Written Answers Nos. 450-469
450. Deputy Bernard J. Durkan asked the Minister for Education the extent to which forward planning for extra school places at primary and second level throughout Kildare north continues; and if she will make a statement on the matter. [50296/22]
Amharc ar fhreagra451. Deputy Bernard J. Durkan asked the Minister for Education the extent to which ongoing discussion is taking place with the various school authorities at primary and second level in Kildare north, with particular reference to advancing existing projects or initiating new proposals; and if she will make a statement on the matter. [50297/22]
Amharc ar fhreagra452. Deputy Bernard J. Durkan asked the Minister for Education the extent to which she expects to be in a position to meet the requirements as set out by the various primary and second level school authorities in Kildare north to be met within reasonable time; and if she will make a statement on the matter. [50298/22]
Amharc ar fhreagra454. Deputy Bernard J. Durkan asked the Minister for Education the progress to date in addressing deficiencies in accommodation at primary and second level in Naas, County Kildare, with particular reference to projects of long-standing projects; and if she will make a statement on the matter. [50300/22]
Amharc ar fhreagra456. Deputy Bernard J. Durkan asked the Minister for Education the extent to which she and her Department continue to monitor education requirements in Maynooth, County Kildare, having regard to the population growth in the area; the number of children who are currently in primary school and who are likely to be in need of second education in the near future; and if she will make a statement on the matter. [50302/22]
Amharc ar fhreagraI propose to take Questions Nos. 450, 451, 452, 454 and 456 together.
Under Project Ireland 2040, the education sector will receive a total of approximately €4.4 billion capital investment over the period 2021-2025. This significant investment allows us to move forward with certainty on our ambitious plans and deliver high quality building projects, with a real focus on sustainability, for school communities across Ireland. This investment will build on the good progress being made on adding capacity to cater for demographic changes and provision for children with special educational needs. This investment will also facilitate an increased focus on the modernisation of existing school stock and help transition the school system for an era of net zero carbon by 2050.
My Department has a large pipeline of projects for delivery under the school building programme. The main elements of this pipeline currently involve in excess of 1,300 school building projects for delivery under the Department’s Large Scale and Additional Accommodation Scheme. These projects are currently in progress across the various stages of planning, design, tender and construction. Most of which are expected to be either under construction or completed in the period up to 2025.
During the period 2018 to 2021 691 school building projects were completed under the Large Scale Capital Programme (LSCP) and the Additional School Accommodation Scheme (ASA). These projects delivered in excess of 64,000 school places.
There are approximately 1,300 school building projects currently in progress across the various stages of planning, design, tender and construction under the Large Scale and Additional School Accommodation Scheme, of which 48 school building projects are in County Kildare. Most of these projects are expected to be either under construction or completed in the period 2022 to 2025.
The current status of all projects are listed on a county by county basis at www.gov.ie. and is updated on a regular basis to reflect their progress through the various stages of capital appraisal, site acquisition, design, tender and construction.
This also lists all school building projects completed under the Large Scale and Additional Accommodation Scheme, in county order, from 2010 to date.
I also wish to advise the Deputy that in 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, including North Kildare, will arise and where additional school accommodation is needed at primary and post-primary level.
Major new residential developments in a school planning area have the potential to alter demand in that area. In that regard, as part of the annual demographic exercises, my Department engages with each of the local authorities to obtain the up-to-date information on significant new residential development in each area. This is necessary to ensure that schools infrastructure planning is keeping pace with demographic changes.
The most recent analysis undertaken by my Department projects that over 90% of the 314 school planning areas at primary level show decreasing enrolments for the period to 2025 compared with 2021, whereas some 88% of school planning areas at post-primary level are anticipated to have increased enrolments for the period to 2028, with most expected to reach a peak in 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.
The requirement for additional school places in North Kildare school planning areas is kept under on-going review. Additionally, my Department will continue to liaise with the local Council in respect of its review of the Development Plan with a view to identifying any potential long-term school accommodation requirements and in this regard will be making a submission to the draft Co. Kildare Development Plan 2023-2029 which is currently at public consultation stage. New schools are established by my Department on the basis of identified demographic demand in an area, and only after consideration of the capacity of existing schools to absorb the expected school place demand.
453. Deputy Bernard J. Durkan asked the Minister for Education the current position in regard to the replacement of a school (details supplied); and if she will make a statement on the matter. [50299/22]
Amharc ar fhreagraThe project to which the Deputy refers has been devolved for delivery to Kildare & Wicklow Education and Training Board (KWETB).
The Design Team is currently preparing the Stage 2a report (developed design) for submission and the Department understands from KWETB that this report is nearing completion. It is a matter for KWETB, as the client for the project, to ensure that this is completed as quickly as possible.
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.
While at this early stage it is not possible to provide a timeline for completion of the project, KWETB will be engaging directly with the school authority to keep it informed of progress.
455. Deputy Bernard J. Durkan asked the Minister for Education the extent to which second and third level education continues to focus on the need to supply suitably qualified staff, in both the public and private sectors, in areas currently experiencing difficulties in obtaining and retaining staff; and if she will make a statement on the matter. [50301/22]
Amharc ar fhreagraAs the Deputy will be aware, the Department of Further and Higher Education has responsibility for qualifications relevant to employment in public and private sectors. As outlined in the mission statement, my Department will facilitate children and young people, through learning, to achieve their full potential and contribute to Ireland’s social, economic and cultural development. The primary mechanism to deliver this is through the curriculum, providing a sound basis of appropriate inputs, enabling learners to progress through the continuum of education to further and higher education, and the word of work.
In that context, my Department is represented on the Cross Departmental Project Team (CDPT) which is being led by the OECD who are reviewing the National Skills Strategy 2016-2025, in order to draft an updated Skills Strategy for Ireland.
My Department also has policy initiatives in place addressing particular areas which may be of relevance to the question. The Digital Strategy for Schools to 2027 with the aim of empowering schools to further embed digital technologies across their teaching, learning and assessment. It sets out how the development of digital skills is supported in schools and builds on the key achievements under the previous strategy. The STEM Education Policy Statement recognises the importance of initiatives that raise awareness and interest in STEM among the public in Ireland to enable them to engage in informed STEM discussions. It also recognises the need to improve STEM education. Development of the next STEM Education Policy Implementation Plan (delayed due to Covid19) is underway with a public consultation and focus group consultations completed to date.
Post-primary education in Ireland consists of a three year junior cycle, followed by a two or three year senior cycle, depending on whether the optional transition year is taken.
At Junior Cycle, the Framework for Junior Cycle 2015 provides the basis for post-primary schools to plan quality, inclusive and relevant education programmes with improved learning experiences for all students, including those with special educational needs.
The Senior Cycle includes an optional transition year (TY) which follows immediately after the Junior Cycle. TY provides an opportunity for students to experience a wide range of educational inputs, including work experience, over the course of a year that is free from formal examinations.
During the final two years of Senior Cycle, students take one of three programmes, each leading to a state examination, the Leaving Certificate Established, the Leaving Certificate Vocational programme or the Leaving Certificate Applied.
The Leaving Certificate Established is a two-year programme that aims to provide learners with a broad, balanced education while also offering some specialisation towards a particular career option. Subjects are assessed by an examination paper and by additional assessment methods including oral and aural examinations, practical examinations and assessment of practical coursework at the end of the two-year programme of study. Performance in the examination can be used for purposes of selection into employment, and into further and higher education.
The Leaving Certificate Vocational Programme is a two-year programme that combines the academic strengths of the Leaving Certificate with a dynamic focus on self-directed learning, enterprise, work and the community.
The Leaving Certificate Applied is a two-year Leaving Certificate, available to students who wish to follow a practical or vocationally orientated programme. The Leaving Certificate Applied is made up of a range of courses that are structured around three elements: Vocational Preparation, Vocational Education and General Education.
I have announced an ambitious programme to redevelop Senior Cycle which includes:
- expanding access to Transition Year so that all students who wish to can avail of the opportunity it presents;
- integrating the current three Leaving Certificate programmes over time to ensure students can access the different strengths of the current programmes and to ensure all students can have access to the maximum number of pathways beyond school in terms of accessing work, apprenticeships or further study;
- introducing two new subjects from September 2024 which reflect the variety of interest amongst students and changing employment prospects for students as they progress from school and study; and
- significantly changing the way learning is assessed so that there is a greater balance between the acquisition of knowledge and the development of skills.
457. Deputy Bernard J. Durkan asked the Minister for Education the number of teachers who are currently employed at primary level throughout the country; the extent to which this meets requirements at the present time; the ongoing efforts that are being made to address shortages in respect of teachers for permanent and or temporary positions; and if she will make a statement on the matter. [50303/22]
Amharc ar fhreagraTeacher allocations to all schools are approved annually by my Department in accordance with established rules based on recognised pupil enrolment on the previous 30 September. The criteria for the allocation of posts are communicated to school managements annually and are available on the Department website.
The staffing schedule operates in a clear and transparent manner and treats all similar types of schools equally, irrespective of location.
The numbers employed in our schools have now reached their highest ever level. The number of teachers has increased from 63,635 in 2016/17 to 72,496 in 2021/22, an increase of over 8,800 teaching posts, which includes the allocation for special education provision.
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.
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.
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.
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.
458. Deputy Bernard J. Durkan asked the Minister for Education the degree to which provision continues to be made to ensure the viability of smaller and denominational rural or urban schools; and if she will make a statement on the matter. [50304/22]
Amharc ar fhreagraAs the Deputy is aware small schools are defined for statistical purposes as schools with 4 mainstream teachers or less. Small schools are highly valued in their communities in that they provide a vital link to local heritage and history, help sustain rural populations and often act as a link for sports and social activity.
There is a commitment contained in the Programme for Government to continue to recognise the importance of small schools. There is a further commitment not to close any small school without the consent of parents. The decision making authority for a school closure belongs to the Patron of a school. Any proposal to close a school must involve consultation with all of the relevant stakeholders, parents, teachers, students and local communities and follow decisions taken at local level. Proposals must be agreed with the Department.
Budget 2020 provided for improved teacher staffing levels for small schools. This measure saw a more favourable pupil teacher ratio in small schools from September 2020. This improved schedule will apply in two, three and four teacher schools and ensure one less pupil is required to retain/recruit a teacher. This builds on measures in previous budgets which has seen improvements in the appointment and retention thresholds for the 2nd, 3rd and 4th classroom teacher and more favourable enrolment thresholds for one teacher schools situated 8km or more from the nearest school of the same type of patronage and/or language of instruction.
Small schools have also benefitted from further improvements to the primary staffing schedule for all schools implemented in recent years and the staffing schedule at primary level will now reduce to 23 pupils to 1 teacher from September 2023, which is historically the lowest ever allocation ratio at primary level.
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 also contains an appeals mechanism for schools to submit a staffing appeal under certain criteria, including a specific one aimed at small schools, to an independent Primary Staffing Appeals Board.
Furthermore, in July 2021, my Department launched a two-year action research project aimed at supporting small rural schools. This project officially commenced in January 2022. The purpose of the project is to inform the development of a policy of supports for small schools through working with education partners to trial innovative approaches to support and sustain small schools in a number of clusters. Six project clusters of small schools have been formed, two in Galway, and one each in Donegal, Kerry, Wicklow and Waterford, consisting of 3/4/5 schools per cluster.
459. Deputy Bernard J. Durkan asked the Minister for Education the current and expected position in regard to the provision of permanent accommodation on a single site for a proposed school (details supplied); and if she will make a statement on the matter. [50306/22]
Amharc ar fhreagra463. Deputy Bernard J. Durkan asked the Minister for Education the extent to which the old school buildings at a school (details supplied) are scheduled to be utilised for educational or other purposes; if provision is being made for outlay for various improvements made by the former school authorities in respect of individual expenditure items; if the new school authorities are likely to be compensated for this expenditure and carried over to the new campus; and if she will make a statement on the matter. [50317/22]
Amharc ar fhreagraI propose to take Questions Nos. 459 and 463 together.
As the Deputy is aware, my Department is committed to providing permanent accommodation for the school to which he refers.
In this regard, my Department has been in contact with the school patron following consideration of the options study. The next step includes working through the detail of developing an accommodation brief for the school’s proposed permanent accommodation and my Department will be in further with the patron when this process has been finalised.
My Department has no knowledge or involvement with the various improvement works outlined and this would not be a matter for my Department.
460. Deputy Róisín Shortall asked the Minister for Education the date that a Departmental circular which states that schools should avoid using resources developed by the alcohol industry was issued; if she will issue a renewed circular which states that schools must comply with the advice of the HSE and the Department of Health which advises schools against participating in alcohol-funded initiatives or using resources provided by alcohol industry funded organisations; and if she will make a statement on the matter. [50312/22]
Amharc ar fhreagra462. Deputy Róisín Shortall asked the Minister for Education the steps that she is taking to ensure that schools only use alcohol educational resources from the HSE and other trusted public health agencies given the recent comments regarding the alcohol industry funded organisation’s involvement in alcohol misuse education. [50314/22]
Amharc ar fhreagraI propose to take Questions Nos. 460 and 462 together.
It is not appropriate that resources or materials produced or funded by the drinks industry, for education and awareness on alcohol, are in use in our schools. This position is set out in Departmental Circular 13/2016, published in February 2016, which states that schools should avoid using resources developed by the alcohol industry. This message is also reiterated in the National Council for Curriculum and Assessment’s SPHE Guidelines for Teachers. My Department is giving active consideration to how best to ensure that this position is reflected across our schools. In that regard, my Department will continue to liaise with the HSE, in the context of ongoing work with both the HSE and the Department of Health and HSE on the cross- Government Healthy Ireland programme, the national framework for action to improve the health and wellbeing of the people in Ireland.
The Deputy may wish to note that the issue of alcohol misuse is addressed in the Social, Personal and Health Education (SPHE) programme, which has a specific module on the use and misuse of a range of substances. As students progress through the SPHE programme, they encounter a wide range of issues, including substance misuse. Schools have a role to play in supporting their students to develop the key skills and knowledge to enable them to make informed choices when faced with difficult issues, including drugs, alcohol and gambling. SPHE is currently mandatory in all primary schools and in Junior Cycle, where it forms part of the mandatory 'Wellbeing' area of learning. Schools are also encouraged to deliver the SPHE programme in senior cycle.
In addition to the above, the 'Know the Score' programme is a substance misuse programme published in 2019 for Transition Year or 5th year pupils. The content is based on research about effective approaches to the prevention of substance misuse. It was jointly developed by the HSE, my Department and the Drugs and Alcohol Task Forces. Students and teachers were involved in the design of the 14 lessons and supporting digital content, which aim to facilitate informed discussions about alcohol and drugs in the classroom.
As the deputy will be aware, the SPHE curriculum is in a process of redevelopment at all stages. Details on the process and consultations related to this curriculum redevelopment are available on NCCA.ie, and I would note that the draft specification for Junior Cycle, and the background paper for Senior Cycle, are currently open for consultation.
461. Deputy Róisín Shortall asked the Minister for Education the timeline that she is working towards for updating the social personal and health education curriculum, in particular alcohol misuse education for junior cycle students; and if she will make a statement on the matter. [50313/22]
Amharc ar fhreagraIn 2020, the National Council for Curriculum and Assessment (NCCA) established two development groups, one for primary and one for post-primary, to oversee work in the area of Social Personal and Health Education/Relationships and Sexuality Education (SPHE/RSE) curricular redevelopment and support the development of guidance material for schools.
The 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. The toolkit's purpose is 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.
In tandem, work on the broader redeveloping and updating of the SPHE curriculum across Primary, Junior Cycle and Senior Cycle is progressing.
A draft revised Junior Cycle specification was published for consultation on 18 July, with the consultation process running until 18 October. The consultation will take feedback from teachers and students as well as other interested groups and individuals. More information on the consultation process, including how to contribute to it, is available on the NCCA’s website. 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.
The draft updated specification provides clear direction on the knowledge and skills that all students should gain during the three years of Junior Cycle SPHE. It places a strong focus on the development of important life skills that young people need growing up in a fast changing and complex world. For example, the draft specification addresses the issue of alcohol and addiction in Strand 2: Making healthy choices. The learning outcomes of this strand includes investigating how unhealthy products are marketed and advertised to appeal to young people; analysing the supports and challenges for young people when it comes to healthy choices about addictive substances and overcoming them; and discussing the physical, social, and legal consequences of their own or others’ use of addictive substances.
In relation to Senior Cycle, preparation to update the SPHE/RSE specification has commenced and a background paper was published earlier this month 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.
464. Deputy Holly Cairns asked the Minister for Education the number of dedicated spaces for breastfeeding and expressing breast milk in workplaces within her Department and the workplaces of public bodies and agencies under her remit, including a list of said buildings which do and do not have these facilities; and if she will make a statement on the matter. [50337/22]
Amharc ar fhreagraIn line with Circular 31/06 - Implementation of the Regulations of the Maternity Protection (Amendment) Act 2004, available at www.circulars.gov.ie/pdf/circular/finance/2006/31.pdf, staff returning to my Department from maternity leave who are breastfeeding are entitled to paid breaks from work (one hour per day taken as a one hour break, two 30 minute breaks or three 20 minutes breaks, as required) or reduced daily working time (one hour per day) without loss of pay to facilitate breastfeeding or expressing breast milk until the child is two years of age. These entitlements are made available to work-sharing staff on a pro-rata basis.
At present, there are no dedicated facilities for breastfeeding or expressing milk in my Department’s locations, as no request for such a facility has been made by a member of staff. My Department has, in the past, organised for dedicated suitable accommodation to be made available for the purpose of breastfeeding on request. In the event that a staff member requires such facilities, my Department will facilitate such requests, where possible.
The requested information in respect of the Department’s aegis bodies is not held by my Department. Contact details for these bodies are set out in the attached document should the Deputy wish to contact them directly with this query.
Contact E-Mail Addresses for State Bodies under the Remit of the Department of Education as at 13 September 2022
|
Name of Body |
Dedicated Email address for the Members of the Oireachtas |
Designated Official Responsible for assisting Oireachtas Members |
|
An Chomhairle um Oideachais Gaeltachta agus Gaelscolaíochta |
oireachtas@cogg.ie |
jacquelinenifhearghusa@cogg.ie |
|
Educational Research Centre |
oireachtas.queries@erc.ie |
aidan.clerkin@erc.ie |
|
National Council for Curriculum and Assessment Note 1 |
oireactasqueries@ncca.ie |
Aine.ArmstrongFarrell@ncca.ie |
|
State Examinations Commission |
Oireachtas@examinations.ie |
Paddy.Quinn@examinations.ie |
|
The Teaching Council |
pqrep@teachingcouncil.ie |
pfox@teachingcouncil.ie |
|
National Council for Special Education |
oireachtasqueries@ncse.ie |
patrick.martin@ncse.ie and cindyjane.oconnell@ncse.ie |
|
Residential Institutions Statutory Fund – Caranua |
Michael.Fitzpatrick@caranua.ie |
Michael.Fitzpatrick@caranua.ie |
Note 1 - The spelling of the NCCA e-mail address to which Oireachtas queries may be addressed has been verified with the NCCA as being accurate.
465. Deputy Michael Healy-Rae asked the Minister for Education if a teacher (details supplied) can be paid given that they are awaiting their payment for seven weeks; and if she will make a statement on the matter. [50352/22]
Amharc ar fhreagraAn Official from my Department has been in direct contact with the teacher concerned. Arrangements are being made to pay the teacher at the earliest opportunity together with any arrears due.
466. Deputy Violet-Anne Wynne asked the Minister for Education the overall number of applications received for school bus transport for the school year starting September 2022; the number of those that were rejected and the reasons for rejection in tabular form; and if she will make a statement on the matter. [50353/22]
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.
I know what a hugely important service school transport is for families and children.
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, which is over 20% of an increase. There has been an increase of over 18% to date in the number of tickets issued to eligible pupils and an increase of over 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, which were initially introduced in 2019, 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.
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.
467. Deputy Violet-Anne Wynne asked the Minister for Education if she will outline the process employed in appealing a decision by her Department to refuse an application for school bus transport; the persons involved; and if she will make a statement on the matter. [50354/22]
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, are 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.
Decisions made by, or on behalf of, the Department of Education regarding the provision of school transport services and/or grant-aid under the terms of the School Transport Schemes may be appealed to the School Transport Appeals Board.
This Board is independent in the performance of its functions and work in accordance with the terms of their operating procedures. Parents or guardians of children, or children who have reached the age of 18 years, may make an appeal on-line. Further information on how the appeals process is carried out can be found at: www.schooltransportappeals.ie.
468. Deputy Violet-Anne Wynne asked the Minister for Education the reason that a child (details supplied) who was in receipt of a ticket for school bus transport last year did not receive a ticket for this year, despite having no material change in circumstance; and if she will make a statement on the matter. [50355/22]
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.
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.
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 eligible for school transport under the terms of the scheme but was unsuccessful in obtaining a seat on board a school transport service for the 2022/23 school year as they did not complete the ticket registration process by the closing date of 29 July. All existing services in this area are currently operating at capacity.
469. Deputy Gary Gannon asked the Minister for Education if she will outline information in relation to newly established collaborative efforts between HSE children's disability services and education to examine if services to children with complex additional needs and their families has been rolled out in all up and running CDNTs to date; and when and how such a collaboration will be evaluated in the future. [50380/22]
Amharc ar fhreagraThe availability and provision of health-related therapy services for children with disabilities, including physical and sensory therapy supports are provided by the Health Service Executive (HSE) and matters in relation to the provision of health-related services should be directed to the HSE or to the Department of Health.
Matters in relation to the HSE’s Children's Disability Network Teams should also be directed to the HSE or to the Department of Health.
