Written Answers Nos. 88-110
88. Deputy Colm Burke asked the Minister for Education her long-term plans to address the issue of school bus transport to ensure that all children who require it receive it; and if she will make a statement on the matter. [50034/22]
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.
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.
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.
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 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 the current phase of the review, 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 the Minister on an interim basis as the review progresses.
89. Deputy David Stanton asked the Minister for Education the requirements that would need to be in place in order for her Department to support the establishment of a special school in east Cork; and if she will make a statement on the matter. [50001/22]
Amharc ar fhreagraI 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.
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.
My Department and the NCSE continue to work very closely in planning for the delivery of new places required to meet forecasted demand.
I am satisfied that this approach is delivering. We have seen 392 new special classes open, bringing the total of special classes to 2,543 opened nationwide for the 2022/23 school-year. The 392 new special classes for 2022/23 is broken down by 260 at primary level and 132 at post primary level.
For 2023, a further 370 special classes will open, taking the total number of special classes to over 2,900 in 2023. Funding is also being provided for additional special school places.
My Department is engaging intensely with the NCSE in relation to the forward planning of new special classes and new special school places for the next school year 2023/2024. This work involves a detailed review of statistical data in relation to forecasting demand for special class and special school places, consideration of improved data sharing arrangements and a particular focus on the provision of special classes at post-primary level.
The Deputy will also be aware of the significant expansion of special school provision in Cork in recent years, and which includes the establishment of a new special school in Rochestown, Cork and increased capacity in other special schools.
There has been a growing demand for special school placements in Cork in recent years.
Cork Education and Training Board, as patron body, in conjunction with the NCSE and the Department of Education continue to advance planning for the opening of the new Rochestown Community Special School. Recruitment of staff for the new school is underway and the school is working through its admission process. The school will initially cater for 24 students but this figure is expected to increase over the coming years.
The Department continues to consider strategic locations for special school provision, including the eastern side of Cork City, with a view to continuing the expansion of special school capacity as necessary.
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.
90. Deputy Mairéad Farrell asked the Minister for Education the criteria set out for the Irish and bilingual grant; the reason that some schools in the same geographic area are included and others are not; and if she will make a statement on the matter. [49478/22]
Amharc ar fhreagraWork on the development of a new policy on Irish-medium education outside of the Gaeltacht is now underway in my Department. One of the key objectives of this new policy relates to the provision of a framework for the delivery of high-quality education in Irish-medium primary and post-primary settings and in Irish-medium early learning and care settings (naíonraí) outside of the Gaeltacht.
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. It is open to stakeholders to raise issues related to funding for Gaelscoileanna and Gaelcholáistí as part of this consultation process.
92. Deputy Holly Cairns asked the Minister for Education the steps that she is taking to increase the lack of places in primary and secondary schools for young persons with special educational needs and disabilities. [49625/22]
Amharc ar fhreagraI 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.
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.
93. Deputy Brendan Griffin asked the Minister for Education the anticipated cost of the provision of free schoolbooks for all second level students; if the matter was given consideration in the context of Budget 2023; if so, the way in which a decision not to proceed with free schoolbooks for second level students was arrived at; and if she will make a statement on the matter. [49865/22]
Amharc ar fhreagra98. Deputy Violet-Anne Wynne asked the Minister for Education if her Department has plans to extend the rollout of the free schoolbooks scheme announced in Budget 2023 to first-year pupils in post-primary schools; and if she will make a statement on the matter. [49672/22]
Amharc ar fhreagraI propose to take Questions Nos. 93 and 98 together.
The Exchequer has limited financial resources. It was a huge achievement to secure funding for the groundbreaking measure that provides free books to our pupils in primary schools. The Programme for Government commitment was to expand the free school book scheme to “schools nationwide, as resources allow”; and this remains the case. My aim for future budgets is to continue to deliver on the priorities outlined in the Programme for Government and to continue to support the students, staff, and families in the education sector.
94. Deputy Jennifer Carroll MacNeill asked the Minister for Education the specific plans in place for free school-books as announced in Budget 2023 including whether it will apply to all children, including the children in fee paying primary schools; and if she will make a statement on the matter. [49594/22]
Amharc ar fhreagraAs part of Budget 2023, I secured funding to provide free books to primary school students in recognised primary schools from September 2023. The measure will eliminate the cost to families for all school books at primary school, including workbooks.
Now that funding has been secured, my Department will engage with the education partners to roll out the measure in time for the September 2023 school year. The implementation of the measure will build on the existing school book rental scheme, the free school books pilot provided to over one hundred schools in recent years and the planning work already commenced.
The Free Book Scheme will be available to all recognised primary in the free education sector. There is no funding for any educational establishments outside of this category.
It is planned that funds will be provided to schools to purchase school books and classroom resources. Schools will be encouraged to seek the best value for money when procuring school books and related classroom resources. Schools buy books directly from school book retailers at present as part of the implementation of the school book rental scheme. Ninety-six percent of primary schools participate in the book rental scheme.
Guidance on the procurement of books will be developed as part of our further engagement process with schools, parent and management bodies and other stakeholders on this measure. This will ensure that value for money is achieved, and that schools will be supported to implement the scheme in a way that has the best learning outcomes for pupils.
95. Deputy Aodhán Ó Ríordáin asked the Minister for Education the date that the results of the Junior Certificate will be made available to candidates. [49938/22]
Amharc ar fhreagraThe State Examinations Commission has statutory responsibility for operational matters relating to the state examinations.
In view of this I have forwarded your query to the State Examinations Commission for direct reply to you.
96. Deputy Paul Kehoe asked the Minister for Education if incentives have been put in place to encourage teachers to sign up for correction work on the delayed Junior Certificate results; and if she will make a statement on the matter. [49710/22]
Amharc ar fhreagraThe State Examinations Commission has statutory responsibility for operational matters relating to the state examinations.
In view of this I have forwarded your query to the State Examinations Commission for direct reply to you.
97. Deputy Jennifer Murnane O'Connor asked the Minister for Education if she will report on discussions that she has had with a group (details supplied) regarding supports for Leaving Certificate exams in 2023; and if she will make a statement on the matter. [49784/22]
Amharc ar fhreagraWhile I have not yet met with the organisation in question, I can advise the Deputy that I am scheduled to meet with them shortly.
By way of information, operational matters relating to State Examinations are a matter for the State Examinations Commission (SEC). I am advised that the SEC will follow up with the organisation in question in relation to supports for Leaving Certificate examinations 2023.
99. Deputy Christopher O'Sullivan asked the Minister for Education if any extra buses or bus capacity have been procured for school transport in Cork south west; and if she will make a statement on the matter. [49781/22]
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.
Children are eligible for transport at primary level where they reside not less than 3.2 kilometres from and are attending their nearest national school, and at post primary level where they reside not less than 4.8 kilometres from and are attending their nearest post primary school/education centre as determined by the department/Bus Éireann, having regard to ethos and language. In addition,
Children who are eligible for school transport and who have completed the application process on time will be accommodated on school transport services where such services are in operation.
Children who are not eligible for school transport, but who completed the application process on time, will be considered for spare seats that may exist after eligible children have been facilitated; such seats are referred to as concessionary seats.
Because of the nature of concessionary transport for non-eligible children and the priority of providing places for eligible children, there may be an excess of demand over supply for concessionary places, in these cases Bus Éireann will allocate tickets for spare seats using a random selection process.
Bus Éireann have provided the information below in relation to the information requested by the Deputy.
|
School Year |
No. of mainstream tickets issued in Cork |
Period |
% Increased in tickets issued versus 2021/22 School Year |
|
2022/23 |
16,668 (this figure is subject to change as applications continue to be processed) |
03/10/2022 |
14.0% |
|
2021/22 |
14,317 |
Report Period October 2021 |
All mainstream eligible pupils in Cork who applied and requested a ticket on time and where there is a service mainstream available have been issued with tickets in the 2022/23 school year.
It is not possible to advise the number of mainstream concessionary pupils who did not receive a ticket in the 2022/23 school year as Bus Éireann continue to finalise numbers.
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.
100. Deputy Paul Murphy asked the Minister for Education if she will give a direction to schools to ensure that they provide students that do not attend subjects in religious instruction under section 30(2)(e) of the Education Act of 1998 with instruction in other curriculum subjects during that part of the school day; and if she will make a statement on the matter. [49998/22]
Amharc ar fhreagraUnder Article 44 of the Constitution and in accordance with Section 30 of the Education Act, 1998, parents have a right to have their children opt out of religious instruction classes if they so wish. It is expected that this right will be upheld by schools on foot of a parental request.
Under the provisions of the Education (Admission to Schools) Act 2018, all schools have new admissions policies, which have been approved by the patron and published on the schools website. The act requires where schools provide religious instruction that they clearly set out in their admission policies the school’s arrangements for students, where the parent or in the case of a student who has reached the age of 18 years, the student, has requested that the student attend the school without attending religious instruction in the school.
The manner in which any school ensures that the right to opt out of religion instruction classes is upheld is a matter for the school concerned. Each individual school must determine the particular arrangements which are most appropriate in its individual circumstances having regard to local issues such as available space, supervision requirements and how the school concerned organises classes etc. On occasion there can be practical issues around supervision and arranging class times and these have to be considered by schools at local level and worked through in a pragmatic way.
101. Deputy David Stanton asked the Minister for Education the engagement and research her Department has undertaken and is undertaking to upgrade existing second level schools and to provide new second level schools in east Cork; and if she will make a statement on the matter. [50022/22]
Amharc ar fhreagraThe Capital Programme details the school projects that are being progressed under Project Ireland 2040. The current status of large-scale projects being delivered under Project Ireland 2040, including projects in the area in question, may be viewed on my Department's website at, www.gov.ie and this information is updated regularly. In addition, a list of large-scale projects completed from 2010 to date may also be viewed on the website.
The Capital Programme also provides for devolved funding for additional classrooms, including accommodation for pupils with special educational needs, if required, for schools where an additional enrolment need has been identified or where an additional teacher has been appointed. Details of schools listed on this programme (the Additional Accommodation Scheme) can also be found on my Department's website at www.gov.ie and this information is also updated regularly.
Specifically, in east Cork, there are a number of significant school building projects providing additional capacity at post primary level:
- Carrigtwohill Community College (76333G) is a co-educational post primary school with an enrolment of 535 for the 2021/2022 school year. A project to provide a permanent school building for 1,000 pupils is currently at Stage 4. Interim accommodation has been approved for the 2022/23 school year consisting of 6 general classrooms, 1 home economics room, 1 Class SEN base and 2 social spaces pending delivery of new build.
- St Aloysius College, Carrigtwohill, (62140P) is an all girls post primary school with an enrolment of 792 for the 2021/2022 school year. A project to facilitate its expansion to cater for 1,000 pupils has been devolved to the school authority for delivery.
- Christian Brothers Secondary School Midleton (62360G) is an all-boys post primary school with an enrolment of 907 pupils for the 2021/22 school year. A project to facilitate its expansion to cater for 1,000 pupils has been devolved to the school authority for delivery.
- St Mary’s High School, Midleton (62380M) is an all girls’ post primary school with an enrolment of 758 pupils for the 2021/2022 school year. In respect of the 2022/23 academic year the Department is working closely with CEIST as patron of St. Mary’s High School, Midleton to deliver interim accommodation at this school to facilitate provision of the required school places. The Department continues to engage with the school patron in respect of a project for a new school building for St. Mary’s High school.
- Pobailscoil na Trionóide, Youghal, (91513S) is a co-educational post primary school with an enrolment of 1005 pupils for the 2021/2022 school year. A project to facilitate its expansion to cater for 1,200 pupils has been devolved to the school authority for delivery. Interim accommodation was approved for the 2021/22 school year to facilitate school expansion (6 classroom units)
- Coláiste Mhuire, Cobh (62180E) is a co-educational school which had an enrolment of 702 pupils for the 2021/2022 school year. A devolved grant has been approved to the school to facilitate its expansion.
- St Colman's Community College, Midleton (71050P) - Funding approved in 2022 to provide Modular accommodation to cater for LTPE of 1300 pupils.
The main focus of resources over the last decade has been on provision of additional capacity to cater for increasing demographics, particularly at post-primary level and for special education needs provision. However, under Project Ireland 2040 there will be an increasing focus on the upgrade and refurbishment of the existing school stock.
102. Deputy Paul McAuliffe asked the Minister for Education if she will provide an update on the proposed permanent school build for a school (details supplied); and if she will make a statement on the matter. [49737/22]
Amharc ar fhreagraThe major building project for the school referred to by the Deputy will be delivered under my Department's ADAPT Programme.
ADAPT is an acronym which stands for the "Accelerated Delivery of Architectural Planning and Tendering".
The ADAPT Programme uses a professional external Project Manager to co-ordinate and drive the Design Team to achieve the best possible timeframe for the project through the stages of Architectural Planning to Tender and Construction.
The tender process to appoint a Project Manager has been completed. The Project Manager is currently arranging site visits and the procurement of site surveys for all projects on this ADAPT Programme including this site in Dublin.
The process to appoint a Design Team will shortly be put in train by the Project Manager.
My Department and the Project Manager will keep the school authorities updated in relation to these appointments.
103. Deputy Patrick Costello asked the Minister for Education when her Department last assessed the need for an additional secondary school in Dublin 8; and if her Department will do so again on foot of the publication of the latest Census results. [49956/22]
Amharc ar fhreagraI wish to advise the Deputy that requirements for additional school places is kept under on-going review in the context of available information on population, enrolments and residential development activity.
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 will arise and where additional school accommodation is needed at primary and post-primary level.The 2022 demographic exercise indicates that 85% of the 314 school planning areas at primary level show static or decreasing enrolments for the period to 2026 compared with 2021. At post-primary level some 74% of school planning areas are anticipated to have increased enrolments for the period to 2029, with most expected to reach a peak within the next two or three years.
In the latest published primary and post-primary schools' enrolments national projections (www.gov.ie/en/collection/projections/ ), the CSO population projections (based on 2016 Census data) were used. In order to derive future schools' enrolments, the new CSO population projections (based on 2022 Census results) are needed. The new population projections are not compiled yet. As soon as CSO population projections are available, the Department will update the schools’ enrolment projections model in order to reflect the recent population trends.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 most recent projections for Dublin_8 School Planning Area indicate a slight increase in requirements at post primary level up to 2031 followed by a projected reduction in enrolments thereafter. The Department will continue to liaise with Local Authorities in respect of their County Development Plans and any associated Local Area Plans with a view to identifying any potential long-term school accommodation requirements across school planning areas including in Dublin_8.There is one post-primary, capital project, planned in the Dublin_8 school planning area and when completed, will cater for the demand for school places in the area:Mercy Secondary School (Roll No: 60872A) – Brief: 4 general classrooms and a science laboratory.
104. Deputy Jennifer Murnane O'Connor asked the Minister for Education if her attention has been drawn to the fact that County Carlow has the third highest national rates of early-school-leaving, and that absenteeism rates are higher than the national average; if she has plans to support measures in County Carlow to combat this; and if she will make a statement on the matter. [49785/22]
Amharc ar fhreagraThe latest Retention Report published by my Department measures the percentage of students who entered the first year of post-primary school in 2014 and who (a) sat the Leaving Certificate examination in 2019 or (b) who sat the Leaving Certificate/ were provided with calculated grades in 2020. The Report shows that overall, 91.5% of the students who entered first year in 2014 sat the Leaving Certificate examination in 2019 or 2020 or were provided with calculated grades, while 97.6 % sat the Junior Certificate examination in 2017 or 2018. The retention rates for Co. Carlow in these figures was 96.7% to Junior Certificate examination and 87.5% to Leaving Certificate. As the total cohort in some counties was small the retention rate can fluctuate based on small changes from year to year.
DEIS – Delivering Equality of Opportunity in Schools is the main policy initiative of my Department to address educational disadvantage at school level. My Department provides a wide range of supports to all schools, DEIS and non-DEIS, to support the inclusion of all students and address barriers to students achieving their potential. Supplementing these universal supports, the DEIS programme provides a targeted and equitable way to address concentrated educational disadvantage that promotes equity and has benefits for students.
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 expansion included 12 Co. Carlow primary schools who were added to the programme for the first time and 2 primary DEIS schools who were reclassified and will receive additional supports. This means that in the 2022/23 school year there are 17 Primary and 3 Post Primary DEIS schools in Co. Carlow.
Schools participating in the DEIS programme have seen retention rates to Leaving Certificate improve since the introduction of DEIS. The gap in retention rates between DEIS and non-DEIS schools has narrowed from a gap of 16.8% for the 2001 entry cohort to approx. 8.6% for the 2014 cohort.
All DEIS post-primary and DEIS urban primary schools are provided with access to supports from the Home School Community Liaison coordinator scheme, the School Completion Programme and an Educational Welfare Officer.
In the DEIS programme, the Home School Community Liaison Scheme (HSCL) seeks to promote partnership between parents, teachers and community family support services. The overarching goal of the HSCL Coordinator is to improve educational outcomes for children through their work with the key adults in the child’s life to promote attendance, participation and retention in school. All DEIS post-primary and all DEIS urban primary schools in Carlow have access to a HSCL coordinator.
The School Completion Programme (SCP) is a targeted school and community support service. The desired impact of SCP is retention of a young person to completion of the leaving certificate, equivalent qualification or suitable level of educational attainment which enables them to transition into further education, training or employment.
The Educational Welfare Service work with children and families who have difficulties in relation to school attendance, participation, retention. This is a statutory service and its primary role is to ensure that every child either attends school regularly or otherwise receives a certain minimum education; to ensure and secure every child’s entitlement to education. There are currently 2 Education Welfare Officers providing services to all schools in Co. Carlow.
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. Conscious of this and recognising the need to target resources to those schools that need them most, my Department is now working to explore the allocation of resources to schools across the education system, DEIS and non-DEIS, to tackle educational disadvantage.
106. Deputy Pauline Tully asked the Minister for Education the actions that she has taken to ensure that universal design learning and universal design principles are implemented in primary and secondary schools to make the classroom fully accessible for all children; the actions that she will take to ensure that a multi-sensory learning approach is included in the school curriculum; and if she will make a statement on the matter. [50027/22]
Amharc ar fhreagraI 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.
There are two aspects to this question, one in relation to teaching and learning and the other in relation to school building.
It is important to recognise that the vast majority of children and young people (over 97%) with special educational needs access mainstream education, with the reminder accessing special class and special school placements.
My Department is supporting schools through guidance and professional development to implement the Universal Design for Learning framework in our schools. Universal Design for Learning is a framework that facilitates the inclusion of all learners to access the school curriculum in a meaningful way.
A core value of the curriculum, across all levels of schooling in Ireland, is inclusivity and diversity. The curriculum at primary and post-primary is for all learners, from all backgrounds – regardless of gender, socio-economic background, race or creed. In the context of a universally designed curriculum, inclusive education and diversity encourages a move away from thinking in terms of ability and disability to thinking about variability, competency and opportunity.
It is concerned with the best interest of every child considering that each child varies in their competency, language, family background, age, culture, ethnic status, religion, gender and sexual identity. It promotes equity of opportunity and participation in which each child has meaningful engagement and challenge in learning and positive interactions with peers and others in the school community.
The Primary School Curriculum is currently under review and redevelopment. In February 2020, the NCCA published proposals for a redeveloped curriculum in the form of a draft Primary Curriculum Framework . The review and redevelopment is supported by extensive research and consultation. Consultation has included input from education stakeholders/partners to include those who advocate for children with special educational needs. Children were also consulted as part of the process on what they liked, disliked, and would change about learning in school.
The new Primary Curriculum Framework seeks to enable high-quality learning experiences for all children in primary and special schools. It is expected that the new Primary Curriculum Framework will be provided to the Department from the NCCA in January 2023 with publication in March 2023. This framework will then guide the NCCA’s work in developing a specification for each curriculum area.
In relation to school buildings, I wish to advise the Deputy that the provision of modern, accessible school accommodation is a priority for my Department. This is in two respects: firstly in ensuring that there is sufficient provision for pupils with special education needs and secondly in designing school accommodation that meets the needs of all users - students and staff - and enhances the learning experience.
In addition to the specific accommodation provision for students with special education needs, the principles of universal design are embedded in all of my Department's technical guidance for school building projects, for the benefit of all school building users. The General Design Guidelines includes guidance on the principles of Universal Access as part of a whole school design approach.
Further to this, updated technical guidance on Post Primary School Design, Specialist Accommodation for Pupils with Special Educational Needs and Sanitary Facilities were published 2021. A suite of such Technical Guidance Documents is published on my Department's website at www.gov.ie. Such guidance draws on feedback from school authorities and reviews of a sample of completed projects. These practical and helpful guides provide very clear guidelines and approaches to be taken by school authorities in re-purposing/refurbishing existing accommodation for special education needs provisions, as well the establishing new classrooms of varying sizes.
108. Deputy Marc Ó Cathasaigh asked the Minister for Education if she has engaged with the principal and the board of management of a school (details supplied) to discuss her Department's future plans with respect to the provision of a permanent school building; and if she will make a statement on the matter. [49617/22]
Amharc ar fhreagraI can confirm to the Deputy, that my Department is in the final stages of the assessment process, to determine the accommodation required on the land adjacent to the permanent location for the school in question.
My Department will continue to engage with the school’s patron in respect of this and the school’s interim accommodation needs.
109. Deputy Joan Collins asked the Minister for Education if her attention has been drawn to the shortage of teachers which results in classes including special education classes not going ahead (details supplied); the steps she is taking to address this ongoing issue; and if she will make a statement on the matter. [49783/22]
Amharc ar fhreagraThe recruitment and appointment of teachers to fill teaching posts is a matter for the individual school authority, subject to procedures agreed under Section 24 of the Education Act 1998 (as amended by the Education (Amendment) Act 2012).
In accordance with Department Circulars 0044/2019 and 31/2011, schools are required to employ appropriately qualified and registered teachers and ensure that unemployed teachers should be offered employment in preference to those who have retired
The Special Education Teaching (SET) hours allocation provides a single unified allocation for special educational support teaching needs to each school, based on each school’s unique educational profile.
Under the allocation model, schools have been provided with a total allocation of hours for special education needs support based on their school profile.
Special Education Teachers provide additional teaching support for students with special educational needs enrolled in mainstream classes in primary and post-primary schools.
Once the department allocate SET hours to a school it is the responsibility of the school and the board management to employ the resources necessary to utilise the allocation to meet the needs of those students with special educational needs.
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. In addition, approximately 100 NQTs have registered with the Teaching Council under Route 4. Teachers registered under Route 4 are eligible for employment as a teacher in restricted school settings, i.e. in certain categories of special schools and in certain classes in mainstream schools where Irish is not a curricular requirement.
The Teaching Council also 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.
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.
110. Deputy Paul Murphy asked the Minister for Education if her attention has been drawn to the views of a person (details supplied) who remarked that, after Budget 2023, schools will still require parental support in 2022 in the form of voluntary contributions; and if she will make a statement on the matter. [50000/22]
Amharc ar fhreagraMy 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.
There were a number of different funding streams available as part of Budget 2023 and it was a very significant achievement to have secured €9.6 billion for Education for many ground-breaking investments in our education system, furthering the work of recent years in reducing class sizes, reducing costs for families, tackling disadvantage and supporting the 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 in 2022.
All recognised Primary and Post-Primary schools in the Free Education scheme will benefit from this additional capitation funding in 2022 which represents circa 40% of current standard and enhanced capitation rates.
Voluntary contributions by parents of pupils enrolled in recognised schools are permissible provided it is made absolutely clear to parents that there is no requirement to pay and that, in making a contribution, they are doing so of their own volition. The manner in which such voluntary contributions are sought and collected is a matter for school management, however their collection should be such as not to create a situation where either parents or pupils could reasonably infer that the contributions take on a compulsory character.
Section 64 of the Education (Admissions to schools) Act 2018, which was commenced in 2018 explicitly prohibits the charging of admission and enrolment fees for admission to or for continued enrolment in a school.
In the context of the current cost of living crisis and the additional funding being made available to schools I would expect that schools will not have to seek additional voluntary contributions from parents.
