Written Answers Nos. 368-387
368. Deputy Gary Gannon asked the Minister for Education the status of the implementation of a science-led and age appropriate relationship and sexual education programme that is mandatory across all publicly funded schools. [50373/22]
Amharc ar fhreagraSchools are required to teach all aspects of the Relationships and Sexuality Education (RSE) programme, including family planning, sexually transmitted infections and sexual orientation.
The Programme for Government commits to developing inclusive and age-appropriate RSE and Social, Personal and Health Education (SPHE) curricula across primary and post-primary levels, including an inclusive programme on LGBTI+ relationships. My Department continues to work closely with the National Council for Curriculum and Assessment (NCCA) to give effect to that commitment.
A revised Junior Cycle SPHE specification, including RSE, was published for public consultation in July, with a view to being finalised by the end of the year so that it can be rolled out in schools in September 2023.
The draft specification places a strong focus on the development of important life skills that young people need growing up in a fast changing and complex world. This consultation is open until the 18th of October and I would strongly encourage anyone who has yet to do so to make their contribution.
Preparation to update the Senior Cycle SPHE/RSE specification has already commenced and a background paper was published last week for public consultation on the NCCA website. It is anticipated that the Senior Cycle draft specification itself will be available for public consultation by next summer, with a view to being implemented in schools in September 2024.
Following publication of the new Primary Curriculum Framework, expected in early 2023, NCCA will establish a development group for the curricular area of Wellbeing in primary schools. This development group will work on the development of an SPHE specification for primary schools, to include RSE, with the aim of rolling it out in schools in September 2025.
These timelines remain in line with international norms in terms of curriculum development.
In the interim, “online toolkits” have been developed. They include materials to support, for example, teaching about rights and responsibilities in relationships, interacting safely and respectfully both online and face-to-face, and so on.
Furthermore, as a teacher, I know that teachers must feel confident and well-equipped to teach their students. In April last, I announced a new postgraduate programme to upskill registered post-primary teachers teaching SPHE/RSE. Schools and teachers will be supported to access the upskilling programme and course fees will be covered by Department funding. It is planned that the programme will begin in 2023.
369. Deputy Cian O'Callaghan asked the Minister for Education if she will restore the special education teaching hours for a school (details supplied) in order that they can continue to provide the support needed by the parents of the area; and if she will make a statement on the matter. [49455/22]
Amharc ar fhreagraI would like to thank the Deputy for the question and would like to advise the following:
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 unique educational profile.
Under the allocation model, schools have been provided with a total allocation for special education needs support based on their school profile.
Special Education Teachers provide additional teaching support for students with special educational needs enrolled in mainstream classes in primary and post-primary schools.
The SET allocation model has been in place since 2017. The allocation model, which was recommended by the National Council for Special Education (NCSE), is designed to distribute the total available number of Special Education Teachers across primary and post-primary schools based on the relative need of each school, as evidenced by a number of key indicators.
The SET model is a fairer and more transparent way of allocating teaching resources to schools.
The SET model represented a significant shift in the way that students with SEN are supported in mainstream classes. Previously, students needing additional teaching support required a diagnosis in order to access support which caused delays in providing the support and also imposed a burden on both schools and parents. The change in policy was welcomed by both schools and parents. The Model is based on the principle that those students with the greatest need receive the most support.
When the SET model was introduced, it was designed to be updated on a regular basis (most recent update was for 2022/2023 school year) so as to distribute the total available resources across the school system based on profiled need. Because the level of student need may change in a school over time, some schools will gain under this distribution, with these gains balanced by equivalent reductions in schools where the model indicates reduced need. Re-profiling is the means of ensuring that new or increasing need in schools is met by transfer/redistribution of teaching resources from other schools whose need has reduced as shown by the model.
Both my Department and the National Council for Special Education (NCSE) are committed to ensuring that all schools are treated equally and fairly in the manner in which their school profiles have been calculated.
North Bay Educate Together National School may seek a review of their allocations by the National Council for Special Education (NCSE), including the utilisation of their allocations, in circumstances where a school considers that very exceptional circumstances have arisen subsequent to the development of the profile.
If a school wishes to make an exceptional needs review appeal, they should contact the NCSE at www.ncse.ie
370. Deputy Niamh Smyth asked the Minister for Education if she will review a school transport issue for a person (details supplied); and if she will make a statement on the matter. [49462/22]
Amharc ar fhreagraThe School Transport Scheme is a significant operation managed by Bus Éireann on behalf of the Department. 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.
Bus Éireann organises for vehicles to be full to capacity with tickets based on applications received and based on the seating capacity of the vehicle. It is not feasible to issue additional tickets over and above the seating capacity of the vehicle which could result in a potential overload situation arising and all pupils not being carried on the service.
It is very important for families to note that the application deadline for 2022/23 was 29 April 2022, and that the deadline to confirm registration for tickets was 29 July 2022. Any application completed after this date is a ‘late application’ and therefore, many school transport services are already operating at full capacity. Late applications will only be assessed after all “on time” applications have been processed and there can be no guarantee of places for late applicants.
Bus Éireann has advised that the child referred to by the Deputy is a late applicant and the application is currently being assessed.
371. Deputy Duncan Smith asked the Minister for Education if her Department will provide for the installation of contactless refill water units in all schools, colleges and universities as part of an initiative to support water conservation and plastic reduction as part of a climate action plan; and if she will make a statement on the matter. [49483/22]
Amharc ar fhreagraAt the outset, I wish to advise the Deputy that colleges and universities do not fall under my remit. Responsibility for these institutions falls under the Department of Further and Higher Education, Research, Innovation and Science.
My Department is at the forefront of design with respect to sustainable energy in school buildings and this performance has been recognised at both National and International level with sustainable energy awards for excellence in Design and Specification.
My Department’s Technical Guidance Documents set the benchmark for sustainable design in school buildings with a clear focus on energy efficiency and they are based on solid energy research projects.
All new technologies and approaches are tested to ensure compatibility with school design and operational requirements. Successful and repeatable results are then incorporated into all new school designs and refurbishments. The Departments policy is supported by a strong research programme with 53 research projects at various stages including the energy website www.energyineducation.ie., a joint partnership with the Sustainable Energy Authority of Ireland (SEAI).
The Department recognises the importance of minimising water demand through measures to reduce water usage, such as push type spray taps, low flushing toilets, urinal controls, repairing leaks etc. To this end schools were invited in 2010 to apply for Water Conservation measures and funding of almost €10m was made available to promote water conservation measures as part of this initiative.
In our new school design we provide for water conservation in two key ways.
The first approach is the substitution of mains potable water with rainwater for toilet flushing. There is good potential for recovering or harvesting rainwater in schools to use for flushing toilets and where feasible these systems are provided for in new school projects. All new schools and major extensions have a rainwater recovery system installed.
The second step is the elimination of unnecessary water use, this is achieved a number of means. Water supply for ablution is provided through a single percussion (push) type spray taps. Engagement with schools highlighted that young children used only the cold water taps in schools for washing their hands as they were afraid of the hot tap, associating it with those in their homes which may lack anti-scald provision. Supplying a blended reduced temperature to the hot tap made no difference in their behavior. In response, the Department has adopted a single tap solution to all wash hand basins where the hot and cold water are mixed at the tap intake with anti-scald protection; thus all water outlets for ablution are single percussion taps giving a blended safe water supply.
In addition to the above low water content dual flushing toilets are also installed and automatic urinal flushing devices are also installed in post primary schools (urinals are not installed in new primary schools for operation reasons).
Drinking water outlets have for many years been provided in schools, all primary schools would typically have drinking water provision in each classroom and the external play areas and post primary schools would typically have drinking water distributed both in internal and external play areas.
In line with Climate Action Policy on single use plastic, schools promote and encourage pupils to have their own reusable drinking bottle which they can top up as needed during the day, thus supporting water conservation and plastic reduction while not imposing additional operating costs on School Management.
372. Deputy Duncan Smith asked the Minister for Education the number of Ukrainian children that have been unable to secure school places in the Fingal area (details supplied); the way that she plans to accommodate these children; and if she will make a statement on the matter. [49485/22]
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 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 50,000 people have arrived in Ireland from Ukraine since the beginning of this war. By end of September, figures show that over 11,000 children from Ukraine had enrolled in schools in every county across the State. Approximately 7,400 children from Ukraine had enrolled in primary schools, while over 4,300 had enrolled in our post-primary schools. With regard to the area of Fingal in particular, Ukrainian students who are living in the Fingal 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 has engaged with families in the area. 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 through the Community Analyst reporting system. This includes the Fingal area. Our understanding is that there is sufficient capacity in the surrounding schools and neighbouring schools within a reasonable travel distance. The impact analysis from the GIS system sets out the available capacity 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.
373. Deputy Catherine Murphy asked the Minister for Education if she will outline the progress to date in developing an education stream in schools that addresses gender-based violence. [49499/22]
Amharc ar fhreagraThe education sector has a vital role to play in addressing gender-based violence, including through the updating and redevelopment of Social, Personal and Health Education (SPHE) and Relationships and Sexuality Education (RSE). Currently, Social, Personal and Health Education (SPHE) is a mandatory curriculum subject in all primary schools and in post-primary junior cycle. Relationships and Sexuality Education (or RSE) is required at all levels, from primary through to senior cycle. As set out in the Programme for Government, this Government is committed to developing inclusive and age appropriate curricula for Relationships and Sexuality Education (RSE) and Social, Personal and Health Education (SPHE) across primary and post-primary schools.
The National Council for Curriculum and Assessment has established two development groups, one for primary and one for post-primary, to oversee the development of updated curricula in this area, and to support the development of guidance material for schools.
An immediate focus of the work of the NCCA was on creating support materials for teachers for publication online as part of an Interim Guidance Toolkit, to support effective teaching and learning of SPHE/RSE linked to the current curriculum and to provide guidance on how SPHE/RSE may be approached in a more holistic way. The NCCA online SPHE toolkits are being expanded during 2022 to include age and stage appropriate guidance for teachers on how to address issues of consent, gender and sexual discrimination and violence, and related topics within the SPHE classroom.
In tandem with this work, preparation for the broader redeveloping and updating of the SPHE curriculum is underway. Updated curricula will be developed for Primary, Junior Cycle and Senior Cycle. A draft revised Junior Cycle specification was published for consultation on 18 July, with the consultation process running until 18 October. It is expected that the finalised Junior Cycle specification will be presented to Council for approval by the end of this year, and will be implemented in schools in September 2023.
In regard to Senior Cycle, a background paper that will inform the updating of Senior Cycle SPHE/RSE was published for public consultation on 3 October. Feedback from this consultation will inform the work of the SPHE Development Group and it is intended that a draft updated curriculum for Senior Cycle SPHE will be ready for public consultation by next summer and finalised in early 2024, for implementation in schools in September 2024. In regard to Primary Schools, following publication of the Primary Curriculum Framework, expected in early 2023, the NCCA will establish a development group for the curricular area of Wellbeing in primary schools. This group will progress the development of an SPHE specification for primary schools, to include RSE, with the aim of rolling it out in schools in September 2025.
In addition to developing updated curricula and support materials the NCCA will contribute to facilitating interagency collaboration and linkages between the formal and non-formal education sector to enhance the sharing of expertise, learning and resources related to RSE. The NCCA will also initiate networking between groups/agencies working to support schools on targeted initiatives, such as consent and LGBTQI+ issues.
Pending the introduction of these updated curricula, at primary level the Stay Safe Programme is a mandatory part of the SPHE programme while at post primary level, two programmes are in place which come under the heading of Personal Safety. One of these programmes is for Junior Cycle which addresses personal safety in relationships and explores topics such as healthy and unhealthy relationships, consent and domestic gender-based and sexual violence. The other programme, which is for Senior Cycle, addresses topics such as domestic violence, sexual harassment, dating violence and rape. Both of these programmes were designed by the Professional Development Support Service (PDST) and are intended to be taught as part of the wider SPHE/RSE curriculum. Professional development support is available to teachers, directly linked to these resources.
The work underway in my Department is reflected in a number of key actions within Zero Tolerance, the third National Strategy on Domestic, Sexual and Gender-Based Violence (DSGBV), which was published in June. These actions reflect the vital role of the education sector in the development and implementation of this Strategy, through the updating of the SPHE/RSE curricula; the provision of training aimed at improving teacher confidence and competence in the areas of SPHE and RSE; and the promotion of environments free from gender-based violence within our schools, and ensuring that issues such as sexual harassment and identity bullying are considered as part of the Department’s Action Plan on Bullying and Anti-Bullying Procedures for Primary and Post Primary Schools. My Department’s actions within the Strategy reflect its role in realising the aim of eradicating domestic, sexual and gender-based violence from society.
374. Deputy Eoin Ó Broin asked the Minister for Education if her Department will confirm receipt of an application for school transport for a pupil (details supplied); if the distance between the pupil’s home and their school will be considered when reviewing the application; and when a decision will be made available. [49501/22]
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.
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 National Council for Special Education acts in an advisory role to the Department of Education on the suitability of placements for children with special educational needs. Under the terms of the School Transport Scheme for Children with Special Educational Needs, the Department will consider the report of the Special Education Needs Organiser (SENO). School transport is provided to children with special educational needs who are attending the nearest school to their place of residence that is or can be resourced to meet their educational needs, as identified by the SENO.
I am pleased to advise that the pupil referred to by the Deputy is eligible under the terms of the scheme and a sanction has been sent by School Transport Section of my Department to Bus Éireann for the establishment of a new service for the pupil to the school referred to by the Deputy.
Bus Éireann have tendered this service in line with procurement guidelines and are in the process of allocating a contractor to operate this service, once a contractor has been sourced, the service will commence. Bus Éireann will liaise with the family directly with regard to this matter at that stage.
Both the Department and Bus Éireann are very conscious of the challenges faced by parents awaiting transport for students with special educational needs. Families of children who are eligible for these services may therefore apply for the Special Transport Grant, which is a once off payment, paid retrospectively to families once the School Transport service is in place and is to assist with the cost of private transport arrangements the family had put in place until services are finalised. Families should contact School Transport Section at: school_transport@education.gov.ie for more information on this grant.
375. Deputy Seán Haughey asked the Minister for Education if a new gaelscoil for primary school pupils will be provided in the Killester, Raheny, and Clontarf school planning area due to increasing demand for this type of education in the area; and if she will make a statement on the matter. [49506/22]
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 2022 demographic exercise indicates that 85% of the 314 school planning areas at primary level show static or decreasing enrolments for the period to 2026 compared with 2021. At post-primary level some 74% of school planning areas are anticipated to have increased enrolments for the period to 2029, with most expected to reach a peak within the next two or three years.
Where demographic data indicates that additional provision is required, the delivery of such additional provision is dependent on the particular circumstances of each case and may, be provided through: - Utilising existing unused capacity within a school or schools,- Extending the capacity of a school or schools,- Provision of a new school or schools. There are two Gaelscoileanna in the Killester_Raheny_Clontarf School Planning Area and the most recent demographic projections indicate a slight reduction in enrolments at primary level in this School Planning Area (SPA).
As part of the 20 Year Strategy for the Irish Language 2010-2030, my Department has committed to creating opportunities for expanding Irish-medium education outside the Gaeltacht in the context of the announcements since April 2018 on the establishment of 47 new schools from 2019, which affords particular consideration to the establishment of Gaelscoileanna, Gaelcholáistí, and Aonaid Lán-Ghaeilge as part of the patronage process for new schools. Of these 47 new schools, one new primary school to serve the Killester/Raheny/Clontarf school planning area was announced.
This school was established in 2019 under the patronage of Educate Together following a patronage process which gave an opportunity for parents to express a preference for Irish-medium. At the time the level of parental preferences for Irish-medium instruction was relatively low with 61 of 373 valid first preferences (16.4%) compared with 279 of 373 valid first preferences (74.8%) for English-medium instruction.
I wish to advise the Deputy that requirements for additional school places is kept under on-going review in the context of available information on population, enrolments and residential development activity. The Department will continue to liaise with Local Authorities in respect of their County Development Plans and any associated Local Area Plans with a view to identifying any potential long-term school accommodation requirements across the school planning area of Killester_Raheny_Clontarf.
376. Deputy John Lahart asked the Minister for Education if she will provide an update on the outstanding development work at a school (details supplied); and if she will make a statement on the matter. [49518/22]
Amharc ar fhreagraThe school to which the Deputy refers is at Stage 3 (Tender Action and Award). The Design Team are assessing the scope of works outstanding in order to proceed to tender. Once finalised it is envisaged works could re-commence on site in Quarter 2 of 2023.
377. Deputy John Lahart asked the Minister for Education the plans, if any, from the Government to address the serious lack of teacher supply in the Dublin area; and if she will make a statement on the matter. [49519/22]
Amharc ar fhreagraThe recruitment and appointment of teachers to fill teaching posts is a matter for the individual school authority, subject to procedures agreed under Section 24 of the Education Act 1998 (as amended by the Education (Amendment) Act 2012).
In accordance with Department Circulars 0044/2019 and 31/2011, schools are required to employ appropriately qualified and registered teachers and ensure that unemployed teachers should be offered employment in preference to those who have retired.
My Department runs a comprehensive programme of work to support the supply of both primary and post-primary teachers.
I have allocated significant additional posts to the primary substitute teacher supply panels in areas where significant challenges in sourcing substitution continue, bringing the total to 610 posts on 151 panels, covering approximately 2,800 schools, including 29 base schools covering the Dublin area.
The supply panels work alongside the existing methods of sourcing substitute teachers, such as Sub Seeker , the national substitution portal service operated by the Irish Primary Principals' Network and schools can also make local arrangements to have their own regular substitutes to call on if needed.
Newly qualified teachers (NQTs) will also represent a new source of supply in 2022/23. In excess of 3,400 primary and post-primary NQTs have had their registrations finalised by the Teaching Council to date with almost 40 further applications currently in progress.
The Teaching Council recently made regulations allowing for the registration of 3rd and 4th year undergraduate ITE students under a new registration route, Route 5 (Student Teachers). To date in excess of 1,200 student teachers have registered with the Teaching Council with a further 70 applications still being processed. Once registered with the Council, such student teachers can be employed by a school to cover substitutable vacancies.
Following engagement with the Higher Education Authority (HEA), Higher Education Institutes (HEIs) who provide programmes for initial teacher education (ITE), put in place new ITE undergraduate programmes since 2019 in a number of post-primary priority subject areas, including Irish, mathematics, computer science and modern foreign languages.
In February 2019, my Department launched a scheme to allow post-primary schools to share teachers in priority subjects. The aim of the circular is to provide a way for schools to recruit teachers in the high demand subjects while also facilitating new teachers with a full time contract.
Turasabhaile is a service developed by the post-primary school management bodies and National Association of Principals and Deputy Principals which matches registered teachers’ resident abroad with post-primary vacancies in schools in Ireland.
The Irish Primary Principals’ Network is also developing a new central portal for the recruitment of teachers to long-term teaching positions in both primary and post-primary schools. It is anticipated that this portal will be available to schools and teachers in the coming months.
The various measures to support teacher supply are underpinned by the Teaching Transforms campaign, which promotes the teaching profession and encourages students to follow a career in teaching. The campaign uses digital, radio and video media, and is supported by a dedicated webpage, www.gov.ie/teachingtransforms.
My Department will continue, with the cooperation of the education partners, to develop and implement measures to address challenges faced by schools and to support the supply of teachers to our schools.
378. Deputy Sean Fleming asked the Minister for Education when the results for the Junior Certificate examinations which took place in June will be made available; and if she will make a statement on the matter. [49542/22]
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.
379. Deputy Steven Matthews asked the Minister for Education the position regarding any recent meetings held between her Department and the Kildare and Wicklow Education and Training Board in relation to a new school building for a school (details supplied); the status of this project; and if she will make a statement on the matter. [49547/22]
Amharc ar fhreagraAs the Deputy is aware, the project he refers to has been devolved for delivery to Kildare & Wicklow Education and Training Board (KWETB).
I am pleased to inform you that the Design Team recently submitted the Stage 2a report (developed design) to the Department for review and a meeting has been scheduled with KWETB, the Design Team and school representatives in the coming weeks.
Once the Stage 2a submission is approved by my Department, the next step for the Design Team will be to obtain the statutory planning approvals. When these are in place, the project can proceed to tender and construction.
380. Deputy Cormac Devlin asked the Minister for Education the status of the proposed construction of the SEN classrooms for a school (details supplied); and if she will make a statement on the matter. [49567/22]
Amharc ar fhreagraI am pleased to inform the Deputy that funding was approved for the school in question under the Department's Additional School Accommodation (ASA) Scheme to enable the school in question to build a 2 Classroom ASD Unit and an Early Intervention Unit.
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 be in contact with the school regarding the outcome and potential progression to Stage 3, Tender Stage.
381. Deputy Michael McNamara asked the Minister for Education if a person (details supplied) was entitled to an increment between January and June 2019 while they were employed by Galway and Roscommon Education and Training Board; if they received the said increment; and if she will make a statement on the matter. [49574/22]
Amharc ar fhreagraThis Parliamentary Question is not for this Department as the person referred to is employed by Galway and Roscommon Education Training Board and as such the question will be referred to them for answer.
382. Deputy John Brady asked the Minister for Education the status of the request submitted for additional accommodation to include three temporary classrooms for a school (details supplied); if a decision has been reached; and if she will make a statement on the matter. [49591/22]
Amharc ar fhreagraI can confirm to the Deputy that my Department has no current record of receiving a new Additional School Accommodation (ASA) scheme application from the school in question.
I wish to advise that the school in question was approved for considerable funding under the ASA scheme in April 2021 and this project is currently devolved to the school authorities for delivery.
383. Deputy Carol Nolan asked the Minister for Education the average timeframe between the special needs’ assistant exceptional reviews taking place in primary schools and the review outcomes being communicated to these schools in writing for the 2021-2022 school year; and if she will make a statement on the matter. [49592/22]
Amharc ar fhreagraThe NCSE has responsibility for planning and coordinating school supports for children with special educational needs including the allocation of SNAs and reviews. The Department does not have a role in making individual school determinations.
The school can apply to the NCSE for a review of its SNA allocation if it is insufficient to meet the needs of its students. Detailed information on the NCSE Exceptional Review process is published on the NCSE website. ncse.ie/application-for-sna-exceptional-review.
The NCSE manages the exceptional review process and handles each case individually. Some review requests can be concluded as an office based exercise, whilst others require a school to be visited in order to observe the current deployment of SNA support in the school setting.
The timeframe for concluding a review can vary depending on the school context or the nature of the information provided.
As this question relates to the statistics on the review process carried out by the NCSE, I have referred the question to the NCSE for their direct reply.
384. Deputy Colm Burke asked the Minister for Education when students who completed their Junior Certificate in 2022 will receive their results; and if she will make a statement on the matter. [49615/22]
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.
385. Deputy Marian Harkin asked the Minister for Education the reason that a National Educational Psychological Service psychologist has not been assigned to a school (details supplied); and if this matter will be rectified as a matter of urgency; and if she will make a statement on the matter. [49628/22]
Amharc ar fhreagraMy Department’s National Educational Psychological Service (NEPS) provides educational psychological support to all primary and post-primary schools. This involves direct support in the event of a critical incident, access to national and regional support and development work to build school capacity to support students, access to a NEPS psychologist for responses to queries arising, and access to individual pupil casework where there is need via a NEPS psychologist or through the Scheme for the Commissioning of Psychological Assessments (SCPA).
NEPS does not maintain waiting lists, but in common with many other psychological services and best international practice, has adopted a consultative model of service. The focus is on empowering teachers to intervene effectively with pupils whose needs range from mild to severe and transient to enduring. Psychologists use a problem solving and solution oriented consultative approach to maximise positive outcomes for these pupils. NEPS encourages schools to use a continuum based assessment and intervention process whereby each school takes responsibility for initial assessment, educational planning and intervention for pupils with learning, emotional or behavioural difficulties. Teachers may consult their NEPS psychologist should they need to at this stage in the process. Where reasonable progress is not made, following a school's best efforts in consultation with NEPS, a psychologist will become involved with an individual child for intensive intervention or assessment. This system allows psychologists to give early attention to urgent cases and also to help many more children indirectly than could be seen individually.
In relation to the school to which the Deputy refers, the school continues to have access to NEPS for critical incident support, for regional support and development service and also to a NEPS psychologist for responses to queries, through the local NEPS office. In relation to a casework service, the school may access a casework service, where there is need, via psychologists on the SCPA panel. The local NEPS office is available to discuss any other requirements the school may have.
386. Deputy Marian Harkin asked the Minister for Education her plans to make funding available to fund a training programme (details supplied); and if she will make a statement on the matter. [49629/22]
Amharc ar fhreagra411. Deputy Willie O'Dea asked the Minister for Education if her attention has been drawn to the fact that the trainee educational and child psychologist programme is now the only type of psychologist training programme which is not Government funded; her plans to deal with this very unfair anomaly; and if she will make a statement on the matter. [49829/22]
Amharc ar fhreagraI propose to take Questions Nos. 386 and 411 together.
I very much value the work of all educational psychologists across the education system. As you are likely aware, the National Educational Psychological Service (NEPS) of my Department provides a school-based psychological service to all recognised primary and post-primary schools through the application of psychological theory and practice to support the wellbeing, and the academic, social and emotional development of all learners.
The NEPS service provides access for all schools to:
- Psychological support in the event of a Critical Incident
- A Casework Service for individual children where there is a need for intensive consultation and assessment
- A school staff Support and Development Service, to build school capability to provide a comprehensive continuum of support in schools and
- Ongoing access to advice and support for schools.
This overall approach allows psychologists to give early attention to urgent individual cases and, through supporting school staff, to benefit many more children than could be seen individually.
In 2021 the NEPS casework service extended to over 8,500 students. Additionally, under the Scheme for Commissioning Psychological Assessments (SCPA) process, private psychologists provided assessment to schools for over 900 students. Furthermore, the NEPS Support and Development service reaches an estimated 25,000 teachers annually.
There is currently in the region of 225 whole-time equivalent NEPS educational psychologists delivering an excellent service to our schools, having grown from a base of 173 posts in 2014. NEPS was allocated a budget of approximately €24 million in 2022 to deliver its essential service. As part of Budget 2023, I recently announced provision for an additional 54 educational psychologists to strengthen the NEPS service overall, and in particular to provide strengthened services for special schools and special classes.
My Department is acutely aware of recruitment challenges which exist nationally in terms of educational psychologists, and has established a high-level working group, chaired by the Secretary General, to consider how best to support educational psychologists and to ensure that there is an adequate supply of psychologists available to the education sector. I am very conscious of the issue of fees for trainee education psychologists and am working intensively with my officials to find a positive resolution to the issue.
387. Deputy Joe Flaherty asked the Minister for Education if she will provide an update on the building project for a school (details supplied). [49648/22]
Amharc ar fhreagraThe school to which the Deputy refers to was originally granted approval for the provision of 2 Classrooms, 2 SET Rooms, 1 Science Lab with Prep Area, a 2-Classroom SEN Base and ancillary accommodation under the Department's Additional School Accommodation (ASA) Scheme for 2020. This project was devolved to the School Authorities for delivery.
The project was subsequently put on hold in May 2021, whilst the accommodation needs of the school were reassessed. In November 2021, a superseding Approval Letter issued to the school authorities informing that the provision had been increased to comprise: 2 Classrooms, 2 SET Rooms, 1 Construction Room, 1 Technology Room with Shared Prep Area, 2 Tech Project Stores, 2 Science Labs with Prep Areas, 1 Graphics Room, 1 Multimedia Room, 1 Music Room, 1 Textiles Rooms and a 2-Classroom SEN Base, plus the demolition of an existing temporary unit.
In August 2022, the project scope increased further to now include a 4-Classroom SEN Base, in addition to a new Staffroom and reconfiguration works to provide new office space. The project is currently at Design Stage and is a matter for the School Authorities to progress in that regard.
