Written Answers Nos. 56-80
59. Deputy Gary Gannon asked the Minister for Education if she intends to bring forth legislation that will standardise the teaching of relationship and sexual education across all publicly funded Irish schools. [58616/22]
Amharc ar fhreagraI am fully committed to ensuring that every child and young person has access to modern, inclusive sex education. This is echoed by the Programme for Government, which commits to the development of inclusive and age-appropriate Relationships and Sexuality Education (RSE) and Social, Personal and Health Education (SPHE) curricula across primary and post-primary levels, including making appropriate legislative changes, if necessary. This reflects that access to sexual and health education is an important right for students. It is equally as important that this education meets the needs of students in their day-to-day lives and that it reflects models of best practice.
In terms of standardisation, schools are required by circular 0037/2010 to teach all aspects of the RSE Programme, including family planning, sexually transmitted infections and sexual orientation.
In giving effect to this commitment, the Department of Education's first focus has been on the development of inclusive and age-appropriate curricula and it continues to work closely with the National Council for Curriculum and Assessment (NCCA) in that regard.
A draft revised Junior Cycle specification was published by the NCCA and a consultation process was run from 18 July 2022 to 18 October 2022. The consultation took feedback from teachers and students as well as other interested groups and individuals. It is expected that the NCCA will finalise the Junior Cycle specification by the end of the year for presentation to the NCCA Council for approval early in 2023. The aim is that it will be implemented in schools in September 2023.
This curriculum is a significant overhaul of the existing specification and specifically address issues such as pornography, sexual and gender-based violence, LGBTQI+ issues and sexual health.
In relation to Senior Cycle, preparation to update the SPHE/RSE specification has commenced. In October, a background paper was published for consultation on the NCCA website. The NCCA intends that the Senior Cycle draft specification itself will be available for public consultation by next summer, with a view to being ready for implementation in schools in September 2024.
I would urge everyone to take the opportunity to engage in the public consultation for the Senior Cycle SPHE. Consultation on the background paper remains open until the 6th of December. There will be another opportunity for consultation next year when the draft specification itself is published.
Following publication of the new Primary Curriculum Framework, expected in early 2023, NCCA will establish a development group for the curricular area of Wellbeing in primary schools.
I have no doubt that, when finalised, the updated, evidence-based specifications across Primary, Junior Cycle and Senior Cycle will provide a modern and appropriate curriculum that reflects current, day to day challenges, and that will be in place across all schools to equip our students with the knowledge and skills that they need to make informed, healthy life choices.
61. Deputy Gino Kenny asked the Minister for Education if her attention has been drawn to the recent statement by a person (details supplied) that there is a crisis in teacher recruitment and that two in every three primary schools in Dublin does not have its full quota of teachers; and if she will make a statement on the matter. [58363/22]
Amharc ar fhreagraI am aware of the statement to which the Deputy refer which details challenges some primary schools are facing in recruiting teachers.
The Department of Education runs a comprehensive programme of work to support the supply of teachers at primary level and my Department engages closely with the school management bodies and other education stakeholders to inform this work.
It is important to note that recent policy decisions to support primary schools have seen significant additional posts allocated, such as the expansion of the primary substitute teacher supply panels in areas where significant challenges in sourcing substitution is reported. There are currently 610 posts allocated on 151 panels, covering more than 2,840 schools, including the majority of schools in Dublin.
The supply panels work alongside the existing methods of sourcing substitute teachers and schools can also make local arrangements to have their own regular substitutes to call on if needed.
Newly qualified teachers (NQTs) represent an additional source of supply in 2022/23. Almost 1,900 primary NQTs have had their registrations finalised by the Teaching Council in 2022.
Following from the Department’s Action Plan on Teacher Supply, the Irish Primary Principals’ Network (IPPN), in line with the Teacher Supply Action Plan, has developed a portal for the recruitment of teachers to long-term teaching positions. The portal will facilitate the matching of demand and supply and provide an efficient and user-friendly recruitment process for both schools and teachers. I am advised by IPPN that the portal will be available in the coming weeks.
In addition, Sub Seeker a central portal for short-term substitute vacancies, was jointly developed by IPPN and the National Association of Principals and Deputy Principal’s (NAPD) in accordance with my Department's Teacher Supply Action Plan and launched in December 2019. The portal matches available primary and post-primary teachers with short-term substitute vacancies. Almost 12,000 teachers have registered with Sub Seeker to date.
A number of measures to enhance teacher supply have also been put in place for the current school year.
Job sharing teachers may be employed to work in a substitute capacity during the period they are rostered off, in their own or in other schools
The limits on substitute work applying to teachers on career break have also been temporarily suspended for the 2022/23 school year.
Retired teachers who have kept their Teaching Council registration represent a source of substitute cover for schools. In that regard the Department agreed with the Department of Public Expenditure and Reform a waiver of abatement for retired teachers returning to teach for up to 50 days in each of the three calendar years, 2021 to 2023 inclusive. In 2021, almost 800 retired primary teachers provided substitute cover in schools.
The Teaching Council made regulations allowing for the registration of 3rd and 4th year undergraduate student teachers under a new registration route, Route 5 (Student Teachers). More than 2,100 student teachers have applied to date for registration under Route 5. 1,245 have registered and more than 900 applications are currently being processed. Once registered with the Teaching Council, student teachers can be employed by a school to cover substitutable vacancies.
The various measures to support teacher supply are underpinned by the Teaching Transforms campaign, which promotes the teaching profession and encourages students to follow a career in teaching. The campaign uses digital, radio and video media, and is supported by a dedicated webpage on Gov.ie.
The Department of Education will continue, with the cooperation and input of the education partners, to develop and implement measures to address challenges faced by schools and to continue to support the supply of teachers.
64. Deputy Jennifer Murnane O'Connor asked the Minister for Education if she will provide an update on building works at a school (details supplied). [58212/22]
Amharc ar fhreagraThe major building project for the school referred to by the Deputy is included in my Department’s Construction Programme which is being delivered under the National Development Plan.
The brief for this project is a New Extension and Refurbishment of the existing school buildings to provide accommodation for a Long Term Projected Enrolment of 600 students. The agreed preferred design option is now the provision of a New Replacement School Building and the demolition of the current buildings, and all associated site works.
This Major Building project for St Mary’s Academy is being delivered under the Departments ADAPT Programme.
ADAPT is an acronym for the "Accelerated Delivery of Architectural Planning and T endering" and 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.
This project is currently at an early Stage of Architectural planning, Stage 2(a) - Developed Design - design development to a stage where the project is fully cost planned and can be prepared to lodge for statutory approvals.
The Design Team submitted their completed Stage 2a report to my Department on Friday last, 18th November.
Following an initial review of the report by my Department, an End of Stage 2(a) Stakeholders meeting will then be scheduled between the School Authorities, their Design Team, the ADAPT Project Manager, and Department Officials. It is anticipated that the Stakeholders meeting can be held during the first week of December.
Following that meeting and review of the Stage 2(a) submission, my Department will revert to the school with regard to the further progression of the project to Stage 2(b) – Detailed Design, where all Statutory Approvals are secured, and the Design Team prepare their tender documents.
St Mary’s Academy is part of a strong pipeline of school building projects for delivery under the Government’s National Development Plan. My Department has an allocation of €4.4 billion to facilitate delivery during the period 2021 to 2025. This strong investment by Government recognises the importance of adding capacity and modernising facilities in our schools. The use of project manager supports, such as in the case of this school, is helping to facilitate the delivery of projects as quickly as possible. This also helps to ease the burden on the school authority.
This is an important project for St Mary’s Academy. It is also an important investment in Carlow town. I look forward to it being progressed and delivered as quickly as possible.
65. Deputy Sorca Clarke asked the Minister for Education the supports and or supervision that are available for teachers who are dealing with trauma and traumatised students on a regular basis. [58416/22]
Amharc ar fhreagraMy Department’s Wellbeing Policy and Framework for practice has given recognition to the importance of promoting wellbeing in education. The approach set out in the Wellbeing Policy is a whole school and preventative approach. The Wellbeing Policy contains a number of high level actions including an action to promote the wellbeing of school staff. The policy recognises the importance of the relationships between all members of the school community and ongoing professional development of teachers.
My Department offers an Employee Assistance Service (EAS) for all school staff in recognised primary and post primary schools. This free service includes a wide range of supports including a confidential 24/7 helpline, short-term counselling, a wellbeing portal and webinars. It also provides advice and support to managers to help them deal with health and wellbeing issues in the workplace. The total annual utilization rate for Employee Assistance Service 2021 is 3.4%, which represents 3,293 school employees engaging with this free service.
The Professional Development Service for Teachers (PDST) also provide training for teachers to support wellbeing. Supports are also available for school leaders which includes helping school leaders to prioritise and structure their considerations and actions and promoting sustainable and crisis management approaches to leadership. The training includes specific references to self-care. Modules such as time management, dealing with conflict, understanding school culture and specific inputs on wellbeing are included in all of these programmes. The PDST online portal for school leaders provides frameworks and templates for Leading school Wellbeing and Supporting themselves and staff .
A key wellbeing objective of all current PDST leadership supports is to reduce isolation and to provide assuring professional networks. Facilitating further connectivity has been provided through the setting up of local networking groups for leaders. The Centre for School Leadership (CSL) provides mentoring for newly appointed Principals and bespoke mentoring for Principals experiencing professional challenge. CSL mentoring is a vital source of support and covers wellbeing aspects.
The National Educational Psychological Service (NEPS) are the frontline responders on behalf of the Department of Education who support schools in the aftermath of a critical incident. Given the unexpected nature of critical incidents, NEPS has produced guidelines and resource materials for schools to enable them to prepare for and respond to traumatic events which can adversely affect pupils and school staff. The publication "Responding to Critical Incidents: NEPS Guidelines and Resource Materials for Schools’ outlines how schools can plan for crises.
The publication provides practical step-by-step guidelines for teachers and principals on how to respond when a tragedy occurs and helps schools to be as prepared as possible for a potentially overwhelming tragic event.
Training in critical incident planning is part of the service provided by NEPS to schools. In order to increase the reach of critical incident training to all schools, NEPS has developed an eLearning course ‘Responding to Critical Incidents in Schools – eLearning Course’ to accompany "Responding to Critical Incidents: NEPS Guidelines and Resource Materials for Schools’.
Individual casework service by NEPS involves a high level of psychologist collaboration with teachers and parents, often also working directly with the child/young person. NEPS may become involved with supporting individual students where the school’s SET team or Student Support Team (in post-primary) feels that the involvement of the psychologist is needed. Through this work NEPS psychologists consult with staff who are supporting children who have experienced trauma and also advise in relation to appropriate therapeutic interventions to be delivered in the school setting.
NEPS has also developed training for school staff on the promotion of wellbeing and resilience in schools which includes upskilling school staff on the use and implementation of therapeutically-informed approaches in schools. These include trauma-informed approaches, approaches based on the principles of cognitive behaviour therapy, and attachment-aware approaches.
NEPS has led on the overall approach to supporting the wellbeing of children and young people from Ukraine enrolling in schools in Ireland, taking a psychosocial approach, in line with international research and best practice. A psychosocial approach means that children/young people and their families need to be given time to adapt and adjust to their new environment, new home, new school, and to be given access to practical supports, clear information and assistance to settle in and make friends. The Hobfoll Principles are key evidence-based principles known to help people regain a sense of normalcy and wellbeing in the aftermath of emergencies/traumatic events.
NEPS has developed a number of resources to support the wellbeing of children and young people from Ukraine including.
- Supporting the Wellbeing of Children from Ukraine in your School
- Supporting Children and Young People in a time of War
- Guidance for Parents and Carers from Ukraine on Supporting the Wellbeing of their Children
- The response to stress: a guide for post-primary staff
- Normalising thoughts, feelings and behaviours: a guide for post-primary staff
- Managing stress and anxiety: a guide for post-primary staff
- Look, Listen & Link - A model of Psychological First Aid (PFA) to help teachers support students
NEPS in collaboration with Education Support Centres Ireland (ESCI) delivered Primary and Post primary webinars on Welcoming Children to Our Schools.
NEPS works closely with the HSE and its agencies to ensure those who may require the provision of therapy or counselling are referred on to the appropriate clinical services for intervention and support.
68. Deputy Michael Lowry asked the Minister for Education if gambling awareness workshops have been rolled-out in secondary schools in County Tipperary; if she will ensure that no gambling industry-funded literature is used in schools to educate school-aged children regarding the dangers of gambling; and if she will make a statement on the matter. [58410/22]
Amharc ar fhreagraIt would not be appropriate that resources or materials produced or funded by the gambling industry, for education and awareness on gambling, are in use in our schools.
There are protocols in place to ensure that strict criteria are observed by schools when inviting external agencies to address students about particular issues. The Department provides clear guidance to schools on the engagement of outside speakers and on the use of external resources to assist in delivering the curriculum. These guidelines are most recently outlined in updated circular 0042/2018 for primary schools and 0043/2018 for post primary schools. Programmes delivered by visitors or external agencies must use appropriate evidence-based methodologies with clear educational outcomes.
These circulars also require that all materials proposed for use by external providers must be approved in advance by the principal and Board of Management, be age and stage appropriate for pupils and be in line with the ethos of the school, and the principles of the Social Personal and Health Education (SPHE) curriculum. This applies both to resources such as literature, and to workshops that may be held in schools.
Schools have a role to play in supporting their students to develop the key skills and knowledge to enable them to make informed choices when faced with a range of difficult issues, including drugs, alcohol and gambling.
This is mainly done through the SPHE programme. SPHE is currently mandatory in all primary schools and in Junior Cycle where it is part of the Wellbeing area. Schools are also encouraged to deliver the SPHE programme in senior cycle.
The Deputy may also wish to note that the National Council for Curriculum and Assessment (NCCA) is currently redeveloping and updating the SPHE curriculum across Primary, Junior Cycle and Senior Cycle. A draft revised Junior Cycle specification was published by the NCCA for consultation in July. It is expected that the NCCA will finalise the Junior Cycle specification by the end of the year with the aim of implementing it in schools in September 2023. These curriculums are expected to address the issue of addictive behaviours, such as gambling.
For example, the draft updated Junior Cycle specification addresses the issue of addictive behaviour in Strand 2: Making Healthy Choices. The learning outcomes of this strand include analysing the supports and challenges for young people when it comes to healthy choices about addictive behaviours, as well as discussing how they may be overcome in real-life situations.
In relation to Senior Cycle, preparation to update the SPHE specification has commenced. The NCCA intends that the Senior Cycle draft specification will be available for public consultation by next summer, with a view to being ready for implementation in schools in September 2024. Following publication of the new Primary Curriculum Framework, expected in early 2023, the NCCA will establish a development group for the curricular area of Wellbeing in primary schools.
I have recently announced my Department's provision of a new postgraduate programme to upskill registered post-primary teachers teaching SPHE/RSE.
This programme, funded by the Department of Education and provided by Dublin City University (DCU) Institute of Education, will provide a pathway for progression for post-primary teachers interested in developing their skills in teaching SPHE/RSE. In so doing, this programme will build capacity and leadership within the teaching profession in relation to teaching in this important area.
Schools and teachers will be supported to access the upskilling programme and course fees will be covered by Department funding and facilitation of substitute cover to allow participating students to undertake the programme.
Just last week, Government approved publication of the Gambling Regulation Bill, which sets out the framework for a modern, robust regulatory and licensing regime for the gambling sector.
A particular focus of this legislation is the prevention of harm to people vulnerable to problem gambling, children and young people.
Given the constantly changing and technology-based nature of the gambling industry, our children and teenagers are more exposed than ever to a wide range of gambling advertising. Proper regulation of this area is important to minimise potential harm to children and young people and that is what this legislation aims to provide.
71. Deputy Sorca Clarke asked the Minister for Education the number of primary schools with DEIS status by county in 2020, 2021 and to date in 2022, in tabular form. [58415/22]
Amharc ar fhreagraDEIS – Delivering Equality of Opportunity in Schools is the main policy initiative of my Department to address concentrated educational disadvantage at school level. My Department provides a wide range of supports to all schools, DEIS and non-DEIS, to support the inclusion of all students and address barriers to students achieving their potential. Supplementing these universal supports, the DEIS programme provides a targeted and equitable way to address concentrated educational disadvantage that promotes equity within the system.
In March this year I was glad to be able to announce a major expansion of the DEIS programme. This means that, for the first time since 2017, the programme has been significantly expanded to an additional 322 schools, of which 284 were primary schools. The expansion in 2022 was the first expansion since 2017, hence there were no additional schools in DEIS in 2020 or 2021.
In the 2022/2023 school year there are currently 967 Primary schools in the DEIS Programme. For the 2021/2022 school year, 687 primary schools were included in the DEIS programme. The number of schools in the programme in 2020/2021 was two higher at 689. A copy of the detail of DEIS status on a county by county breakdown has been provided in tabular form as requested by the Deputy. The total number of schools listed in the DEIS programme takes into account school closures and amalgamations for each year.
Schools added to the programme earlier this year 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.
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. A detailed paper on the refined DEIS identification model is available on the gov.ie. website.
The recent expansion will add an additional €32million to the Department’s expenditure on the DEIS programme from 2023. This will bring my Department's allocation to the programme to a total of €180million. I am very conscious of the benefit of the DEIS programme. Analysis has shown that since the programme began in 2006, it has had consid erable impact in our schools and helped to close the gap in achievement between schools serving the highest levels of educational disadvantage and those serving populations with little or no disadvantage.
List of DEIS primary schools broken down per county for the last 3 years
|
2022/2023 |
2021/2022 |
2020/2021 |
|
|
Carlow |
17 |
7 |
7 |
|
Cavan |
17 |
9 |
9 |
|
Clare |
28 |
14 |
14 |
|
Cork |
53 |
45 |
46 |
|
Donegal |
130 |
106 |
106 |
|
Dublin |
177 |
163 |
163 |
|
Galway |
62 |
48 |
48 |
|
Kerry |
37 |
22 |
22 |
|
Kildare |
15 |
9 |
10 |
|
Kilkenny |
13 |
5 |
5 |
|
Laois |
15 |
5 |
5 |
|
Leitrim |
16 |
11 |
11 |
|
Limerick |
37 |
17 |
17 |
|
Longford |
17 |
11 |
11 |
|
Louth |
19 |
15 |
15 |
|
Mayo |
82 |
69 |
69 |
|
Meath |
12 |
5 |
5 |
|
Monaghan |
16 |
10 |
10 |
|
Offaly |
25 |
13 |
13 |
|
Roscommon |
29 |
20 |
20 |
|
Sligo |
21 |
14 |
14 |
|
Tipperary |
45 |
19 |
19 |
|
Waterford |
19 |
12 |
12 |
|
Westmeath |
19 |
11 |
11 |
|
Wexford |
32 |
20 |
20 |
|
Wicklow |
14 |
7 |
7 |
|
TOTAL |
967 |
687 |
689 |
74. Deputy Michael Lowry asked the Minister for Education the number of special educational needs officers that have been appointed to County Tipperary; the reason that there is no full-time SENOs appointed in south County Tipperary; the number of children currently seeking special educational needs supports in County Tipperary; the number of students currently awaiting placement in an ASD unit and learning disability units in County Tipperary; and if she will make a statement on the matter. [58412/22]
Amharc ar fhreagraI would like to thank the Deputy for the question and would like to advise the following.
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 NCSE with a total full-year investment of €13 million. This will allow for the employment of over 160 additional staff, including special needs officers (SENOs). This investment is being undertaken so that the NSCE can act responsively and effectively, to the increased need in our education system and to ensure that children, their families and schools are fully supported to achieve the best possible education outcomes.
SENOs are permanent employees of the NCSE, who are recruited through the Public Appointments Service (PAS).
The NCSE has advised my Department that there are no current vacancies for SENOs in Tipperary. There are three SENOs working across the Tipperary region. Each SENO has a caseload of schools for which they are responsible and SENOs are assigned across the country in accordance with the number of schools in an area.
The NCSE has also advised my Department that there are no students in County Tipperary with a special class recommendation known to the NCSE without a special class place for the current 2022/2023 school year.
SENOs are continuing to work with parents where there are new diagnosis/recommendations in respect of special placements. There are currently several special class vacancies across the county which remain available to students who require them.
My Department and the NCSE continue to work very closely in planning for the delivery of new places required to meet forecasted demand.
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 21 new special classes at primary level and 11 new special classes at post-primary level over the last 3 years in County Tipperary.
For 2023, a further 370 special classes will open nationwide, taking the total number of special classes to over 2,900 in 2023.
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
The NCSE is continuing to engage with schools regarding the establishment of additional special classes for the next school year 2023/2023. Every support will be made available to schools to progress the opening of special classes in the shortest possible timeframe
It is of course open to any school to engage with the NCSE to establish a special class.
My Department is committed, in conjunction with the NCSE, to continue to work with parents, schools, patrons and all stakeholders to ensure that there are sufficient appropriate places for students with additional needs and to support all students to achieve their potential.
I want to reassure you also that my Department will continue to support the NCSE and schools through the provision of the necessary funding and capital investment to ensure all children are successful in accessing an appropriate education.
75. Deputy James O'Connor asked the Minister for Education the position regarding the school bus transport appeals process; if her attention has been drawn to reports that numerous children who previously had bus tickets cannot get any in 2022 and cannot get their appeal heard to date; if she can outline the next meeting of the appeals board; and if she will make a statement on the matter. [58435/22]
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. 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 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. This is an increase of 23%. Specifically, in regards to concessionary tickets there has been an increase of 33%.
All children who are eligible for school transport and who have completed the application process on time are 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 and are attending their second nearest school and who applied by the 29th April and registered for a ticket by the 29th July.
Decisions made by, or on behalf of, the Department of Education regarding the provision of school transport services and/or grant-aid under the terms of the School Transport Schemes may be appealed to the School Transport Appeals Board.
The School Transport Appeals Board is independent in the performance of its functions and the Board liaises directly with appellants when their appeal is due for consideration. The role of the Board is to ensure that the terms of the School Transport Scheme are applied correctly.
It should be noted that while processing appeals, Bus Éireann were also processing transport applications for the 2022/2023 school year. These appeals have not been withdrawn by the appellants; however, many families have since received a ticket on board a school transport service for the current school year.
At the beginning of September 2022, approximately 122,000 mainstream tickets had issued. Tickets have been allocated on an ongoing basis in the intervening period, and so as of 8 November over 127,800 mainstream tickets had been issued to eligible and concessionary pupils.
Bus Éireann have advised they have redeployed staff members to assist with preparing and issuing reports for consideration of the Appeal’s Board. While the School Transport Appeals Board usually meet once a month, they have agreed to meet more often as required. The next meeting dates are scheduled for 1st and 15th December 2022.
76. Deputy Bernard J. Durkan asked the Minister for Education the extent to which an adequacy of school places exists for children in all areas throughout the country including County Kildare and with particular reference to children with special needs at primary and or secondary level; and if she will make a statement on the matter. [58362/22]
Amharc ar fhreagraI would like to thank the Deputy for the question and would like to reassure him that enabling all children, including children with special educational needs (SEN) to receive an education appropriate to their needs is a priority for this Government.
Firstly, in relation to the provision of mainstream school places, 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. Projections of post primary school place requirements are informed by multiple factors, including primary school enrolments in the area and primary to post primary transfer patterns.
While my Department is aware of increasing pressures and demand for additional school places in Kildare, 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 across school planning areas through ongoing discussions with the relevant school patrons and authorities. Particular engagement is underway with school authorities and patrons of post primary schools in the Newbridge, Kildare and Curragh areas with a view to confirming school place requirements.
The close engagement with schools and patrons will allow my Department to identify at an early stage 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. Work to provide additional capacity at Curragh Community College for the 2023/24 school year is underway as part of this planning process.
Secondly in relation to special education, the National Council for Special Education (NCSE) has responsibility for coordinating and advising on the education provision for children with special educational needs nationwide.
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 must 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.
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 20 new special classes at primary level and 9 new special classes at post-primary level over the last 3 years in County Kildare.
My Department is engaging intensely with the NCSE in relation to the forward planning of new special classes for the next school year 2023/2024. This work involves a detailed review of statistical data in relation to forecasting demand for special class places, consideration of improved data sharing arrangements and a particular focus on the provision of special classes at post-primary level.
At local level, the NCSE is continuing to engage with schools regarding the establishment of additional special classes for the next school year 2023/2024. Every support will be made available to schools to progress the opening of special classes in the shortest possible timeframe.
It is of course open to any school to engage with the NCSE to establish a special class.
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.
77. Deputy Pádraig Mac Lochlainn asked the Minister for Education if she will review the decision by her Department not to secure additional adjacent land in Buncrana, County Donegal, for adequate outdoor green field sports amenities for the 1,000 students that are projected to attend the new three school campuses for the town; and if any new school builds over the past five years have included adjacent outdoor green field sports amenities. [58169/22]
Amharc ar fhreagraThe Deputy will be aware that a building project to construct permanent school accommodation for the three schools in question is included in the Department's school building programme to be delivered as part of the National Development Plan. This project follows an extremely challenging and protracted site acquisition process, under which a CPO process ultimately had to be undertaken.
The development of the shared education campus consists of an 8-classroom primary school with accommodation for pupils with special educational needs for Gaelscoil Bhun Crannach, as well as a new school building for Crana College and Coláiste Chineál Eoghain to accommodate approximately 800 pupils, also with accommodation for students with special educational needs.
The project has been devolved for delivery to Donegal Education and Training Board.
A Design Team for the project was appointed in July 2022. The design team will now design the buildings, obtain the necessary statutory planning permissions, and move the project onwards to tender and construction stages in due course. The Department expect to receive the Stage 1 report from Donegal ETB in Quarter 2, 2023.
As the project is at an early stage in the delivery process, it is not possible at this time to give a date for its completion. Please be assured that the Donegal ETB will be engaging directly with the school authorities to keep them informed of progress
Significant PE facilities for the schools concerned are being constructed as part of this campus development. At post-primary level, these include:
- PE Hall, which includes Fitness Suite, Changing Suites, Showers and Equipment Stores, a total of 1,048m²
- 5 Hard Play Courts with a total area of 3,060m²
- 4 Secure Soft Play Areas, 200m² in total
In addition to this, the schedule of accommodation for the primary school includes the following physical education facilities:
- General Purpose Hall of 195m² plus associated areas
- Ballcourts with a total area of 585m²
- Junior Play Area of 200m ²
- 2 Secure Soft Play Areas, which are 100m ²in total
- Sensory Garden, which is another 100m ²
These facilities are consistent with that outlined in my Department's design guidelines for new schools.
Furthermore, as per any new school building, where the site area and building configuration permits, an area should be reserved suitable for use as a practice playing field. This has been the consistent position and has applied to new schools built in the five years referred to by the Deputy.
78. Deputy Rose Conway-Walsh asked the Minister for Education when she will set the intake cap for primary teacher training courses in public universities; if she will consider raising the cap to allow more students to take a public route into the profession; and if she will make a statement on the matter. [58438/22]
Amharc ar fhreagraThere are two standard routes recognised by the Teaching Council to become a primary teacher:
- A four-year undergraduate Bachelor of Education (B. Ed.) programme.
- A two-year post-graduate Professional Master of Education (PME) programme.
The undergraduate/B. Ed. model offers students who are beginning their tertiary education, and wish to pursue a career in teaching, an opportunity to acquire a teaching qualification. In the postgraduate/PME model, a teacher first obtains a qualification in one or more subjects (through an undergraduate degree), and then studies for a further period to gain the professional qualification in teaching.
There are four State-funded Higher Education Institutions (HEIs) providing primary initial teacher education (ITE). Each of these offers both a full time primary ITE undergraduate/B.Ed. and postgraduate/PME programme:
- DCU Institute of Education.
- Marino Institute of Education.
- Maynooth University (Froebel Department of Primary and Early Childhood Education)
- Mary Immaculate College
There is one private provider, Hibernia College, which provides postgraduate (PME) programmes only (primary and post-primary).
The number of students admitted to primary concurrent and consecutive programmes in State-funded HEIs is determined by the Department of Education, having regard to teacher supply and demand issues, and available resources. The legal basis for this is consequent to the Objects set out in the Education Act 1998 and the Minister’s functions in setting national education policy, and planning and co-ordinating the provision of same having regard to available resources. It is very important that we ensure a sufficient supply of teachers, and a significant body of work is undertaken to achieve this.
In May 2021 the Department published the Technical Report: Developing a Teacher Demand and Supply Model for Ireland 2021-2038, which includes projections of teacher demand and supply at a general level to 2038. Based on pupil demographics, the report projects a decrease in demand for primary teachers to 2036, after which it will increase to 2038 (the final year projected). This trend will be driven by decreasing retirements and enrolments out to 2027 and 2034, respectively. The report was published as a working document for consultation with the education stakeholders and its projections do not take account of potential policy measures that might affect teacher demand / supply.
However, the model can be used for scenario testing to assess the impact of proposed measures on teacher demand or supply. It is also important to note that the findings in the report are based on the best available data at the time of preparation. As improved data becomes available it can be fed into the model in order to strengthen the findings.
The intake to the B.Ed. at the State funded HEIs has remained at 1,000 places per year since 1999. The intake to the post graduate courses has varied slightly since its inception. However, over the last number of years, it has remained constant at 200 places.
I wish to advise the Deputy that the process for the approval of the intake on the Primary Bachelor of Education (B.Ed.) programme and Professional Master of Education (PME) programme for the 2023/24 academic year has commenced and remains under consideration. Once approved, the State-funded HEIs will be advised of this.
In an upcoming Initial Teacher Education (ITE) policy statement that is being finalised by my Department, we will reconfirm our commitment that the provision of ITE should be informed by the needs of the education system, taking account of all available evidence in relation to teacher supply and demand. My Department also commits to encouraging the development of ITE programmes in priority areas.
As indicated, the numbers approved for the primary ITE programmes have remained stable in recent years. While teacher supply pressures are being experienced in the system at present, there is a strong underlying downward trend in the demand projections at primary level. Measures to address current supply issues have been put in place.
79. Deputy David Stanton asked the Minister for Education if she is satisfied that there will be sufficient places in secondary schools in east Cork to accommodate student enrolment numbers for September 2023; and if she will make a statement on the matter. [57642/22]
Amharc ar fhreagraAs 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.
80. Deputy Pauline Tully asked the Minister for Education the actions that she is taking to improve July Provision in advance of summer 2023; and if she will make a statement on the matter. [58433/22]
Amharc ar fhreagraI wish to thank the Deputy for the question and the opportunity to provide an update on this very important scheme for pupils with complex special educational needs and those at greatest risk of educational disadvantage. It is important, firstly, to reflect on the significant progress we have made over the last few years. The 2022 Summer Programme built on the expanded programmes of 2020 and 2021. Since 2021, all primary and post-primary schools were given the opportunity to run at least one summer programme.
The Department has listened carefully to feedback from stakeholders and is working to make the scheme as inclusive as possible and available to as many eligible students as possible, whilst retaining a focus on children and young people with the most complex needs. The programme that has been provided in recent years was developed following extensive engagement with education stakeholders, parents, and disability advocacy groups. For instance, in 2022, to support more schools to participate, greater flexibility was given to schools, additional supports were provided to alleviate administration burdens, and staff who took part were paid earlier than ever before.
I am very pleased to be able to say that an additional €20 million funding has been approved under Budget ‘23 to continue the expanded summer programme for next year, bringing the total to €40 million for 2023. 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. Over 41,000 pupils will have benefitted this year, 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.
I have asked my Department to review the programme, so that for 2023, we can build further on all we have achieved. The priority for 2023 is on continuing to increase the number of schools participating, particularly schools serving children with very complex needs.
My Department has been engaging with the management bodies, schools, and parents with a view to encouraging schools to participate next year. As part of the preparation, officials in my Department are meeting all principals of Special Schools from around the country this month. The Department has also met with officials from Malta on two occasions to utilise some of the learnings from their system in terms of the planning and organisation. We want to support schools fully in terms of organisation, workforce availability, administration, resources and training, to make it as successful as possible.
Following the review of this year's programme and finalisation of planning for next year, the details of the 2023 Summer Programme are intended to be published by the end of January 2023.
