Holly Cairns
Ceist:131. Deputy Holly Cairns asked the Minister for Education the steps that she is taking to increase the number of places in secondary schools for young persons with autism in County Cork. [49624/22]
Amharc ar fhreagraSpecial Educational Needs
Ceisteanna (131)
Freagraí scríofa
I would like to thank the Deputy for the question and would like to advise the following:
Enabling children with special educational needs to receive an education is a priority for this Government.
For 2022, my Department will spend in excess of €2 Billion, or over 25% of the Department’s budget on providing a wide range of schemes and supports for children with special educational needs.
For 2023, this spend will be substantially increased by over 10%, meaning that for 2023 my Department will spend over €2.6 billion on special education.
This level of educational funding and support is unprecedented and represents in excess of 27% of the Department’s total allocation for 2023.
This includes additional teaching and care supports. It also includes funding for the National Educational Psychological Service (NEPS) for an additional 54 psychologists to provide services to special schools and special classes.
In 2022, funding for an additional 980 teachers and 1,165 special needs assistants was provided. For 2023, the number of teaching and SNA posts in our schools will increase with an additional 686 teachers and a further 1,194 special needs assistants in our schools next year.
For the first time ever we will have over 19,000 teachers working in the area of special education and over 20,000 Special needs assistants. Together we have almost 40,000 qualified and committed people in our schools who are focused wholly and exclusively on supporting children with special educational needs.
The National Council for Special Education (NCSE) has responsibility for coordinating and advising on the education provision for children nationwide.
In 2023, there will be a significant investment in the expansion of the National Council for Special Education, with a total full-year investment of €13 million, in over 160 additional staff. This investment is being undertaken so that the NSCE can respond effectively, compassionately and quickly to the increased need in our education system so that children and their families are fully supported and achieve the best possible education outcomes.
We have seen 392 new special classes being sanctioned by the NCSE for this school year , bringing the total of special classes to 2,543 opened nationwide. The 392 new special classes for 2022/23 is broken down by 260 at primary level and 132 at post primary level.
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
Education Policy
Ceisteanna (132)
Richard Bruton
Ceist:132. Deputy Richard Bruton asked the Minister for Education if she has adopted a strategy for improving leadership and performance evaluation in schools. [49766/22]
Amharc ar fhreagraFreagraí scríofa
Circular 0003/2018 “Leadership and Management in Post Primary Schools” and Circular 0063/2017 “Leadership and Management in Primary Schools” paved the way for the further development of a distributed leadership model and the restoration of 2,600 posts of responsibility in the 2017/2018 school year.
The Department has committed to annually revising the allocation of Posts of Responsibility to take into account retirements during the school year which has ensured that the current level of Posts of Responsibility (POR’s) are maintained in the school system. New POR threshold tables are produced each year to distribute these PORs equitably across all school. Currently one in three teachers hold a promotional post within our schools. The Sectoral Bargaining process under Building Momentum for the primary sector has been used to further increase posts of responsibility (POR) in primary and special schools by an additional 1,450 posts in the 2022/23 school year.
Circular 0044/2019 “Recruitment/Promotion and Leadership for Registered Teachers in Recognised Primary Schools” issued in August 2019. This circular replaced circulars 0063/2017, 0070/2018 and Appendix D and E of the School Governance Manual for Primary Schools 2015-2019.
Distributive leadership incorporates a flexible structure in schools and allows for effective delegation of leadership roles across senior and middle leaders. Leadership is thus distributed throughout the school as a key support for student learning.
The circulars allow for greater flexibility in the assignment and re-assignment of roles and responsibilities to Assistant Principals. This will afford school management greater flexibility to respond to the individual needs and priorities of their school.
In line with the principles of distributed leadership, Assistant Principals will work in teams in collaboration with the Principal and/or Deputy Principal and have shared responsibility, commensurate with the level of the post (i.e. Assistant Principal (AP) I or II), for areas such as - learning and teaching, leading school development (including curriculum development), pupil support including wellbeing, leadership/management and development of individuals and staff teams.
In accordance with the circulars all post holders are accountable to the Board of Management/ ETB for the fulfilment of their roles and responsibilities. This is provided for in the “Report and Review” section of the circulars which are in 12. of Circular 0003/2018, section 11. of Chapter 2 of Circular 0044/2019 and section 14. of Chapter 4 of Circular 0044/2019. An annual review is carried out each year in post primary and at regular intervals, but at a minimum of every two years in primary.
Consultations are currently underway with the Educations Partners in relation to a revised circular to update the post primary Circular 0003/2018.
Schools Building Projects
Ceisteanna (133)
Joe Flaherty
Ceist:133. Deputy Joe Flaherty asked the Minister for Education if she will provide an update on the building project for a school (details supplied). [49674/22]
Amharc ar fhreagraFreagraí scríofa
My Department received and examined an application for additional school accommodation from the school referred to by the Deputy.
Having assessed the application and the future needs of the school, it is considered that the most optimum solution for the school is the provision of a new school on a new site and my Department is engaging with the patron in this regard.
State Examinations
Ceisteanna (134)
Paul Kehoe
Ceist:134. Deputy Paul Kehoe asked the Minister for Education the measures that are being taken to provide candidates, parents and schools with certainty regarding the arrangements for issuing the Junior Certificate results; and if she will make a statement on the matter. [49693/22]
Amharc ar fhreagraFreagraí scríofa
The 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.
Special Educational Needs
Ceisteanna (135)
Pauline Tully
Ceist:135. Deputy Pauline Tully asked the Minister for Education if she will provide details of the system in place to track and measure need for school places for children with disabilities; and if she will make a statement on the matter. [50028/22]
Amharc ar fhreagraFreagraí scríofa
I would like to thank the Deputy for the question and would like to advise the following:
Enabling children with special educational needs to receive an education is a priority for this Government.
For 2022, my Department will spend in excess of €2 Billion, or over 25% of the Department’s budget on providing a wide range of schemes and supports for children with special educational needs.
For 2023, this spend will be substantially increased by over 10%, meaning that for 2023 my Department will spend over €2.6 billion on special education.
This level of educational funding and support is unprecedented and represents in excess of 27% of the Department’s total allocation for 2023.
This includes additional teaching and care supports. It also includes funding for the National Educational Psychological Service (NEPS) for an additional 54 psychologists to provide services to special schools and special classes.
In 2022, funding for an additional 980 teachers and 1,165 special needs assistants was provided. For 2023, the number of teaching and SNA posts in our schools will increase with an additional 686 teachers and a further 1,194 special needs assistants in our schools next year.
For the first time ever we will have over 19,000 teachers working in the area of special education and over 20,000 Special needs assistants. Together we have almost 40,000 qualified and committed people in our schools who are focused wholly and exclusively on supporting children with special educational needs.
The National Council for Special Education (NCSE) has responsibility for coordinating and advising on the education provision for children nationwide.
In 2023, there will be a significant investment in the expansion of the National Council for Special Education, with a total full-year investment of €13 million, in over 160 additional staff. This investment is being undertaken so that the NSCE can respond effectively, compassionately and quickly to the increased need in our education system so that children and their families are fully supported and achieve the best possible education outcomes.
We have seen 392 new special classes being sanctioned by the NCSE for this school year , bringing the total of special classes to 2,543 opened nationwide. The 392 new special classes for 2022/23 is broken down by 260 at primary level and 132 at post primary level.
For 2023, budget funding provides for a further 370 special classes to open, taking the total number of special classes to over 2,900 in 2023.
My Department is engaging intensely with the NCSE in relation to the forward planning of new special classes for the next school year 2023/2024. This work involves a detailed review of statistical data in relation to forecasting demand for special class places, consideration of improved data sharing arrangements and a particular focus on the provision of special classes at post-primary level.
At local level, the NCSE is continuing to engage with schools regarding the establishment of additional special classes for the next school year 2023/2024. Every support will be made available to schools to progress the opening of special classes in the shortest possible timeframe.
It is of course open to any school to engage with the NCSE to establish a special class.
My Department is committed, in conjunction with the NCSE, to continue to work with parents, schools, patrons and all stakeholders to ensure that there are sufficient appropriate places for students with additional needs and to support all students to achieve their potential.
I want to reassure you also that my Department will continue to support the NCSE and schools through the provision of the necessary funding and capital investment to ensure all children are successful in accessing an education
School Accommodation
Ceisteanna (136)
Thomas Gould
Ceist:136. Deputy Thomas Gould asked the Minister for Education if her attention has been drawn to a school (details supplied) that will be forced to fundraise for an adequate school hall in its new school building. [49676/22]
Amharc ar fhreagraFreagraí scríofa
The school referred to by the Deputy is included in my Department's school building programme for the construction of a new permanent school building, including accommodation for pupils with special education needs and a General Purpose (GP) Room, on a greenfield site.
The project is being delivered through the ADAPT (Accelerated Delivery of Architectural Planning and Tendering) programme.
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 Management Authority of the school recently wrote to my Department seeking an increase in the size of the GP Room. On foot of the correspondence, my Department explained that the GP Room being provided is consistent with that provided in primary schools of a similar size. It was also indicated to the school authority that should it wish to explore the provision of a larger GP Room that the additional costs would be borne by the school authority. The Project Manager has also clarified the position to the school authority.
Education Policy
Ceisteanna (137)
Kieran O'Donnell
Ceist:137. Deputy Kieran O'Donnell asked the Minister for Education her plans to address the need for a further primary school in the high growth area of Castletroy, Limerick; and if she will make a statement on the matter. [50025/22]
Amharc ar fhreagraFreagraí scríofa
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. At post-primary level some 74% of school planning areas are anticipated to have increased enrolments for the period to 2029, with most expected to reach a peak within the next two or three years.
Where demographic data indicates that additional provision is required, the delivery of such additional provision is dependent on the particular circumstances of each case and may, be provided through: - Utilising existing unused capacity within a school or schools,- Extending the capacity of a school or schools,- Provision of a new school or schools. Castletroy is located in the Limerick City School Planning Area (SPA) and the most recent demographic projections for this SPA indicates a decrease in requirements at primary level. My 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 Limerick City SPA.
A number of major building projects are currently underway in the area of Castletroy including:
- a new 32 classroom primary school building for Monaleen National School is currently at Stage 2B, detailed design.
- Extension/refurbishment at Gaelscoil Sheoirse is currently at stage 3, tender stage, to provide for an 8-classroom school.
- A major refurbishment project for St. Mary's National School is currently at stage 2A, developed sketch scheme.
A number of Additional School Accommodation projects in Limerick city are currently underway and these will deliver further capacity. These projects have been devolved directly to schools for delivery. Details of the projects can be viewed on my Department's website at www.gov.ie
I wish to advise the Deputy that requirements for additional school places is kept under on-going review in the context of available information on population, enrolments and residential development activity.
School Funding
Ceisteanna (138)
Catherine Connolly
Ceist:138. Deputy Catherine Connolly asked the Minister for Education her plans to extend the Irish and bilingual grant to all post-primary Irish medium schools in the country; the reason that multi-denominational schools and schools in the ETB, community and comprehensive sector are not approved for the grant; and if she will make a statement on the matter. [49857/22]
Amharc ar fhreagraFreagraí scríofa
Work 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.
Educational Disadvantage
Ceisteanna (139)
Brendan Smith
Ceist:139. Deputy Brendan Smith asked the Minister for Education the proposals, if any, to amend the criteria for inclusion in the DEIS programme; and if she will make a statement on the matter. [49943/22]
Amharc ar fhreagraFreagraí scríofa
In March this year I was glad to be able to announce a major expansion of the DEIS – Delivering Equality of Opportunity in Schools programme. This means that, for the first time since 2017, the programme has been significantly expanded to an additional 322 schools. Those schools are now gaining access to targeted supports to address educational disadvantage. This will add an additional €32million to my Department’s expenditure on the DEIS progamme from 2023, bringing the 2023 allocation to in the region of €180million.
Schools with the highest levels of concentrated educational disadvantage were identified for inclusion in the programme through the refined DEIS identification model which is an objective, statistics-based model. Schools were not required to apply for inclusion in the DEIS programme and the model has been applied fairly and equally to all schools. The model uses information from the school’s individual enrolment database and 2016 national census data as represented by the Pobal HP Deprivation index. It also takes into consideration the significant educational disadvantage experienced by Traveller and Roma learners and by students residing in direct provision or emergency homeless accommodation. A detailed paper on the refined DEIS identification model is available on gov.ie
Schools that were not satisfied with the outcome following the application of the DEIS identification model to their school enrolment data were provided with the opportunity to have that outcome reviewed. The DEIS appeals process was applied fairly across all appellants and the results are final. My Department will continue to support schools to deliver high quality, inclusive teaching and learning to students and young learners.
It is important to note that the extension of the DEIS programme to new schools is just one phase of work in my vision for an inclusive education system which supports all learners to achieve their potential. While the DEIS programme supports those schools with the highest levels of concentrated educational disadvantage, I recognise that there are students at risk of educational disadvantage in all schools. Conscious of this, and recognising the need to target resources to those schools that need them most, the next phase of work will explore the allocation of resources to schools to tackle educational disadvantage. Part of this programme of work will involve consultation with all relevant stakeholders.
In addition to this, following the National Census 2022 held on the 3rd April last, it is envisaged that an updated HP Deprivation Index will be generated by Pobal and will be available in Q3 of 2023. My Department will engage with Pobal in relation to this process. The updated HP Deprivation Index, when available, can be considered by my Department to inform future resource allocation to tackle educational disadvantage.
School Funding
Ceisteanna (140)
Paul McAuliffe
Ceist:140. Deputy Paul McAuliffe asked the Minister for Education her plans to increase the capitation grant for both primary and post-primary pupils; and if she will make a statement on the matter. [49738/22]
Amharc ar fhreagraFreagraí scríofa
My Department provides funding to all recognised schools in the Free Education Scheme by way of per capita grants. The two main grants are the Capitation grant to cater for day to day running costs including heating, lighting etc. and the Ancillary grant to cater for the cost of employing ancillary services staff. These grants may be regarded as a common grant from which the Board of Management can allocate according to its own priorities.
I am pleased that my Department has been able to provide for increases in capitation funding for primary and post primary schools in recent years.
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. This is significantly in excess of pre-2011 capitation rates.
All recognised Primary and Post-Primary schools in the Free Education scheme will benefit from this additional capitation funding in 2022 which represents an increase of circa 40% of current standard and enhanced capitation rates.
The additional grant will be paid at the rate of €75 per pupil at Primary level and €113 at Post-Primary level. Enhanced rates will also be paid in respect of pupils with Special Educational needs.
Question No. 141 answered with Question No. 85.
Legislative Reviews
Ceisteanna (142)
Charles Flanagan
Ceist:142. Deputy Charles Flanagan asked the Minister for Education her views on the review of the Education for Persons with Special Educational Needs Act 2004; and if she will make a statement on the matter. [49871/22]
Amharc ar fhreagraFreagraí scríofa
As the Deputy will be aware, as announced in December 2021, I have sought a review of the Education for Persons with Special Educational Needs Act, 2004, which provides for the education of children aged under 18 years with special educational needs. The EPSEN Act 2004, is now in place for more than 18 years and there have been many significant changes and developments to policy relating to the education of children with special needs in that time. The purpose of the review is to ensure that legislation on education for students with additional needs is up-to-date, fully operational, and reflective of the lived experiences of students and families.A number of steps have been taken by my Department in relation to this important review of legislation. Establishment of a Steering Group, Working Group and Advisory Group have been completed and all the groups have held initial meetings. A full stakeholder engagement took place on the 21st June last, to discuss concerns and proposals in relation to this review, which was very positive. A large amount of work has occurred over the summer months to prepare categories of public surveys and a consultation paper to inform members of the public of the review. It is intended to launch the public survey within the coming weeks. Focus groups will be organised at the conclusion of the public survey to explore key themes that arise as result of the survey analysis. In depth engagement has also occurred with the NCSE in relation to specific research that shall assist with this review. Open collaboration and consultation will be at the heart of the review and all stakeholders will be invited to engage with the process.I wish to reassure the Deputy that the Government is committed to ensure that every child receives an education to help him/her achieve his/her potential. To this end, the state has made very significant investment in a range of education supports for these children. The state has also put in place a comprehensive legislative framework to protect and support the educational rights of these children and their families.
I wish to assure the Deputy that the purpose of the review is to ensure that there is an adequate legislative basis for the educational provision, both current and planned, for children with special educational needs in order to protect the interests of the children concerned and their families and those of the state.
Question No. 143 answered with Question No. 83.
Departmental Data
Ceisteanna (144)
Peadar Tóibín
Ceist:144. Deputy Peadar Tóibín asked the Minister for Education the total number of gaelscoileanna currently operational in the State. [50003/22]
Amharc ar fhreagraFreagraí scríofa
For academic year 2021-2022, the most recent year we have published data, there were 252 Gaelscoileanna in the State.
The figure for Gaelscoileanna is the number of mainstream primary schools which have "All Subjects Through Irish" as their Irish Classification Description.
This figures are collated from the relevant, Primary Data on Individual Schools, tables published on the DES website and can be found at the link below;
www.gov.ie/en/collection/63363b-data-on-individual-schools/
Question No. 145 answered with Question No. 85.
Educational Disadvantage
Ceisteanna (146)
Rose Conway-Walsh
Ceist:146. Deputy Rose Conway-Walsh asked the Minister for Education the reasons that a primary school (details supplied) was denied DEIS status despite all other schools in the locality being provided DEIS status; and if she will make a statement on the matter. [49954/22]
Amharc ar fhreagraFreagraí scríofa
In March this year I was glad to be able to announce a major expansion of the DEIS – Delivering Equality of Opportunity in Schools programme. This means that, for the first time since 2017, the programme has been significantly expanded to an additional 322 schools. Those schools are now gaining access to targeted supports to address educational disadvantage. This will add an additional €32million to my Department’s expenditure on the DEIS progamme from 2023, bringing the 2023 allocation to in the region of €180million.
Schools with the highest levels of concentrated educational disadvantage were identified for inclusion in the programme through the refined DEIS identification model which is an objective, statistics-based model. Schools were not required to apply for inclusion in the DEIS programme and the model has been applied fairly and equally to all schools. The model uses information from the school’s individual enrolment database and 2016 national census data as represented by the Pobal HP Deprivation index. It also takes into consideration the significant educational disadvantage experienced by Traveller and Roma learners and by students residing in direct provision or emergency homeless accommodation.
The underlying principle of DEIS is to provide supports to schools with the highest proportions of disadvantage. It is possible for two neighbouring schools to have a different profile in terms of proportion of students from disadvantaged backgrounds and the relative weighting of disadvantage apportioned in each. Each school has a unique profile based on its individual school enrolment. A detailed paper on the refined DEIS identification model is available on gov.ie
Schools that were not satisfied with the outcome following the application of the DEIS identification model to their school enrolment data were provided with the opportunity to have that outcome reviewed. The DEIS appeals process was applied fairly across all appellants and the results are final. My Department will continue to support schools to deliver high quality, inclusive teaching and learning to students and young learners.
It is important to note that the extension of the DEIS programme to new schools is just one phase of work in my vision for an inclusive education system which supports all learners to achieve their potential. While the DEIS programme supports those schools with the highest levels of concentrated educational disadvantage, I recognise that there are students at risk of educational disadvantage in all schools. Conscious of this and recognising the need to target resources to those schools that need them most, the next phase of work will explore the allocation of resources to schools to tackle educational disadvantage. Part of this programme of work will involve consultation with all relevant stakeholders.
In addition to this, following the National Census 2022 held on the 3rd April last, it is envisaged that an updated HP Deprivation Index will be generated by Pobal and will be available in Q3 of 2023. My Department will engage with Pobal in relation to this process. The updated HP Deprivation Index, when available, can be considered by my Department to inform future resource allocation to tackle educational disadvantage.
Education Policy
Ceisteanna (147)
John Lahart
Ceist:147. Deputy John Lahart asked the Minister for Education the way in which Budget 2023 will support well-being in schools. [49917/22]
Amharc ar fhreagraFreagraí scríofa
The wellbeing of all in the school community remains a priority for this Department. The Department’s Wellbeing Policy and Framework for practice has given recognition to the importance of promoting wellbeing in education. The approach set out in the Wellbeing Policy is a whole school and preventative approach which has multiple components that include providing children and young people with opportunities to build core social and emotional skills and competencies, experience supportive relationships within the school setting and be part of a school environment and culture that feels both physically and psychologically safe.
Aligned with this policy, a number of supports are currently being offered to schools to support wellbeing and mental health.
- Schools are encouraged to use a reflective, school self-evaluation approach to identify and prioritise the needs of its own school community in relation to the promotion of wellbeing and mental health, and to respond to meeting those needs. To support schools in this work the Professional Development Service for Teachers (PDST) is currently providing training to schools to ensure that the promotion of wellbeing will be at the core of the ethos of every school. Schools will be navigated through an introduction to the Wellbeing Framework and how to use the School Self Evaluation (SSE) process in guiding wellbeing promotion in their schools. These seminars will be supported by two webinars and in-school visits.
- Following the publication by the National Education Psychological Service (NEPS) of guidance for post primary schools on establishing a Student Support Team or reviewing an existing team, psychologists are currently facilitating post-primary schools to improve the Student Support Team process. Student Support Teams are the structure through which key wellbeing and wellbeing-related policies are implemented in post-primary schools.
- NEPS has developed training for school staff on the promotion of wellbeing and resilience in schools which include upskilling school staff on the use and implementation of therapeutically-informed approaches in schools. These include trauma-informed approaches, approaches based on the principles of cognitive behaviour therapy, and attachment-aware approaches. The approaches outlined in the training are based on research findings, on the experience of experts in their fields and on the experience of practicing psychologists working in schools. The training will build the capability of school staff in both primary and post-primary settings, including for school leaders, teachers and SNAs.
- NEPS will shortly resume the provision of training for school staff on the Friends for Life programmes to help reduce anxiety in children and also the Incredible Years Classroom Management System. Priority will be given to schools new to DEIS.
- NEPS has launched an eLearning course - Responding to Critical Incidents in Schools. This course is aimed specifically at the school’s Critical Incident Management Team, but open to all interested staff.
- NEPS has developed a number of resources to support the wellbeing of children and young people from Ukraine enrolling in schools in Ireland. This includes:
Revised Guidance for primary and post – primary schools in relation to supporting the wellbeing of children/young people from Ukraine at this time. This includes support for students with special educational needs.
Guidance for Parents and Carers from Ukraine on Supporting the Wellbeing of their Children
A model of Psychological First Aid (PFA) to help teachers support students. The document is called Look, Listen & Link.
NEPS has also delivered a series of wellbeing webinars via the Education Support Centres of Ireland, to further support schools.
The programmes and initiatives set out above are in addition to the educational psychological support that NEPS provide to all primary and post-primary schools. This involves direct support in the event of a critical incident, access to national and regional support and development work to build school capacity to support students, access to individual pupil casework where there is need. NEPS works closely with the HSE and its agencies to ensure those who may require the provision of therapy or counselling are referred on to the appropriate clinical services for intervention and support.
At post primary level, counselling is a key part of the role of the Guidance Counsellor, offered on an individual or group basis as part of a developmental learning process, at moments of personal crisis but also at key transition points. The Guidance Counsellor also identifies and supports the referral of students to external counselling agencies and professionals, as required. Each post primary school currently receives an allocation in respect of guidance provision, calculated by reference to the approved enrolment.
While the Department of Health has responsibility for mental health services in Ireland, my Department has an important role to support the wellbeing and positive mental health of all our young people. My Department has built strong links with the Department of Health and both Departments are exploring ways to improve supports for young people, including around increased awareness, promoting help-seeking behaviour and sign-posting to the wide range of available services. I am pleased to confirm that we will invest more than €5 million in piloting a programme of counselling supports for primary school students. This will serve to support the very positive work which already takes place in the area of wellbeing in our schools.
I also announced in the budget, an additional 54 educational psychologists to provide services to special schools and special classes as part of budget 2023.
Question No. 148 answered with Question No. 121.
Question No. 149 answered with Question No. 121.
Question No. 150 answered with Question No. 121.
Departmental Programmes
Ceisteanna (151)
Fergus O'Dowd
Ceist:151. Deputy Fergus O'Dowd asked the Minister for Education if she will provide an update on the rollout expansion of the Schools Energy Retrofit Pathfinder Programme for 2023-2024; and if she will make a statement on the matter. [49477/22]
Amharc ar fhreagraFreagraí scríofa
I am delighted to advise you that the Minister for the Environment, Climate and Communications Eamon Ryan TD and I last week launched the 2023 – 2024 Schools Energy Retrofit Pathfinder Programme which will evaluate and demonstrate the approach to energy retrofit and carbon reduction in the schools’ sector, testing energy efficiency solutions and renewable heat technologies.
The 2023/24 Pathfinder is jointly funded with a targeted budget of €35 million from the Department of Education and Department of the Environment, Climate and Communications and administered by the Sustainable Energy Authority of Ireland (SEAI) and the Planning and Building Unit in the Department of Education with delivery support from Limerick Clare ETB.
This government-funded energy retrofit pathfinder programme will target energy use and CO2 emission reduction by 51%, testing deep retrofit and low carbon heating solutions. The programme will see up to ten schools benefitting from a selection of energy efficiency works.
This programme continues to assist the Department to explore options and test various solutions for decarbonised energy efficiency solutions in our broad range of school building types. It is paving the way for, and informing, a much larger schools national programme for the energy retrofit of schools built prior to 2008 as included in the National Development Plan and will play a key part of meeting delivery of the Climate Action Plan.
Design teams are being appointed to each of the schools to feasibility stage to investigate retrofit and decarbonisation options, and works will roll out from summer 2023 subject to the outcome of the feasibility stage. The feasibility stage includes looking at various options for potential retrofit levels with renewable heat up to what would be required to be a Zero Emission Building.
The schools for 2023 present a variety of challenges, including building age, archetype and retrofit requirements. The works typically involves upgrades to the building fabric including wall and roof insulation, doors and windows, air tightness improvements, LED lighting and heating upgrades as well as renewable technologies.
The pathfinder programme has retrofitted 42 schools across Ireland to date with work on an additional 15 schools currently at various stages of progress.
The general principles and approach to school selection include schools meeting Energy Monitoring and Reporting requirements and demonstrating a strong and holistic commitment to energy management practices through participation in the Energy in Education Programme. The programme selection also seeks to enable various cross sections of school types and sizes, energy consumption profiles and different elements of construction type and heritage/ conservation requirements where specific learnings are being targeted. The pathfinder programme is thus delivered on broad assessment in line with the above considerations and not on an application basis.
The schools for the 2023 programme are:
Leixlip Community School, Kildare
Catherine McCauley Special School, Limerick
Carnadonagh Community School, Donegal
St Joseph’s National School, Kingcourt,
Presentation Girls Primary School, Maynooth
Holy Rosary School, Wicklow
Hazelwood College, Limerick
St Colmcille’s Community School, Dublin
Scoil Thomas Primary School, Castleknock, Dublin
St Nessan’s National School, Limerick
School Facilities
Ceisteanna (152)
Francis Noel Duffy
Ceist:152. Deputy Francis Noel Duffy asked the Minister for Education the mechanism that will be used to roll out the solar schools initiative; the way that schools will be able to avail of the scheme; the anticipated timeline for the roll-out; if schools will be able to avail of feed-in tariffs to benefit from excess generation, particularly in summer months; and if she will make a statement on the matter. [49622/22]
Amharc ar fhreagraFreagraí scríofa
I welcome the Budget 2023 announcement of funding from the Climate Action Fund in relation to the provision of Photovoltaic Panels in schools up to 6KW output.
This is really positive news for our schools and will assist with their energy needs and costs along with supporting the decarbonisation of our school buildings.
My Department's Officials are working closely with the Department of Environment, Climate and Communications colleagues in relation to the arrangements for this scheme and details will be announced in due course.