Dáil Éireann Debate, Thursday - 8 September 2022
991. Deputy Paul Murphy asked the Minister for Education if her attention has been drawn to the Budget 2023 campaign of an organisation (details supplied) for greater investment in young children’s education; and if she will commit to meeting the demands put forward. [43811/22]
Amharc ar fhreagra1000. Deputy Fergus O'Dowd asked the Minister for Education if a response will issue to pre-Budget submission campaign by an organisation (details supplied) seeking higher investment in key areas of education; and if she will make a statement on the matter. [43858/22]
Amharc ar fhreagraI propose to take Questions Nos. 991 and 1000 together.
Under the Programme for Government there is a commitment to seek to make further progress in reducing the pupil teacher ratios in primary schools.
At primary level, the annual staffing schedule determines the allocation of teachers to schools. The staffing schedule has been improved under both Budgets in the past two years. For the 2022/23 school year, the staffing schedule for primary schools has been improved by one point and our schools are currently staffed at the most favourable level ever seen, on the basis of 1 teacher for every 24 pupils. Budget 22 also provided lower staffing retention levels for all primary schools.
The latest figures in relation to pupil teacher ratio shows an improved ratio of teachers to pupils from 15.7:1 to 13.7:1 at primary level when comparing the 2016/17 school year to the 2021/22 school year. This compares favourably with the OECD pupil teacher ratio which is 1:15. In the same period the staffing schedule improved from 27:1 to 25:1. Average class sizes improved from 24.6 to 22.8 in the same period.
In terms of schools leadership, the equivalent of approximately 1,300 middle management posts (Assistant Principal I and Assistant Principal II) have been restored at primary level since the lifting of the moratorium on these posts in 2017.
The Department has committed to annually revising the allocation of Posts of Responsibility to take into account retirements during the school year which has ensured that the current level of Posts of Responsibility (POR’s) are maintained in the school system. New POR threshold tables are produced each year to distribute these PORs equitably across all school. Currently one in three teachers hold a promotional post within our schools.
The Sectoral Bargaining process under Building Momentum for the primary sector has been used to increase posts of responsibility (POR) in primary and special schools by 1,450 posts. The distribution of these additional posts of responsibility are comprehended in Circular 0043/2022 - Allocation of Assistant Principal Posts 2022/2023 www.gov.ie/en/circular/87fa2-allocation-of-assistant-principal-posts-20222023/.
My Department provides funding to recognised primary and post-primary schools in the free education scheme by way of per capita grants. The two main grants are the capitation grant to cater for day to day running costs such as heating, lighting, cleaning, insurance, general up-keep etc. and the Ancillary/School Services Support Fund (SSSF) to cater for the cost of employing ancillary services staff. All schools have received the benefit of the capitation increases awarded to date. However, I understand the need for improved capitation funding and I have committed to seeking funding for further increases in the capitation grant in future budgets. Annual funding would need to be increased by circa €20.8m to increase the capitation grant by 20% at primary level.
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 practicing 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.
Further improvements will have to be considered in the context of the annual budgetary process.
