Tuesday, 11 Oct 2022

School Transport

Ceisteanna (55)

Aodhán Ó Ríordáin

Ceist:

55. Deputy Aodhán Ó Ríordáin asked the Minister for Education if she will address the delay in providing a school bus for the pupils attending the ASD unit at a school (details supplied). [49827/22]

Amharc ar fhreagra

Freagraí scríofa

Minister for Education

School Transport is a significant operation managed by Bus Éireann on behalf of my Department. In the 2021/2022school 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. The cost of the scheme in 2021 was €289m.

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. Already over 125,000 tickets for the 2022/2023 school year have been issued to mainstream applicants for the new school year.

Already for the new school year 2022/2023, over 17,400 children are availing of transport under the Special Educational Needs Scheme. This is an increase of 22% on the 2021/2022 school year.

The National Council for Special Education (NCSE) 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 NCSE’s 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 pupils referred to by the Deputy are eligible under the terms of the scheme and a sanction has been sent by the School Transport Section of my Department to Bus Éireann for the establishment of a new service for pupils 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 families 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, but who experience a delay with accessing them, may therefore apply for the Special Transport Grant. This is a once off payment, paid retrospectively to families to assist with the cost of private transport arrangements the family had put in place until services are finalised. Families should contact the Department’s School Transport Section at: school_transport@education.gov.ie for more information on this grant.

Questions Nos. 56 to 60, inclusive, answered orally.

School Funding

Ceisteanna (61)

Aodhán Ó Ríordáin

Ceist:

61. Deputy Aodhán Ó Ríordáin asked the Minister for Education the result that the €90 million cost-of-living increase and energy relief measures fund is designed to achieve; and the way in which her Department will measure that. [49937/22]

Amharc ar fhreagra

Freagraí scríofa

Minister for Education

My Department provides funding to all recognised 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 including heating, lighting etc. and the Ancillary grant to cater for the cost of employing ancillary services staff. These grants may be regarded as a common grant from which the Board of Management can allocate according to its own priorities.

It was a very significant achievement to have secured €9.6 billion for Education in Budget ’23. This will enable many ground-breaking investments in our education system, furthering the work of this Government in recent years in reducing class sizes, reducing costs for families, tackling disadvantage and supporting achievement of all our students.

A rise in the cost of living should never be a barrier to education. I am very pleased therefore to have the support of my colleagues in Government to ensure this remains the case and as part of the cost of living measures I have secured €90m for additional capitation funding.

All recognised Primary and Post-Primary schools in the Free Education scheme will benefit from this additional capitation funding in 2022 which represents an increase of circa 40% of current standard and enhanced capitation rates.

The additional grant will be paid at the rate of €75 per pupil at Primary level and €113 at Post-Primary level. Enhanced rates will also be paid in respect of pupils with Special Educational needs. Arrangements are being made to issue this this payment as soon as possible and schools can use this to cover additional energy costs and other increased day to day operating costs.

My Department has also ensured in recent years that centrally negotiated rates were made available to schools for electricity and bulk heating fuels through frameworks sourced by the Office of Government Procurement (OGP). A significant number of schools signed up to these and are availing of highly competitive energy prices. The Schools Procurement Unit and the Department has communicated with schools and school management bodies informing them of the options available to them through these national arrangements. It is planned to run future competitions to ensure that bulk rates continue to be available from 2024 onwards. Information on how to avail of these arrangements is available via the Schools Procurement Unit website, www.spu.ie.

I also want to draw attention to the Budget 2023 announcement of funding from the Climate Action Fund in relation to the provision of Photovoltaic (PV) Panels in schools up to 6KW output.

This is really positive news and will assist with their energy needs and costs along with supporting the decarbonisation of our schools.

My Department officials are working closely with Department of Environment, Climate and Communications colleagues in relation to the arrangements for this scheme and details will be announced in due course.

Questions Nos. 62 to 64, inclusive, answered orally.

School Transport

Ceisteanna (65)

John Lahart

Ceist:

65. Deputy John Lahart asked the Minister for Education if she will review the operation of the school transport scheme in order that it treats children of no religion the same as children from minority religions; and if she will make a statement on the matter. [49916/22]

Amharc ar fhreagra

Freagraí scríofa

Minister for Education

School 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. The cost of the scheme was €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.

Under the terms of the School Transport Schemes, children are eligible for transport at primary level where they reside not less than 3.2 kms from and are attending their nearest national school, and at post primary level where they reside not less than 4.8 kms from and are attending their nearest post primary school/education centre as determined by the Department/Bus Éireann, having regard to ethos and language.

As the Deputy may be aware, my Department commenced a review of the School Transport Scheme in February 2021. The review of the School Transport Scheme is being conducted with a view to examining the current scheme and how it currently operates, its broader effectiveness and sustainability and that it adequately supports the provision of services to students and their families.

Following commencement of the review the Steering Group presented me with an initial interim report in June 2021, with regard to eligibility and with an examination of issues for mainstream pupils relating to the nearest and next nearest school. Following consideration of this report, for the 2021/2022 school year, I approved the extension of temporary alleviation measures for transport for post-primary students who are otherwise eligible for school transport but are attending their second nearest school and have applied and paid on time. These measures will be continued for the current school year, pending completion of the review and means transport will be provided for post-primary pupils who are eligible for transport to their nearest school and are attending their second nearest school.

Wider considerations relating to operation of the scheme are taking place in the current phase of the review which involves a detailed analysis of the objectives of the Scheme, after this work, the final phase of the review will examine issues around scheme performance, scheme expenditure and will include a full examination of the current eligibility criteria including the issue of ethos in determining eligibility for the scheme.

While work on the review is being impacted somewhat by challenges including the pandemic and the impact on resources arising from the ongoing crisis in Ukraine, it is anticipated that the completion of the final phases of the review will be in the shortest timeframe possible.

The Steering Group will continue to report to me on an interim basis as the review progresses.

Education Policy

Ceisteanna (66)

Bríd Smith

Ceist:

66. Deputy Bríd Smith asked the Minister for Education if she will consider funding trainee educational and child psychologists in the same way that their trainee counselling psychologist colleagues are; and if she will make a statement on the matter. [49973/22]

Amharc ar fhreagra

Freagraí scríofa

Minister for Education

You will be aware that the psychological service of my Department, NEPS, provides a much valued service to all primary and post-primary schools. The service provided by NEPS is broad, and encompasses a model that seeks to strengthen the overall capacity of the system to support the wellbeing, participation and inclusion of all children and young people in our schools, but particularly for those with special educational needs. Our psychologists work with teachers, parents and children/young people in schools to provide a range of services as follows:

- Psychologists support schools to identify and respond to need, through regular planning and review meetings.

- They provide support to schools in the event of a Critical Incident.

- They provide a school staff Support and Development Service, which supports school staff in their work. This might include, for example, training staff in the provision of trauma informed school approaches, or in the provision of evidence-based programmes to strengthen resilience and reduce anxiety. This broad service is provided to an estimated 25,000 school staff annually.

- Psychologists also provide an individual casework service for children and young people, and this is a much valued element of their work in schools. This is where the focus of the work is on individual students, and the psychologist meets school staff, parents and the student themselves, in order to identify and assess student strengths and needs and agree on an appropriate plan of intervention and review. In these cases, NEPS psychologists always provide a written report for parents and the school principal. In 2021, the NEPS casework service extended to over 8500 students. Additionally, under the Scheme for Commissioning Psychological Assessments (SCPA) process, private psychologists provided assessment to schools for over 900 students.

My Department has established a high-level working group, chaired by the Secretary General, to examine how the National Educational Psychological Service (NEPS) can nest continue to recruit adequate numbers of suitably qualified staff and continue to respond to the educational psychological needs of children in primary and post-primary schools across the country.

The group has agreed on a number of actions that must be taken to address supply issues in the medium to long term. These include the development of a workforce plan for educational psychologists within the Department of Education and work has begun with other Government Departments to advance this.

A number of options were considered to address some immediate supply issues. Following analysis of these, it was decided that the Department would use some available NEPS funding to sponsor a cohort of third year students of the Educational Psychology Doctoral programme in University College Dublin (UCD) and Mary Immaculate College (MIC) University of Limerick, for the academic year 2022/23 by providing a contribution towards their fees and associated expenses. The workforce planning group referred to above will be asked to make some interim recommendations in Q2 of next year regarding any other short-term measures required in advance of their final report. It is envisaged that funding supports for students on the educational psychological doctorate programme will be considered as part of this process.

In the interim, given the particular time pressures for students in third year of the programme, interviews will be held in the coming months to provide financial support to those students of Educational Psychology, currently on training placements in NEPS who are due to complete their doctoral training programme in 2023. Details will be made available in the coming weeks.

School Transport

Ceisteanna (67)

Aodhán Ó Ríordáin

Ceist:

67. Deputy Aodhán Ó Ríordáin asked the Minister for Education her plans for the school transport scheme in 2023. [49939/22]

Amharc ar fhreagra

Freagraí scríofa

Minister for Education

The Department commenced a review of the School Transport Scheme in February 2021. The review is being conducted with a view to examining the current scheme and how it currently operates, its broader effectiveness and sustainability and that it adequately supports the provision of services to students and their families. The findings of the review will underpin future planning for the Scheme.

The review encompasses the School Transport Scheme for Children with Special Educational Needs. The review of the Primary and Post-Primary School Transport Schemes will examine each element of the schemes and include eligibility criteria, trends, costs, cost drivers and overall effectiveness in meeting the objectives of the schemes. The review will also examine the potential for integration of different strands of the scheme and a more co-ordinated approach with other Government Departments that also use transport services.

Wider considerations relating to operation of the scheme are taking place in the current phase of the review. As part of this, the Technical Working Group has undertaken extensive consultation including running a public survey for parents/guardians and students who use the service and those who do not use the service but who would like to. These engagements have yielded extensive data for consideration. The Group has also consulted with a broad array of stakeholders including schools, special education interest groups, industry representatives and other Government Departments.

While work on the review was impacted somewhat by the challenges of the pandemic and the impact of the current conflict in Ukraine, it is anticipated that the final phases of the review will be completed shortly with recommendations on the future operation of the Department’s School Transport Scheme. The Steering Group will continue to report to me on an interim basis as the review progresses.

School Transport is a significant operation managed by Bus Éireann on behalf of my 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. The cost of the scheme in 2021 was €289m.

In July 2022, Government announced funding for the waiving of school transport scheme fees to families that avail of the scheme, and for a contribution towards the cost of fuel for contractors operating the scheme for the coming 2022/2023 school year as part of a wider package of cost of living measures.

Ticket registration for the 2022/23 school year closed on 29th 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. Already over 125,791 tickets for the 2022/2023 school year have been issued to applicants for the new school year.

At the start of the last school year, there were circa 103,600 children carried on mainstream school transport services so already in the region of 21,400 additional places have been created, a 20% overall increase. There has been an increase of 18% to date in the number of tickets issued to eligible pupils and an increase of 27% to date on the number of tickets issued to concessionary pupils, compared to the start of the 2021/2022 school year.

The normal eligibility criteria of the scheme still apply and tickets continue to be allocated in line with this criteria. Pupils at primary level are eligible where they live no less than 3.2 kilometres from and are attending their nearest primary school.

At post primary level, students who live no less than 4.8 kilometres from and are attending their nearest post primary school/education centre are deemed eligible. Any pupils/students who do not meet these criteria are deemed not eligible, or otherwise known as concessionary applicants, and are allocated a ticket based on the availability of a seat when all eligible children have been catered for.

In line with normal practice, all eligible children who completed the application and ticket registration process on time for the 2022/2023 school year will be accommodated on school transport services where such services are in operation.

In addition, pending completion of the outcome of the full review of the School Transport Scheme, Temporary Alleviation Measures at post-primary level will be continued for the 2022/2023 school year. Under these measures, transport will be provided for post-primary pupils who are eligible for transport to their nearest school and are attending their second nearest school and who applied by the 29th April and registered for a ticket by the 29th July.

Following discussions with Minister McGrath and officials in DPER as part of the budgetary process, some additional funding has been approved for the scheme which will allow officials in consultation with Bus Éireann to consider and evaluate where temporary additional capacity may be available.

The initial focus will be where families applied on time, who previously held concessionary tickets, and where capacity allows, to seek to alleviate the impact of the increased demands on the scheme for those families. Constraints in sourcing vehicles and drivers in certain areas of the country may also mean that it may take a number of weeks to explore solutions for additional capacity.

Education Policy

Ceisteanna (68)

Richard Boyd Barrett

Ceist:

68. Deputy Richard Boyd Barrett asked the Minister for Education if she intends to ensure similar funding for educational psychologists considering the shortage of educational psychologists and also the recent announcement of the funding for counselling psychologists’ placements by the Minister for Health; and if she will make a statement on the matter. [50023/22]

Amharc ar fhreagra

Freagraí scríofa

Minister for Education

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.

NEPS was allocated a budget of approximately €24 million in 2022 to deliver its essential service.

A working group in the Department has been examining the matter of how the National Educational Psychological Service (NEPS) can continue to recruit adequate numbers of suitably qualified staff and continue to respond to the educational psychological needs of children in primary and post-primary schools across the country.

The group has agreed on a number of actions that must be taken to address supply issues in the medium to long term. These include the development of a workforce plan for educational psychologists within the Department of Education and work has begun with other Government Departments to advance this.

A number of options were considered to address some immediate supply issues. Following analysis of these, it was decided that the Department would use some available NEPS funding to sponsor a cohort of third year students of the Educational Psychology Doctoral programme in University College Dublin (UCD) and Mary Immaculate College (MIC) University of Limerick, for the academic year 2022/23 by providing a contribution towards their fees and associated expenses. The workforce planning group referred to above will be asked to make some interim recommendations in Q2 of next year regarding any other short-term measures required in advance of their final report. It is envisaged that funding supports for students on the educational psychological doctorate programme will be considered as part of this process.

In the interim, given the particular time pressures for students in third year of the programme, interviews will be held in the coming months to provide financial support to those students of Educational Psychology, currently on training placements in NEPS who are due to complete their doctoral training programme in 2023. Details will be made available in the coming weeks.

Educational Disadvantage

Ceisteanna (69)

Brendan Smith

Ceist:

69. Deputy Brendan Smith asked the Minister for Education the proposal, if any, to extend the DEIS programme; and if she will make a statement on the matter. [49942/22]

Amharc ar fhreagra

Freagraí scríofa

Minister for Education

In March this year I was glad to be able to announce a major expansion of the DEIS – Delivering Equality of Opportunity in Schools programme. This means that, for the first time since 2017, the programme has been significantly expanded to an additional 322 schools. Those schools are now gaining access to targeted supports to address educational disadvantage. This will add an additional €32million to my Department’s expenditure on the DEIS progamme from 2023, bringing the 2023 allocation to in the region of €180million.

Schools with the highest levels of concentrated educational disadvantage 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 model uses information from the school’s individual enrolment database and 2016 national census data as represented by the Pobal HP Deprivation index. It also 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

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.

In addition to this, following the National Census 2022 held on the 3rd April last, it is envisaged that an updated HP Deprivation Index will be generated by Pobal and will be available in Q3 of 2023. My Department will engage with Pobal in relation to this process. The updated HP Deprivation Index, when available, can be considered by my Department to inform future resource allocation to tackle educational disadvantage.

School Accommodation

Ceisteanna (70)

Neasa Hourigan

Ceist:

70. Deputy Neasa Hourigan asked the Minister for Education if she will provide an update on work to secure a temporary location for a school (details supplied) while a permanent building is under construction; and if she will make a statement on the matter. [49619/22]

Amharc ar fhreagra

Freagraí scríofa

Minister for Education

I wish to advise the Deputy that it is planned that the school referred to by her will relocate to interim accommodation on the site where the school’s permanent school building will be constructed in Whitehall, Dublin 9.

The school will need to vacate the property that it currently occupies at the end of the current academic year – the end of June 2023, as there is no further scope to expand at that premises.

The interim accommodation arrangements will be managed by a Project Manager appointed to assist my Department. This will help to minimise the workload and impact for the school.

My Department's officials have communicated with the school through the school’s Patron Body, An Foras Patrúnachta (and in particular the Buildings Officer) and will continue to keep the Buildings Officer updated as matters progress.

My Department will also be communicating with the Patron during the process for the provision of the school’s permanent accommodation.

Question No. 71 answered orally.

Covid-19 Pandemic

Ceisteanna (72)

Paul Murphy

Ceist:

72. Deputy Paul Murphy asked the Minister for Education if her attention has been drawn to the provisions of the Workplace Ventilation (Covid-19) Bill 2021 that passed second stage in October 2021; the actions that she has taken to ensure that sufficient fresh air is provided in all schools; and if she will make a statement on the matter. [49996/22]

Amharc ar fhreagra

Freagraí scríofa

Minister for Education

I am aware of the Bill referred to by the Deputy.

Managing ventilation is one of a suite of public health measures in place to keep our schools safe.

The Expert Group established by the Minister for Health note in its own report published in April 2021 that very good advice is contained in the Department of Education’s Practical Steps for the Deployment of Good Ventilation Practices in Schools.

They also note that it must be emphasised that ventilation should be delivered as part of a layered strategy of protective measures to control the spread of the virus that causes COVID-19. Along with these preventative actions, ventilation further reduces the risk of COVID-19 transmission in schools.

The Expert Group guidance also identifies that in areas with poor ventilation, structural interventions and measures to increase natural ventilation should be completed and if not possible in the short term, that consideration should be given to using stand-alone HEPA filter devices in poorly ventilated spaces pending the completion of structural interventions.

Schools that identify inadequate ventilation in a room can utilise their minor work grant (for minor improvements) or apply for emergency works grant assistance to address ventilation enhancements on a permanent basis. As noted in my Department’s Guidance, where the recommended measures in the Practical Steps have been considered and poor ventilation continues to exist in a particular room/area, air cleaners may be considered as an additional measure in conjunction with other methods of ventilation that are available.

To provide additional support in the context of Covid-19, the payment of a minor works grant totalling €45m for primary schools and special schools, plus a once-off Covid-19 minor works funding of €17m for post-primary schools, was issued in December 2021.

The Expert Group guidance also outlines that Carbon Dioxide (CO2 ) monitors can play a part in providing a useful general indication that areas/rooms may not be adequately ventilated. My Department have funded and delivered in excess of 42,000 monitors to schools nationwide at a cost of over €4 million.

A dedicated team has been established in the Department to support schools that may have concerns about ventilation.

The Department’s guidance is also fully in line with the most recent guidance on non-healthcare building ventilation during COVID-19, published by the Health Protection Surveillance Centre on 20th January 2022 and general advice on preventing the spread of COVID-19 in non-healthcare settings published by the Health Protection Surveillance Centre 10 May 2022.

As part of the Cost of Living, measures to be enacted this year €90m is being provided in one-off additional funding to support increased running costs for primary and post-primary schools in the free education scheme in dealing with challenges they face in light of rising energy costs. This will be paid at a rate of approximately 40% of schools’ basic and enhanced rates of capitation.

In conclusion, my Department is fully aware of the importance of good ventilation in schools. Our approach, as part of a layered strategy of protective measures to control the spread of the virus, is fully consistent with the Expert Group recommendations on good practices, the use of portable CO2 monitors and the targeted deployment of HEPA air filter devices where necessary for poorly ventilated areas.

School Transport

Ceisteanna (73)

Bernard Durkan

Ceist:

73. Deputy Bernard J. Durkan asked the Minister for Education the extent to which she can address the outstanding issues on school transport, with particular reference to ensuring that children who were previously accommodated can continue to avail of school transport if necessary on a concessionary basis; and if she will make a statement on the matter. [49940/22]

Amharc ar fhreagra

Freagraí scríofa

Minister for Education

School 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.

In July 2022, Government announced funding for the waiving of school transport scheme fees for the 2022/2023 school year as part of a wider package of cost of living measures.

School Transport 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.

Already 125,000 tickets for the mainstream scheme alone have been issued to applicants for the for the 2022/2023 school year. At the start of the last school year, there were circa 103,600 children carried on mainstream school transport services so already in the region of 21,400 additional places have been created. There has been an increase in tickets allocated across all counties, including the areas referred to by the Deputies.

Bus Éireann will continue to process applications and to issue tickets as soon as extra buses and drivers are sourced and become available to provide transport for the higher numbers qualifying for the service. However, regrettably the unprecedented numbers of new applications for the upcoming school year, has led to some delays in issuing tickets.

The normal eligibility criteria of the scheme still apply and tickets continue to be allocated in line with this criteria. Pupils at primary level are eligible where they live no less than 3.2 kilometres from and are attending their nearest primary school. At post primary level, students who live no less than 4.8 kilometres from and are attending their nearest post primary school/education centre are deemed eligible. Any pupils/students who do not meet these criteria are deemed not eligible, or otherwise known as concessionary applicants, and are allocated a ticket based on the availability of a seat when all eligible children have been catered for.

In line with normal practice, all eligible children who completed the application and ticket registration process on time for the 2022/2023 school year will be accommodated on school transport services where such services are in operation.

In addition, pending completion of the outcome of the full review of the School Transport Scheme, Temporary Alleviation Measures at post-primary level will be continued for the 2022/2023 school year. Under these measures, transport will provided for post-primary pupils who are eligible for transport to their nearest school and are attending their second nearest school and who applied by the 29th April and registered for a ticket by the 29th July.

I hope that the Deputy will be happy to note that, following discussions with Minister McGrath and officials in DPER as part of the budgetary process, some additional funding has been approved for the scheme which will allow officials in consultation with Bus Éireann to consider and evaluate where temporary additional capacity may be available.

The initial focus will be where families applied on time and who previously held concessionary tickets, to alleviate the impact of the increased demands on the scheme for those families. However, it is important to stress that this is subject to capacity considerations. Constraints in sourcing vehicles and drivers in certain areas of the country may also mean that it may take a number of weeks to explore solutions for additional capacity.

School Staff

Ceisteanna (74)

Claire Kerrane

Ceist:

74. Deputy Claire Kerrane asked the Minister for Education if any flexibility can be given to rural schools to retain a teacher in cases in which the number of students falls to ensure that rural schools can remain open; and if she will make a statement on the matter. [49860/22]

Amharc ar fhreagra

Freagraí scríofa

Minister for Education

The key factor for determining the level of staffing resources provided at individual school level is the staffing schedule for the relevant school year and pupil enrolments on the previous 30 September. The staffing schedule operates in a clear and transparent manner and treats all similar types of schools equally.

Primary schools are currently provided with class teachers on the basis of one teacher for every 24 pupils which is at its historically lowest level.

Under the Programme for Government, there is a commitment to make further progress in reducing the pupil teacher ratios in primary schools and supporting small schools and I am delighted that significant progress has been made.

In Budget 2023, I ensured major investment in our schools and I have succeeded in bringing the teacher allocation ratio to an average of 1 classroom teacher for every 23 pupils in all primary schools for the 2023/24 school year which is the lowest ever seen at primary level. This was my third successive Budget which saw an improvement in allocation of teachers to primary schools. Budget 2021 reduced the staffing schedule to an average of 1 classroom teacher for every 25 pupils, while Budget 2022 reduced it further to 1 classroom teacher for every 24 pupils.

This significantly increased investment reflects my commitment and that of Government to support the educational success of learners and to provide a quality inclusive school system with improved learning outcomes for all.

In Budget 2021, I also introduced a three point reduction in the retention schedule, which assists schools that would otherwise be at risk of losing teaching posts. The recent announcement in Budget 2023 will further reduce this retention schedule, by virtue of the one point improvement to the staffing schedule which helps to ensure better teacher retention in primary schools while also ensuring that less pupils are required to retain or recruit a teacher.

This builds on measures in previous budgets which has seen improvements in the overall allocation of teaching posts and specific targeted measures for small and isolated schools as well as primary schools on our islands.

The staffing process contains an appeals mechanism for schools to submit a staffing appeal under certain criteria to an independent Primary Staffing Appeals Board, including a specific measure aimed at small schools. The Primary Staffing Appeals Board will meet later this month to consider staffing appeals in respect of the current school year.

Citizens' Assembly

Ceisteanna (75)

Aodhán Ó Ríordáin

Ceist:

75. Deputy Aodhán Ó Ríordáin asked the Minister for Education if she has agreed a commencement date for a Citizens’ Assembly on Education; and when she hopes that the Assembly will take place. [49936/22]

Amharc ar fhreagra

Freagraí scríofa

Minister for Education

I am very pleased to see the inclusion of a Citizens’ Assembly on the future of education in which the voices of young people and those being educated are central in the Programme for Government.

Ireland is considered a leader in the use of deliberative democracy processes, having convened three in recent years; the Convention on the Constitution (2012-14), the Citizens’ Assembly 2016-18 which considered the Eighth amendment of the Constitution, how we best respond to the challenges and opportunities of an ageing population, fixed term parliaments, the manner in which referenda are held and how the state can make Ireland a leader in tackling climate change and the Citizens’ Assembly on Gender Equality (2019-2021). There are two Assemblies currently in progress: the Citizens’ Assembly on Biodiversity Loss which commenced in April 2022 and the Dublin Citizens’ Assembly, to consider the type of directly elected mayor and local government structures best suited for Dublin, which also commenced in April 2022.

Two further Citizens’ Assemblies are committed to under the current Programme for Government: one on the use of drugs and the other on the future of education. Arrangements for and the timing of the remaining Citizens’ Assemblies will be contingent upon the scoping of the issues, and the logistical and staffing support arrangements. The establishment of the Citizens’ Assembly on the future of Education will be the subject of a Government decision and resolutions of the Dáil and Seanad at the appropriate time. The question of when the Assembly might commence depends in large part on how soon the current Assemblies conclude their work and submit their reports.

My published Statement of Strategy 2021-2023 sets out the framework for the Department’s work for the period 2021-2023, including advancing education commitments in the Programme for Government. In this regard, it specifically mentions exploring the scope for a Citizens’ Assembly on the Future of Education and my officials are working on this, including the development of a consultation proposal. This work includes liaison with the Department of the Taoiseach and ongoing discussion with key stakeholders across school communities.

The commitment in the Programme for Government also states that the voices of young people and those being educated are central to this Assembly. The impact that children and young people have on shaping their own learning experience is a focus of the work of my Department, and through this process we will work with children and young people to include their voices both through the consultation process and the Assembly itself. We will also work closely with parents, teachers, school leaders and all those in school communities who help shape our education system.

Energy Conservation

Ceisteanna (76)

Steven Matthews

Ceist:

76. Deputy Steven Matthews asked the Minister for Education the position regarding the delivery of a retrofitting programme for schools built before 2008 as committed to in the National Development Plan; the way that schools can seek support to fund these measures; and if she will make a statement on the matter. [49780/22]

Amharc ar fhreagra

Freagraí scríofa

Minister for Education

I am delighted to advise that the Minister for the Environment, Climate and Communications Eamon Ryan TD and I last week launched the 2023 – 2024 Schools Energy Retrofit Pathfinder Programme which will evaluate and demonstrate the approach to energy retrofit and carbon reduction in the schools’ sector, testing energy efficiency solutions and renewable heat technologies.

The 2023/24 Pathfinder is jointly funded with a targeted budget of €35 million from the Department of Education and the Department of the Environment, Climate and Communications and is administered by the Sustainable Energy Authority of Ireland (SEAI) and the Planning and Building Unit in the Department of Education, with delivery support from Limerick Clare ETB.

This government-funded energy retrofit pathfinder programme will target energy use and CO2 emission reduction by 51%, testing deep retrofit and low carbon heating solutions. The programme will see up to ten schools benefitting from a selection of energy efficiency works.

This programme continues to assist the Department to explore options and test various solutions for decarbonised energy efficiency solutions in our broad range of school building types.

The Climate Action Plan 2021 commits my Department to develop and resource a scalable model of energy efficiency retrofits in the school sector. The pathfinder programme is paving the way for, and informing, a much larger schools national programme for the energy retrofit of schools built prior to 2008 as included in the National Development Plan and will play a key part of meeting delivery of the Climate Action Plan.

Design teams are being appointed to each of the schools in the Pathfinder Programme in the feasibility stage, to investigate retrofit and decarbonisation options, and works will roll out from summer 2023, subject to the outcome of the feasibility stage. The feasibility stage includes looking at various options for potential retrofit levels with renewable heat, up to what would be required to be a Zero Emission Building.

The schools for 2023 present a variety of challenges, including building age, archetype and retrofit requirements. The works typically involve upgrades to the building fabric including wall and roof insulation, doors and windows, air tightness improvements, LED lighting and heating upgrades, as well as renewable technologies.

The pathfinder programme has retrofitted 42 schools across Ireland to date, with work on an additional 15 schools currently at various stages of progress.

The general principles and approach to school selection include schools meeting Energy Monitoring and Reporting requirements and demonstrating a strong and holistic commitment to energy management practices through participation in the Energy in Education Programme. The programme selection also seeks to enable various cross sections of school types and sizes, energy consumption profiles and different elements of construction type and heritage/ conservation requirements where specific learnings are being targeted. The pathfinder programme is thus delivered on broad assessment in line with the above considerations and not on an application basis.

The Climate Action Plan 2021 Annex of Actions published earlier this year commits the Department to confirm its decarbonisation pathway trajectory to meet 2030 and 2050 targets for the schools sector by the end of 2022.

I will also be announcing in due course a Climate Action Summer Works Programme to progress climate action specific initiatives which will assist with rollout of smaller scale energy retrofit works in schools.

Pleananna Oideachais

Ceisteanna (77)

Catherine Connolly

Ceist:

77. D'fhiafraigh Deputy Catherine Connolly den Aire Oideachais cad é an dul chun cinn atá déanta maidir leis an bplean chun polasaí cuimsitheach don Ghaeilge sa chóras oideachais, ó leibhéal an oideachais réamhscoile go leibhéal an oideachais do mhúinteoirí, a fhorbairt agus a fhoilsiú; agus an ndéanfaidh sí ráiteas ina thaobh. [49858/22]

Amharc ar fhreagra

Freagraí scríofa

Minister for Education

Tá obair ar siúl anois i mo Roinnse chun polasaí nua don oideachas lán-Ghaeilge lasmuigh den Ghaeltacht a fhorbairt. Tógfaidh an polasaí seo ar an méid atá bainte amach ag an bPolasaí don Oideachas Gaeltachta, agus beidh sé mar chéim thábhachtach eile i dtreo ghealltanas Chlár an Rialtais maidir le forbairt pholasaí chuimsitheach don Ghaeilge sa chóras oideachais a chomhlíonadh. Déanfar an polasaí don oideachas lán-Ghaeilge a fhorbairt i gcomhthéacs na Straitéise 20 bliain don Ghaeilge 2010-2030.

I measc na príomhspriocanna atá ag an bpolasaí don oideachas lán-Ghaeilge lasmuigh den Ghaeltacht tá:

- creat a sholáthar chun oideachas ardchaighdeáin trí mheán na Gaeilge a chur ar fáil i nGaelscoileanna agus i nGaelcholáistí agus i suíomhanna luathfhoghlama agus cúraim (naíonraí) lasmuigh den Ghaeltacht

- an líon leanaí agus daoine óga atá ag freastal ar scoileanna lán-Ghaeilge a mhéadú, lena n-áirítear tógáil ar an mbunchloch a leagadh síos i suíomhanna luathfhoghlama agus cúraim lán-Ghaeilge (naíonraí)

- na deiseanna a bhaineann le méadú bunú Gaelscoileanna agus Gaelcholáistí mar chuid den phróiseas pátrúnachta a mheas

- polasaí soiléir a fhorbairt ar bhunú agus ar inbhuanaitheacht Aonaid/Sruthanna trí mheán na Gaeilge in iar-bhunscoileanna lán-Bhéarla chun an soláthar oideachais trí mheán na Gaeilge a neartú

- iniúchadh a dhéanamh ar an gcaoi inar féidir an soláthar múinteoirí agus baill foirne eile a bhfuil ardchaighdeán Gaeilge acu a mhéadú chun freastal ar an éileamh i suíomhanna oideachais trí mheán na Gaeilge

- féachaint ar bhealaí le rannpháirtíocht an phobail i scoileanna agus suíomhanna luathfhoghlama agus cúraim lán-Ghaeilge a threisiú.

Tá coiste stiúrtha bunaithe le hionadaithe ó na Ranna agus Gníomhaireachtaí Rialtais ábhartha chun maoirseacht a dhéanamh ar fhorbairt an pholasaí.

Tá athbhreithniú ar an litríocht náisiúnta agus idirnáisiúnta coimisiúnaithe trí phróiseas soláthair phoiblí le bheith mar bhonn eolais d’fhorbairt an pholasaí

Cuirfear próiseas comhairliúcháin phoiblí ar bun sna míonna amach romhainn chun tuairimí páirtithe leasmhara amhail daoine óga, a dtuismitheoirí, foireann agus ceannairí scoile agus eagraíochta Gaeilge a fháil.

Táim ag súil leis an obair thábhachtach seo a thabhairt chun cinn, chun an t-oideachas lán-Ghaeilge a neartú agus chun tógáil ar na torthaí dearfacha atá á mbaint amach cheana féin i gcur i bhfeidhm an Pholasaí don Oideachas Gaeltachta. Táim ag súil freisin le bheith ag obair leis na páirtithe leasmhara ábhartha chun na céimeanna éagsúla is gá chun an polasaí a fhorbairt a chur chun cinn.

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Answer

Work on the development of a new policy on Irish-medium education outside of the Gaeltacht is now underway in my Department. This policy will build on the achievements of the Policy on Gaeltacht Education and will be an important next step towards achieving the Programme for Government commitment to develop a comprehensive policy on Irish in the education system. The policy on Irish-medium education will be developed in the context of the overall framework of the 20-Year Strategy for the Irish Language 2010-2030.

The key objectives of the policy on Irish-medium education outside of the Gaeltacht include:

- the provision of a framework for the delivery of high-quality Irish-medium education in Gaelscoileanna and Gaelcholáistí and in Irish-medium early learning and care settings (naíonraí) outside of the Gaeltacht

- increasing the proportion of children and young people attending Irish-medium schools, including by building on the foundations laid in Irish-medium early learning and care settings (naíonraí)

- considering how opportunities for the establishment of Gaelscoileanna and Gaelcholáistí can be increased as part of the patronage process

- developing a clear policy on the establishment and sustainability of Aonaid/Sruthanna (Units/Streams) in existing English-medium post-primary schools to strengthen Irish-medium education provision

- examining how the supply of teachers and other staff with a high standard of Irish can be increased to meet demand in Irish-medium education settings

- looking at ways to deepen community engagement around Irish-medium schools and early learning and care settings.

A steering committee has been established with representatives from relevant Government Departments and Agencies to oversee the development of the policy.

A review of national and international literature has been commissioned through a public procurement process, to inform the development of the policy.

A public consultation process will take place in the coming months to gather the views of stakeholders, including young people, their parents, school staff and leaders, and Irish-language stakeholders.

I look forward to progressing this important work of strengthening Irish-medium educational provision and building on the positive outcomes already being achieved in the implementation of the Policy on Gaeltacht Education. I also look forward to working with relevant stakeholders in the development of this policy.

Special Educational Needs

Ceisteanna (78)

Brian Leddin

Ceist:

78. Deputy Brian Leddin asked the Minister for Education the steps that are being undertaken now to plan for summer provision in summer 2023; if the programme still appropriately serves the children for whom it was initially designed to help; and if she will make a statement on the matter. [50029/22]

Amharc ar fhreagra

Freagraí scríofa

Minister of State at the Department of Education

I wish to thank the Deputy for the question and the opportunity to provide an update on this very important scheme for pupils with complex special educational needs and those at greatest risk of educational disadvantage. The 2022 summer programme built on the expanded programmes of 2020 and 2021. From 2021, all schools were given the opportunity to run at least one summer programme.

In line with last year, the total funding available to provide summer programmes in 2022 was up to €40 million.

I can assure the Deputy that the programme continues to focus on supporting pupils with complex special educational needs and my Department has provided support to schools to run the summer programme to cater for these students.

To support and facilitate schools and principals with organising and running the programme, the 2022 Summer Programme allowed principals to delegate these functions to other members of staff. Capitation funding and preparation hours were provided to schools who participated in the programme, with additional funding and hours provided to schools that run the Special Class and Special School Programme. Further funding was also made available to Special Schools, in recognition of the extra complexities in running programmes in their schools.

I am very pleased to be able to say that an additional €20 million funding has been approved under Budget ‘23to continue the expanded summer programme for 2023, bringing the total to €40m for 2023. This early announcement that funding has been secured will allow schools several extra months to plan for a summer programme next year.

The programme has gone from strength to strength with 2022 seeing more schools and more students participate than ever before. Final figures for this year’s programme will be known later in the year but based on the information available to date, it is anticipated that over 45,000 pupils will have participated with over 1,000 schools running a programme.

I am however very conscious that parents want this programme to be available in more schools in 2023 and, as part of the planning that has already begun for next year, it is a priority for me that children in Special Schools have access to a school-based programme. I am committed to the on-going development of the Summer Programme with a view to ensuring that children with the most complex needs have access to a scheme. My Department is currently undertaking a review of the 2022 programme with a view to improving it for next year and with a committed focus on increasing the number of schools participating, particularly schools serving children with very complex needs.

In 2022 the Department had productive engagements with the National Association of Boards of Management for Special Schools (NABMSE). This led to positive initiatives to assist special schools such as through the hosting of information webinars and the introduction of a new grant for these special schools. I expect that these engagements will lead to more positive measures for the 2023 programme and beyond.

Following the review of this year's programme and finalisation of planning for next year, the details of the 2023 Summer Programme will be published at the earliest possible opportunity.

Question No. 79 answered orally.

Education and Training Boards

Ceisteanna (80)

Mairéad Farrell

Ceist:

80. Deputy Mairéad Farrell asked the Minister for Education the reason that ETBs no longer have the authority to grant cover for workforce leave as they did prior to the moratorium; and if she will make a statement on the matter. [49479/22]

Amharc ar fhreagra

Freagraí scríofa

Minister for Education

The arrangements in relation to the allocation of teaching posts, and to the allocation of special needs assistants to all schools, including ETB schools, are set down in various circulars issued by my Department. In relation to such posts, schools and ETBs have autonomy in relation to the recruitment and replacement of staff within the agreed approved staffing allocation granted to the school in question and subject to relevant procedures and criteria set out in circulars from my Department.

My Department also provides each ETB with an administrative and maintenance staffing allocation and associated pay budget to support its individual ETB schools and head office. It is the responsibility of each ETB to recruit and manage staffing levels within this allocation, including the assignment of such staff to the different functional areas in the ETB in accordance with the needs and priorities of the organisation. In line with the position across the public sector generally, every ETB must also operate within overall approved staffing and pay budgets for its administrative and maintenance staff.

In relation to ancillary staff in schools, ETBs have discretion to temporarily employ a substitute for existing ancillary staff in schools who are temporarily absent due to sick leave etc. where the temporary absence would otherwise result in either no secretary, caretaker or cleaner being in the school on the day(s) in question; and where the ETB can fund the temporary employment of the substitute from within its existing pay budget for non-teaching staff.

However, ETBs are required to seek prior approval from my Department for new posts or to replace existing sanctioned administrative and maintenance posts, whether on a temporary or permanent basis. In considering such requests, my Department will consider factors such as the particular circumstances and need arising for the ETB concerned and will also have regard to the affordability of the post, or replacement post, within the administrative and maintenance pay budget of the ETB itself and within the relevant pay budget for the ETB sector as a whole.

I can confirm over recent years that my Department has, as resources permitted, granted a significant number of additional administrative and maintenance posts to the ETB sector. In that regard, in the period since 2015, my Department has increased the number of approved posts in Head Offices by 29% across the sector.

I can also confirm that the vast majority of replacement Head Office administrative posts sought by ETBs are granted by my Department. For example, since 2017, 85% of such requests have been granted.

My Department remains committed to supporting ETBs and will continue to work closely with individual ETBs and with the sector collectively to ensure they are adequately resourced to deliver their important work.

School Curriculum

Ceisteanna (81)

Kieran O'Donnell

Ceist:

81. Deputy Kieran O'Donnell asked the Minister for Education if she and her Department are considering a specified role for physical education teachers in primary schools as part of the primary curriculum review; and if she will make a statement on the matter. [50026/22]

Amharc ar fhreagra

Freagraí scríofa

Minister for Education

In the review and redevelopment of the primary curriculum there have been calls for increased time to be allocated to existing curriculum areas such as Social, Personal and Health Education (SPHE) and to Physical Education (PE). The draft Primary Curriculum Framework published by the NCCA as part of their development work sets out the competency of Fostering wellbeing which aims to develop children’s appreciation and demonstration of wellbeing and their ability to be as physically, socially, emotionally and spiritually healthy as they can be. The finalised Primary Curriculum Framework is due to be presented to the Minister with publication due in March 2023. This framework will then guide the NCCA’s work in developing a specification for each curriculum area.

Teacher allocations to all schools are approved annually by my Department in accordance with established rules based on recognised pupil enrolment. The criteria for the allocation of posts are communicated to school managements annually and are available on the Department website.

The recruitment and appointment of teachers to fill teaching posts is a matter for the individual school authority. All qualified Primary teachers are qualified to teach the full spectrum of the Primary Curriculum including Physical Education. Primary teachers undertake elements of physical education as part of their teacher training.

School Staff

Ceisteanna (82)

Richard Boyd Barrett

Ceist:

82. Deputy Richard Boyd Barrett asked the Minister for Education her plans to address the crisis of recruitment and substitute teachers in the major urban centres; and if she will make a statement on the matter. [50024/22]

Amharc ar fhreagra

Freagraí scríofa

Minister for Education

The 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 all major urban areas.

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.

Question No. 83 answered orally.

Special Educational Needs

Ceisteanna (84)

Joan Collins

Ceist:

84. Deputy Joan Collins asked the Minister for Education if she will ensure that each school (details supplied) in Dublin 12 will have an autism class; the status of same; and if she is prepared to initiate the 37A process. [49616/22]

Amharc ar fhreagra

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:

Enabling children with special educational needs to receive an education is a priority for this Government.

For 2022, 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.

For 2023, this spend will be substantially increased by over 10%, meaning that for 2023 my Department will spend over €2.6 billion on special education.

This level of educational funding and support is unprecedented and represents in excess of 27% of the Department’s total allocation for 2023.

This includes additional teaching and care supports. It also includes funding for the National Educational Psychological Service (NEPS) for an additional 54 psychologists to provide services to special schools and special classes.

In 2022, funding for an additional 980 teachers and 1,165 special needs assistants was provided. For 2023, the number of teaching and SNA posts in our schools will increase with an additional 686 teachers and a further 1,194 special needs assistants in our schools next year.

For the first time ever we will have over 19,000 teachers working in the area of special education and over 20,000 Special needs assistants. Together we have almost 40,000 qualified and committed people in our schools who are focused wholly and exclusively on supporting children with special educational needs.

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

In 2023, there will be a significant investment in the expansion of the National Council for Special Education, with a total full-year investment of €13 million, in over 160 additional staff. This investment is being undertaken so that the NSCE can respond effectively, compassionately and quickly to the increased need in our education system so that children and their families are fully supported and achieve the best possible education outcomes.

We have seen 392 new special classes being sanctioned by the NCSE for this school year , bringing the total of special classes to 2,543 opened nationwide. The 392 new special classes for 2022/23 is broken down by 260 at primary level and 132 at post primary level. This included the sanctioning of 100 new special classes in the Dublin region. A list of all special classes sanctioned by the NCSE is available on their website www.ncse.ie.

For 2023, budget funding provides for a further 370 special classes to open, taking the total number of special classes to over 2,900 in 2023.

My Department is engaging intensely with the NCSE in relation to the forward planning of new special classes for the next school year 2023/2024. This work involves a detailed review of statistical data in relation to forecasting demand for special class places, consideration of improved data sharing arrangements and a particular focus on the provision of special classes at post-primary level.

At local level, the NCSE is continuing to engage with schools regarding the establishment of additional special classes for the next school year 2023/2024. Every support will be made available to schools to progress the opening of special classes in the shortest possible timeframe.

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 Transport

Claire Kerrane

Ceist:

141. Deputy Claire Kerrane asked the Minister for Education if she will provide an update on school transport especially for children who previously had a seat on the school bus; and if she will make a statement on the matter. [49859/22]

Amharc ar fhreagra

Éamon Ó Cuív

Ceist:

145. Deputy Éamon Ó Cuív asked the Minister for Education the number of students who applied for free school transport in 2022; the number of these applications received from late applicants; the number of these applications received from concessionary pupils; the total number of students who have now been provided with a service; the process in place now to allocate further tickets based on the Budget 2023 announcement; and if she will make a statement on the matter. [49867/22]

Amharc ar fhreagra

Catherine Connolly

Ceist:

419. Deputy Catherine Connolly asked the Minister for Education the status of the roll-out of the promised temporary additional capacity on the school transport scheme given the additional funding approved for the scheme under Budget 2023; and if she will make a statement on the matter. [49908/22]

Amharc ar fhreagra

Rose Conway-Walsh

Ceist:

421. Deputy Rose Conway-Walsh asked the Minister for Education the progress that has been made by Bus Éireann as it works to increase the number of school buses and drivers; and if she will make a statement on the matter. [46275/22]

Amharc ar fhreagra

Freagraí scríofa

Minister for Education

I propose to take Questions Nos. 85, 91, 105, 107, 117, 122, 141, 145, 419 and 421 together.

The 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.

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.

In July 2022, Government announced funding for the waiving of school transport scheme fees for the 2022/2023 school year as part of a wider package of cost of living measures.

School Transport 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.

Already over 125,000 tickets have issued for the 2022/2023 school year. At the start of the last school year, there were circa 103,600 children carried on mainstream school transport services so already in the region of 21,400 additional places have been created, a 20% overall increase. There has been an increase of 18% to date in the number of tickets issued to eligible pupils and an increase of 27% to date on the number of tickets issued to concessionary pupils, compared to the start of the 2021/2022 school year.

Bus Éireann will continue to process applications and to issue tickets as soon as extra buses and drivers are sourced and become available to provide transport for the higher numbers qualifying for the service. However, regrettably the unprecedented numbers of new applications for the current school year, has led to some delays in issuing tickets.

The normal eligibility criteria of the scheme still apply and tickets continue to be allocated in line with this criteria. Pupils at primary level are eligible where they live no less than 3.2 kilometres from and are attending their nearest primary school. At post primary level, students who live no less than 4.8 kilometres from and are attending their nearest post primary school/education centre are deemed eligible.

Any pupils/students who do not meet these criteria are deemed not eligible, or otherwise known as concessionary applicants, and are allocated a ticket based on the availability of a seat when all eligible children have been catered for.

In line with normal practice, all eligible children who completed the application and ticket registration process on time for the 2022/2023 school year will be accommodated on school transport services where such services are in operation.

In addition, pending completion of the outcome of the full review of the School Transport Scheme, Temporary Alleviation Measures at post-primary level will be continued for the 2022/2023 school year. Under these measures, which were initially introduced in 2019, transport will provided for post-primary pupils who are eligible for transport to their nearest school and are attending their second nearest school and who applied by the 29th April and registered for a ticket by the 29th July.

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.

The School Transport Scheme is a demand led scheme, as numbers are still being finalised for the 2022/23 school year, it is not possible to provide specific information until all applications have been processed. Bus Éireann continue to process a small number of remaining on time applications, where additional services may need to be put in place for eligible children, any capacity on these services will be offered to concessionary applicants.

Following discussions with Minister McGrath and officials in DPER as part of the budgetary process some additional funding has been approved for the scheme which will allow officials in consultation with Bus Éireann to consider and evaluate where temporary additional capacity may be available.

The initial focus will be where families applied on time and who previously held concessionary tickets, to alleviate the impact of the increased demands on the scheme for those families. However, it is important to stress that this is subject to capacity considerations. Constraints in sourcing vehicles and drivers in certain areas of the country may also mean that it may take a number of weeks to explore solutions for additional capacity.

Schools Building Projects

Ceisteanna (86)

Joe Flaherty

Ceist:

86. Deputy Joe Flaherty asked the Minister for Education if she will provide an update on the building project for a school (details supplied). [49675/22]

Amharc ar fhreagra

Freagraí scríofa

Minister for Education

The project to which the Deputy refers has been devolved for delivery to Longford and Westmeath Education and Training Board (LWETB).

This project is currently at Stage 2a of the architectural planning process. The Department understands from LWETB that its design team is currently finalising the Stage 2a report for submission to the Department. This report is expected to be submitted to the Department before the end of November. Subject to no significant issues arising during the completion of the Stage 2a process and following approval in that respect, the next step for LWETB and its Design Team will be to obtain the requisite statutory planning approvals. The project can then be expected to move onward to tender and construction in due course.While at this early stage it is not possible to provide a timeline for completion of the project, LWETB will be engaging directly with the school authority to keep it informed of progress.

Question No. 87 answered orally.