Written Answers Nos. 446-465
446. Deputy Pauline Tully asked the Minister for Education the actions she will take to ensure that all children who need access to the in-school July provision programme in 2023 can access it; and if she will make a statement on the matter. [51527/22]
Amharc ar fhreagraThe 2022 summer programme built on the expanded programmes of 2020 and 2021. From 2021, all schools were given the opportunity to run at least one summer programme.
In line with last year, the total funding available to provide summer programmes in 2022 was up to €40 million.
I can assure the Deputy that the programme continues to focus on supporting pupils with complex special educational needs and my Department has provided support to schools to run the summer programme to cater for these students.
To support and facilitate schools and principals with organising and running the programme, the 2022 Summer Programme allowed principals to delegate these functions to other members of staff. Capitation funding and preparation hours were provided to schools who participated in the programme, with additional funding and hours provided to schools that run the Special Class and Special School Programme. Further funding was also made available to Special Schools, in recognition of the extra complexities in running programmes in their schools.
An additional €20 million funding has been approved under Budget ‘23 to continue the expanded summer programme for 2023, bringing the total to €40m for 2023 which was formally announced this week. This early announcement that funding has been secured will allow schools several extra months to plan for a summer programme next year.
The programme has gone from strength to strength with 2022 seeing more schools and more students participate than ever before. Final figures for this year’s programme will be known later in the year but based on the information available to date, it is anticipated that over 45,000 pupils will have participated with over 1,000 schools running a programme.
I am however very conscious that parents want this programme to be available in more schools in 2023 and, as part of the planning that has already begun for next year. The Department is committed to on-going development of the summer programme with a view to ensuring that children that need it, have access to this support. For 2023, it is a priority that more children in special schools have access to a school-based programme.
The Department of Education is also currently reviewing the summer programme and engaging with relevant Departments, agencies and stakeholders so that more children can participate in 2023. It is important that schools are given the support they need to be able to run a programme during the summer and the review will also be taking account of administration needs, workforce expansion, and training requirements that are vital components for the schools.
The Inspectorate in the Department has also visited schools, including special schools as part of that process, and are liaising with staff, parents and the children who participated to help ensure that the review takes account of the lived experience. The Department will also look at innovative way to promote and publicise the programme for next summer to further raise awareness of the scheme and publicise the benefits of running a scheme.
Following the completion of the review, full details, including information and guidance for parents, schools and staff will be published at the earliest possible opportunity in 2023.
447. Deputy Pauline Tully asked the Minister for Education the actions she has taken to ensure that all children with additional learning needs can request and receive an individualised education plan as is contained within the Education for Persons with Special Educational Needs Act 2004; and if she will make a statement on the matter. [51528/22]
Amharc ar fhreagraI wish to advise the Deputy that since the Education for Persons with Special Educational Needs Act (EPSEN) Act, 2004 was enacted, the Department’s policy on supporting children with special educational needs has changed and evolved on foot of evidence-based policy advice from the NCSE. Significantly, the focus of special needs education provision has changed from a model that is diagnosis led to one which is driven by the needs of the child. This is a substantially different view to the one underlying the EPSEN Act. The levels of investment by Government in special education has increased to facilitate the underlying reforms required to implement and embed the needs-based approach. While the Sections of the EPSEN Act relating to an educational assessment for all children with special educational needs and the consequent development of a statutory individual educational plan (IEP) have not been implemented, I can advise that all schools are encouraged to have support plans in place for children with special needs. My Department's Inspectorate's advice is that the majority of schools are now using some form of individual education support plans for children with special needs.
In relation to the above, 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. This includes those sections of the Act relating to IEPs. Open collaboration and consultation are at the heart of the review and all stakeholders are being invited to engage with the process.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 had multiple engagements. 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.
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.
448. Deputy Pauline Tully asked the Minister for Education if she will detail the training that has been undertaken by newly-recruited special needs assistants prior to the start of the school year in order to better support students with a disability; if she will provide details of the ongoing training for SNAs; and if she will make a statement on the matter. [51529/22]
Amharc ar fhreagraI would like to thank the Deputy for the question and would like to advise the following:
The Special Needs Assistant (SNA) scheme is designed to provide schools with additional adult support staff who can assist children with special educational needs who also have additional and significant care needs.
SNAs are not allocated to individual children but to schools as a school based resource. The deployment of SNAs within schools is a matter for the individual Principal/Board of Management of the school. It is a matter for schools to allocate support as required, and on the basis of individual need, which allows schools flexibility in how the SNA support is utilised.
When appointing an SNA, it is a matter for the Board of Management to ensure that SNAs are in a position to effectively meet the care needs of the pupil(s) for whom SNA support has been allocated in the school.
Where specific training is required relating to the care needs of pupils, the Board of Management should liaise with the Health Service Executive (HSE) in order to ensure that the HSE provides guidance and training that enables the SNA to meet the care needs of the pupil in an appropriate manner. It is a matter for individual school authorities to make such arrangements locally based on the specific care needs of the children enrolled in the school. The Department has no role in providing such training and does not hold the information requested.
When a school opens a special class, considerable supports and resources are made available from the National Council of Special Education and the National Educational Psychological Service, including a seminar for principals, training courses for staff, and each school is linked with an NCSE advisor.
In relation to ongoing training for SNA’s, the Comprehensive Review of the Special Needs Assistant Scheme (SNAs) was published by the National Council for Special Education (NCSE) in 2018. The Review made a number of recommendations regarding SNAs including referencing the training needs of SNAs. The NCSE recommended that a new national training programme at Level 5 of the National Qualification Framework be developed for existing SNAs.
The policy advice was considered by the Department. It was decided that priority should be given to the development of a training programme for SNAs who may not have had a recent opportunity to access a training programme tailored to their role.
Following a public procurement process, University College Dublin (UCD) School of Education, in conjunction with UCD School of Nursing, Midwifery and Health Systems, was selected to develop and deliver this important educational initiative. UCD’s wide-ranging experience and expertise will enable the delivery of a broad-ranging and high-quality programme. This programme began in January 2021 with an intake of 500 students.
This major educational initiative will enhance the knowledge, skills and expertise of SNAs whose work is central to the inclusion of students with additional care and complex needs in school life. For some SNAs, this programme may present the first opportunity in recent times for them to engage with the theory and research based best practice underlying their role.
Participation is voluntary and the programme is fully funded by the Department. Each participant who completes the programme successfully receives a certificate from UCD School of Education.
449. Deputy Pauline Tully asked the Minister for Education if she will detail the initiatives that are in place to develop cross-departmental links between education, special education and disability; and if she will make a statement on the matter. [51530/22]
Amharc ar fhreagraI would like to thank the Deputy for the question and would like to advise the following:
The Cross-Sectoral Group on Disability Issues for Children and Young People (CSG) provides leadership and supports decision-making for key Government Departments and Agencies, which have a role in the delivery of disability services. Membership is made up of representatives from a number of Government Departments, including my Department. The CEO of the National Council for Special Education is also a member of this Group.
Separately, the National Education and Health Collaborative Forum supports education and health to work together cohesively, share key information and develop joint working, where required, to optimise outcomes for children and their families. Membership is comprised of representatives from the Health Service Executive (HSE), National Counsel for Special Education (NCSE) and the National Educational Psychological Service (NEPS).
In addition to these two groups, in the last two years the Department of An Taoiseach has overseen a further cross Departmental and agency group looking specifically at the areas of 1) therapies and 2) school places for children with special educational needs.
This group has included senior officials from the Department of Health, Education, Children, Equality, Disability Integration and Youth as well as from the NCSE and HSE. Updates on progress in the area has been provided to relevant Ministers who attend Cabinet sub-Committee on these issues.
The NCSE is currently engaged in the Education and health working group which is a framework for collaborative engagement and better working between health and education professionals. The purpose of the group is to guide the establishment of Education and Health Forums at local level, including representatives of parents, health services and education partners, in order to facilitate networking, building relationships and to share information.
- To support the development of national joint Policies, Procedures, Protocols and Guidelines between Education and Health, as required.
- To provide guidance regarding the content of relevant training programmes in both sectors to ensure consistency, eliminate duplication and maximize use of available resources.
- To oversee the development of a national online directory of resources to include information and links on disabilities, health services, education, community supports and subsections for regional/local specific supports and services.
- To oversee implementation of the Guidance on Coordination of Key Transitions for Children and Young People with Complex Disabilities as a template for local education and health forums to develop their own pathways for the key stages of transitions.
- To ensure the voice of children and young people, and their parents is heard in all the above development works.
At local level forums are established to further this work and specifically with a view:
- To facilitate joint and collaborative practices at a local level to share information and facilitate the provision of services to children and their families.
- And to address issues of common concern to those in the education and health sectors engaged in supporting children with disabilities. Issues which affect one sector only will continue to be addressed by existing forums/management groups in each sector.
A Steering Group was established to advise, monitor and oversee the development, coordination and implementation of the trialing of a School Inclusion Model as approved by Government on 12 February 2019.
The Group is chaired by the Department of Education, and comprise high level representation from the Departments of Public Expenditure and Reform; Health; and Children and Youth Affairs.
The Group provide a forum for the lead actors with responsibility for delivering the actions underlying the model to agree it’s planning and delivery.
Other objectives of the strand are to develop protocols and relationships to work with external bodies, such as the HSE and NEPS, and with therapists not employed by NCSE who are providing support to children.
As part of the School Inclusion Model (SIM), the Steering Group established a nursing subgroup. The nursing supports subgroup were tasked with looking, in the context of improving access to nursing supports for children in mainstream schools and in special school settings. Members of the nursing group consist of personnel from Department of Education, Health Service Executive, Department of Health and NCSE.
450. Deputy Pauline Tully asked the Minister for Education the way in which the policies of schools are monitored to ensure that primary and secondary schools cannot refuse to enrol a child with a disability; and if she will make a statement on the matter. [51531/22]
Amharc ar fhreagraThe Education (Admission to Schools) Act 2018 provides that all schools must have an admission policy, part of which is the Admission Statement. The Admission Statement sets out that the school will not discriminate against an applicant on the grounds of gender, civil status, family status, sexual orientation, religion, disability, race, member of traveller community or special educational needs.
Parents have the right to choose which school to apply to and where the school has places available for the relevant year, the pupil/student should be admitted. However, in schools where there are more applicants than places available, a selection process will be necessary. This selection process and the enrolment policy on which it is based must be non-discriminatory and must be applied fairly in respect of all applicants. However, this may result in some pupils/student not obtaining a place in the school of their first choice.
The act requires schools to clearly set out their selection criteria in their admission policies. Schools have discretion in relation to their admission criteria and how they are applied. The criteria to be applied by schools and the order of priority are a matter for the schools themselves. It is an important feature of the act that schools can only make a decision on an application for admission that is based on the schools admission policy.
Under Section 29 of the Education Act 1998, the parent of the student, or in the case of a student who has reached the age of 18 years, the student, may appeal a decision of this school to refuse admission. An appeal may be made under Section 29 (1)(c)(i) of the Education Act 1998 where the refusal to admit was due to the school being oversubscribed. An appeal may be made under Section 29 (1)(c)(ii) of the Education Act 1998 where the refusal to admit was due a reason other than the school being oversubscribed.
TUSLA’s Education Support Service (TESS) which is the statutory agency that can assist parents who are experiencing difficulty in securing a school place for their child. TESS can be contacted at 01-7718500. For ease of reference, I have provided you with a link to the relevant phone numbers for the Education Welfare Officers who are part of TESS assigned to various areas around the country. www.tusla.ie/get-in-touch/local-area-offices .
451. Deputy Pauline Tully asked the Minister for Education if she will provide an update on the review of the Education for Persons with Special Educational Needs Act 2004, including the way in which it intends to enable a right to educational supports for children with special educational needs; and if she will make a statement on the matter. [51532/22]
Amharc ar fhreagraAs 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 had multiple engagements. 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 will assist with this review. Open collaboration and consultation are at the heart of the review and all stakeholders are being 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.
452. Deputy Mark Ward asked the Minister for Education when a school (details supplied) will see work commence on their new school building; and if she will make a statement on the matter. [51575/22]
Amharc ar fhreagraThe joint major building project including the school referred to by the Deputy is assigned to my Department’s ADAPT (Accelerated Delivery of Architectural Planning and Tendering) programme.
My Department authorised the Design Team to proceed to retender the project as the first tranche of tenders were deemed unviable.
The original planning permission expired in May 2022, due to a change in the Planning Acts introduced by the Department of Housing, Local Government and Heritage in Sept 2021 which removed the option to extend a planning permission, a new planning application was lodged in August 2022 and will run in parallel with the new tender process, once planning permission is secured, and subject to satisfactory completion of the retender process, this joint major project is anticipated to be on site in Q2 2023.
453. Deputy Mark Ward asked the Minister for Education if he will provide an update on when a school (details supplied) will receive a permanent school building; and if she will make a statement on the matter. [51576/22]
Amharc ar fhreagraThe permanent school building project for the school referred to by the Deputy has been assigned to my Department’s Design & Build delivery programme. This delivery programme uses a professional external Project Manager to progress the project through the relevant stages of architectural planning, tender and construction.
The school and its patron body were advised by my Department in August 2021 that it would not be possible to proceed at that time with the proposed planning application for the school as South Dublin County Council had advised my Department of its intention to undertake a masterplan of the Rathcoole area, including the proposed school site.
The Council has concluded the masterplanning exercise and following consultation with the Council, my Department intends to proceed with a planning application for the school on the existing Department-owned site.
A further pre-planning meeting with the Council was held on 30th June 2022 and the discussions from this meeting will now inform the progression of the design and the preparation of the planning application for the school on its permanent site.
In the interim, my Department will continue to liaise with the school and their patron body in relation to the school’s accommodation needs pending delivery of the permanent accommodation.
454. Deputy Mark Ward asked the Minister for Education if there are plans to provide clinical supervision to primary school teachers; and if she will make a statement on the matter. [51577/22]
Amharc ar fhreagraI understand that the Deputy is referring to a process of professional support and learning which enables individual teachers to develop knowledge and competence as part of a life-long process.
With this understanding in mind, coaching and mentoring approaches as part of teachers’ initial and continuing professional development are relevant.
My Department provides a wide range of supports for primary school teachers which ensures professional support and learning, enabling teachers to develop knowledge and competence as part of their life-long process.
Below outlines relevant supports spanning initial teacher education, the early and established phase of teachers’ careers including at leadership levels.
Initial Teacher Education (ITE)
Céim, the Teaching Council policy on standards for programmes of ITE, sets out the requirements all programmes of qualification for teaching in Ireland must meet in order to gain accreditation from the Teaching Council. All new and existing ITE programmes have been aligned with Céim for first year student teachers. There are seven core elements to Céim one of which is Professional Identity and Agency.
Professional Identity and Agency includes support for the development of the teacher as a self-reflective autonomous professional and newly qualified teachers are expected to demonstrate a knowledge and understanding of continuum of teacher educations and be committed to lifelong personal and professional learning which reflects the approach taken to their work.
School Placement/Treoraithe
School placement is a central feature of initial teacher education, where student teachers are welcomed and supported by Higher Education Institution (HEI) tutors, school principals, class teachers and the school community.
Student teachers can observe experienced teachers teaching and develop their knowledge, skills, competences and professional dispositions. Also, Treoraithe, formerly known as co-operating teachers, are afforded the opportunity to share their professional expertise and to observe and be informed about a variety of approaches to teaching and learning through engagement with student teachers and HEIs.
NIPT
The National Induction Programme for Teachers (NIPT) is a Department funded service that supports the induction of newly qualified teachers (NQTs), both primary and post-primary, into the teaching profession in Ireland.
The Droichead process is an integrated professional induction framework for newly qualified teachers and supports the professional learning of the NQTs during the induction phase, thus laying the foundations for subsequent professional growth and learning for the next phase of their career. Droichead is fundamentally about the NQT’s professional journey and the process of their induction. The first strand is a school-based induction through which the NQT is supported by experienced colleagues. The second strand is made up of additional professional learning activities which involves attendance at NQT cluster meetings, and one other professional learning activity, related to the needs of the NQT. A key part of the Droichead process is an NQT’s engagement with more experienced colleagues, and reflection on the professional conversations that take place on their own professional learning and practice.
PDST
The Professional Development Service for Teachers (PDST) is a Department funded national teacher-support service offering high quality and relevant continuing professional development to teachers and school leaders in a range of pedagogical, curricular and educational areas. The aim of the Professional Development Service for Teachers (PDST) is to provide high-quality professional development and support that empowers teachers and schools to provide the best possible education for all pupils/students supporting teachers as reflective practitioners by providing a range of professional development opportunities and supports that facilitate teacher learning, collaboration and evidence-based practice with an emphasis on:
- Curriculum and Pedagogy;
- Learning and Teaching Methodologies;
- School Improvement and School Self-evaluation;
- School Leadership, Culture and Leading Learning;
- Pupil/Student and Teacher Welfare;
- Information and Communications Technology.
Collaboratives for teachers form an integral part of the professional development and aim to support and promote effective collaborative communities of practice using a tailored continuing professional development (CPD) approach. These provide opportunities for professional sharing, modelling practice, collaboration and a solution-focussed approach to teaching, learning and assessment in the classroom.
CSL
In terms of supporting Primary Teachers the Centre for School Leadership (CSL) provides Professional Executive Coaching to Principals - many of whom are full time teachers (Teaching Principals) in primary schools and to primary teachers who are part of the school leadership team as well as bespoke mentoring to teaching principals both in their first year in the role and more sustained mentoring for those experiencing professional challenge.
Cosán: Framework for Teachers’ Learning
Cosán, which was published by the Teaching Council, is the national framework for teachers’ learning. Cosán means pathway and this name was chosen to reflect the fact that teachers’ learning is a journey. It marks the continuation of a journey that teachers undertake from Initial Teacher Education, through Induction via the Droichead model, and this professional learning should continue across the duration of a teacher’s career.
Central to Cosán is a vision of teachers as professionals who are intrinsically motivated to take ownership of their professional learning and development. Through Cosán, the Teaching Council is seeking to foster a culture of professional learning based on teachers’ active engagement in their own learning, for their benefit and that of their students.
Cosán acknowledges the many ways in which teachers have told the Teaching Council that they learn. It thus provides a clear and accessible framework for teachers’ ongoing professional learning to be recognised, in the context of their status as registered professionals.
Cosán also recognises the fact that professional learning is “part and parcel of a teacher’s working life ”.
455. Deputy Mark Ward asked the Minister for Education if there are plans to expand the DEIS criteria to reflect the changing cultural and economic changes communities are facing; and if she will make a statement on the matter. [51578/22]
Amharc ar fhreagraIn 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.
456. Deputy Claire Kerrane asked the Minister for Education if there are plans to shorten current two year-long professional masters in education courses to one year; if consideration has been given to reintroducing the equivalent higher diploma (Hdip); and if she will make a statement on the matter. [51590/22]
Amharc ar fhreagraChanges to the duration and content of all initial teacher education (ITE) programmes were made in response to recommendations in the National Strategy to Improve Literacy and Numeracy among children and Young People 2011-2020 and were incorporated into the Teaching Council’s Policy Paper on the Continuum of Teacher Education and Criteria and Guidelines for Programme Providers.
The changes made to post graduate ITE programmes included the reconfiguration of their content and an increase in their duration to two years. The increase in duration allows for substantial periods of school placement, which is central to student teacher development, and a number of mandatory elements such as Literacy and Numeracy, Adolescent Learning and Teaching, Learning and Assessment.
The lengthened and reconfigured programmes include substantial periods of school placement as central to student teacher development and a number of mandatory elements including literacy and numeracy, teaching, learning and assessment including school and classroom planning, differentiation, behaviour management, inclusive education (special education, multiculturalism, disadvantage, etc) and ICT in teaching and learning. These reforms are focused on improving the quality of teaching in our schools, which is central to the educational outcomes of our children.
The changes made to the content and duration of the initial teacher education programmes for Post Primary teaching are in line with the aims of the National Literacy and Numeracy Strategy and aim to ensure that newly qualified teachers are better equipped for the needs of modern-day classroom.
The Minister supports these changes and has no plans to reduce the duration of the postgraduate Initial Teacher Education programmes to one year.
457. Deputy Michael Fitzmaurice asked the Minister for Education when the Junior Certificate results will be released to those persons who sat their Junior Certificate in June 2022; and if she will make a statement on the matter. [51613/22]
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.
458. Deputy Michael Healy-Rae asked the Minister for Education if a bus route (details supplied) will be reviewed; and if she will make a statement on the matter. [51616/22]
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.
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.
Bus Éireann is responsible for the planning and timetabling of school transport routes on behalf of my Department. Bus Éireann endeavours, within available resources, to ensure that each eligible child has a reasonable level of school transport service in the context of the scheme nationally.
Routes are planned so that, as far as possible, no eligible child will have more than 3.2 kilometres to travel to a pick-up point. Children are generally expected to make their own way, or to be brought to convenient pick-up points along the main route.
Bus Éireann has confirmed that pupils residing in the areas referred to by the Deputy are generally eligible for transport.
The nearest service pickup point to a school transport service operates from the North Square, Sneem, which is approximately 7.0 km to 8.0 km from the areas referred. Bus Eireann has advised that the local office is currently assessing if a school transport service should be re-routed to cater for the pupils referred to by the Deputy. Bus Eireann will contact the families concerned directly once the assessment has been finalised.
459. Deputy Bernard J. Durkan asked the Minister for Education when the previously promised school transport tickets are likely to issue to the children of a person (details supplied) in respect of whom one ticket was issued for three children, while subsequently informed by the relevant section that they would not receive any tickets, and was insulted when they tried to explain that there were several available seats on the bus in question; and if she will make a statement on the matter. [51620/22]
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 Deputy has been requested to provide further information in order to provide an informative response on the matter raised. Once received, I will ask Bus Éireann to provide a report and a response will issue directly.
460. Deputy Ged Nash asked the Minister for Education when a decision will be made on an appeal against a decision not to provide a school bus for a person (details supplied) in County Louth; and if she will make a statement on the matter. [51669/22]
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 School Transport Appeals Board operate independently from the Department of Education. On 17th September 2022, an appeal in respect of this application was lodged with the School Transport Appeals Board. The Board will liaise directly with the appellant when the appeal is due for consideration.
461. Deputy Michael McNamara asked the Minister for Education if she will respond to a query on behalf of a person (details supplied) in County Clare; and if she will make a statement on the matter. [51660/22]
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 Deputy has been requested to provide further information in order to provide an informative response on the matter raised. Once received, I will ask Bus Éireann to provide a report and a response will issue directly.
462. Deputy Sorca Clarke asked the Minister for Education the engagement that she has had with Bus Éireann, private bus operators and school boards of management in relation to the school transport scheme; and if she will make a statement on the matter. [51730/22]
Amharc ar fhreagraThe School Transport Scheme is a significant operation managed by Bus Éireann on behalf of my Department. In the last school year over 121,400 children, including over 15,500 children with special educational needs, were transported on a daily basis to primary and post-primary schools throughout the country 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.
My 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, parents, special education interest groups, industry representatives and other Government Departments.
It is anticipated that the final phases of the review will be completed shortly with recommendations on the future operation of the Department’s School Transport Scheme. The Steering Group will continue to report to me on an interim basis as the review progresses.
463. Deputy Noel Grealish asked the Minister for Education if there are plans to change or remove the upper age limit for driving a school bus from 70 years of age; if he will increase the number of bus drivers eligible to drive a school bus; and if she will make a statement on the matter. [51754/22]
Amharc ar fhreagraSchool Transport is a significant operation managed by Bus Éireann on behalf of my Department. In the current 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.
It is Bus Éireann company policy that normal retirement age for all Bus Éireann staff is currently 66 years. However, Bus Éireann part-time school bus drivers and drivers nominated by private operators who operate services as part of the School Transport Scheme may continue to perform in the role provided, they hold the requisite license and satisfy an annual medical examination until they retire at age 70. This policy and criteria are applied to all drivers who provide school transport services on behalf of Bus Éireann equally.
There are no current plans to change this age limit, however the matter will continue to be kept under review.
464. Deputy Paul Murphy asked the Minister for Education if she will provide a list of the names of each special advisor employed by her Department since 2015, the relevant Minister they worked under and the date that their employment with the Department/Minister ceased where applicable. [51776/22]
Amharc ar fhreagraThe information sought by the Deputy is set out in the attached tabular statement.
|
Minister/Minister of State |
Special Advisor |
Cessation Date |
|
Norma Foley T.D., Minister for Education |
Eoin Murphy |
Current |
|
Aine Doyle |
Current |
|
|
*Christy Mannion |
27/10/2020 |
|
|
*Christy Mannion |
08/12/2020 |
|
|
Gary Woods |
07/11/2020 |
|
|
Joe McHugh T.D., Minister for Education and Skills |
Ed Carty |
28/06/2020 |
|
Mark O'Doherty |
28/06/2020 |
|
|
Richard Bruton T.D., Minister for Education and Skills |
Conor Quinn |
23/09/2017 |
|
Patrick Cluskey |
16/10/2018 |
|
|
Sarah O'Neill |
16/10/2018 |
|
|
Jan O'Sullivan T.D., Minister for Education and Skills |
Neil Ward |
07/05/2016 |
|
Paul Daly |
07/05/2016 |
|
|
Josepha Madigan T.D., Minister of State, Department of Education |
Michael Ward |
25/05/2022 |
|
Colin Clarke |
Current |
|
|
Mary Mitchell O'Connor T.D., Minister of State, Department of Education and Skills |
Roy Dooney |
28/06/2020 |
|
Lynda McQuaid |
28/06/2020 |
|
|
John Halligan T.D., Minister of State, Department of Education and Skills |
Michelle Clancy |
18/05/2019 |
|
Anthony McFeely |
28/06/2020 |
*Mr. Christy Mannion had two separate employments as a Special Advisor
465. Deputy Mairéad Farrell asked the Minister for Education further to Parliamentary Question No. 90 of 11 October 2022, the reason that some schools in the Gaeltacht qualify for the Irish and bilingual grant and others do not; and if she will make a statement on the matter. [51825/22]
Amharc ar fhreagraMy Department provides funding to voluntary secondary schools by way of per capita grants. Under current per capita funding arrangements an Irish and Bilingual Grant is paid each year to those voluntary secondary schools where all subjects are taught through Irish or those where a maximum of 4 subjects are taught through Irish.
My Department provides funding to Community and Comprehensive schools on a budget basis that is based mainly on pupil numbers, but also takes into account additional factors which vary from school to school such as age of buildings, size of school etc.With regard to the ETB sector, financial allocations are made to ETBs as part of a block grant. ETBs are given a high level of autonomy in the management and appropriation of this grant and each is allowed to distribute its allocations in line with its own priorities and needs.
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.
