Written Answers Nos. 1-35
9. Deputy Chris Andrews asked the Minister for Education if her Department issues guidelines with regard to the teaching of history to ensure it is presented in an impartial way; and if she will make a statement on the matter. [25840/22]
Amharc ar fhreagraThe teaching of History in an impartial way is woven into the fabric of the History curricula in Irish schools and associated teacher Continuing Professional Development.
The overarching aims of the Leaving Certificate syllabus is to respect and celebrate diversity. The study of History in itself is an opportunity for students to engage with diverse aspects of human experience in a variety of cultural contexts. The syllabus facilitates students to learn how human history is created by the interaction of different individuals, groups and institutions in a variety of contexts that will invariably invite a multitude of perspectives and understanding. Students are provided with opportunities for reflective and critical work on historical evidence where bias and stereotypes are challenged.
In the Junior Cycle Framework, learning is described in terms of twenty-four Statements of Learning. These statements, taken as a whole, and aligned with the eight key skills, represent the learning that must be provided for in the programme of learning experienced by Junior Cycle students in our schools. Several Statements of Learning relate directly to history. Three statements which affirm the importance of impartiality, objectivity and fairness to the subject of History in the Junior Cycle Framework are:
- ‘the student appreciates and respects how diverse values, beliefs and traditions have contributed to the communities and culture in which he/ she lives’;
- ‘the student values local national and international heritage, understands the importance of the relationship between past and current events and the forces that drive change’
- ‘the student understands the origins and impacts of social, economic, and environmental aspects of the world around him/ her’.
At primary level, Social, Environmental and Scientific Education (SESE) consists of three subjects: Science, Geography and History. SESE enables children to explore, investigate and develop an understanding of local and wider environments. History is taught for all children from junior infants to sixth class and the curriculum supports children to develop basic skills as a historian through a knowledge and understanding of people, events and developments in the past.
Additionally, the Department has provided guidelines and identified resources for schools to promote inclusion and respecting diversity.
The Insight series on the Gov.ie website explores the themes of equality, diversity and inclusion. It considers how practitioners, parents and primary teachers can support and nurture young children to develop a positive sense of identity and belonging and ensure the meaningful participation of all children in their early educational experiences.
12. Deputy Aodhán Ó Ríordáin asked the Minister for Education if there is a shortfall in applications from SNAs for suitable summer provision jobs; if any review of remuneration has been conducted to evaluate whether increased pay would fill the summer provision levels; if she will provide the relevant per-hour pay rates for teachers, student teachers and SNAs providing summer provision; and if she will make a statement on the matter. [34766/22]
Amharc ar fhreagraIn May Minister Foley and I 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.
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.
My Department recognises that not all schools will be in a position to provide a school-based programme. A home-based summer programme will continue to be available for children with complex needs where their schools are not providing a school-based programme.
Teachers and SNAs are paid per hour of tuition/care support delivered in line with agreed terms and public service pay agreements. Public service pay is dealt with through centralised engagement and collective bargaining between Government and the public service unions.
Payment rates for Overseers, Teachers and SNAs who work on the school based programme will be based on what they are normally paid during the school year (their personal rate). Preparation hours will be paid in the same way. All others will be paid a daily/hourly rate of pay.
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.
The hourly rate for a Primary qualified teacher providing tuition to a primary school pupil is €43.34.
The hourly rate for a Post-Primary qualified teacher providing tuition to a post-primary school pupil is €47.55.
A modified rate of €35.69 per hour will apply in a number of circumstances, including but not limited to, teachers providing tuition to pupils in sectors in which they are not qualified, and student teachers who are registered under Route 5. The full list of circumstances under which the modified rate is paid are listed on the Overview document as published on the Summer Programme site on gov.ie
An hourly rate of €16.77 is payable to SNAs who provide care support under the home-based summer programme. In addition it is open to schools and/or parents to recruit personnel other than teachers or SNAs to support the summer programme, including care staff who in many cases are already known to the children. Anyone who is not registered with the Teaching Council will be paid the hourly pay rate for SNAs. This advice, which can increase the numbers of people eligible to work on summer programmes in 2022 has been provided to schools and parents.
13. Deputy Peadar Tóibín asked the Minister for Education if she has taken any steps to reduce the student-to-teacher ratio in primary and secondary schools across the country; the average student-to-teacher ratios in primary and secondary schools, respectively, in the State in each of the past ten years to date in 2022, inclusive; and if she will make a statement on the matter. [34036/22]
Amharc ar fhreagraUnder the Programme for Government there is a commitment to make further progress in reducing the pupil teacher ratios in primary schools and supporting small schools and I am delighted that significant progress has been made.
In Budget 2022, I ensured major investment in our primary and post primary schools and brought the teacher allocation ratio in all primary schools to the lowest ever seen at primary level. This was my second successive Budget which saw an improvement in allocation of teachers to primary schools. This significantly increased investment reflects my commitment and that of Government to support the educational success of learners and to provide a quality inclusive school system with improved learning outcomes for all.
Budget 2021, at primary level, saw the annual staffing schedule which determines the allocation of teachers to schools reduced to an average ratio of 1 classroom teacher for every 25 pupils.
Budget 2022 has delivered 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.
Lower thresholds apply to DEIS Urban Band 1 schools giving a class size of 19:1 in junior schools, 21:1 in vertical schools (schools with junior and senior classes) and 23:1 in senior schools. The DEIS programme serves over 180,000 students annually and this will increase to 240,000 from September.
In the 2021/22 school year there were in excess of 1,500 additional teaching posts in our primary system when compared to the 2019/20 school year.
At post primary level, teachers are currently allocated at a ratio of 19:1 in the free education system and 23:1 to schools in the fee charging sector.
The latest figures in relation to pupil teacher ratio shows an improved ratio of teachers to pupils from 15.7:1 to 14.5:1 at primary level and 13.6 to 12.4 at post-primary level when comparing the 2010/11 school year to the 2020/21 school year.
There are over 12,000 more teachers employed in our schools during the same period. The Deputy will also be aware that we have seen very significant expansion in the number of SNA's in our schools, now standing at over 19.000.
15. Deputy Verona Murphy asked the Minister for Education the steps her Department has taken over the past 24 months to provide equal opportunity to education for all children with disabilities and additional needs; and if she will make a statement on the matter. [28433/22]
Amharc ar fhreagraThis year, my Department will spend in excess of €2 Billion, or over 25% of the Department’s budget on providing a range of schemes and supports for children with special educational needs, this includes additional teaching and care supports. This represents an increase of over 60% in total expenditure since 2011. As a result, the number of special education teachers, special needs assistants and special class and school places are at unprecedented levels.
The main supports this funding provides for are:
Special Needs Assistants
Budget 2022 provides funding for an additional 1,165 SNAs (in 2022) to provide support to children with special educational needs, which will bring the total number of SNAs to 19,169 at the end of December 2022.
This represents an increase of 81% since 2011, at which time 10,575 were provided.
Special Education Teachers (SETs)
Budget 2022 provides for an additional 620 new Special Education Teaching posts in special education.
This will bring the total number of Special Education Teachers in the mainstream school system to 14,385 in 2022.
This represents an increase of 48% since 2011 at which time 10,575 were provided.
Special Classes
Budget 2022 provided for the creation of 287 additional special classes for the 2022/2023 school year. These additional classes will provide over 1,700 new places in 2022.
This provision for 287 additional Special Classes will bring the total to 2,405 in the 2022/2023 school year.
Special Schools
126 special schools currently providing specialist education for children with special educational needs.
Two new special schools in Cork and Dublin opened for the 2021/22 school-year.
Budget 2022 provided for an additional 23 teaching posts and 46 SNA posts in special schools which will create an additional 140 class places.
This will provide specialist education to over 8,000 pupils in 2022.
A further two new special schools, one in Cork and one in Dublin, are scheduled to open during the 2022/23 school-year.
A further two new special schools, one in Cork and one in Dublin, are scheduled to open during the 2022/23 school-year.
Further additional supports provided are:
- An assistive technology scheme to provide for assistive technology supports and equipment for children with special educational needs
- Special school transport arrangements for children who need additional transport provision or additional transport assistance such as bus escorts.
- Teacher training and continuing professional development in the area of special education.
- Enhanced capitation levels for special schools and special classes.
- Modification of school buildings to assist with access and new build provisions to ensure inclusive settings in newly built schools.
- The National Council for Special Education (NCSE) including a new Regional Support Service within the NCSE to support the inclusion of children with special educational needs in schools.
- A Home Tuition scheme to provide for the education of children with special educational needs who are awaiting school placement and an extended school year scheme.
- Special Arrangements for State Examinations
I will continue to explore opening more special education provision within fee charging patron to follow on from the agreement with the Spiritans. I hope to announce that many more fee paying school will open special class places in the coming months.
As mentioned, I have appointed a new CEO of the NCSE. I will be ensuring that they have all the support necessary in order to succeed and provide the service that is needed for many families across the country.
The Section 37A process has been commenced and I am confident that it will lead to further provision becoming available.
The Deputy will be aware, that my Department has been actively engaged in reviewing and updating the relevant legislation at this time. Earlier this week the Government approved the text of an Education (Provision in Respect of Children with Special Educational Needs) Bill 2022. This legislation provides for a truncated and more streamlined Section 37A process. It is envisaged that a Minister could issue a direction within a period of 6 to 8 weeks of receiving a detailed report from the NCSE advising of a lack of provision in a certain area.
Under the new Section 37A process, schools still have two opportunities to make representations to the Minister before a decision may be made to issue a direction. A school can of course agree to open an additional class at any stage in the process before a direction may be issued.
This new legislation also places additional duties on schools to co-operate with the NCSE in relation to making additional provision for children with special educational needs.
It also confers an additional function on the NCSE to manage and co-ordinate admission to school in co-operation with parents and schools where necessary.
Section 67 of the Education Act 1998 which provides for the NCSE to designate a school place for a child has also been amended and it is planned to commence this Section of the Act shortly. Both of these measures should be of particular benefit to parents seeking a school place for a child with special educational needs.
We are committed to providing appropriate places for all children with special educational needs. We know that Dublin is the real pinch point in relation to placements for these children and this legislation seeks to address that shortage.
I am committed to making a difference for students who have special educational needs as part of an inclusive education system. As a Government, we fully recognise the importance of an inclusive and all-embracing education system.
17. Deputy Peadar Tóibín asked the Minister for Education the number of primary and secondary school places available and awarded to children in the State in each of the past ten years and to date in 2022, in tabular form. [34035/22]
Amharc ar fhreagraThe Deputy has asked for information on primary and post-primary school places for the 10 years to 2022. I will arrange to have details forwarded in tabular form.
As a summary, I will say that enrolments at primary level over the last 10 years grew from 509,652 in the 2010/11 school year to 567,772 in 2018/19, and have been reducing since then. It is expected that they will continue to reduce for the next decade.
At post-primary level (excluding PLC), enrolments stood at 317,427 in the 2010/11 school year and grew steadily in the 10 years to 379,184 in 2020/2021. Post primary enrolments are expected to continue to grow until reaching a peak in 2024/25, after which they are expected to decline.
The Projections of full-time enrolment for primary and second level from 2021 – 2040 have been published on my Department’s website, as well as Regional Projections of full-time enrolments Primary and Second Level, out to 2036 which shows the variations expected across the eight NUTS 3 Regional Authority areas. The data in the latter report builds on the state projections of enrolments has been modelled on the Central Statistics Office (CSO) Regional Projections published in June 2019.
Reports showing actual enrolment figures and class sizes in individual primary schools and reports showing actual enrolment figures in individual post-primary schools, fee paying and boarding schools are also available on the website. This data is collected from schools in the first term of each school year by way of the Primary Online Database (POD) and
Post Primary Online Database (PPOD) in which schools record Pupil Identity Data and School Enrolment Data for all learners.
The Statistics Unit of my Department is responsible for the collection and analysis of statistical data and trends relating to education and it publishes updates to such reports regularly.
In relation to places available, heretofore the Department has not compiled the availability of places across all class years on an individual school basis.
However, as part of the humanitarian response to the war in Ukraine, the Government is committed to welcoming people fleeing war in Ukraine and to meet the immediate education needs of Ukrainian children through the utilisation of existing accommodation capacity within schools across the country.
To this end, the Department recently has carried out surveys at primary and post primary level on potential capacity at individual school level that could be made available to facilitate children from Ukraine with school placements.
These surveys have indicated good capacity at a national level primary and post-primary level to cater for Ukrainian children, although it is anticipated that there will be regional or local pressure points.
18. Deputy John Lahart asked the Minister for Education her Department's strategies to support students from Ukraine coming to Ireland; the number of students who have been supported to date; and if she will make a statement on the matter. [34975/22]
Amharc ar fhreagraI want to thank the Deputy for the opportunity to provide an update on supports for students from Ukraine who have come to Ireland.
First, I want to highlight the excellent work that our schools have done in welcoming so many children and young people from Ukraine into their communities over the last four months.
Our schools have already welcomed a substantial number of children who have arrived from Ukraine. As of 3 June, 6,797 pupils had formally enrolled in schools across all 26 counties.
I have been delighted to witness first-hand the exceptional efforts by all members of our school communities to welcome and support students from Ukraine as I have visited schools across the country in recent months.
Meeting the educational needs of children and young people from Ukraine is a priority for me as Minister and for the Government. We are determined to continue our support for those huge efforts we are seeing from our school communities on the ground.
From the early days of the crisis, we have worked to respond appropriately. This is why, in the early phase, we moved to establish Regional Education and Language Teams (REALTs) across the country to co-ordinate school enrolments for Ukrainian families and assist local schools.
The primary role of REALTs is working to assist families in securing school places, and to support schools in their area to meet the needs of these children as they emerge.
We have also moved to support the wellbeing and psychological needs of students from Ukraine. In line with research on best practice, guidance from the National Educational Psychological Service (NEPS), the Health Service Executive (HSE) and the Psychological Society of Ireland, my Department is taking a Psychological First Aid approach to supporting wellbeing in our schools at this time.
NEPS has developed guidance for schools on how best to welcome children and support their wellbeing at this time, and NEPS psychologists are actively engaging with school principals to provide advice and support in this initial stage of welcoming children and young people to our schools.
My Department has also been working to ensure the provision of appropriate language supports, including the allocation of specialist English as an Additional Language (EAL) and English for Speakers of Other Languages (ESOL) resources.
Figures show that 769 primary and 197 post-primary schools, or 966 schools in total, have applied for and are now receiving EAL teaching resources.
My Department has collaborated with our colleagues and relevant stakeholders to agree the recruitment of additional capacity for ESOL tutors, that is English for Speakers of Other Languages tutors, in every ETB. This capacity will be flexibly deployed into post-primary schools, adult education centres, or wherever intensive English language development classes need to be facilitated for Ukrainian adults and post-primary age children.
19. Deputy Joan Collins asked the Minister for Education if she has considered utilising workers in small creches who are let go during the summer months to give them an option to work and provide the July provision. [34863/22]
Amharc ar fhreagraIn May of this year, Minister Foley and I were delighted to be able to announce this year’s Summer Programme. It is anticipated to support well over 45,000 children with special educational needs and children at most risk of educational disadvantage, which is a huge priority for this Government. These children were impacted greatly by the impact of Covid-19 and the disruption it has caused to their education.
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. 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.
Schools can employ teachers and/or SNAs from outside of their school if the staff normally employed by the school are not available for any/all of the summer programme.
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.
Parents or schools can engage the services of a person not registered with the Teaching Council in the role of an SNA for the duration of the Summer Programme.
To help teachers and SNAs identify summer programme vacancies in schools, the Irish Primary Principals Network (IPPN) has created Summer Provision Noticeboards. These noticeboards can be viewed on www.educationposts.ie . This will help schools to find relevant staff in their local area.
My Department will continue to work with education partners and stakeholders with a view to addressing future plans for the Summer Programme.
20. Deputy Emer Higgins asked the Minister for Education her Department's plans to accommodate Ukrainian students living in Citywest, County Dublin, with school places given the existing constraints on school waiting lists in the Dublin mid-west area; and if she will make a statement on the matter. [34861/22]
Amharc ar fhreagraI want to assure the Deputy that meeting the educational needs of children and young people from Ukraine is a priority for me as Minister and for the Government. We are determined to support for the huge efforts we are seeing from our school communities across the country, who have shown huge commitment and generosity in meeting the needs of all Ukrainian children.
Of course, the Deputy will appreciate the scale of the response needed, given that well over 30,000 people have arrived in Ireland from Ukraine since the beginning of this war.
By early June, figures show that almost 7,000 children from Ukraine had enrolled in schools in every county across the State. Approximately 4,800 children from Ukraine had enrolled in primary schools, while over 2,000 had enrolled in our post-primary schools.
With regard to the area of Citywest in particular, Ukrainian students who are living in the Citywest area of Dublin have so far been accommodated in local schools close to their accommodation. I am advised that the local Regional Education and Language Team (REALT) co-ordinator visits and engages with Citywest regularly.
My Department carried out surveys at Primary and Post Primary level to identify potential capacity. My Department has incorporated this information with other information in the Geographical Information System (GIS) system to enable quick identification of potential capacity near Ukrainian accommodation centres through the Community Analyst reporting system. This includes Citywest.
Our understanding, given the numbers that are currently accommodated, is that there is sufficient capacity in the surrounding schools within the area.
The impact analysis from the GIS system sets out the available capacity near an accommodation centre as well as information on distance, school planning area, current school enrolment information, number of Ukrainian students enrolled etc.
Each REALT team has access to this tool. This reflects their key role in assisting children in finding school places and in supporting schools in their area to meet the needs of these children as they emerge.
This reporting tool enables the REALT co-ordinator to quickly assess the impact of the arrival of a large number of Ukrainian children on school capacity in a particular area. They are then able to work to ensure that existing accommodation capacity within all local schools can be leveraged to the greatest extent possible.
As part of maximising provision in school settings it may be necessary to access capacity in neighbouring schools within reasonable travel distance (supported as necessary through school transport arrangements).
My Department in consultation with Bus Éireann put in place a process to facilitate the provision of School Transport Scheme Services for children arriving to Ireland from Ukraine. For families and children residing in accommodation centres (or similar), school principals may apply for transport for children attending their school who are residing in such accommodation.
21. Deputy Pádraig O'Sullivan asked the Minister for Education the assessment or analysis her Department has carried out in regard to the new junior certificate Irish programme; if she is satisfied with the new format; and if she will make a statement on the matter. [34906/22]
Amharc ar fhreagraThe National Council for Curriculum and Assessment (NCCA) develops the curriculum, at the Minster for Education's request, through their representative structures.
When developing subject specifications, the NCCA convenes specialist subject development groups. Such a group was established to draft specifications for Junior Cycle Irish. NCCA processes around seeking suitable nominations from stakeholder organisations are clear and robust. All nominating bodies are informed of the nature and scope of the development work in writing and through follow-up conversations, where required.
In terms of the subject development group for Junior Cycle Irish, significant emphasis was placed on specialist expertise and knowledge of both L1 and L2 settings. The NCCA also co-opted two additional development group members with knowledge and expertise to further strengthen the group. The opportunity to join the development group through this public co-option process was advertised in an advertising campaign and feature piece on Tuairisc.ie. Over 25 applications were received and two additional experts, one with significant L1 expertise and one with significant L2 expertise were shortlisted and co-opted to the development group. The NCCA has also made provision for the use of task group input, when and where the need arose throughout development process.
Following extensive stakeholder consultation, new L1 and L2 specifications for Junior Cycle Irish were introduced in September 2017. Due to the disruption to learning and the cancellation of the summer 2020 and 2021 Junior Cycle examinations as a result of the Covid-19 pandemic, it was not possible for students to engage with the final assessment component, which is set by the State Examinations Commission, until this year. The cohort of students who have just concluded their Junior Cycle examinations are therefore the first to have engaged with the full range of learning and assessment experiences in line with the specifications for Junior Cycle Irish.
As part of the ongoing cycle of curriculum redevelopment, the NCCA reviews the enactment of subject specifications by conducting interim reviews once each subject specification has been experienced across the three-year span of the Junior Cycle. The purpose of such reviews is to capture feedback from teachers, students and stakeholders on their experiences of the new specifications. In February 2021, the NCCA opened a public consultation on draft L1 and L2 specifications for Leaving Certificate Established Irish. In response to subsequent stakeholder requests, the NCCA extended the timeline for this consultation and also undertook to conduct and early enactment review of the specifications for Junior Cycle Irish. Accordingly, the NCCA commissioned Dublin City University to conduct this review, which I am advised is expected to be completed later this year. The draft report, will in due course, be presented to NCCA Council for consideration. This review will include focus groups with teachers and students.
22. Deputy Mairéad Farrell asked the Minister for Education if she will provide an update on the establishment of a secondary school in Inishbofin; and if she will make a statement on the matter. [34281/22]
Amharc ar fhreagraI wish to advise the Deputy that new schools are established, by my Department, on the basis of identified demographic demand in an area, and only after consideration of the capacity of existing schools to absorb the expected school place demand.
In order to plan for school provision and analyse the relevant demographic data, my Department divides the country into 314 school planning areas and uses a Geographical Information System, using data from a range of sources, to identify where the pressure for school places across the country will arise. With this information, my Department carries out nationwide demographic exercises to determine where additional school accommodation is needed at primary and post-primary level. In accordance with measures in place nationally since 2011,most new post-primary schools must have a student enrolment capacity of 600 – 1,000 students. A lower threshold of 400 students may apply to gaelcholáistí, having regard to the alternative of establishing an Aonad within a school.
There is currently one primary school on Inishbofin with a total enrolment of 14 pupils for the 2021/22 academic year (provisional data).
In relation to the post-primary situation, pupils resident on off shore islands that do not have a school providing suitable free second level education may qualify for assistance under the Remote Area Boarding Grant scheme. The purpose of the Remote Area Boarding Grant scheme is to give students who are disadvantaged, because of their remoteness from schools, the opportunity to attend school on the same basis as students not so disadvantaged.
The terms of this scheme are set out in Circular 16/2016 which is published on my Department’s website at www.education.ie/en/Circulars-and-Forms/Active-Circulars/cl0016_2016.pdf.
The Department of Education will continue to be represented on the Inter-Departmental Committee for the Development of the Islands led by the Department of Rural and Community Development. A strategy was agreed between the Departments to draft a new national islands policy for the islands and their development.
The policy development has a number of strands. Firstly, there was a consultation phase of public meetings undertaken with island communities, establishing what are the issues impacting on the viability of their communities. Secondly, there were a series of bilateral meetings informing Departments and other stakeholders of the findings of the consultations and asking for Departments and stakeholders to consider their response to the challenges identified. The policy document is gradually being developed.
At the most recent meeting of the Inter-Departmental Committee it was decided that each Department would work on identifying actions to be included in an action plan that would be published in conjunction with the islands policy. This Committee is a whole of Government approach to assessing the socio-economic and structural needs of island communities which would include education provision.
23. Deputy Niamh Smyth asked the Minister for Education the status of the development of new curricula for the relationships and sexuality education and the social, personal and health education curricula across primary and post-primary schools; and if she will make a statement on the matter. [34982/22]
Amharc ar fhreagraAccess 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 all schools.
The National Council for Curriculum and Assessment (the NCCA) was requested to conduct a review of RSE provision in Irish schools, focusing 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 an updated curriculum in this area and supporting the development of guidance material for schools.
The immediate focus of the work of the NCCA has been on creating support materials for teachers for publication online as part of an Interim Guidance Toolkit. The toolkit's purpose is to support effective teaching and learning of SPHE and RSE linked to the current curriculum and to provide guidance on how SPHE and RSE may be approached in a comprehensive way that meets the needs of young people today. This work is progressing well and already teachers will find much support there, including a portal repository of teaching and learning resources linked to the Primary SPHE Curriculum, the SPHE Junior Cycle Short Course and the Senior Cycle SPHE Framework.
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 has recently been approved by NCCA Council, with a public consultation to follow, running from July to October. It is expected that the finalised specification will be presented to Council for approval early 2023, and will be implemented in schools in September 2023.
Work in preparing a background paper that will inform the updating of senior cycle SPHE/RSE is underway. This paper will be finalised and presented to Council for approval for consultation in September 2022. It is intended that the curriculum redevelopment work will commence in September 2022 and a draft updated specification for senior cycle SPHE will be ready for public consultation by summer 2023 and finalised in early 2024 for implementation in schools in September 2024.
Following publication of the Primary Curriculum Framework, expected in early 2023, the NCCA will establish a development group which is due to commence development on updated primary specifications in Quarter 4 2022, with a draft estimated to be available for public consultation in Quarter 1 2024.
24. Deputy Matt Shanahan asked the Minister for Education her views on the latest Ombudsman’s report which details that her Department is trying to react to issues rather than pre-plan and that better strategic planning for places for children with special educational needs is required going forward; the new planning being carried out to address the issue; and if she will make a statement on the matter. [34960/22]
Amharc ar fhreagraEnabling children with special educational needs (SEN) to receive an education appropriate to their needs is a priority for this Government.
It is also a key priority for me as Minister for Special Education & Inclusion, for my Department and for the National Council for Special Education (NCSE).
The Deputy will be aware that I have welcomed the Report of the Ombudsman on forward planning for special education placements and I am committed to working with stakeholders in relation to the implementation of the recommendations as quickly as possible.
Throughout the last year, the Department has had a very significant level of engagement with the OCO as this report was developed.
The recommendations contained in the Report build on many of the strategic initiatives already put in place, particularly in the last 2 years, to support and expand special education needs (SEN) provision in schools throughout the country. An additional 300 special classes have opened in the current school-year providing 1,800 new placements. A further 315 special classes are already planned for 2022/23. Two new special schools opened in Cork and Dublin last September with two further special schools to open in these areas during the next school-year.
In 2022, we will spend over 25% of our total educational budget on providing additional supports for children with SEN. This represents an increase of over 60%, in total expenditure, since 2011.
We are committed to delivering an education system that is of the highest quality and where every child and young person feels valued and is actively supported and nurtured to reach their full potential.
Continuing to add capacity in schools to support SEN provision is a key priority with a particular emphasis at post-primary level.
The Department’s Geographic Information Management System (GIS) will continue to support a strategic and coordinated approach to planning and delivery of SEN provision. This includes “real-time” data on capacity across the school system.
The Department is working actively with the NCSE and other key stakeholders including School Patrons and Management Bodies to provide additional special classes and special school places for the 2022/23 school year.
The NCSE policy advice on special class and special school provision is due later this year and this will be significant in terms of how the Department plans for any changes to the way in which children and young people with SEN are supported.
My officials are also working with the Department of Health, the Department of Children, Equality, Disability, Integration and Youth and the HSE to develop and strengthen more coherent structures to enable children and young people to access therapeutic assessments and supports.
NCSE will continue to provide a wide range of training supports to schools, including in-school support with targeted and bespoke supports available to the management and staff of new special classes and new special schools.
The Deputy will also be aware that my Department has actively engaged in reviewing and updating the relevant legislation at this time. Earlier this week the Government approved the text of an Education (Provision in Respect of Children with Special Educational Needs) Bill 2022. This legislation provides for a truncated and more streamlined Section 37A process and also places additional duties on schools to co-operate with the NCSE in relation to making additional provision for children with special educational needs.
I can assure the Deputy that every support will be made available to progress additional special education capacity, in the shortest possible timeframe.
25. Deputy Éamon Ó Cuív asked the Minister for Education the special language supports in Irish and English that are being given to children from Ukraine who are attending Gaeltacht schools that are part of the implementation of the Polasaí Oideachas Gaeltachta; and if she will make a statement on the matter. [34170/22]
Amharc ar fhreagraI wish to thank the Deputy for his question.
As of 17 June 2022, a total of 150 Ukrainian pupils were enrolled in Gaeltacht schools in Ireland. 113 were enrolled at primary level and 37 at post-primary level. These were enrolled in a total of 22 primary-level schools and 9 post-primary-level schools.
Guidance was issued to Gaeltacht schools by my Department at the end of April on welcoming students from Ukraine. The guidance advised that, in responding to the needs of these students, schools should be guided by what would be best for the students themselves and most appropriate for their needs. It highlighted that many teachers in Gaeltacht schools will have a particular skillset to draw on in terms of teaching children in a language that is not their first language.
The guidance issued advised Gaeltacht schools that they could apply for additional language support hours for Ukrainian students. This is in addition to those supports available to Gaeltacht schools under the Gaeltacht School Recognition Scheme. These hours could be used to support whatever language needs the individual students had. An additional 1,340 language support hours were allocated to Gaeltacht primary schools and 199 hours were allocated to post-primary schools for the 2021-22 school year since February 2022.
COGG (An Chomhairle um Oideachas Gaeltachta agus Gaelscolaíochta) have developed Irish-language versions of resources for Ukrainian students and have contacted Irish-medium schools, including those in the Gaeltacht School Recognition Scheme, where Ukrainian children are enrolled, to make them aware of these resources. Gaeltacht schools have also been provided with an additional 312.5 hours under Scéim na gCúntóirí Teanga by the Department of Tourism, Culture, Arts, Gaeltacht, Sport and Media.
Information in relation to the status and operation of Irish-medium schools and Gaeltacht schools which was suitable for parents and for young people, was provided for inclusion in packs being given to families arriving from Ukraine. The information was available in English, Ukrainian and Russian and was also published on the section of the gov.ie website containing information for people arriving from Ukraine.
26. Deputy Fergus O'Dowd asked the Minister for Education the current status of the much anticipated permanent school building project for a school (details supplied) in Drogheda; and if she will make a statement on the matter. [34721/22]
Amharc ar fhreagraAgreement in principle has been reached to acquire a site for the school referred to by the Deputy. Contracts for sale for the site have been signed, conditional on the landowner providing required infrastructure upgrades to serve the site. My Department has been advised that these upgrades are programmed to be completed by the end of July 2022.
The project to provide the permanent building for the school referred to by the Deputy is in early architectural planning which involves site surveys, school design stages and the preparation of statutory applications.
As with all school building projects, pre-planning meetings are required with the Local Authority in advance of preparing a Planning Application to ensure the highest probability of a successful planning application in the shortest time possible.
A pre-planning meeting was held with the Local Authority on 31st March 2022. A considerable amount of work is required following the pre-planning meeting to prepare a suitably detailed application.
The school is currently located in interim accommodation on the school’s permanent site and a final grant of planning permission for additional interim accommodation for the school on the site for the 2022/23 school year was received on 23rd May 2022. Enrolments for the school year 2021/22 were 182 pupils. The school expects to have a first year intake of a further 96 pupils for the 2022/23 school year.
The building project, when complete, will provide a new 1000 pupil post-primary school including 4 classrooms for children with special educational needs and all ancillary accommodation.
27. Deputy Michael Moynihan asked the Minister for Education the status of the review of the school transport system; and if she will make a statement on the matter. [34984/22]
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.
Under the terms of the School Transport Schemes children are eligible for transport at primary level where they reside not less than 3.2 kms from and are attending their nearest national school, and at post primary level where they reside not less than 4.8 kms from and are attending their nearest post primary school/education centre as determined by the Department/Bus Éireann, having regard to ethos and language.
As the Deputy is aware, the 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 and how it currently operates, its broader effectiveness and sustainability and that it adequately supports the provision of services to students and their families.
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.
Following commencement of this review the Steering Group presented me with an initial interim report in June 2021. Following consideration of this report, I approved the extension of temporary alleviation measures for the 2021/22 school year for 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 next phase of the review which is currently underway. 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. These engagements have yielded extensive data for consideration. The Group has also consulted with a broad array of stakeholders including schools, special education interest groups, industry representatives and other Government Departments.
A number of meetings have been convened in recent weeks with both the Technical Working Group and the Steering Group with a view to finalising the second phase of the review. Decisions in regard to measures for the 2022/23 school year will be made shortly and it is anticipated that the completion of the final phases of the review will be in the shortest timeframe possible.
The Steering Group will continue to report to me on an interim basis as the review progresses.
28. Deputy Gary Gannon asked the Minister for Education her views on the State Examinations Commission's leaving certificate examination result date for 2022; and her views on the effects of the lateness of the results on students and the higher education sector. [34909/22]
Amharc ar fhreagraIn recent years, faced with the challenge of Covid 19, the State Examination Commission (SEC) has successfully issued Leaving Certificate results in time to meet the needs of candidates and stakeholders. Again this year, every effort is being made by the State Examinations Commission in order to ensure that Leaving Certificate results issue in a timely and efficient manner to meet the needs of candidates and end users.
In announcing its intention to issue Leaving Certificate 2022 results on Friday September 2 the SEC Commission has now provided clarity and certainty for students and other stakeholders.
There are significant factors which, when taken together, meant that it was not possible for the SEC to previously give a planned date for issue of the results which include:
1. Assessing the impact of the holding of a deferred sitting of the examinations for students who experience close family bereavement or for reasons related to serious injury or illness; or on public health grounds due to Covid-19;
2. The commitment that the overall set of results in 2022 will be no lower, in the aggregate, than the 2021 results; and,
3. Securing and maintaining the availability of sufficient numbers of examiners to mark written examinations.
In addition, in advance of the issue of the results, sufficient time must also be allowed for an extensive range of checks and quality assurance procedures which are required in the resulting process to ensure that the highest standards possible are maintained.
In early March of this year the SEC and my officials met with officials from the Department of Further and Higher Education, Research, Innovation and Science and representatives from the higher and further education sector to set out the arrangements for Leaving Certificate 2022. The challenges associated with the delivery of the 2022 Leaving Certificate were outlined to stakeholders at that time.
It was clearly indicated at that time that the delivery of results in mid-August should not be expected due to the differences between earlier years prior to the Covid-19 pandemic and this year.
By working collectively with education stakeholders, it was possible for the further and higher education system to respond to the needs of students wishing to continue their education and training over the last two years and I am confident that this will be the case again in 2022, now that the results date has been confirmed.
29. Deputy Matt Shanahan asked the Minister for Education her views on the latest report from the Ombudsman for Children's office, which suggested her Department is failing children with special educational needs regarding the provision of suitable school places, (details supplied); the new plans that are being put into place to address the matter; and if she will make a statement on the matter. [34956/22]
Amharc ar fhreagraEnabling children with special educational needs (SEN) to receive an education appropriate to their needs is a priority for this Government.
It is also a key priority for me as Minister for Special Education & Inclusion, for my Department and for the National Council for Special Education (NCSE).
The Deputy will be aware that I have welcomed the Report of the Ombudsman on forward planning for special education placements and I am committed to working with stakeholders in relation to the implementation of the recommendations as quickly as possible.
Throughout the last year, the Department has had a very significant level of engagement with the OCO as this report was developed.
The recommendations contained in the Report build on many of the strategic initiatives already put in place, particularly in the last 2 years, to support and expand special education needs (SEN) provision in schools throughout the country. An additional 300 special classes have opened in the current school-year providing 1,800 new placements. A further 315 special classes are already planned for 2022/23. Two new special schools opened in Cork and Dublin last September with two further special schools to open in these areas during the next school-year.
In 2022, we will spend over 25% of our total educational budget on providing additional supports for children with SEN. This represents an increase of over 60%, in total expenditure, since 2011.
We are committed to delivering an education system that is of the highest quality and where every child and young person feels valued and is actively supported and nurtured to reach their full potential.
Continuing to add capacity in schools to support SEN provision is a key priority with a particular emphasis at post-primary level.
The Department’s Geographic Information Management System (GIS) will continue to support a strategic and coordinated approach to planning and delivery of SEN provision. This includes “real-time” data on capacity across the school system.
The Department is working actively with the NCSE and other key stakeholders including School Patrons and Management Bodies to provide additional special classes and special school places for the 2022/23 school year.
The NCSE policy advice on special class and special school provision is due later this year and this will be significant in terms of how the Department plans for any changes to the way in which children and young people with SEN are supported.
My officials are also working with the Department of Health, the Department of Children, Equality, Disability, Integration and Youth and the HSE to develop and strengthen more coherent structures to enable children and young people to access therapeutic assessments and supports.
NCSE will continue to provide a wide range of training supports to schools, including in-school support with targeted and bespoke supports available to the management and staff of new special classes and new special schools.
The Deputy will also be aware that my Department has actively engaged in reviewing and updating the relevant legislation at this time. Earlier this week the Government approved the text of an Education (Provision in Respect of Children with Special Educational Needs) Bill 2022. This legislation provides for a truncated and more streamlined Section 37A process and also places additional duties on schools to co-operate with the NCSE in relation to making additional provision for children with special educational needs.
I can assure the Deputy that every support will be made available to progress additional special education capacity, in the shortest possible timeframe.
30. Deputy Alan Dillon asked the Minister for Education the number of special needs teachers and assistants who are supporting pupils in primary, secondary and special schools in the current academic year; and if she will make a statement on the matter. [34860/22]
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 a wide range of schemes and supports for children with special educational needs.
This includes additional teaching and care supports.
As a result, the number of special education teachers, special needs assistants and special class and school places are at unprecedented levels.
The Special Needs Assistant (SNA) scheme is designed to provide schools with additional adult support staff who can assist children with special educational needs who also have additional and significant care needs. Such support is provided in order to facilitate the attendance of those pupils at school and also to minimise disruption to class or teaching time for the pupils concerned, or for their peers, and with a view to developing their independent living skills.
Budget 2022 provides funding for an additional 1,165 SNAs (in 2022) to provide support to children with special educational needs, which will bring the total number of SNAs to 19,169 at the end of December 2022.
Provision for 19,169 SNAs as at 31st December 2022 will represent an increase of 81% since 2011 at which time 10,575 were provided.
The Special Education Teaching (SET) allocation provides a single unified allocation for special educational support teaching needs to each school, based on each school’s educational profile. This 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.
13,765 Special Education Teaching (SET) posts currently exist within mainstream primary and post primary schools. This enables schools to provide additional teaching support for all pupils who require such support and to deploy resources based on each pupil’s individual learning needs. It gives flexibility to schools in deploying their resources. They can take account of the actual learning needs of pupils rather than being guided primarily by a particular diagnosis of disability. The Department has published guidelines for schools as to how they should deploy their resources. Budget 2022 provides for an additional 620 new SET posts in special education. This will bring the total number of SET in the mainstream school system to 14,385 in 2022.
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 school will take account of learning needs of children as evidenced by performance in schools but also supported where relevant by information provided regarding the nature of a condition that a pupil may have.
In terms of Special Schools 1,305 teacher are allocated for the school year 2022/23 as at 30th May 2022 with 2,825 SNA's allocated.
31. Deputy Ruairí Ó Murchú asked the Minister for Education the status of a school (details supplied); her plans for the continuity of Irish-medium education in Dundalk; and if she will make a statement on the matter. [34884/22]
Amharc ar fhreagraThe provision of Irish-medium education is a priority for my Department and this Government, and we share a strong commitment to increasing the number of Irish-medium places available and providing suitable accommodation in this regard.
As the Deputy may be aware, in early 2021 I approved a proposal for a new satellite model of Irish-medium post-primary provision to be piloted in Dundalk. The model involves a satellite/Dundalk-based campus of An Foras Pátrúnachta’s Balbriggan Gaelcholáiste – Coláiste Ghlór na Mara.
This pilot offers parents in Dundalk a new choice for Irish-medium provision, in addition to existing provision provided by schools in the area. The learning from the pilot may assist in the potential development of an enduring policy/approach for the application of this model elsewhere, subject to successful review.
The patron of Coláiste Ghlór na Mara deferred the opening of the Dundalk campus to September 2023. The school patron has secured a building from which it is intended that the pilot satellite will operate and a lease is in place. Preparations are underway to ensure its readiness to accommodate the satellite. A Deputy Principal has also been appointed and is organising engagement with the local community and events to increase awareness of the satellite, with a view to having healthy enrolment numbers for September 2023.
32. Deputy Matt Shanahan asked the Minister for Education if her Department has put plans in place to review the contract process in relation to school building works and the contracts that support them given the increasing difficulty in trying to get a private builders to agree to the fixed terms and the lack of flexibility which is leaving many contracts not applied for or with pricing that is returning that is far in excess of what was anticipated; and if she will make a statement on the matter. [34959/22]
Amharc ar fhreagraMy Department has a large pipeline of projects for delivery under the school building programme. The main elements of this pipeline currently involve in excess of 1,300 school building projects for delivery under the Department’s Large Scale and Additional Accommodation Scheme. These projects are currently in progress across the various stages of planning, design, tender and construction. There are currently in excess of 250 school building projects at construction (on site) with a continuous stream of other projects at or near the tendering stage. Most of which are expected to be either under construction or completed in the period up to 2025.
My Department is aware of the prevailing challenges presented by Covid-19, the fall-out from the war in Ukraine and the challenging market conditions, and is working proactively to ensure that all school building contracts are awarded as expeditiously as possible, while working within the parameters set by the Office of Government Procurement (OGP) and principles of public procurement set out at both national and EU level.
My Department's Planning & Building Unit has a number of consultant and contractor frameworks in place that are used for call-off tenders in the appointment of construction teams to deliver on its capital works programme. These frameworks are in respect of project managers, design consultants, Building Energy Rating assessors, a Design & Build Framework, a Regional Contractors Framework and a Modular Accommodation Framework. These are updated as their lifespan expires and are regularly reviewed with regard to capacity and fitness for purpose. In addition, one of my Department’s strategic partners, the National Development Finance Agency who deliver devolved school projects also have in place Project Management, Design and Contractor frameworks. My Department’s capital works programme and individual schemes such as the summer works, energy retrofit, maintenance and emergency works provides many procurement opportunities across the entire country for small, medium and large scale consultants and contractors to tender and work on school projects. Our summer and emergency works schemes in particular by their smaller scale nature, facilitate flexible procurement often at a local level.
The Capital Works Management Framework is the structure that has been developed by the Office of Government Procurement (OGP) to deliver the Government’s objectives in relation to public sector construction procurement reform. It consists of a suite of best practice guidance, standard contracts and generic template documents. It is not unusual for a contractor to claim an increase in the contract sum during construction. These claims can be for a wide range of factors, including inflation. The OGP published details of the “Inflation/Supply Chain Delay Co-operation Framework Agreement” for the Public Works Contract as recently as last month. The publication follows the announcement on the 10 May 2022 of new measures for ex gratia payments to address the risk posed by exceptional inflation and supply chain disruption on projects being delivered under the Public Works Contract. The OGP subsequently published the workbooks to assist contracting authorities in calculating the Ex Gratia Payments. It is likely that following publication of the guidance, claims may be made by Contractors in line with the published guidance. My Department will assess claims received in line with the published guidance.
33. Deputy Catherine Connolly asked the Minister for Education the number of appeals that have been lodged with her Department in 2022 in respect of the granting of DEIS status; the number of successful appeals; the number of unsuccessful appeals; the reasons therefor; if all relevant schools have been notified about the outcome of their appeals; and if she will make a statement on the matter. [34703/22]
Amharc ar fhreagraIn March I announced a major expansion of the DEIS – Delivering Equality of Opportunity in Schools programme. This announcement meant that, for the first time since 2017, the programme is being significantly expanded and eligible schools will now gain access to targeted supports to address educational disadvantage. This will add an additional €32million to the Department’s expenditure on the DEIS programme from 2023, bringing the 2023 allocation to a total of in the region of €180million. Schools were identified for inclusion in the programme through the refined DEIS identification model which is an objective, statistics based model. 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 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 have been provided with the opportunity to have that outcome reviewed.
Circular 0019/2022, available on the gov.ie website, outlined the details of this appeals process . Schools had until 5pm on Friday April 29th to submit an appeal. 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 submitted have now been processed by my Department and schools have been notified of the outcome.
Following the completion of the DEIS appeals review, an additional 11 primary and 1 post-primary school will be included in the DEIS programme from September 2022. An additional 4 schools have been reclassified as Urban Band 1. Full details of the schools to be included in the DEIS programme from September 2022 are available on the gov.ie website.
The DEIS appeals process was applied fairly across all appellants and the results are final. The Department of Education will continue to support schools to deliver high quality, inclusive teaching and learning to students and young learners.
It is important to note that the extension of the DEIS programme to new schools is just one phase of work in for an inclusive education system which supports all learners to achieve their potential. While the DEIS programme supports those schools with the highest levels of concentrated educational disadvantage, I recognise that there are students at risk of educational disadvantage in all schools. Conscious of this, and recognising the need to target resources to those schools who need them most, the next phase of work will explore the allocation of resources to schools to tackle educational disadvantage. Part of this programme of work will involve consultation with all relevant stakeholders and will also consider insights from data following the application of the refined DEIS identification model.
In addition to this, following the National Census 2022 held on the 3rd April last it is envisaged that an updated HP Deprivation Index will be generated by Pobal and will be available in Q3 of 2023. My Department will engage with Pobal in relation to this process. The updated HP Deprivation Index can be considered by my Department to inform future resource allocation to tackle educational disadvantage.
34. Deputy Steven Matthews asked the Minister for Education further to Parliamentary Question No. 150 of 1 February 2022, if a review of the existing school bus allocation system has been completed; if she is conscious of the need to increase flexibility in ticket allocation; and if she will make a statement on the matter. [34290/22]
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.
Under the terms of the School Transport Schemes children are eligible for transport at primary level where they reside not less than 3.2 kms from and are attending their nearest national school, and at post primary level where they reside not less than 4.8 kms from and are attending their nearest post primary school/education centre as determined by the Department/Bus Éireann, having regard to ethos and language.
As the Deputy is aware, the 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 and how it currently operates, its broader effectiveness and sustainability and that it adequately supports the provision of services to students and their families.
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.
Following commencement of this review the Steering Group presented me with an initial interim report in June 2021. Following consideration of this report, I approved the extension of temporary alleviation measures for the 2021/22 school year for 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 next phase of the review which is currently underway. 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. These engagements have yielded extensive data for consideration. The Group has also consulted with a broad array of stakeholders including schools, special education interest groups, industry representatives and other Government Departments.
A number of meetings have been convened in recent weeks with both the Technical Working Group and the Steering Group with a view to finalising the second phase of the review. Decisions in regard to measures for the 2022/23 school year will be made shortly. The Steering Group will continue to report to me on an interim basis as the review progresses.
35. Deputy Donnchadh Ó Laoghaire asked the Minister for Education the steps she is taking to maximise participation of educational staff in the summer provision programme; if she has considered increasing the pay provided to SNAs; and if she will ensure payment of all staff participating is prompt. [34950/22]
Amharc ar fhreagraA key objective of this year’s Summer Programme 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.
Contracted staff will receive their personal rate of pay for their participation on the school-based programme. All others will receive an hourly/daily rate of pay.
Pay and workplace reform measures for public servants have been governed by a framework of public service pay agreements for a number of years with the current agreement "Building Momentum” in place until the end of 2022. SNAs will benefit from two pay increases as well as the benefit from sectoral bargaining funds to further increase pay.
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. Information on the school based payment procedures will issue to participating schools this week.
