Matt Carthy
Ceist:122. Deputy Matt Carthy asked the Minister for Education the number of applicants from County Monaghan for the school transport scheme who have yet to receive a bus ticket. [57720/22]
Amharc ar fhreagraSchool Transport
Ceisteanna (122)
Freagraí scríofa
The 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. The cost of the scheme in 2021 was €289m.
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 does not include special Education transport. This figure includes 44,299 new applications as well as roll-overs from the previous school year.
This time last year there were circa 103,600 children on school transport scheme services. Already over 127,800 tickets for the 2022/2023 school year have been issued to applicants for the new school year, so already in the region of 24,200 additional places have been created.
Bus Éireann have confirmed that by 8th November circa 4,000 tickets issued to families in Monaghan, this is a 26% increase on tickets issued for the 2021/2022 school year.
All children who are eligible for school transport and who have completed the application process on time have been 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 have continued for the 2022/2023 school year.
Under these measures, transport is provided for post-primary pupils who are eligible for transport to their nearest school but who are attending their second nearest school and who applied by the 29th April and registered for a ticket by the 29th July.
As part of the budgetary process, some additional funding has been approved for the scheme which has allowed officials in the Department of Education, in consultation with Bus Éireann, to consider and evaluate where additional capacity may be available. Bus Éireann have been prioritising areas where there were “on time concessionary pupils” who had tickets previously.
It is important to stress that this expansion to on time concessionary pupils 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.
While there is a late application process, it is very important for families to note that the application deadline for 2022/23 was 29 April 2022, and that the deadline to confirm registration for tickets was 29 July 2022. Any application completed after this date is a ‘late application’ and therefore, many school transport services are already operating at full capacity.
While a number of late applications have been received, eligibility can only be determined at the time of assessment, these applications will only be assessed after all “on time” applications have been processed and there can be no guarantee of places for late applicants.
School Enrolments
Ceisteanna (123)
Pat Buckley
Ceist:123. Deputy Pat Buckley asked the Minister for Education if her attention has been drawn to the ongoing issue of the very high number of primary students with no secondary school places in east Cork; her plans to address this issue; and if she will make a statement on the matter. [58183/22]
Amharc ar fhreagraFreagraí scríofa
As the Deputy will be aware, for school planning purposes, my Department divides the country into 314 school planning areas and utilises a Geographical Information System to anticipate school place demand. Information from a range of sources, including Child Benefit data, school enrolment data and information on residential development activity is used for this purpose. Additionally, Project Ireland 2040 population and housing targets inform my Department's projections of school place requirements.
My Department's projections of post primary school place requirements in East Cork show some continued growth in overall enrolments in the short- to medium-term across most areas, with most growth anticipated in the Midleton_Carrigtwohill school planning area. However, despite projected overall growth, first year place requirements are anticipated to remain generally stable, or to decline slightly.
In response to projected future need and to enrolment pressures in the area, there has been significant capital investment by my Department in post primary schools in East Cork. A new post primary school, Carrigtwohill Community College, was established in 2016. A project to deliver a new, modern 1,000 pupil school building for that school is underway. Additionally, an extension at St. Colman's Community College, Midleton has been completed recently and a number of other large school building projects are also in train, delivering expanded capacity at St. Aloysius' College in Carrigtwohill, Midleton CBS, Pobalscoil na Tríonóide in Youghal, Coláiste an Phiarsaigh in Glanmire. Coláiste Mhuire Cobh and Carrignafoy Community College in Cobh. Further provision at St. Colman's Community College is being advanced and engagement with the school's patron in respect of a project at St. Mary's High School in Midleton is also continuing.
While my Department is aware of increasing pressures and demand for additional school places in East Cork, it is important to note that where enrolment pressures arise, it may not be as a result of lack of accommodation but may be driven by the following factors:
- Duplication of applications – pupils have applied for a place to a number of schools in the area
- School of choice – pupils can’t get a place in their preferred school while there are places in other schools in the town/area
- Some towns/areas have single sex schools and while places are available in the school, they are not available to all pupils
- External draw – pupils coming from outside the local area
My Department is working to establish the true extent of any capacity issues through ongoing discussions with the relevant school authorities. Engagement with the school authorities and patrons in the Midleton_Carrigtwohill school planning area is underway, with a view to getting the earliest possible clarity on any additional capacity requirements.
My Department is aware that there are 804 first year places available in non fee-charging post primary schools in Midleton_Carrigtwohill for the 2023/24 school year, with a further 743 places available across the Youghal, Glanmire and Cobh school planning areas. My Department's projections, which are based on primary student numbers, indicate that these available first year places should be sufficient to meet requirements. Nonetheless, Department officials will continue to liaise closely with the schools to monitor the situation as their admissions processes work through.
This close engagement will allow my Department to identify at an early stage, any particular capacity requirements for the forthcoming years which may necessitate further action to that already in train including, where required, the provision of modular accommodation solutions.
Additionally, my Department will continue to work to advance the planned and current projects in East Cork and to ensure sufficient places for both mainstream provision and for pupils with special education requirements, both for the coming academic year and into the future.
School Facilities
Ceisteanna (124)
Paul Murphy
Ceist:124. Deputy Paul Murphy asked the Minister for Education the actions that she has taken to ensure that sufficient fresh air is provided in all schools; and if she will make a statement on the matter. [58219/22]
Amharc ar fhreagraFreagraí scríofa
Managing ventilation is one of a suite of public health measures in place to keep our schools safe.
The Expert Group established by the Minister for Health note in its own report published in April 2021 that very good advice is contained in the Department of Education’s Practical Steps for the Deployment of Good Ventilation Practices in Schools.
They also note that it must be emphasised that ventilation should be delivered as part of a layered strategy of protective measures to control the spread of the virus that causes COVID-19. Along with these preventative actions, ventilation further reduces the risk of COVID-19 transmission in schools.
The Expert Group guidance also identifies that in areas with poor ventilation, structural interventions and measures to increase natural ventilation should be completed and if not possible in the short term, that consideration should be given to using stand-alone HEPA filter devices in poorly ventilated spaces pending the completion of structural interventions.
Schools that identify inadequate ventilation in a room can utilise their minor work grant (for minor improvements) or apply for emergency works grant assistance to address ventilation enhancements on a permanent basis. As noted in my Department’s Guidance where the recommended measures in the Practical Steps have been considered and poor ventilation continues to exist in a particular room/area, air cleaners may be considered as an additional measure in conjunction with other methods of ventilation that are available.
To provide additional support in the context of Covid-19 the payment of a minor works grant totalling €45m for primary schools and special schools, plus a once-off Covid-19 minor works funding of €17m for post-primary schools, was issued in December 2021.
The Expert Group guidance also outlines that Carbon Dioxide (CO2 ) monitors can play a part in providing a useful general indication that areas/rooms may not be adequately ventilated. My Department have funded and delivered in excess of 42,000 monitors to schools nationwide at a cost of over €4 million.
A dedicated team has been established in the Department to support schools that may have concerns about ventilation.
The Department’s guidance is also fully in line with the most recent guidance on non-healthcare building ventilation during COVID-19, published by the Health Protection Surveillance Centre on 20th January 2022 and general advice on preventing the spread of COVID-19 in non-healthcare settings published by the Health Protection Surveillance Centre 10 May 2022.
As part of the Cost of Living measures to be enacted this year €90m is being provided in one-off additional funding to support increased running costs for primary and post-primary schools in the free education scheme in dealing with challenges they face in light of rising energy costs. This will be paid at a rate of 40% of schools’ basic and enhanced rates of capitation.
In conclusion, my Department is fully aware of the importance of good ventilation in schools. Our approach, as part of a layered strategy of protective measures to control the spread of the virus, is fully consistent with the Expert Group recommendations on good practices, the use of portable CO2 monitors and the targeted deployment of HEPA air filter devices where necessary for poorly ventilated areas.
Special Educational Needs
Ceisteanna (125)
Aindrias Moynihan
Ceist:125. Deputy Aindrias Moynihan asked the Minister for Education the measures that she is taking to record the number of individual students with special education needs transitioning to post-primary education annually, to ensure that the required spaces for these students are met; and if she will make a statement on the matter. [58429/22]
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 (SEN) to receive an education appropriate to their needs is a priority for this Government.
It is also a key priority for me as Minister for Special Education & Inclusion, for my Department and for the National Council for Special Education (NCSE).
For 2022, my Department will spend in excess of €2.3 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 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 funding for new special classes, new special school places, additional special educational teachers and special needs assistants.
The National Council for Special Education (NCSE) has responsibility for coordinating and advising on the education provision for children with special educational needs nationwide.
Over the last two to three years, my Department and the NCSE have introduced a number of strategic initiatives to plan for and provide sufficient special class and special school places.
These initiatives are bearing fruit with over 600 new special classes sanctioned at primary level, almost 300 new special classes sanctioned at post-primary level and five new special schools established over the last three years.
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.
The NCSE have sanctioned a total of 2,545 special classes nationwide, with 1,803 at primary and 742 at post-primary. As the demand for new special classes at post-primary level is expected to increase significantly over the next few years, my Department and the NCSE are engaging with post-primary stakeholders in relation to the provision of special classes. My Department has also recently written to all post-primary schools to advise them of the need to begin planning to provide additional special classes.
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.
It is important to note that where possible, children with special educational needs should be accommodated in mainstream education, but where the needs of the children are greater, special classes and indeed special schools are provided. Every effort should be made where special classes exist within a mainstream school to integrate the children and young people in this class with their peers in mainstream classes.
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 appropriate education.
Information on the list of schools with special classes, the types and locations of these classes is published on the NCSE website and is available at www.ncse.ie
Educational Disadvantage
Ceisteanna (126)
Brendan Smith
Ceist:126. Deputy Brendan Smith asked the Minister for Education if she will have further consideration given at an early date to inclusion of more schools in the DEIS Programme, particularly schools who submitted appeals in respect of the recent extension of the Programme; and if she will make a statement on the matter. [58366/22]
Amharc ar fhreagraFreagraí scríofa
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.
Schools 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 DEIS identification process is based on the principle of concentrated disadvantage and the proportion of students from disadvantaged backgrounds within a school. The DEIS identification model aimed to identify those schools with the highest levels of concentrated disadvantage or the highest proportion of students from disadvantaged backgrounds within a school using the school's enrolment data and national census data as represented by the Pobal HP Deprivation index which is publicly available.
A detailed paper on the refined DEIS identification model is available on gov.ie at www.gov.ie/en/publication/a3c9e-extension-of-deis-to-further-schools/#how-schools-were-selected-for-inclusion-in-deis
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.
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.
It is also 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. 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.
National Educational Psychological Service
Ceisteanna (127)
Cathal Crowe
Ceist:127. Deputy Cathal Crowe asked the Minister for Education the measures that she will take, in conjunction with the relevant Departments, to ensure that doctoral students of educational psychology are funded in line with their counterparts' undertaking studies in other psychology fields. [51707/22]
Amharc ar fhreagraFreagraí scríofa
The National Educational Psychological Service (NEPS) of my Department provides a school-based psychological service to all recognised primary and post-primary schools through the application of psychological theory and practice to support the wellbeing, and the academic, social and emotional development of all learners.
The NEPS service provides access for all schools to:
- Psychological support in the event of a Critical Incident
- A Casework Service for individual children where there is a need for intensive consultation and assessment
- A school staff Support and Development Service, to build school capability to provide a comprehensive continuum of support in schools and
- Ongoing access to advice and support for schools.
This overall approach allows psychologists to give early attention to urgent individual cases and, through supporting school staff, to benefit many more children than could be seen individually.
A working group in the Department has been examining the matter of how the National Educational Psychological Service (NEPS) can continue to recruit adequate numbers of suitably qualified staff and continue to respond to the educational psychological needs of children in recognised primary and post-primary schools across the country.
The group has agreed on a number of actions that must be taken to address supply issues in the medium to long term. These include the development of a workforce plan for educational psychologists within the Department of Education and work has begun with other Government Departments to advance this.
A number of options were considered to address some immediate supply issues. Following analysis of these, it was decided that the Department would use some available NEPS funding to sponsor a cohort of third year students of the Educational Psychology Doctoral programme in University College Dublin (UCD) and Mary Immaculate College (MIC) University of Limerick, for the academic year 2022/23 to provide support via a contribution towards their fees and associated expenses. The workforce planning group referred to above will be asked to make some interim recommendations in Q2 of next year regarding any other short-term measures required in advance of their final report. It is envisaged that funding supports for students on the educational psychological doctorate programme will be considered as part of this process.
Special Educational Needs
Ceisteanna (128)
Aindrias Moynihan
Ceist:128. Deputy Aindrias Moynihan asked the Minister for Education the progress that is being made on increasing ASD units for schools in Ballincollig; and if she will make a statement on the matter. [58428/22]
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 (SEN) to receive an education appropriate to their needs is a priority for this Government.
It is also a key priority for me as Minister for Special Education & Inclusion, for my Department and for the National Council for Special Education (NCSE).
For 2022, my Department will spend in excess of €2.3 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 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 funding for new special classes, new special school places, additional special educational teachers and special needs assistants.
The National Council for Special Education (NCSE) has responsibility for coordinating and advising on the education provision for children with special educational needs nationwide.
Over the last two to three years, my Department and the NCSE have introduced a number of strategic initiatives to plan for and provide sufficient special class and special school places.
These initiatives are bearing fruit with over 600 new special classes sanctioned at primary level, almost 300 new special classes sanctioned at post-primary level and five new special schools established over the last three years.
The NCSE have sanctioned 103 new special classes at primary level and 46 new special classes at post-primary level over the last 3 years in County Cork.
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.
The NCSE have sanctioned a total of 2,545 special classes nationwide, with 1,803 at primary and 742 at post-primary. As the demand for new special classes at post-primary level is expected to increase significantly over the next few years, my Department and the NCSE are engaging with post-primary stakeholders in relation to the provision of special classes. My Department has also recently written to all post-primary schools to advise them of the need to begin planning to provide additional special classes.
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.
It is important to note that where possible, children with special educational needs should be accommodated in mainstream education, but where the needs of the children are greater, special classes and indeed special schools are provided. Every effort should be made where special classes exist within a mainstream school to integrate the children and young people in this class with their peers in mainstream classes.
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 appropriate education.
Information on the list of schools with special classes, the types and locations of these classes is published on the NCSE website and is available at www.ncse.ie
Education Policy
Ceisteanna (129)
Donnchadh Ó Laoghaire
Ceist:129. Deputy Donnchadh Ó Laoghaire asked the Minister for Education if she will provide an update on the commitment to a comprehensive Irish language strategy from early years, through school to third level; and the actions that she has taken in furtherance of this (details supplied). [58467/22]
Amharc ar fhreagraFreagraí scríofa
The commitment in the Programme for Government 2020-2025 to provide a comprehensive policy on Irish in the education system was made in the context of the implementation of the Government’s 20-Year Strategy for the Irish Language 2010-2030. Under that strategy, my department has made significant progress in implementing the Policy on Gaeltacht Education and is now progressing work on the development of a new policy on Irish-medium education outside of the Gaeltacht, with a public consultation launched on 27 October 2022. Both of these policies are important steps towards achieving the Programme for Government commitment.
In addition to the policies on Gaeltacht education and on Irish-medium education, my department has undertaken other work in recent years in relation to the Irish language in the education system. This has included:
- The implementation of the CLIL pilot project
- The delivery of the new Primary Language Curriculum
- The delivery of the new junior cycle specification for Irish
- The work currently being undertaken by the NCCA on the development of a new specification for Irish at Leaving Certificate Level
- Supports provided by COGG, JCT and PDST in relation to Irish-medium education and to the teaching of Irish as a curricular subject.
These developments will contribute to developing a comprehensive policy on Irish in the education system.
School Transport
Ceisteanna (130)
Éamon Ó Cuív
Ceist:130. Deputy Éamon Ó Cuív asked the Minister for Education the progress that has been made to date in reforming the school bus service; the estimated cost of this service in 2022 and the provision for 2023; and if she will make a statement on the matter. [57856/22]
Amharc ar fhreagraFreagraí scríofa
The 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. The cost of the scheme in 2021 was €289m.
The REV allocation for 2022 is €269.6m. The 2023 allocation is not yet completed and will be finalised at the end of the year.
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.
All children who are eligible for school transport and who have completed the application process on time have been accommodated on school transport services where such services are in operation.
Following commencement of the review the Steering Group presented me with an initial interim report in June 2021, with regard to eligibility and with an examination of issues for mainstream pupils relating to the nearest and next nearest school. Following consideration of this report, Temporary Alleviation Measures were extended for the 2221/2022 school year.
Under these measures, transport is 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.
Pending completion of the outcome of the full review of the School Transport Scheme, Temporary Alleviation Measures at post-primary level have continued for the 2022/2023 school year.
As part of the budgetary process, some additional funding has been approved for the scheme which has allowed officials in the Department of Education, in consultation with Bus Éireann, to consider and evaluate where additional capacity may be available. Bus Éireann have been prioritising areas where there were “on time concessionary pupils” who had tickets previously.
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.
As you are aware 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, its broader effectiveness and sustainability, and to ensure that it serves students and their families adequately.
The review encompasses the School Transport Scheme for Children with Special Educational Needs and the Primary and Post-Primary School Transport Schemes to include an examination of eligibility criteria, trends, costs and cost drivers, and overall effectiveness in meeting scheme's objectives.
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. The review will consider issues such as climate action, supporting rural development and promoting where possible initiatives that encourage walking and cycling to school.
Wider considerations relating to operation of the scheme are now taking place in the second phase of the review. The Technical Working Group has undertaken extensive consultation over the last number of months; 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. The Group has also consulted with a broad array of stakeholders including schools, special education interest groups, industry representatives and other Government Departments.
The Steering Group will continue to report to me on an interim basis as the review progresses.
While work on the review is being impacted somewhat by challenges including the pandemic and the impact on resources arising from the ongoing crisis in Ukraine, it is anticipated that the completion of the final phases of the review will be in the shortest timeframe possible. I will then examine and consider the final recommendations once received from the steering group on the future operation of the Department’s School Transport Scheme.
Schools Building Projects
Ceisteanna (131)
Paul McAuliffe
Ceist:131. Deputy Paul McAuliffe asked the Minister for Education if she will provide an update on the permanent new school build for a school (details supplied); and if she will make a statement on the matter. [57488/22]
Amharc ar fhreagraFreagraí scríofa
The 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 T endering".
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 Project Manager has visited the school and is currently arranging site surveys for all projects on this ADAPT Programme including this school site.
The next step to be undertaken by the Project Manager will be the tender competitions for the appointment of Design Teams for a number of school building projects. This will include the appointment of the Design Team to progress this project for this school.
The Project Manager has begun initial engagement with the Department's Consultancy Frameworks in respect of all the projects on this ADAPT Programme and it is anticipated that the Design Team procurement process will be initiated shortly, when an Invitation to Tender will issue to those potential Design Team Consultants.
Upon appointment, the Design Team will proceed to Stage 1 of Architectural Planning – Preliminary Design, where the Design Team will assess the site and current school buildings and prepare their initial sketch schemes. A preferred design option, including the scope and extent of works to be carried out will be established during this early stage.
State Examinations
Ceisteanna (132)
Peadar Tóibín
Ceist:132. Deputy Peadar Tóibín asked the Minister for Education the status of the review of the timing of the release of the State exam results. [57494/22]
Amharc ar fhreagraFreagraí scríofa
The State Examinations Commission (SEC) has responsibility for the operation, delivery and development of the State examinations. As the Deputy is aware, this year marked the return to externally delivered examinations for all candidates at both Leaving Certificate and Junior Cycle, with 61,108 candidates sitting Leaving Certificate examinations and 67,130 candidates sitting Junior Cycle examinations.
There were a number of factors that affected the timing of the issue of results for both examinations this year. The most significant factor contributing to the delay in issuing the Junior Cycle results until now was a shortage of teachers engaging in the marking of these examinations. In 2022, the number of written examiners at Junior Cycle was 1,270 compared with 1,756 in 2019. While the number of candidates sitting examinations increased by more than 4% between 2019 and 2022, the number of Junior Cycle examiners fell by 38% in the same period. This meant examinations were not marked within the normal summer marking window.
Availability of teachers to mark the examinations had been challenging for a number of years prior to the COVID pandemic but became acute in 2022 in relation to Junior Cycle particularly. My Department approved increased rates of payment for examiners this year, and additional payments were made which recognised the cooperation, flexibility and support needed in the delivery of the examinations. Junior Cycle marking fees for 2022 having been increased by at least 48% and up to 57% per script depending on the subject specific rate while rates at Leaving Certificate increased by between 17% and 50% per script. I am pleased to advise the Deputy that €11m was provided on Budget Day this year to maintain these increased examiner pay rates for 2023.
The SEC made significant efforts to recruit examiners for the 2022 examinations and the EARN, LEARN, UNDERSTAND recruitment campaign, which will continue for 2023, highlighted the many professional and financial benefits for teachers of marking.
In that context, I previously noted that the SEC would undertake a review of how best more teachers can be encouraged to undertake the role of examiner to support the delivery and timing of results, and that this would follow the issue of Junior Cycle results. In line with my request, the SEC will be reviewing, with all stakeholders, how best to ensure the availability of teachers in the required numbers to complete this important examination work in a timely manner, as well as ensure a positive experience for teachers that enhances professional competence as well as earning power.
School Facilities
Ceisteanna (133)
Alan Dillon
Ceist:133. Deputy Alan Dillon asked the Minister for Education her Department's policy on the capital provision of general purpose and sporting halls; the level of funding allocated from 2020 to date; and if she will make a statement on the matter. [58442/22]
Amharc ar fhreagraFreagraí scríofa
Investment and expenditure on GP rooms and PE Halls is an element of the overall expenditure and investment in the School Building Programme. The provision of GP rooms/PE Halls, at primary and post primary level respectively, and outdoor hard play areas form part of the accommodation brief for all new school buildings or where a major building or refurbishment project is being delivered for an existing school.
Almost 80% of the post primary schools that made 2020 Annual Schools Returns have indicated to the Department that they have a PE Hall. A further 10% have indicated that they have access to a nearby PE Hall and 5% more have projects in train that will deliver a new PE Hall. At primary level, over 60% of schools indicated that they currently have a GP room. In total 70% of primary schools either have a GP room or access to a nearby facility for GP use and a further 3% of primary schools have projects in train which will deliver a new GP room. Practically all schools have outdoor play areas and many schools, use adjacent local facilities, including community halls, public parks, playing fields and swimming pools.
The main focus of resources over the last decade and for the coming period is on provision of additional capacity to cater for increasing demographics particularly at post-primary level and for special education needs provision. The Deputy will appreciate that the immediate priority of my Department is providing new and replacement school places each year, to ensure that every child has a school place.
However, the second half of the National Development Plan period will see an increasing focus on the upgrade and refurbishment of the existing school stock. This will include a PE Hall build and modernisation programme to ensure that students in all post-primary schools have access to appropriate facilities to support PE provision. The ancillary accommodation needs of primary schools, such as General Purpose rooms will also be considered.
My Department additionally provides funding toward the provision of furniture and equipment including PE equipment in both primary and post-primary schools. In relation to post-primary schools, where my Department provides a sports hall as part of a building project, the equipment provided forms part of the overall furniture and equipment grant to that school. This includes funding for appropriate equipment for a fitness suite consisting of exercise bicycles, treadmills, a rowing machine and elliptical trainers, as well as general PE equipment.
The types of PE equipment provided in primary schools are bar boxes, balancing benches, gymnastic mats, and climbing unit consisting of large trestles, small trestle, horizontal poles and ladders. It is also open to primary schools to purchase PE equipment under their minor works grant allocation.
In addition, my Department’s Design Guidelines for all new schools provides for outdoor multi use games areas (hard play areas) and the level of play space provided varies with the size of school. For example, a new 24 classroom primary school with Special Education Needs classes is provided with 3 ball courts (1,755m² in total), 2 junior play areas (600m² in total), as well as Secure hard and soft play area (300m²) and a 100m² Sensory Garden.
In respect of new post-primary schools, a new 1,000 pupil post-primary school will be provided with 6 ball courts (3,060m² in total) and a 200m² secure hard and soft special education play area.
Details of large-scale projects being delivered under the school building programme 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.
Special Educational Needs
Ceisteanna (134)
Marc Ó Cathasaigh
Ceist:134. Deputy Marc Ó Cathasaigh asked the Minister for Education the criteria for admission to the summer provision programme; the way that the criteria have changed over the expansion of the scheme; the number accommodated across the different strands to provide for different needs; and if she will make a statement on the matter. [58178/22]
Amharc ar fhreagraFreagraí scríofa
The Summer Programme is an important scheme for pupils with complex special educational needs and those at greatest risk of educational disadvantage. It provides these students with an opportunity to maintain their connection with education and helps to ensure they continue their journey in September either in school or in further/higher education or training.
I can confirm that funding has been approved under Budget ’23 to continue the expanded summer programme for 2023. This early announcement gives schools time and opportunity to plan for next year.
The scheme has changed over the last number of years. Until 2020, July Provision as it was then known, provided funding to extend the school year for special schools and schools with special classes. Eligibility was limited to children with a severe and profound general learning disability or children with autism. If schools could not offer a programme, home based provision was available.
A significantly expanded Summer Programme was developed in 2020, as a direct response to COVID. It allowed a wide range of children with special needs to benefit from the programme, including those with severe and profound and moderate needs, autism, Down syndrome, and those with severe visual or hearing impairment. It included a number of strands which included in-school, or home-based supports by teachers and special needs assistants to help prevent regression among children with special educational needs impacted by school closures. Also, all DEIS schools could provide summer camps, including a numeracy and literacy programme for primary pupils and for the first time, a programme in DEIS post-primary schools.
In 2021 the programme was expanded further and for the first time all recognised primary and post-primary schools could offer a programme. The Inclusion Programme introduced this year was also available to pupils at risk of educational disadvantage. The home-based programme continued to be available to eligible pupils who could not avail of a school-based programme.
The 2022 Summer Programme built on the success of the 2021 programme and offered the same range of programmes, with the same eligibility criteria. The numbers have grown over these years with 2022 seeing more schools and students participating than ever before. Over 41,000 students benefitted from this year's programme with over 1,000 schools participating. This represents an increase of 300% in student participation numbers compared to 2019 when there was 13,000 students benefiting. This year’s programme has also helped over 1,300 Ukrainian children to integrate into their new learning environments through the inclusion programme.
A review of the programme is under way so that for 2023, to build further on the what the programme has achieved so far to have the best possible programme available. In particular, it is a priority of next year’s programme that children with complex special educational needs have access to a school-based programme.
The Department has already started intensively, through the review process, to engage with the management bodies, schools, parents with a view to encouraging schools and supporting them to participate in next year’s programme. The details of the 2023 Summer Programme are intended to be published by the end of January 2023.
Participation figures from the years 2019 to 2022 are attached.
Special Educational Needs
Ceisteanna (135)
Alan Farrell
Ceist:135. Deputy Alan Farrell asked the Minister for Education if she will provide an update on the recruitment of SNAs and special education teachers; and if she will make a statement on the matter. [57456/22]
Amharc ar fhreagraFreagraí scríofa
I would like to thank the Deputy for the questions raised and would advise the following:
This year, 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.
This includes additional teaching and care supports.
As a result, the number of special education teachers, special needs assistants and special class and school places are at unprecedented levels.
The NCSE has responsibility for planning and coordinating school supports for children with special educational needs including the allocation of SNAs and reviews. The Department does not have a role in making individual school determinations.
The NCSE have published the SNA and SET allocations for the 2022/23 school year and they are available at ncse.ie/set-hours-and-sna-allocations
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. Such support is provided in order to facilitate the attendance of those pupils at school and also to minimise disruption to class or teaching time for the pupils concerned, or for their peers, and with a view to developing their independent living skills.
Where circumstances change during the course of the school year that materially increase the level of care need in a school to the extent that the school can clearly demonstrate that it cannot be met within the existing SNA allocation, the school may apply to the NCSE for a review. Detailed information on the review process is published on the NCSE website, ncse.ie/special-needs-assistants
The Special Education Teaching (SET) allocation provides a single unified allocation for special educational support teaching needs to each school, based on each school’s educational profile.
The SET allocation allows schools to provide additional teaching support for all pupils who require such support in their schools and for schools to deploy resources based on each pupil’s individual learning needs.
A process is available where schools can seek a review of their SET allocation by the National Council for Special Education (NCSE), including the utilisation of their allocations, in circumstances where a school considers that very exceptional circumstances have arisen subsequent to the development of the profile. Detailed information on the NCSE review process is published on the NCSE website, ncse.ie/special-education-teachers
When a school has been allocated an SNA or SET post, the Board of Management, as the employer, is responsible for filling the vacancy.
Question No. 136 answered with Question No. 108.
Educational Disadvantage
Ceisteanna (137)
Jennifer Murnane O'Connor
Ceist:137. Deputy Jennifer Murnane O'Connor asked the Minister for Education if the DEIS status of a school (details supplied) will be revised; and if she will make a statement on the matter. [58213/22]
Amharc ar fhreagraFreagraí scríofa
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.
Schools 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 DEIS identification process is based on the principle of concentrated disadvantage and the proportion of students from disadvantaged backgrounds within a school. The DEIS identification model aimed to identify those schools with the highest levels of concentrated disadvantage or the highest proportion of students from disadvantaged backgrounds within a school using the school's enrolment data and national census data as represented by the Pobal HP Deprivation index which is publicly available.
A detailed paper on the refined DEIS identification model is available on gov.ie at www.gov.ie/en/publication/a3c9e-extension-of-deis-to-further-schools/#how-schools-were-selected-for-inclusion-in-deis
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.
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.
It is also 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. 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.
School Curriculum
Ceisteanna (138)
Donnchadh Ó Laoghaire
Ceist:138. Deputy Donnchadh Ó Laoghaire asked the Minister for Education if she will provide an update on the development of the primary school curriculum; and when she expects the curriculum to be published and rolled-out. [58470/22]
Amharc ar fhreagraFreagraí scríofa
As the Deputy is aware, it is more than 20 years since the primary curriculum has been reviewed and redeveloped and much has changed since then. The ongoing high level curriculum review is about ensuring that the primary curriculum continues to provide a strong foundation for all children to thrive, flourish and realise their potential during childhood and into the future.
Curriculum updates have already taken place with the phased introduction of the Primary Language Curriculum/Curaclam Teanga na Bunscoile in 2016 in junior infants to second class. In September 2019 the full curriculum was introduced which supports teaching and learning in Irish and English in all stages across our primary and special schools.
The integrated nature of the Primary Languages Curriculum allows teachers to plan for and support children’s progression in Irish or English. A sustained programme of professional development has been made available by my Department to support teachers in their implementation of the curriculum since 2016.
The NCCA are now in the final stages of developing the new Primary Curriculum Framework. The Framework supports the development of the primary curriculum which builds on the successes and strengths of previous curricula while recognising and responding to challenges, changing needs and priorities. It provides agency and flexibility in schools and makes connections with preschool, primary, special, and post-primary schools. It also identifies and responds to emerging priorities for children’s learning and supports a variety of pedagogical approaches and strategies with assessment central to learning and teaching.
The impact of COVID-19 required changes to the consultation timeline, with a revised two-phased approach which was completed by the end of February 2022. Drawing on work with the Schools Forum, research, and work with education partners and wider stakeholders to include teachers, school leaders, parents and guardians, the Framework highlights what is important in primary education and provides a description of what should be prioritised in children’s learning.
The Framework will help schools to make local curriculum decisions as they work with broad learning outcomes that are tailored to, and appropriate for, the children in their school community. It is intended that the finalised Primary Curriculum Framework will be published early in 2023.
The new Primary Mathematics Curriculum is also currently being developed by the NCCA. This work draws on consultation findings, work with schools, and research in the area. Like the Primary Language Curriculum/Curaclam Teanga na Bunscoile, the new mathematics curriculum will use learning outcomes to describe children’s mathematical learning at the end of a period of time.
The new Primary Mathematics Curriculum will also take account of findings from the consultation on the Draft Primary Curriculum Framework and the implementation of the Primary Languages Curriculum to date.
The Primary Curriculum Framework will guide the National Council for Curriculum and Assessment in developing a specification for each five curriculum areas of the Primary Curriculum over the following years. To this end development groups have been established that will ensure the specifications will be developed through research, deliberation, consultation, and engagement. The introduction of the new specifications are expected to take place in the coming years.
Special Educational Needs
Ceisteanna (139)
David Stanton
Ceist:139. Deputy David Stanton asked the Minister for Education the progress that has been made by her Department in the establishment of a special school specific to the east Cork area; and if she will make a statement on the matter. [57677/22]
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.
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. As of 31st October, there have been 393 new special classes open for the 2022/2023 school year, bringing the total of special classes to 2,545 opened nationwide. The 393 new special classes for 2022/23 is broken down by 260 at primary level and 133 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.
The school will cater for an initial enrolment of up to 30 students and, on a phased basis is expected to grow its capacity to provide up to 64 school places, pending a new permanent school building being provided.
The admission process has recently been completed with places prioritised for children who had no offer of a special school place for the 2022/23 school year.
Staff recruitment, school policy development and related arrangements are all underway with the school expected to begin the transition of students to school in early 2023.
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.
Special Educational Needs
Ceisteanna (140)
Holly Cairns
Ceist:140. Deputy Holly Cairns asked the Minister for Education the steps that she is taking to address the shortage of places in secondary schools for young people with autism in County Cork. [58131/22]
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 (SEN) to receive an education appropriate to their needs is a priority for this Government.
It is also a key priority for me as Minister for Special Education & Inclusion, for my Department and for the National Council for Special Education (NCSE).
For 2022, my Department will spend in excess of €2.3 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 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 funding for new special classes, new special school places, additional special educational teachers and special needs assistants.
The National Council for Special Education (NCSE) has responsibility for coordinating and advising on the education provision for children with special educational needs nationwide.
Over the last two to three years, my Department and the NCSE have introduced a number of strategic initiatives to plan for and provide sufficient special class and special school places.
These initiatives are bearing fruit with over 600 new special classes sanctioned at primary level, almost 300 new special classes sanctioned at post-primary level and five new special schools established over the last three years.
The NCSE have sanctioned 103 new special classes at primary level and 46 new special classes at post-primary level over the last 3 years in County Cork.
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.
The NCSE have sanctioned a total of 2,545 special classes nationwide, with 1,803 at primary and 742 at post-primary. As the demand for new special classes at post-primary level is expected to increase significantly over the next few years, my Department and the NCSE are engaging with post-primary stakeholders in relation to the provision of special classes. My Department has also recently written to all post-primary schools to advise them of the need to begin planning to provide additional special classes.
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.
It is important to note that where possible, children with special educational needs should be accommodated in mainstream education, but where the needs of the children are greater, special classes and indeed special schools are provided. Every effort should be made where special classes exist within a mainstream school to integrate the children and young people in this class with their peers in mainstream classes.
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 appropriate education.
Information on the list of schools with special classes, the types and locations of these classes is published on the NCSE website and is available at www.ncse.ie
Question No. 141 answered with Question No. 87.
Question No. 142 answered with Question No. 108.
School Funding
Ceisteanna (143)
Matt Carthy
Ceist:143. Deputy Matt Carthy asked the Minister for Education if she will allocate funding to provide for the envisaged increase in student numbers at a school (details supplied) in time for the 2023-2024 academic year. [57721/22]
Amharc ar fhreagraFreagraí scríofa
I can confirm that my Department recently received an application for capital funding, under the Additional School Accommodation (ASA) scheme, from the school authority referred to by the Deputy.
The purpose of the ASA scheme is to ensure that essential mainstream classroom and accommodation for students with special education needs is available to cater for students enrolled each year, where the need cannot be met by the school’s existing accommodation.
Officials in my Department recently made contact with the school authority and are awaiting further information. When the assessment process is completed, the school authority will be contacted directly with a decision.
Schools Building Projects
Ceisteanna (144)
Pádraig MacLochlainn
Ceist:144. Deputy Pádraig Mac Lochlainn asked the Minister for Education if her attention has been drawn to the deep anger amongst parents and teachers at a school (details supplied) at the failure of her Department to commence its new school buildings in the timelines laid down by the planning authorities; and if her Department will fast-track these works should planning permission be granted again. [58170/22]
Amharc ar fhreagraFreagraí scríofa
The school referred to by the Deputy is at Stage 3 (Tender Action and Award). It was initially at an advanced stage of the tender process, but the recommended bidder notified the Design Team that due to market conditions, they were not in a position to accept the contract.
At the same time, the Design Team were liaising with Donegal County Council in relation to an application for temporary accommodation. They were informed that due to changes to the Planning Acts in September 2021, it was no longer possible to apply for an extension to the planning permission for the main building project and a new application would have to be submitted.
My Department authorised the Design Team to proceed with a new tender process, including the shortlisting of contractors, to run parallel with the new planning application. A new Planning application has been submitted to Donegal County Council and a decision is due in the coming weeks.
Subject to no issues arising, it is envisaged that works could commence on site in Quarter 2 of 2023 with a completion timeframe of approximately 27 months thereafter.