pathfinder programme has retrofitted 41 schools across Ireland to date with work on an additional 9 schools added in 2021 underway. 2022 sees six additional schools undergoing deep retrofit to a Building Energy Rating (BER) of B with renewable heating systems. Each school undergoes a comprehensive assessment to ensure that the measures are suitable for that school and will deliver value to both the school and learnings for the national retrofit programme.
The pathfinder programme builds on significant investment by the Department of Education in energy efficiency through the 2009/10 Cavity and Attic Insulation/Water Conservation Scheme and ongoing Summer Works and refurbishment projects.
The upgrades target a Building Energy Rating of B, 50% energy efficiency improvement and 51% emissions reduction. The works typically involves upgrades to the building fabric including wall and roof insulation, doors and windows, air tightness improvements, LED lighting and heating upgrades as well as renewable technologies.
The Energy in Education website portal and advice programme (Joint programme between SEAI and Dept. of Education) also assists schools reduce their energy consumption and empowers participating schools and pupils to learn the benefits of sustainability. www.energyineducation.ie. Typically savings of between 5 to 10% are identified through low and no cost measures, while some schools participating have identified potential savings of up to 15 % or more.
360. Deputy Claire Kerrane asked the Minister for Education if primary school children are entitled to a minimum space allocation for their schoolwork within their respective classroom; and if she will make a statement on the matter. [25755/22]
Amharc ar fhreagraMy Department has in place detailed design guidelines for primary and post primary school accommodation. These guidelines, are available on my Department's web-site at www.gov.ie/en/publication/7e515-technical-guidance-documents. In primary schools, a mainstream classroom of 80m² in area is provided in the design of new school buildings and extensions to existing buildings. At post primary level, specifications vary with the purpose of the classroom. These guidelines fully comply with all statutory requirements.
The purpose of the Additional School Accommodation (ASA) scheme is to ensure that essential mainstream classroom and Special Education Needs (SEN) accommodation is available to cater for pupils enrolled each year, where the need cannot be met by the school’s existing accommodation.
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. The latter stage of the National Development Plan will see an increasing focus on the upgrade and refurbishment of the existing school stock.
Schools can also avail of funding in respect of their accommodation under the Annual Minor Works Grant or the Summer Works Scheme.
The configuration of classes and the deployment of classroom teachers are done at local school level. My Department's guidance to schools is that the number of pupils in any class is kept as low as possible taking all relevant contextual factors into account, for example, classroom accommodation, fluctuating enrolment etc.
Under the Programme for Government, there is a commitment to seek to make further progress in reducing the pupil teacher ratios in primary schools.
At primary level, the annual staffing schedule determines the allocation of teachers to schools. The current allocation is on an average ratio of 1 classroom teacher for every 25 pupils. Budget 2022 has implemented a further 1 point reduction for the 2022/23 school year so that primary schools will be allocated teaching posts on an average basis of 1 classroom teacher for every 24 pupils in September 2022. Lower thresholds apply to DEIS Urban Band 1 schools.
This Budget measure has brought the teacher allocation ratio in all primary schools to the lowest ever seen at primary level. This is the second successive Budget which has seen an improvement in allocation of teachers to primary schools.
The latest figures in relation to pupil teacher ratio shows an improved ratio of teachers to pupils from 16:1 to 14.5:1 at primary level when comparing the 2015/16 school year to the 2020/21 school year. This compares favourably with the OECD pupil teacher ratio which is 1:15. In the same period the staffing schedule improved from 28:1 to 25:1 for this school year.
Average class sizes improved from 24.9 to 23.3 in the same period. The most recent budget announcement will continue the positive trend of improving class sizes for this school year, and statistics on this will be published later in the year.
361. Deputy John Paul Phelan asked the Minister for Education if an application has been received by his Department from a school (details supplied) to get funding in order to upgrade to three phase ESB connection; when a decision can be expected regarding same; and if she will make a statement on the matter. [25787/22]
Amharc ar fhreagraThe Department is not aware of any current application from the school referred to by the Deputy to source funding in order to upgrade to three phase ESB connection.
362. Deputy Peter Burke asked the Minister for Education if a school (details supplied) will be re-considered as the base school for the cluster special education teaching hours applicable as was the situation in the past in order to maintain its permanent teacher positions in the school; and if she will make a statement on the matter. [25788/22]
Amharc ar fhreagraThe Special Education Teaching (SET) allocation provides a single unified allocation for special educational support teaching needs to each school, based on each school’s educational profile. This model has replaced the previous model of allocating resource teaching support and learning support to schools based on a diagnosis of disability.
The Special Education Teacher allocation, allows schools to provide additional teaching support for all pupils who require such support in their schools and for schools to deploy resources based on each pupil’s individual learning needs.
The allocation gives greater flexibility to schools as to how they can deploy their resources, to take account of the actual learning needs pupils have, as opposed to being guided by a particular diagnosis of disability, and schools are guided as to how they should make such allocation decisions.
The SET model was re-profiled for the 2022/2023 school year by updating the needs profile of each school and this resulted in revised allocations of SET hours to each school based on their needs profile.
Due to the new allocation of SET hours, all existing SET clusters will cease at the end of the current school year. Schools were given an opportunity to enter into cluster arrangements with neighbouring schools to achieve a full-time post. Currently, a Department-led clustering process is ongoing in order to recluster any remaining hours into full-time posts ahead of the release of the Main Redeployment Panel.
363. Deputy Peter Burke asked the Minister for Education when a special needs unit be available for second-level students in Athlone, County Westmeath; the number of pupils who are on the waiting list who are currently receiving home tuition in lieu of school placement in Athlone; and if she will make a statement on the matter. [25789/22]
Amharc ar fhreagraEnabling students with additional needs to receive an education appropriate to their needs is an ongoing priority for this Government.
This year, the Department of Education will invest in excess of €2 billion, or over 25% of the Department’s budget in the area of special educational needs support. As a result the numbers of special education teachers, special needs assistants and special class and school places are at unprecedented levels.
Since 2011, the number of special classes in mainstream schools has increased from 548 to a current total of 2,148 for the 2021/2022 school year. Of these, almost 1,900 special classes cater for students with autism.
Recognising some of the difficulties experienced by parents in securing appropriate school placements, over the last two year, the Department of Education and the National Council for Special Education (NCSE) have worked closely on a more streamlined and joined up planning process which has ensured a targeted approach to meet demand for special needs placements ahead of each new school-year. Overall, this intensive intervention has seen an additional 300 special classes, providing 1,800 new places, already opened nationwide for the 2021/22 school-year.
The NCSE has responsibility for coordinating and advising on the education provision for children with special educational needs nationwide. It has well established structures in place for engaging with schools and parents. NCSE seeks to ensure that schools in an area can, between them, cater for all children who have been identified as needing special class placements.
The Department and the NCSE continue to prioritise and support this work.
The Department also recognises that where parents have difficulties in securing an appropriate school placement for their child, particularly a child with additional needs, it can be a stressful experience. The Department is working hard to ensure that there are sufficient school places, appropriate to the needs of all children, available on a timely basis nationwide.
The Department and the NCSE are always grateful to schools who express a willingness to open a special class to meet the educational needs of students in their local communities.
There are Special Educational Needs Organisers (SENOs) located across the country and they have a specific remit in helping and supporting parents in accessing the education necessary for their children, including in identifying suitable school placements.
There are currently 12 post primary ASD special class places in Athlone with a further 18 ASD special class places in Moate Community School which is a short distance from Athlone. The NCSE is engaging in a process of establishing new classes for the 2022/2023 school year and beyond. The NCSE is looking at local information in relation to projected demand for future special education places, particularly to cater for students with autism who have associated complex needs.
NCSE has been working with stakeholders in the area referenced by the Deputy for a number of years to meet the identified need in the county. SENOs are currently engaged with parents, schools and Boards of Management in this area to establish the level of need and to ensure that the necessary arrangements are put in place to meet that need.
I should also state that Budget 2022 has provided funding to the Department and the NCSE for the creation of 287 additional special classes for the 2022/2023 school year. These additional classes will provide over 1,700 new places this year. This additional provision will bring the total number of special classes to over 2,400 in the 2022/2023 school year.
The list of special schools is available on the NCSE website at the following link:
ncse.ie/wp-content/uploads/2021/12/NCSE-Special-School-Allocations-21-22-website-03-12-2021.pdf
and for special classes at:
ncse.ie/wp-content/uploads/2022/04/Final-2021_2022-Sp-Class-list-25_03_22.pdf.
364. Deputy Richard Bruton asked the Minister for Education the strategy that is in place to support young persons who were abused in secondary boarding schools; and if recent recognition by religious orders of abuse will result in additional supports or steps to be taken by her Department. [25799/22]
Amharc ar fhreagraThe abuse of children in any setting is a heinous crime and every effort should be made to bring the perpetrator to justice through the courts system. All reports of abuse should be reported to the Gardaí who will investigate each reported abuse. There is no time limit on the investigation of cases of historical abuse.
I wish to reassure the Deputy that my Department takes child protection very seriously and considers that the protection and welfare of children is a fundamental responsibility of all involved in the care and education of children. In this regard, any concern or allegation of a child protection nature received by staff in my Department is dealt with in accordance with the Department’s Procedures for responding to Child Protection Concerns which come to the attention of staff employed by the Department of Education.
My Department does not make any judgment on the concerns which comes to its attention and ensures that the details of the concern reported to the Department, including reports which relate to historical abuse, are immediately passed on to the relevant authorities, i.e. Tusla-the Child and Family Agency, An Garda Síochána and/or the school authorities as appropriate.
My Department plays an important role in the oversight of the child protection procedures for schools. The Inspectorate carries out a range of inspections in all recognised schools. Schools are selected for inclusion in the broader inspection programme using a range of factors and information. Although the Inspectorate has no role in the investigation of individual complaints about schools, all correspondence is noted and it may, together with a range of other information, be considered by the Inspectorate in planning its inspection programme. The Inspectorate does not comment on its future planned inspection programme.
It is important to note that arrangements for child protection in schools have been extensively revised and extended. In recent years, for example, the enactment of the Children First Act in 2015 led to the issue of revised Child Protection Procedures for Primary and Post-primary Schools in 2017, with an extensive programme of professional development for teachers and school leaders. A fundamental principle of the Child Protection Procedures for Primary and Post-Primary Schools 2017 is that all schools must keep pupils/students safe from harm while attending the school or while participating in school activities.
In relation to supporting victims of abuse in their childhood, when contacted by individuals my Department provides details of counselling supports available. As part of the State's response to individuals experiencing distress as a result of childhood sexual abuse, a free National Counselling Service was set up which is run by the HSE and has been operating since 2000. Full details are available on: www.hse.ie/eng/services/list/4/mental-health-services/national-counselling-service/
In Addition, the National Educational Educational Psychological Service [NEPS] supports the well-being, social and emotional competence of all learners through the provision of a tiered model of service encompassing both universal approaches and more targeted responses for some individuals. As part of their work NEPS psychologists can advise schools and signpost them on how to access appropriate resources and supports for students
Finally Tusla provides support to victims of abuse through its own child protection & welfare services for Children who require safety planning or are in the care of the Child & Family Agency.
It also has developed the Barnhaus, Onehouse project in Galway providing services on a multi-agency basis to children who have experienced sexual abuse and plans to roll this out further in two more locations in Cork and Dublin. Tusla also provides funding for other services for children and families in their localities such as CARI, the Rape Crisis Centre, and support services offered through our network of Family Resource Centres and Domestic and Gender Based Violence Services, which include counselling services.
365. Deputy Darren O'Rourke asked the Minister for Education the budget allocation for the school transport scheme in 2022; the number of students that this will provide public transport for in 2022; the average cost of providing school transport for one student for one year; and if she will make a statement on the matter. [25851/22]
Amharc ar fhreagraSchool Transport is a significant operation managed by Bus Éireann on behalf of the Department of Education. In the current school year over 121,400 children, including over 15,500 children with special educational needs, are transported on a daily basis to primary and post-primary schools throughout the country at a cost of over €289m in 2021. It should be noted that of the total spend on school transport services in 2021 some €49.2m was spent on Covid-related measures.
The budget that has been allocated to the school transport scheme for the 2022/23 school year is € 269m.
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.
In 2021, receipts from school transport charges amounted to approximately €12m (net of refunds issued arising from Covid related school closures). If school transport fees were to be abolished and eligibility criteria remained the same, the cost of providing free transport to each child availing of school transport would be approximately an additional cost of €12m on the total cost of transport for the year. This figure is based on current patterns of school transport uptake and could vary depending on eligibility and demand.
School Transport is a demand led scheme and services are planned annually based on the number of eligible pupils who apply and pay on time. The closing date for receipt of payment for school transport for the 2022/23 school year is 29th July 2022. The final number of children to be accommodated on school transport services for the 2022/23 school year will not be known until after this date.
366. Deputy Catherine Murphy asked the Minister for Education further to Parliamentary Question No. 264 of 4 May 2022, if she will disclose the location of site including its Eircode; the status of the stakeholder engagement process; and if a budget has been allocated to progress the project to design stage. [25882/22]
Amharc ar fhreagraAs the Deputy is aware, a Minister-owned site has been identified as an option for potential redevelopment to accommodate a second school. Representatives of the existing school have agreed to collaborate with my Department to carry out a master plan study to assess the potential of developing a second school on the Minister-owned site. The outcome of the master plan study will determine the next steps to be taken.
Once a permanent site has been acquired, the project will progress to the architectural design and planning stages.
It is not possible to provide any further information at this time.
367. Deputy Cian O'Callaghan asked the Minister for Education if she will provide additional funding for specific learning disability classes at a school (details supplied) in order to meet the demand there; and if she will make a statement on the matter. [25898/22]
Amharc ar fhreagraEnabling children with special educational needs to receive an education is a priority for this Government.
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.
A continuum of education provision is in place covering the full range of need spanning placement in mainstream classes with supports through to more specialist placements either in a special class or a special school depending on the level of complexity of need.
Available supports include provision to meet care needs and to provide additional teaching support where this is required. In addition, there are specialist educational supports provided by the National Educational Psychological Services (NEPS) and the National Council for Special Education (NCSE) to help schools provide an appropriate education for pupils with special educational needs including reading difficulties.
NCSE is currently undertaking Policy Advice on Education Provision in Special Classes and Special Schools to examine whether placement in specialist settings brings about improved educational outcomes and experiences, relative to their ability, for students with special educational needs.
This Policy Advice is to be completed shortly and will then be considered by my Department.
As the Deputy is aware, I have also requested my Department to arrange for a review of the policy on reading classes and schools. This review is scheduled to be undertaken by the Department's Inspectorate shortly. When completed, this report will also be considered in the context of overall policy on special education.
368. Deputy Jim O'Callaghan asked the Minister for Education when students sitting the leaving certificate in summer 2022 will receive their results. [25910/22]
Amharc ar fhreagraThe State Examinations Commission has statutory responsibility for operational matters relating to the certificate examinations.
In view of this I have forwarded your query to the State Examinations Commission for direct reply to you.
369. Deputy Aodhán Ó Ríordáin asked the Minister for Education the breakdown of the Deis funding that is available to voluntary versus second-level schools; and if she will make a statement on the matter. [25931/22]
Amharc ar fhreagraDEIS - Delivering Equality of Opportunity in Schools is the main policy initiative of my Department to address educational disadvantage at school level. My Department will spend approximately €170million on supports for schools under the DEIS programme in 2022. In the region of €16.2 million was provided to primary and post primary schools in the form of a DEIS grant for the 2021/22 school year. The purpose of this DEIS specific funding is to support the objectives of the DEIS programme, including retention, attendance, literacy and numeracy.
DEIS supports are targeted at supporting the educational outcomes of those pupils most at risk of educational disadvantage, and are not intended to cover the day to day costs of the school as is the case with capitation funding.
The DEIS programme provides a suite of supports to specifically support educational disadvantage. Such supports, including DEIS grant funding, are applied equitably across all DEIS post-primary schools, irrespective of the patronage or governance model for a given school.
370. Deputy John McGuinness asked the Minister for Education if the appropriate supports and a reader will be provided for a person (details supplied); and if the matter will be expedited. [25936/22]
Amharc ar fhreagraThe 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.
371. Deputy Donnchadh Ó Laoghaire asked the Minister for Education if he will provide information on the current pupil teacher ratio in primary schools. [25952/22]
Amharc ar fhreagra372. Deputy Donnchadh Ó Laoghaire asked the Minister for Education if he will provide the estimated cost of a one-point reduction in the pupil teacher ratio. [25953/22]
Amharc ar fhreagraI propose to take Questions Nos. 371 and 372 together.
Under the Programme for Government there is a commitment to seek to make further progress in reducing the pupil teacher ratios in primary schools.
At primary level, the annual staffing schedule determines the allocation of teachers to schools. The current allocation is on an average ratio of 1 classroom teacher for every 25 pupils.
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.
The latest figures in relation to pupil teacher ratio shows an improved ratio of teachers to pupils from 16:1 to 14.5:1 at primary level when comparing the 2015/16 school year to the 2020/21 school year. This compares favourably with the OECD pupil teacher ratio which is 1:15. In the same period the staffing schedule improved from 28:1 to 25:1 for this school year.
A one point improvement in the staffing schedule at primary level would cost in the region of €15.5 million per annum.
373. Deputy Donnchadh Ó Laoghaire asked the Minister for Education if he will provide the estimated capital cost of the additional classroom space required to implement a one-point reduction in the pupil teacher ratio. [25954/22]
Amharc ar fhreagraI can confirm to the Deputy, that the current estimated capital cost of providing additional classroom accommodation due to a one point reduction to the primary staffing schedule is currently €21.7 million.
The Deputy should note that this estimate is based on my Department's published Basic Building Costs which set the construction cost of a typical primary school classroom at €233,000. Where additional accommodation is needed, the costs associated with providing permanent accommodation will be impacted by among other factors, the extent of the accommodation to be provided, linking new permanent accommodation with existing facilities, existing site topography, geographical location of schools and costs associated with complying with statutory requirements.
