Thursday, 30 Jun 2022

Written Answers Nos. 76-95

Special Educational Needs

Ceisteanna (76)

Paul Donnelly

Ceist:

76. Deputy Paul Donnelly asked the Minister for Education the measures that are being employed by her Department in conjunction with the Department of Children, Equality, Disability, Integration and Youth and the National Council for Special Education to tackle the lack of dedicated autism units in post-primary schools in Dublin 15; the consideration that is being given to ensure the 15 children that have no placements for the 2022-23 school year will be accommodated; and if she will make a statement on the matter. [25918/22]

Freagraí scríofa

Minister of State at the Department of Education

Enabling 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 and Inclusion, for my Department and for the National Council for Special Education (NCSE).

The Deputy will be aware of many of the strategic initiatives already put in place, particularly in the last 2 years, to support and expand 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 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.

Every support will be made available to progress additional special education capacity, in the shortest possible timeframe with a particular focus on Dublin, including the specific area referenced by the Deputy. The NCSE is in ongoing contact with the families of children who have not yet secured a special class or special school placement for the 2022/23 school-year. 

I want to reassure you also that my Department will continue to support the NCSE and schools through the provision of the necessary funding and capital investment to ensure all children are successful in accessing an education.

Special Educational Needs

Ceisteanna (77)

Holly Cairns

Ceist:

77. Deputy Holly Cairns asked the Minister for Education the steps she is taking to increase the lack of places in primary and secondary schools for young people with special educational needs and disabilities. [34522/22]

Freagraí scríofa

Minister of State at the Department of Education

Enabling 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 and Inclusion, for my Department and for the National Council for Special Education (NCSE).

The Deputy will be aware of many of the strategic initiatives already put in place, particularly in the last 2 years, to support and expand 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 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.

Every support will be made available to progress additional special education capacity, in the shortest possible timeframe with a particular focus on Dublin. The NCSE is in ongoing contact with the families of children who have not yet secured a special class or special school placement for the 2022/23 school-year. 

I want to reassure you also that my Department will continue to support the NCSE and schools through the provision of the necessary funding and capital investment to ensure all children are successful in accessing an education.

Special Educational Needs

Ceisteanna (78)

Holly Cairns

Ceist:

78. Deputy Holly Cairns asked the Minister for Education the steps she is taking to increase the number of places in secondary schools for young people with autism in County Cork. [34521/22]

Freagraí scríofa

Minister of State at the Department of Education

Enabling 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 National Council for Special Education (NCSE) has responsibility for coordinating and advising on the education provision for children nationwide.

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

I am satisfied that this more joined up approach is delivering. Through this intensive intervention, we have seen over 300 special classes, providing over 1,800 new places, opened nationwide for the 2021/22 school-year. A further 315 special classes are already planned for 2022/23 which include additional special classes in the Cork area to meet the demand for post-primary placements. 

NCSE has well established structures in place for engaging with schools and parents and seeks to ensure that schools in an area can, between them, cater for all children who have been identified as needing special class placements. 

NCSE is continuing to engage with schools regarding the establishment of additional special classes for 2022/23 and beyond. There are specific plans in place to open additional special classes and every support will be made available to progress their opening in the shortest possible timeframe with a particular focus on September next.

It is of course open to any school to engage with the NCSE to establish a special class.

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

I want to reassure you also that my Department will continue to support the NCSE and schools through the provision of the necessary funding and capital investment to ensure all children are successful in accessing an education.

School Accommodation

Ceisteanna (79)

Brendan Smith

Ceist:

79. Deputy Brendan Smith asked the Minister for Education when an ASD unit will be approved for a primary school (details supplied) given that there is a need in the area for such classes and the school has suitable accommodation; and if she will make a statement on the matter. [34895/22]

Freagraí scríofa

Minister for Education

I can confirm to the Deputy that my Department is in receipt of an application under the Additional School Accommodation (ASA) scheme from the school in question. 

The purpose of the ASA scheme is to ensure that essential mainstream classroom accommodation and accommodation for pupils with Special Educational Needs (SEN) is available to cater for pupils enrolled each year, where the need cannot be met by the schools existing accommodation. 

This application is being assessed by my officials currently and a decision will be conveyed to the school authorities directly when the assessment process has been completed. 

Educational Disadvantage

Ceisteanna (80)

Fergus O'Dowd

Ceist:

80. Deputy Fergus O'Dowd asked the Minister for Education the status of the much-delayed DEIS appeals, in particular for schools located in Drogheda that were highlighted in the Geiran report and have been recommended for additional posts and DEIS status; and if she will make a statement on the matter. [34720/22]

Freagraí scríofa

Minister for Education

In respect of the schools referred to by the Deputy, the schools have not been identified as having met the criteria for inclusion under the refined DEIS identification model.

In consideration of Action 6.1 of the Drogheda Report Implementation Plan, the schools have been allocated additional supports for a fixed term of 5 years in order to support the implementation of evidence-based programmes and initiatives which build school capacity to respond to the needs of their students in relation to the issues outlined in the Scoping Report into Community Safety and Wellbeing in Drogheda.  While this allocation is separate from the DEIS programme and does not constitute the classification of DEIS Urban Band 1 status on the schools, it does meet the action outlined in the report.

My Department remains committed to engaging with the Department of Justice in relation to the other recommendations of the report and the whole of Government approach to addressing the issues in Drogheda.

Question No. 81 answered with Question No. 67.

Special Educational Needs

Ceisteanna (82)

Verona Murphy

Ceist:

82. Deputy Verona Murphy asked the Minister for Education if she has drawn the attention of the Government to the urgent need fully to enact the Education for Persons with Special Educational Needs Act 2004; her views on whether the failure to do so calls into question the State's commitment to giving a large cohort of the population the opportunities to which they are entitled; and if she will make a statement on the matter. [28435/22]

Freagraí scríofa

Minister of State at the Department of Education

As the Deputy will be aware, as announced in December 2021, I have sought a review of the Education for Persons with Special Educational Needs Act, 2004, which provides for the education of children aged under 18 years with special educational needs. The EPSEN Act 2004, is now in place for more than 18 years and there have been many significant changes and developments to policy relating to the education of children with special needs in that time.  

The purpose of the review is to ensure that legislation on education for students with additional needs is up-to-date, fully operational, and reflective of the lived experiences of students and families.

A number of steps have been taken by my Department in relation to this important review of legislation. Establishment of a Steering Group, Working Group and Advisory Group have been completed and the all groups have held initial meetings. A full stakeholder engagement took place on the 21st June last,  to discuss concerns and proposals in relation to this review, which was very positive.

Progress has been made in relation to a public survey and focus groups that shall also be an important part of this review. Open collaboration and consultation will be at the heart of the review and all stakeholders will be invited to engage with the process.

It is envisaged that the full review will be completed by early 2023.

I wish to reassure the Deputy that the Government is committed to ensure that every child receives an education to help him/her achieve his/her potential.  To this end, the state has made very significant investment in a range of education supports for these children.  The state has also put in place a comprehensive legislative framework to protect and support the educational rights of these children and their families.

I wish to assure the Deputy that the purpose of the review is to provide assurance that there is an adequate legislative basis for the educational provision, both current and planned, for children with special educational needs in order to protect the interests of the children concerned and their families and those of the state.

Covid-19 Pandemic

Ceisteanna (83)

Marc Ó Cathasaigh

Ceist:

83. Deputy Marc Ó Cathasaigh asked the Minister for Education the forward planning that is being carried out in her Department to address and combat the spread of Covid-19 variants and other communicable diseases in school environments in the coming school year; and if she will make a statement on the matter. [34897/22]

Freagraí scríofa

Minister for Education

My Department is at all times guided by public health advice as to the appropriate infection and prevention control measures to be implemented in schools to both prevent the introduction of Covid-19 into school settings and to minimise its impact if Covid-19 occurs. 

Funding for enhanced cleaning regimes and PPE has remained in place in schools.  The Department is continuing to work closely with all of the education partners and public health specialists so that schools will be supported in implementing any measures that are deemed appropriate by public health authorities for the 2022/23 school year. 

Keeping Covid-19 out of schools as far as possible is still the key approach to the operation of our schools as we continue to live with Covid-19. The key message for students, their parents and staff is to stay away from school if you have Covid-19 symptoms and to follow the HSE advice in all instances.

Special Educational Needs

Ceisteanna (84)

Thomas Gould

Ceist:

84. Deputy Thomas Gould asked the Minister for Education the number of children with special educational needs who have no school place for September 2022 in Cork. [34892/22]

Freagraí scríofa

Minister of State at the Department of Education

Enabling 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).

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

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

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

The NCSE has responsibility for coordinating and advising on the education provision for children with special educational needs nationwide.

A range of strategic initiatives have been put in place with the NCSE in recent years to support and expand special educational needs provision in schools throughout the country.

These initiatives include enhanced arrangements for the planning and coordination of SEN provision requirements involving my Department, the NCSE and key stakeholders such as Patrons and Management Bodies.  

Our planning utilises the Department’s Geographic Information Management System (GIS) to support a strategic and coordinated approach to the delivery of SEN provision.  This includes “real-time” data on capacity across the school system.

This has resulted in a more streamlined and joined up planning process which has ensured a targeted approach to meet demand for special education placements ahead of each new school year.

I am satisfied that this approach is delivering.

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

I can confirm that the NCSE is aware of an identified need for additional special education placements for students with autism in Cork.

The Deputy will be aware that Minister Foley and I announced a significant expansion of special school provision in Cork and Dublin in March last.

This significant announcement provides for the establishment of a new special school in Cork as well as increased capacity in existing special schools in Cork.

Planning for the establishment and opening of the new special school has begun which includes determination of the size of the school required so that the necessary staff recruitment, school policy development and related arrangements can be put in train. The new school will be located on an interim basis in Rochestown in a premises expected to become available in early 2023. 

My Department is committed, in conjunction with the NCSE, to continue to work with parents, schools, patrons and all stakeholders to ensure that there are sufficient appropriate places for students with additional needs for the 2022/23 school-year.

I can assure the Deputy that every support will be made available to progress this additional special education capacity, in the shortest possible timeframe, with a particular focus in Cork on the 2022/23 school-year.

School Transport

Ceisteanna (85)

Matt Shanahan

Ceist:

85. Deputy Matt Shanahan asked the Minister for Education the meetings that are taking place with bus and coach providers in relation to school transport; the steps that her Department is considering to provide additional supports to fuel pricing which is threatening many bus services; and if she will make a statement on the matter. [34958/22]

Freagraí scríofa

Minister for Education

School Transport is a significant operation managed by Bus Éireann on behalf of the Department of Education. In the current school year over 121,400 children, including over 15,500 children with special educational needs, are transported on a daily basis to primary and post-primary schools throughout the country at a cost of over €289m in 2021.

The purpose of the 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.

The Department is in contact with bus and coach provider representative groups on a regular basis and has engaged with other Departments and the Department of Public Expenditure and Reform and on 23 May announced the payment of a fuel contribution to contractors operating the school transport scheme under contract to Bus Éireann to alleviate the pressures on contractors in the short term. This measure is in place for quarter 1 and quarter 2 of 2022. The contribution is a temporary measure and the position with regard to fuel costs will continue to be kept under review.

As the Deputy will be aware, Government has also announced a reduction in excise on fuel will result in a decrease in the cost of fuel.  The reduction of 20 cent per litre on petrol and 15 cent per litre on diesel will be in place until 31 August at an estimated cost of €320m. This is a national measure aimed at easing the financial burden on contractors and families at this time. 

Special Educational Needs

Ceisteanna (86)

Bernard Durkan

Ceist:

86. Deputy Bernard J. Durkan asked the Minister for Education the extent to which adequate provision continues to be made to meet the requirements as set out by the various school authorities and boards of management at all primary and second level schools throughout the country and in County Kildare; the extent to which special needs accommodation and classes are likely to feature in this regard; and if she will make a statement on the matter. [34889/22]

Freagraí scríofa

Minister of State at the Department of Education

Enabling 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).

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

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

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

The NCSE has responsibility for coordinating and advising on the education provision for children with special educational needs nationwide.

A range of strategic initiatives have been put in place with the NCSE in recent years to support and expand SEN provision in schools throughout the country.

These initiatives include enhanced arrangements for the planning and coordination of SEN provision requirements involving my Department, the NCSE and key stakeholders such as Patrons and Management Bodies.  

Our planning utilises the Department’s Geographic Information Management System (GIS) to support a strategic and coordinated approach to the delivery of SEN provision.  This includes “real-time” data on capacity across the school system.

This has resulted in a more streamlined and joined up planning process which has ensured a targeted approach to meet demand for special education placements ahead of each new school year.

I am satisfied that this approach is delivering.

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

In terms of Kildare,  I can confirm that the NCSE is aware of an identified need for additional special classes for students with autism in primary and post-primary schools.  Work has been underway with stakeholders for a number of years to meet the demand for places.

It is of course open to any school to engage with the NCSE to establish a special class.

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

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

I also want to reassure the Deputy that my Department will continue to support the NCSE and schools through the provision of the necessary funding and capital investment to ensure all children are successful in accessing an education.

Special Educational Needs

Ceisteanna (87)

Jennifer Murnane O'Connor

Ceist:

87. Deputy Jennifer Murnane O'Connor asked the Minister for Education the supports that are in place for schools to administer the summer programme 2022; the expected take-up; and if she will make a statement on the matter. [34979/22]

Freagraí scríofa

Minister of State at the Department of Education

Building on the last year’s summer programme all primary and post primary schools can offer a programme. In line with last year’s funding, there is up to €40 million available to provide for this year’s programme.

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 burdens. 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.

Capitation funding and preparation hours are provided to schools who participate in the programme, with additional funding and hours provided to schools that run the Special Class and Special School Programme.  Further funding has since been made available to Special Schools, in recognition of the extra complexities in running programmes in their schools.

This year, for the first time, there will be an online claims system for schools to submit payments details for those staff taking part in the school based summer programme. This will provide for faster and more streamlined payments to staff.

In addition, with the assistance of the National Association of Management Boards in Special Education (NAMBSE), the Department and Inspectorate recently hosted a webinar for Special Schools and provided a presentation on the supports and benefits of running a school based summer programme. The presentation focused on the positive outcomes for students that participated in the 2021 programme.

While the number of special schools and classes taking part has risen over the last 2 years, we want to continue this growth in participation further. The Department will continue to work with all stakeholders to support parents in accessing summer provision and with schools to ensure that they have the resources and supports necessary to successfully run these programmes.

Currently, it still remains open for schools to contact the Department in respect of the Summer Programme. The final numbers participating in the Summer Programme will not be available until after the programme concludes. However it is anticipated there will be an increase in the number of schools with over 1,000 schools indicating they are taking part compared to 945 in 2021. The number of children taking part will only be known when the programmes have been completed.

State Examinations

Ceisteanna (88)

Ruairí Ó Murchú

Ceist:

88. Deputy Ruairí Ó Murchú asked the Minister for Education the steps that are being taken to ensure there are no delays in the publication of the leaving certificate examination results, which would cause unnecessary frustration for students; and if she will make a statement on the matter. [34883/22]

Freagraí scríofa

Minister for Education

The State Examinations Commission and the Department of Education are acutely aware of the needs of candidates and other stakeholders in regard to the provision of Leaving Certificate results and will continue to do everything they can to ensure results are delivered as soon as possible. The State Examinations Commission announced on June 23 that Friday September 2 is the date it on which it intends to issue Leaving Certificate 2022 results.  This date is in line with the dates in both 2020 and 2021 when results issued.

There are significant factors which, when taken together, meant that it was not possible previously for the SEC to give a planned date for issue of the results which include: 

1. 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 examination

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.

Educational Disadvantage

Ceisteanna (89)

Aodhán Ó Ríordáin

Ceist:

89. Deputy Aodhán Ó Ríordáin asked the Minister for Education if she will ensure the primary schools in north Drogheda referred to in the Drogheda implementation plan report are given formal DEIS band one status in the current appeals process; and if she will make a statement on the matter. [34767/22]

Freagraí scríofa

Minister for Education

In respect of the schools referred to by the Deputy, the schools have not been identified as having met the criteria for inclusion under the refined DEIS identification model.

In consideration of Action 6.1 of the Drogheda Report Implementation Plan, the schools have been allocated additional supports for a fixed term of 5 years in order to support the implementation of evidence-based programmes and initiatives which build school capacity to respond to the needs of their students in relation to the issues outlined in the Scoping Report into Community Safety and Wellbeing in Drogheda.  While this allocation is separate from the DEIS programme and does not constitute the classification of DEIS Urban Band 1 status on the schools, it does meet the action outlined in the report.

My Department remains committed to engaging with the Department of Justice in relation to the other recommendations of the report and the whole of Government approach to addressing the issues in Drogheda.

Ukraine War

Ceisteanna (90)

Matt Shanahan

Ceist:

90. Deputy Matt Shanahan asked the Minister for Education the details of her Department's position with respect to new school places for Ukrainian refugee children; the way the school transport system is being examined to ensure it caters effectively for these students; and if she will make a statement on the matter. [34957/22]

Freagraí scríofa

Minister for Education

My Department is working to support education provision for arriving children with immediate education needs.

Utilisation of each school’s existing capacity in the most flexible way possible will be key to supporting Ukrainian children who are being enrolled in our schools. There is generally good capacity across the country. A capacity survey at post-primary level indicates circa 20,000 school places and an equivalent survey at primary level has indicated capacity of over 50,000 school places.

The 16 Regional Education and Language Teams (REALT), hosted by the regional Education and Training Boards (ETBs), to support the needs of children from Ukraine arriving in Ireland will have a key role in managing these capacity pressures. Close liaison and linkages with the HSE and the disability services are key to aligning, in so far as possible, the accommodation, care and education of children with complex special needs.

Capacity information on the school system will be made available by my Department’s Planning and Building Unit (PBU) to support and assist the work of the REALT teams.

School Transport is a significant operation managed by Bus Éireann on behalf of the Department of Education. In the current school year over 121,400 children, including over 15,500 children with special educational needs, are transported on a daily basis to primary and post-primary schools throughout the country. The cost in 2021 was over €289m.  During the last academic year, there has been an increase in capacity to cater for over 1500 additional pupils arriving from Ukraine.  

School transport is a demand led scheme for which the application closing date for the 2022/2023 school year has not yet passed.  Bus Éireann are in the process of planning the logistics for the operation of School Transport Scheme services for the upcoming school year.  

Detailed planning is carried out through the Bus Éireann local offices on a route by route basis to plan for capacity as required. 

Special Educational Needs

Ceisteanna (91)

Aodhán Ó Ríordáin

Ceist:

91. Deputy Aodhán Ó Ríordáin asked the Minister for Education if she will reform the application process for a review of the SNA allocation for schools to remove language threatening potential downgrade of SNA numbers to schools making an application for a review given that it may discourage schools with additional needs particularly developing schools with a review. [34768/22]

Freagraí scríofa

Minister of State at the Department of Education

I would like to thank the Deputy for the question and would like to advise the following.

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

SNAs play a huge role in helping to ensure the inclusion of pupils with significant care needs in education and in school life

My department is very conscious of the need to ensure that SNA resources are allocated to support schools which have the greatest level of care need.

Care needs within schools can change over time due to for example a pupil with significant care needs leaving a primary school or moving to a special class. It is important that when these changes occur in a school’s care needs profile that the SNA role can be reallocated to a school with growing or developing care needs.

SNAs are not allocated to individual children but to schools as a school based resource and it is important that the school deploys its SNA resources in a manner which best meets the care support requirements of the children enrolled in the school.

It is a matter for schools to allocate support as required, and on the basis of individual need, which allows schools flexibility in how the SNA support is utilised.

Circular No 0035/2022 Special Needs Assistant Allocation 2022/23 which issued on 31st May 2022 outlined the following:

1. The SNA allocations for mainstream classes in schools on 31st May 2022 will be maintained for 2022/23.  This will provide greater certainty for schools.

2. A process for schools, whereby if they consider their SNA allocation is in excess of the required care needs, to engage with the NCSE. Schools should contact their local NCSE Special Education Needs Organiser (SENO) to commence the process. 

3. The exceptional review process undertaken by NCSE will remain in place throughout the 2022/23 school year,  where schools can seek a review of their SNA allocations which will result in one of the following outcomes:

4. No change in the level of care need identified (and no change in the resultant SNA allocation);

5. Increase in the level of care need identified (which if significant would see an increase in the SNA allocations to the schools) ;

6. Decrease in level of care need identified in the school (which if significant would result in a reduction in SNA allocations as the care need could be managed with less resources than are currently allocated).

With regards to iii above it is crucial that if the NCSE identifies a significant reduction in the care needs in a school where SNA(s) support is no longer warranted that the SNA role can be re allocated to another school where the pupils have a greater level of care needs support.

The inclusion of iii above is not designed so as to deter schools from applying for a SNA exceptional review but outlines that as part of an exceptional review if over resourcing of care needs is identified that if it is significant that resource maybe reallocated to a school with greater need.

In line with previous years any school who believe that an exceptional situation has occurred where the care needs of pupils can no longer be met within existing resources should utilise the exceptional review process and should make contact with their local NCSE Special Education Needs Organiser (SENO).

The above aligns with the department guiding principle that care need resources must be focused on those students with the greatest need in our school system.

National Educational Psychological Service

Ceisteanna (92)

Pauline Tully

Ceist:

92. Deputy Pauline Tully asked the Minister for Education her plans to increase the National Educational Psychological Service in view of the fact that referrals to CAMHS and other mental health services have risen by 40% for primary school pupils as a result of the Covid-19 pandemic; and if she will make a statement on the matter. [34907/22]

Freagraí scríofa

Minister for Education

The provision of counselling and therapeutic services in Ireland for children and young people is led by the Department of Health, through HSE Primary Care Psychology for low to moderate mental health difficulties and Child and Adolescent Mental Health Services (CAMHS) for more severe mental health difficulties. My Department signposts schools and students to the HSE-funded mental health services. The Department of Education also has an important role to play in supporting the wellbeing and mental health of our young people. The Department’s Wellbeing Policy and Framework for practice has given recognition to the importance of promoting wellbeing in education.  It outlines a comprehensive, whole-school approach to the promotion of wellbeing and positive mental health. It focuses on the whole school community, as well as groups and individual young people with identified needs.

The National Educational Psychological Service (NEPS) of the Department provides a comprehensive, school-based psychological service to all primary and post primary schools through the application of psychological theory and practice to support the wellbeing, academic, social and emotional development of all learners. NEPS provides its service to schools through casework and through support and development work for schools. This includes guidance for teachers in the provision of universal and targeted evidence-informed approaches and early intervention to promote children’s wellbeing, social, emotional and academic development. Initiatives such as the Incredible Years Social Emotional learning Programmes and the FRIENDS Resilience Programmes. These programmes have been welcomed by schools and their impact positively evaluated. 

NEPS has developed a range of workshops on the promotion of wellbeing and resilience in schools which includes trauma informed approaches.  The approaches outlined in the workshops are based on research findings, on the experience of experts in their fields and on the experience of practising psychologists working in schools. The workshops are available to build the capability of school staff in both primary and post-primary settings, including for school leaders, teachers and SNAs.

NEPS’ psychologist numbers currently stand at 224.52 whole-time equivalent (WTE) posts, having grown from a base of 173 in 2014.  Any further expansion of the NEPS service will be considered as part of the estimates process for 2023.

Educational Reform

Ceisteanna (93)

Dara Calleary

Ceist:

93. Deputy Dara Calleary asked the Minister for Education her views on the reform of the senior cycle; the expected timeframe for the implementation and planned consultation processes of same; and if she will make a statement on the matter. [34981/22]

Freagraí scríofa

Minister for Education

As the Deputy is aware, on 29 March I announced an ambitious programme of work for a reimagined Senior Cycle of education where the student is at the centre of their Senior Cycle experience.

The three tenets of Senior Cycle reform are to:

- Empower students to meet the challenges of the 21st century

- Enrich the student experience and build on what’s strong in our current system

- Embed wellbeing and reduce student stress levels

Introducing significant change at Senior Cycle needs to be thought through carefully and it is essential to ensure that the National Council for Curriculum and Assessment (NCCA), State Examinations Commission (SEC), the Department and schools can work through the changes with all stakeholders over a sustained period of time.

I know that there is an appetite for change in respect of different aspects of the Senior Cycle and Leaving Cert experience and that this desire has been accelerated and strengthened since the arrival of the pandemic. 

My approach to Senior Cycle Redevelopment is ambitious, optimistic and inclusive. Senior Cycle redevelopment will ensure that the diversity of students’ learning needs and strengths are addressed. The redevelopment of Senior Cycle will ensure that all learning pathways in school are accessible and equally valued. It will broaden the ways used to assess and accredit students’ achievement, to better reflect and encourage the learning we wish to promote. And finally, we must ensure that students and their wellbeing are at the forefront of everything we do.

A Senior Cycle Programme Delivery Board will be established which will have responsibility for overseeing the redevelopment of Senior Cycle and the implementation work involved will include consultation with education partners, including teachers, students, school leaders and parents.

The changes that I announced on 29 March also include initiatives to spread the assessment load for students and do so in a way that enhances student wellbeing. The redeveloped Senior Cycle also includes the development of new and revised subject curricula, with a significant emphasis on additional assessment components outside of the traditional final written examinations. This includes the development of two new subjects, Drama, Film and Theatre Studies, and Climate Action and Sustainable Development, which will be introduced for Leaving Certificate students, starting in September 2024 in network schools.

As part of this work I have asked the NCCA to publish by September 2023 a schedule of dates by which individual subject specifications will be completed with new and revised specifications to be delivered in annual blocks. The first updated curricula will be available and introduced into network schools for piloting in September 2024.

The new approach will enable students to follow a broad curriculum, develop their interests and skills and participate in a final assessment process consistent with international best practice, which will support them in their next phase of life whether that’s third level, further education and training, apprenticeships or the world of work. 

School Curriculum

Ceisteanna (94)

Pádraig O'Sullivan

Ceist:

94. Deputy Pádraig O'Sullivan asked the Minister for Education if she will expand the leaving certificate computer science course to each school in the State, starting with the 2022-24 cycle; if so, the way that such a roll-out would occur; the plans that are in place in relation to same; the reason only 50 schools have been allowed to provide computer sciences at leaving certificate level; if the course will be made available online; and if she will make a statement on the matter. [34905/22]

Freagraí scríofa

Minister for Education

Leaving Certificate Computer Science (LCCS) was first introduced, as a new subject, on a phased basis to 40 schools in September 2018. From September 2020, LCCS was available to schools nationally as a full optional subject. The numbers of schools offering the subject is growing. There are currently approximately 145 schools across the country offering this subject to their students.

The approach to the provision of the subject by schools has been informed by the valuable learning gathered from the phased introduction of LCCS since September 2018. Uniquely, this included a Science Foundation Ireland (SFI) Discover funded research project to track the development of progress of teachers of the subject during the first two years of the subject rollout. A Department led group was formed to assist in, and have oversight of, this research study and its findings.

The introduction of this new subject to schools is supported by a Leaving Certificate Computer Science Support Framework. This framework represents a collaboration between the Department of Education, the Computers in Education Society of Ireland (CESI), the Professional Development Service for Teachers (PDST), the Irish Universities Association (IUA), higher education institutions, Ibec, the Technological Higher Education Association (THEA) and SOLAS.  

The framework puts in place key actions to promote a broad take-up of the subject at both ordinary and higher level. There is a focus on actions to support greater female participation and greater participation amongst students who would not have traditionally considered subjects like Computer Science for the Leaving Certificate.

For schools who are considering the introduction of LCCS onto their curriculum an “Expression of Interest” process is currently being carried out by the Professional Development Service for Teachers (PDST) to ascertain teachers’ professional learning needs so as to support the effective delivery of the new subject in schools

All of these supports have been designed to ensure there is capacity within the system for long-term, sustainable growth of Leaving Certificate Computer Science.

State Examinations

Ceisteanna (95)

Aodhán Ó Ríordáin

Ceist:

95. Deputy Aodhán Ó Ríordáin asked the Minister for Education if she will recognise that the stipulations for deferred examination requiring that a parent or guardian needs to sign a request for a deferred sitting on the day of the examination and that a medical report signed by a consultant needs to be uploaded within four days are not always practical in a life-threatening emergency and need to be reviewed; and if she will contact the State Examinations Commission to make it aware of the issue. [34765/22]

Freagraí scríofa

Minister for Education

The 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.