Written Answers Nos. 242-257
245. Deputy Louise O'Reilly asked the Minister for Education if her Department's online claims system will be amended to allow schools to place a substitute teacher in a non-filled temporary post in order to deal with the current staffing crisis in schools; and if she will make a statement on the matter. [46775/22]
Amharc ar fhreagraI can inform the Deputy, that the Online Claims System (OLCS) is a system used by schools to record absences for teachers and SNA’s and where the absence is deemed to be substitutable, allow schools to input claims for payment for a substitute. A mechanism exists whereby schools can submit appointment forms directly to the Payroll Division of my Department for payment of a temporary or permanent teacher.
The Department is aware of the challenges that management bodies and schools have reported in recruiting teachers in recent years.
In response to these difficulties, the Steering Group on Teacher Supply was established in March 2018. The Steering Group is leading on the identification of the issues, the development of a programme of actions on teacher supply and the oversight of its implementation.
An Implementation Group supports the work of the Steering Group and a number of working groups are considering and reporting to the Implementation Group on various issues. These include a Data Working Group to oversee the identification and analysis of data to support teacher supply planning; the Higher Education Coordination Group to oversee the implementation of actions related to higher education; the Communications Working Group which promotes the teaching profession and oversees the development of a teacher recruitment portal; and a Policies and Arrangements Working Group which considers school and Department arrangements which affect the demand for and supply of teachers.
Consultation with education partners and stakeholders is a central feature of the teacher supply process.
246. Deputy Richard Boyd Barrett asked the Minister for Education when the interim building will be in place for a school (details supplied); and if she will make a statement on the matter. [46802/22]
Amharc ar fhreagraMy Department’s Design Team are in the process of addressing the prior to commencement conditions and will be communicating with the Local Authority in relation to these. Currently it is not possible to provide a timeline as to when the interim building will be in place.
Agreement in principle for the acquisition of the site referred to by the Deputy was reached with the Executive of Dún Laoghaire Rathdown County Council in June 2021, subject to the approval of the Elected Members of the Council.
The approval by the Elected Members to dispose of these lands to the Minister for Education was granted at a Council Meeting on 11th April 2022.
This acquisition is subject to the successful granted of planning permission for the permanent school facility.
With regard to the permanent school building project, my Department will shortly be commencing the tender process for the appointment of the Project Manager for the delivery programme which includes this school referred to by the Deputy. Once the Project Manager is appointed they will commence the tender process for the appointment of the Design Team that will take the project forward through the stages of architectural planning to tender and construction. It is not possible at this time, ahead of the appointment of the design team and subsequent pre-planning consultations with the local authority to indicate when the planning application for the project will be submitted. However, the school will be kept fully informed as these steps are progressed.
My Department will continue to address the interim accommodation requirements for the school and will continue to keep the patron body and school community updated as these projects progress.
247. Deputy Richard Boyd Barrett asked the Minister for Education the status of the new building for three autism classes in a school (details supplied); when they will be able to go out to tender; and if she will make a statement on the matter. [46853/22]
Amharc ar fhreagraI am pleased to inform the Deputy that funding was approved under the Additional School Accommodation (ASA) Scheme to enable the school in question to build a 2 Classroom SEN Base and an Early Intervention Unit.
The project is currently at Stage 2b of the architectural planning process. I can confirm that the Department has received a Stage 2b Report which is currently being reviewed by Department officials; once this review is complete, the Department will revert to the school with the outcome with a view to moving to tender stage as soon as possible.
248. Deputy Cathal Crowe asked the Minister for Education if the cut-off age for drivers of school transport services will be reviewed given the difficulty in recruiting drivers at present. [46867/22]
Amharc ar fhreagraSchool Transport is a significant operation managed by Bus Éireann on behalf of the Department of Education. In the last school year over 121,400 children, including over 15,500 children with special educational needs, were transported on a daily basis to primary and post-primary schools throughout the country at a cost of over €289m in 2021.
In July 2022, Government announced funding for the waiving of school transport scheme fees for the coming school year as part of a wider package of cost of living measures.
Ticket registration for the 2022/23 school year closed on 29 July by which time almost 130,000 applications/registrations were received for mainstream school transport. This figure includes 44,299 new applications as well as roll-overs from the previous school year.
The purpose of my Department's School Transport Scheme is, having regard to available resources, to support the transport to and from school of children who reside remote from their nearest school.
It is Bus Éireann company policy that normal retirement age for all Bus Éireann staff is currently 66 years. However Bus Éireann part-time School Bus Drivers and drivers nominated by private operators who operate service as part of the School Transport Scheme may continue to perform in the role provided they hold the requisite license and satisfy an annual medical examination until they retire at age 70. This policy and criteria is applied to all drivers who provide school transport services on behalf of Bus Éireann equally.
Bus Éireann notes the changes which have been made that, from the age of 75, drivers must complete a medical report form signed by a registered medical practitioner, however this change does not apply to bus and truck driving licence holders, who still require a medical report on first issue and on renewal of licences every 5 years.
There is currently no plan to increase the age limit further from 70 at this time for School Bus Drivers; however, the matter will continue to be kept under review.
249. Deputy Mattie McGrath asked the Minister for Education if officials from her Department will meet with the administrative staff of a school (details supplied) in County Tipperary that was refused DEIS status, given that the reason that this decision was arrived at remains unclear; if specific clarification will be provided to the school in relation to the numbers and data used in the assessment; and if she will make a statement on the matter. [46908/22]
Amharc ar fhreagraIn March I was glad to be able to announce a major expansion of the DEIS – Delivering Equality of Opportunity in Schools programme which means 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 my Department’s expenditure on the DEIS programme from 2023, bringing the 2023 allocation to 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.
The DEIS identification process is based on the principle of concentrated disadvantage and the proportion of students from disadvantaged backgrounds within a school. It takes into account the specific enrolment within a school and the proportion of students within that school. The extension of the DEIS programme follows an extensive body of work by the DEIS technical group to develop the refined DEIS identification model to identify the concentrated levels of disadvantage of schools.
The model uses information from the school’s individual enrolment database and 2016 national census data as represented by the Pobal HP Deprivation index. The model takes into account the student cohort and the relative disadvantage within a given school. The DEIS identification model takes into consideration the significant educational disadvantage experienced by Traveller and Roma learners and by students residing in direct provision or emergency homeless accommodation.
A detailed paper on the refined DEIS identification model is available on gov.ie at www.gov.ie/en/publication/a3c9e-extension-of-deis-to-further-schools/#how-schools-were-selected-for-inclusion-in-deis
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 that were not satisfied with the outcome following the application of the DEIS identification model to their school enrolment data were provided with the opportunity to have that outcome reviewed. The DEIS appeals process was applied fairly across all appellants and the results are final.
My Department 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 my vision 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 that 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.
250. Deputy Danny Healy-Rae asked the Minister for Education when junior certificate examination results will be available to candidates; and if she will make a statement on the matter. [46920/22]
Amharc ar fhreagraThe State Examinations Commission has statutory responsibility for operational matters relating to the state examinations.
In view of this I have forwarded your query to the State Examinations Commission for direct reply to you.
251. Deputy Pádraig O'Sullivan asked the Minister for Education the reason that special schools are not sanctioned for the post of home-school liaison officers; if consideration has been given to expanding the post to special schools; and if she will make a statement on the matter. [46936/22]
Amharc ar fhreagraThe DEIS programme is the Department of Education’s policy response to the issue of educational disadvantage. The Home School Community Liaison (HSCL) Scheme is an integral element of the DEIS programme. It is a school-based intervention provided to DEIS schools to address the needs of pupils at most risk of educational disadvantage. The role of the HSCL Coordinator is to work primarily with the salient adults in the child’s life, in order to empower them, so that they can better support their children to attend school, participate in education and develop positive attitudes to life-long learning. Central to the HSCL initiative, is the identification of educational needs and the provision of a tailored and proportionate response to those needs, through a range of interventions, which are evidence-based, focused and structured.
HSCL supports are provided to all DEIS Urban and DEIS Post-Primary schools. In the 2022/23 school year there are 529 HSCL posts allocated to provide supports to approximately 207,000 students under the DEIS programme. A further 4 posts are allocated to support schools participating in the National Traveller and Roma Inclusion Strategy (NTRIS) STAR pilot working with Traveller and Roma students.
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. Staffing ratios in special schools are significantly lower than in mainstream schools and are intended to ensure that the needs of students can be met effectively.
While the benefits of having good links between the home and school are acknowledged for all students, there are no current plans to extend DEIS programme measures to special schools.
252. Deputy Michael Lowry asked the Minister for Education if funding is available through her Department to assist a school (details supplied) in County Tipperary to upgrade its transport facilities; and if she will make a statement on the matter. [46943/22]
Amharc ar fhreagraSchool Transport is a significant operation managed by Bus Éireann on behalf of my Department. In the past school year over 121,400 children, including over 15,500 children with special educational needs, were transported on a daily basis to primary and post-primary schools throughout the country at a cost of over €289m in 2021.
The purpose of my Department's School Transport Scheme is, having regard to available resources, to support the transport to and from school of children who reside remote from their nearest school.
The purpose of the School Transport Scheme for Children with Special Educational Needs (SEN) is, having regard to available resources, to support the transport to and from the nearest school to meet the requirements of children with special educational needs arising from a diagnosed disability.
While the scheme provides transport for students to travel and from school, funding for schools to upgrade private transport does not fall within the remit of the School Transport Scheme in my Department.
253. Deputy Paul Murphy asked the Minister for Education further to Parliamentary Question No. 865 of 8 September 2022, if she will request schoolbook companies to provide licences for eBook downloads to schools which would eliminate the need for parents to buy costly physical copies of schoolbooks which will not be used once the non-transferable code for the eBook has been retrieved; and if she will make a statement on the matter. [46948/22]
Amharc ar fhreagraAs Minister for Education, I am acutely aware of the costs faced by families upon the return of their children to school.
Apart from a small number of prescribed texts at post-primary level, determined by the National Council for Curriculum and Assessment (NCCA), the decisions on which textbooks, programmes and resources, if any, to use in primary and post-primary schools are taken at school level.
Curriculum specifications and prescribed syllabus material are determined by the NCCA and it is the responsibility of each individual school to select the resources, if any, that it will use to support its implementation of the curriculum.
Members of the Irish Educational Publishers’ Association (IEPA) subscribe to a Code of Practice which includes an agreement that publishers will not revise any texts within at least four years - unless there is a change in the curriculum, the state examination or methods of assessment, or if there is a recognised teacher-led demand to do so.
The licensing arrangements which apply to any individual digital resource are determined by the publisher of the resource, and therefore any queries regarding these arrangements should be directed to the publisher concerned.
My Department’s Circular 0032/2017 sets out the principles of cost-effective practice to be adopted by schools to reduce the cost of returning to school.
Schools are expected to adopt a cost-conscious approach to the selection of books for use in their classes.
The Department provides a book grant to all recognised primary and post primary schools within the Free Education Scheme in order to provide assistance for books including Book Rental Schemes. Schools participating in the Department’s DEIS Programme receive an enhanced rate of book grant.
It is a matter for the Board of Management of each individual school to decide on its own policy in relation to the use of book grant funding in the school. The current arrangement relies on the local knowledge of the school in order to ensure a fair allocation of funds to those students most in need.
The Education (Student and Parent Charter) Bill is currently before Dáil Éireann. When enacted, it will improve how schools engage with students and their parents by requiring each school to consult with students and their parents on individual school plans, policies and activities, including school costs. This will help ensure that the various views of students and parents will be heard and responded to by schools.
254. Deputy Thomas Gould asked the Minister for Education if there is any specific restriction on the appointment of a home school liaison officer for special schools. [46969/22]
Amharc ar fhreagra255. Deputy Thomas Gould asked the Minister for Education the reason that a school (details supplied) in Cork does not have a home school liaison officer. [46970/22]
Amharc ar fhreagraI propose to take Questions Nos. 254 and 255 together.
The DEIS programme is the Department of Education’s policy response to the issue of educational disadvantage. The Home School Community Liaison (HSCL) Scheme is an integral element of the DEIS programme. It is a school-based intervention provided to DEIS schools to address the needs of pupils at most risk of educational disadvantage. The role of the HSCL Coordinator is to work primarily with the salient adults in the child’s life, in order to empower them, so that they can better support their children to attend school, participate in education and develop positive attitudes to life-long learning. Central to the HSCL initiative, is the identification of educational needs and the provision of a tailored and proportionate response to those needs, through a range of interventions, which are evidence-based, focused and structured.
HSCL supports are provided to all DEIS Urban and DEIS Post-Primary schools. In the 2022/23 school year there are 529 HSCL posts allocated to provide supports to approximately 207,000 students under the DEIS programme. A further 4 posts are allocated to support schools participating in the National Traveller and Roma Inclusion Strategy (NTRIS) STAR pilot working with Traveller and Roma students.
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. Staffing ratios in special schools are significantly lower than in mainstream schools and are intended to ensure that the needs of students can be met effectively. While the benefits of having good links between the home and school are acknowledged for all students, there are no current plans to extend DEIS programme measures to special schools.
256. Deputy Richard Bruton asked the Minister for Education the school catchment area in which Clonshaugh, Dublin 17, is located; the primary and secondary schools in the catchment area; the nature of each school; if a location such as this directly adjoining and integrated with other urban school catchments can be accommodated in getting access to schools in neighbouring catchments in cases in which they would otherwise be considered as of lower priority. [46972/22]
Amharc ar fhreagraIn 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, including Child Benefit and school enrolment data, to identify where the pressure for school places across the country will arise and where additional school accommodation is needed at primary and post-primary level. The area of Clonshaugh, Dublin 17 is located in the Darndale_D17 school planning area.
There are five primary schools located in the Darndale_D17 school planning area:-
|
Roll Number |
School Name |
School Type |
School Gender_ |
Ethos Religion |
|
17104G |
St Francis Junior National School |
Ordinary |
Mixed Schools |
Catholic |
|
19454U |
Darndale NS Junior |
Ordinary |
Mixed Schools |
Catholic |
|
19524P |
Our Lady Immac Sen NS |
Ordinary with Special Classes |
Mixed Schools |
Catholic |
|
19668Q |
St Francis Senior NS |
Ordinary with Special Classes |
Mixed Schools |
Catholic |
|
19913D |
St Joseph’s NS |
Ordinary with Special Classes |
Mixed Schools |
Catholic |
As there is no post primary school serving the Darndale_D17 school planning area pupils are accommodated in the adjacent school planning areas. Current projections indicate that enrolments are projected to increase in the Portmarnock, Whitehall_SantryD9 and Donaghmede_Howth_D13 school planning areas in the short-term and to remain stable in Beaumont_CoolockD5 school planning area. My Department is satisfied that demand in 2022 can be accommodated by the existing schools in this areas.
This Department's main responsibility is to ensure that schools in an area can, between them, cater for all pupils seeking school places in the area. Parents can choose which school to apply to and where the school has places available the pupil should be admitted. However, in schools where there are more applicants than places available a selection process may be necessary. This selection process and the enrolment policy on which it is based must be non-discriminatory and must be applied fairly in respect of all applicants. However, this may result in some pupils not obtaining a place in the school of their first choice.
My Department will keep the pace of delivery of additional residential development in the identified school planning areas, along with updated enrolment data and demographic data under continuous review. The Department will also, continue to liaise with the local authority in respect of their Development Plans and Local Area Plans with a view to identifying any potential long-term school accommodation requirements across the county.
257. Deputy Bríd Smith asked the Minister for Education the estimated cost to the State of a policy to provide devices such as notebooks or similar to each student who is required to have them; and if she will make a statement on the matter. [46975/22]
Amharc ar fhreagraDecisions regarding the use and deployment of digital technology in schools is a matter for the Board of Management of each school. Schools are advised to consult with members of the school community including parents when planning for the introduction of digital technologies including devices with cost and other implications been fully considered by the Boards of Managements before a decision is made.
Schools, in conjunction with parents, are responsible for decisions on the use of digital technology, including tablet devices, laptops, and learning platforms, and how best to manage their integration into classroom practice reflective of their own context and requirements.
The Professional Development Service for Teachers Technology in Education (PDST-TIE) offers advice and supports to schools on digital learning. Advice sheets are available on digital technology in education, including on the adoption of laptops and tablets in schools.
I am keenly aware of the challenges faced by educators and parents in relation to costs of digital technology, including tablets, and my Department continues to work to help support schools and families meet these costs. In 2017 a circular letter issued to schools with measures to be adopted to reduce the cost of school uniforms and other costs including such ICT devices. assets.gov.ie/12695/2045e7ccec684f72b55d93930e45372c.pdf
This circular also instructed schools to consult with parents and their school community on the issue of ensuring costs are reasonable for parents, and how to avoid costs acting as a barrier. This circular specified that wherever possible, generic rather than branded items should be specified (e.g. uniform, clothing, IT tablets, sports equipment etc.).
The Digital Strategy for Schools 2027, which builds on the progress made under the previous Digital Strategy, will be underpinned by an investment of some €200m subject to the available exchequer funding, and was included in the National Development Plan 2021-2030. The first tranche of the successor Digital Strategy ICT grant funding issued to schools in December 2021. This funding issued directly to schools as schools are best placed to identify the requirements of their own student cohort and to meet those requirements in the most appropriate way. This can include the purchase of ICT devices such as tablets, hybrid devices, or laptops.
In addition, the Department as part of Ireland’s National Recovery and Resilience Plan (NRRP) under Next Generation EU funding facility, issued a once-off grant of €50 million in December 2021 to recognised primary and post-primary schools in the free education scheme in order to support those learners at risk of educational disadvantage through the digital divide,
Details of the Grant Scheme for EU NRRP Funding to schools to address the digital divide, and learners at risk of educational disadvantage which can be found at:
www.gov.ie/en/circular/b4fea-grant-scheme-for-eu-nrrp-funding-to-schools-to-address-the-digital-divide-and-learners-at-risk-of-educational-disadvantage/
Under the Digital Strategy for Schools 2015 to 2020, €210m in grant funding issued to schools for the provision of digital technology infrastructure, to support schools to implement their digital learning plans.
