Written Answers Nos. 81-100
81. Deputy Robert Troy asked the Minister for Education if her Department will engage positively with a school (details supplied) regarding the future needs of the school and how best to progress; and if she will make a statement on the matter. [58390/22]
Amharc ar fhreagraAs the Deputy will be aware, St. Mary’s National School is the result of the 1998 amalgamation of three schools in the St. Mary's parish. The school is operating in accommodation on two sites, directly across the road from one another, and has submitted an application to my Department for the provision of a new school building on one of these sites.
The main focus of my Department’s resources over the last decade and for the coming period is on provision of critical additional capacity to meet the requirement for school places, including for students with special educational needs. The accommodation needs of St. Mary’s NS were assessed in that context, and a requirement for additional classroom accommodation was identified. Having appraised the accommodation needs of the school based on information which was available at the time, the purchase of 4 modular interim classrooms for September 2023 was approved for the school. This offer was accepted by the school authorities and official approval has since issued to the school to proceed with this project. However, new information indicates that the circumstances at the school may have changed in the interim and its accommodation needs are, therefore, currently being reassessed by my Department to consider the adequacy of the provision.
Having considered the projected requirements for school places, my Department then makes an assessment of the existing school accommodation capacity within that particular area and its ability to meet any increased demand. A national inventory of school capacity, which utilises information from schools’ annual returns, is maintained by my Department and is supplemented by data on enrolment trends at individual schools as well as other indicators of potential capacity. My Department’s GIS is a critical tool in assessing such data in support of strategic planning for school accommodation needs. The GIS facilitates the geo-spatial analysis of capacity relative to school place demand and the customised reporting of data at local, regional and national levels.
My Department is cognisant of Athlone’s status as a Regional Growth Centre and has been engaging with both Westmeath and Roscommon County Councils in respect of the planned growth in the town. Decisions on the long-term accommodation needs of schools in the town will be taken in this context.
In respect of the existing accommodation at St. Mary’s NS, my Department is planning for an increasing focus on the upgrade and refurbishment of the existing school stock. This will include a deep energy retrofit programme for schools built prior to 2008.
My Department will continue to engage with the school in respect of their accommodation requirements, with a particular priority for additional classroom requirements for the 2023/24 school year.
82. Deputy Jennifer Carroll MacNeill asked the Minister for Education further to Parliamentary Question No. 562 of 8 November 2022, if a circular will be sent to schools with information on additional capitation funding and additional grants that could be used to cover day-to-day operating costs and energy costs in lieu of voluntary contributions; and if she will make a statement on the matter. [57799/22]
Amharc ar fhreagraIt was a very significant achievement to have secured €9.6 billion for Education in Budget 23. This funding allows many ground-breaking investments in our education system, furthering the work of recent years, for example class sizes, tackling disadvantage, reducing costs for families, and supporting the achievement of all our students.
As part of the Cost of Living measures introduced in the Budget, €90 million is being provided in once-off additional funding to support increased running costs for recognised primary and post-primary schools in the free education scheme, in particular in dealing with challenges they face in the light of rising energy costs.
The additional funding of €10 million for a fuel contribution to the School Transport Scheme operators is also a cost of living measure, in response to the impact that rising energy costs will have on school transport scheme services. Funding in the amount of €10m is being paid as a fuel contribution to bus contractors operating under contract to Bus Éireann for the operation of the Department’s School Transport Scheme during the 2022/23 school year. This funding is in line with the contribution that was paid for term 2 and term 3 of the 2021/22 school year. It will mitigate against the continued high cost of fuel in order ensure continuity of school transport scheme services.
In addition to this 40% increase in grants funding in Budget 2023 to cover increased running costs, the Department of Education has been supporting schools to access lower prices for some time.
Significant work has been carried out at Department level in order to support all schools in their procurement and use of energy supplies.
The Department has ensured in recent years that centrally negotiated rates were made available to schools for electricity and bulk heating fuels through frameworks sourced by the Office of Government Procurement (OGP). Central rates are fixed for gas and electricity for those availing of those arrangements at present.
A significant number of schools have engaged with this, and they are availing of highly competitive energy prices. It is planned to run future competitions to ensure that bulk rates continue to be available from 2024 onwards. Information on how to avail of these arrangements is available via the Schools Procurement Unit.
A suite of guidance and advice is currently available to schools about ways to reduce energy consumption during the school day, and the Department will be looking at what additional advice is required to align with the overall approach being adopted by Government in relation to energy savings in public buildings while recognising the unique nature of schools in terms of opening hours.
My Department will be issuing a circular to schools setting out the arrangements in relation to the Once-off Additional Capitation grant announced as part of the cost of living measures in Budget 2023. This circular will be issued in the coming weeks. Schools have already received over €200 million in capitation payments.
83. Deputy Richard Bruton asked the Minister for Education the total spending by her Department on in-service training of teachers and on leadership development programmes; and if she will set out her ambitions in this arena. [58419/22]
Amharc ar fhreagraThe quality of our teaching profession is a critical factor in sustaining and enhancing the quality of education outcomes. The Department of Education promotes the quality of teaching and learning through the provision of continuing professional development and supports for teachers and principals. The Department ensures that a range of high-quality models of Continuing Professional Development (CPD) is provided to teachers and school leaders through its support services, Professional Development Service for Teachers (PDST), Junior Cycle for Teachers (JCT), National Induction Programme for Teachers (NIPT) and Centre for School Leadership (CSL) and the national network of Education Centres. The Department also funds appropriate groups, bodies and institutions who are empowered to design, develop and deliver CPD programmes to support curriculum change, educational policies and strategies, school leadership and inclusive teaching, and also to ensure that valuable teacher student contact time is protected.
The total funding provided by my Department in 2021 for CPD provided by the Teacher Education Support Services and local Education Centres was in the region of €50 million. Funding includes provision for some 340 teachers seconded to these Support Services and local Education Centres to provide high quality CPD and also funding for substitute teacher cover in schools where required for certain CPD.
Providing inclusive education to children with special educational needs is a fundamental principle of the education and training system. This principle is put into practice through the policies of the Department and the Teaching Council, curriculum provision and the range of supports provided to schools, for example through the National Council for Special Education (NCSE) and the PDST.
The CPD spend figure includes expenditure on a range of leadership support programmes provided by PDST for newly appointed principals, deputy principals and middle leaders. My Department also funds CSL, established in 2015, which presents a unique opportunity for the development of a coherent continuum of professional development for school leaders. The CSL supports leaders across the continuum of their leadership journey and provides, for example, a post graduate programme for aspiring leaders, mentoring for newly appointed leaders, coaching for established leaders and cluster support for school leadership teams. My Department also supports the provision of professional learning through both the Irish Primary Principals' Network (IPPN) and the National Association of Principals and Deputy Principals (NAPD).
In 2021, the Department of Education commenced a project to integrate the four Teacher Education funded Support Services, PDST, JCT, CSL & NIPT into one single Integrated Support Service. The development of a single Integrated Teacher Support Service is in line with the Department’s policy of promoting quality teaching and learning through the provision of CPD and to support teachers and school leaders.
This new service will aim to provide a more efficient, effective and responsive model of CPD provision. A single Integrated Teacher Education Support Service will provide a ‘one stop shop’ where teachers and school leaders can access supports and resources. It will also be ready to provide CPD to teachers for any curricular changes or reforms that arise in the future. The new integrated service will launch in September 2023.
Cosán is the national framework for teachers’ learning which was published by the Teaching Council in 2016. Cosán means pathway and this name was chosen to reflect the fact that teachers’ learning is a journey. Central to Cosán is a vision of teachers as professionals who are intrinsically motivated to take ownership of their professional learning and development.
Droichead is the Teaching Council’s integrated professional induction framework for newly qualified teachers which has been implemented on a phased basis since 2016. Since September 2020, Droichead is the only route of induction for all teachers.
Cosán and Droichead mark the continuation of a learning journey that teachers undertake from Initial Teacher Education, through Induction via the Droichead framework and on to Cosán and the professional learning that should continue across the duration of a teacher’s career. The teacher and principal learning opportunities provided by my Department support the profession to retain and develop their expertise, whilst ensuring that children and young people have access to a highly professional workforce.
84. Deputy Jennifer Carroll MacNeill asked the Minister for Education the status of the new school build for a school (details supplied) given that it has been in its temporary location for the past three years; and if she will make a statement on the matter. [57657/22]
Amharc ar fhreagraSetanta Special School and Ballyowen Meadows Special School are part of a large-scale capital project, to be co-located on campus at the existing site in Stillorgan. I want to reassure the Deputy that these projects are key priorities for the Department and will be progressed ASAP.
Setanta Special School, in Stillorgan, is a co-educational day school which caters for post primary children with special needs on the Autistic Spectrum and Ballyowen Meadows Special School is a co-educational day school which caters for primary school children with special needs on the Autistic Spectrum.
The project brief is to provide two new 10 classroom schools, a clinic, activity rooms, assembly hall/general purpose room, playgrounds and sensory gardens.
The building project for Setanta Special School and for Ballyowen Meadows Special School is at an advanced stage of the Tender process (stage 3 Tender Action & Award).
The tender process has taken longer than normal due to tenders being withdrawn by contractors. This is reflective of the current challenging inflation and construction environment. As part of moving forward with the project, contractors were provided with an opportunity to refresh their tenders.
A recommended tenderer has now been identified and the Design Team are preparing a Stage 3 Tender Report for submission to my Department. Subject to no issues arising, it is currently envisaged that works could commence on site in Quarter 2, 2023 with a completion timeframe of approximately 18 months.
These two special schools are part of a strong pipeline of school building projects for delivery under the Government’s National Development Plan. My Department has a strong track record of delivery with over 360 school building projects at construction during 2022 including over 50 new schools. 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 delivery of these projects will provide modern purpose built facilities for these two special schools. This is very important to support the great work being done at the schools.
Special school projects are a very important part of my Department's capital programme. There are currently 57 projects in the pipeline for special schools across the country – 8 of which are currently at construction. I look forward to getting them progressed and delivered as quickly as possible.
85. Deputy Gary Gannon asked the Minister for Education if there are plans for the creation of new schools which fall under the remit of the City of Dublin Education and Training Board. [58407/22]
Amharc ar fhreagraI wish to advise the Deputy that requirements for additional school places is kept under on-going review in the context of available information on population, enrolments and residential development activity.
In order to plan for school provision and analyse the relevant demographic data, my Department divides the country into 314 school planning areas and uses a Geographical Information System, using data from a range of sources, including Child Benefit and school enrolment data, to identify where the pressure for school places across the country will arise and where additional school accommodation is needed at primary and post-primary level.The 2022 demographic exercise indicates that 85% of the 314 school planning areas at primary level show static or decreasing enrolments for the period to 2026 compared with 2021. At post-primary level some 74% of school planning areas are anticipated to have increased enrolments for the period to 2029, with most expected to reach a peak within the next two or three years.
In the latest published primary and post-primary schools' enrolments national projections (www.gov.ie/en/collection/projections/ ), the CSO population projections (based on 2016 Census data) were used. In order to derive future schools' enrolments, the new CSO population projections (based on 2022 Census results) are needed. The new population projections are not compiled yet. As soon as CSO population projections are available, the Department will update the schools’ enrolment projections model in order to reflect the recent population trends.
Major new residential developments in a school planning area have the potential to alter demand in that area. In that regard, as part of the annual demographic exercises, my Department engages with each of the local authorities to obtain the up-to-date information on significant new residential development in each area. This is necessary to ensure that schools infrastructure planning is keeping pace with demographic changes.
Where demographic data indicates that additional provision is required, the delivery of such additional provision is dependent on the particular circumstances of each case and may, be provided through:
- Utilising existing unused capacity within a school or schools,
- Extending the capacity of a school or schools,
- Provision of a new school or schools.
A patronage process is run after it has been decided, based on demographic analysis, that a new school is required. This patronage process is open to all patron bodies and prospective patrons. Parental preferences for each patron, from parents of children who reside in the school planning areas concerned, together with the extent of diversity currently available in these areas, are key to decisions in relation to the outcome of this process.
An Online Patronage Process System (OPPS) provides objective information to parents in the relevant school planning areas to assist them in making an informed choice about their preferred model of patronage and language of instruction for the new school. A prospective patron can choose the school(s) it wishes to apply for and complete an application form in that regard for each school, for submission to my Department. The Department provides details on the OPPS of the school(s) and the list of applicant patrons which have applied for patronage of the school(s). Parents access the OPPS website, which allows them to access the appropriate survey for their area, to input the details of the eligible child(ren) and to select their preferred patron and language of instruction (where applicable). Parental preferences from parents of children who reside in the school planning areas concerned, together with the extent of diversity currently available in these areas, are key to decisions in relation to the outcome of the process.
Following their consideration of my Department’s assessment reports, the NSEG submits a report with recommendations to me for consideration and final decision. The assessment reports and the NSEG recommendations for all such patronage processes are made available on my Department's website www.education.ie or www.gov.ie.
My Department currently has no plans for new school entities under City of Dublin Education & Training Board.
My Department will keep the pace of delivery of additional residential development in the school planning areas, along with updated enrolment data and demographic data under review. This will inform any future decisions regarding school capacity in the area.
86. Deputy Joan Collins asked the Minister for Education the status of the new build for a school (details supplied); and if an autism class will be open for the 2023 school year. [58414/22]
Amharc ar fhreagraThe school to which the Deputy refers was granted funding under the Additional Accommodation Scheme 2015 to provide 1 Classroom Special Needs Unit & 2 80m2 Mainstream Classrooms with en-suite toilets & WC for assisted users.
This project was approved to construction in December 2021 and has been devolved to the School Authority for delivery. The Department has been in regular contact with the school and its appointed consultant throughout the course of the works on-site and has been advised recently that the project is expected to be completed in the coming weeks.
87. Deputy Michael Lowry asked the Minister for Education if her Department will conduct a review of the school transportation crisis that occurred during the start of the 2022/2023 academic year as a result of her Department's decision to waive costs of obtaining school bus tickets; and if she will make a statement on the matter. [58411/22]
Amharc ar fhreagra95. Deputy Donnchadh Ó Laoghaire asked the Minister for Education the progress that has been made on ensuring that all children who require school transport have access to it; and if she will provide an update on the progress made in ensuring that those with concessionary passes from previous years are being accommodated 2022. [58468/22]
Amharc ar fhreagra98. Deputy Claire Kerrane asked the Minister for Education if she will provide an update on school transport; and if she will make a statement on the matter. [58436/22]
Amharc ar fhreagra100. Deputy Bernard J. Durkan asked the Minister for Education if she will indicate notwithstanding the important improvements she has made to school transport, whether it might be possible to identify the children in all areas throughout the country who are now without transport on a concessionary basis, who are quite willing to pay; if the necessary arrangements might be entered into whereby they can avail of the service; and if she will make a statement on the matter. [58361/22]
Amharc ar fhreagra121. Deputy James O'Connor asked the Minister for Education if she will provide details regarding the additional resources provided for school bus transport in 2022; and if she will make a statement on the matter. [58434/22]
Amharc ar fhreagra141. Deputy Fergus O'Dowd asked the Minister for Education her views on whether the response to the school transport crisis has been satisfactory; when she expects a new streamlined application system to be in place; and if she will make a statement on the matter. [58046/22]
Amharc ar fhreagraI propose to take Questions Nos. 87, 95, 98, 100, 121 and 141 together.
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 figure includes 44,299 new applications as well as roll-overs from the previous school year.
- This year to date, over 127,800 tickets have issued to students around the country, an increase of approx. 24,200 relative to the same point last year, which is an increase of over 23%. There has been an increase of over 20% to date in the number of tickets issued to eligible pupils and an increase of over 33% to date on the number of tickets issued to concessionary pupils, compared to the start of the 2021/2022 school year.
All children who are eligible for school transport and who have completed the application process on time have now 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 and 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 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.
88. Deputy Alan Farrell asked the Minister for Education her views on the introduction of psychology counsellors in schools; and if she will make a statement on the matter. [57457/22]
Amharc ar fhreagraI announced in the budget that €5 million will be invested in piloting a programme of counselling supports for primary school students. This will serve to support the very positive work which already takes place in the area of wellbeing in our schools. The details of the programme are currently being finalised.
89. Deputy Fergus O'Dowd asked the Minister for Education the total number of pupils currently accessing SEN units in primary and post-primary schools in the Louth and the east Meath catchment area; if there are plans to increase capacity in the catchment areas, given the significant population growth; and if she will make a statement on the matter. [58047/22]
Amharc ar fhreagraI would like to thank the Deputy for the question and would like to advise the following.
Enabling children with special educational needs (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.
There are a total of 82 special classes sanctioned by the NCSE in County Louth. At Primary level there were 54 special classes with 11 new classes sanctioned for 22/23 and 15 at post-primary level with 2 special classes sanctioned for 22/23.
There are 134 special classes sanctioned by the NCSE in County Meath. At Primary level there were 85 special classes with 21 new classes sanctioned for 22/23 and 25 were at post-primary with 3 new classes sanctioned for 22/23.
The NCSE have sanctioned 21 new special classes at primary level and 5 new special classes at post-primary level over the last 3 years in County Louth.
In County Meath, 37 new special classes at primary level and 7 new special classes at post-primary have been sanctioned by the NCSE over the last 3 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 .
90. Deputy Holly Cairns asked the Minister for Education the steps that she is taking to address the restrictions in the redress scheme for victims of historical school abuses. [58132/22]
Amharc ar fhreagraThe ex gratia scheme was originally established in 2015 and was put in place to provide those, who had instituted legal proceedings against the State in respect of day school sexual abuse and subsequently discontinued those proceedings following rulings in the domestic courts, with an opportunity to apply for an ex gratia payment. The Scheme was paused in 2019 following a report from the Independent Assessor Mr. Justice Iarflaith O'Neill.
A revised ex gratia scheme opened for applications on 21 July 2021. To date 102 applications have been approved.
To qualify for a payment, an applicant must demonstrate that the facts of their case come within the parameters of the ECtHR judgment and, in particular, will have to satisfy the following criteria –
- Were sexually abused while a pupil at a recognised day school and that this occurred before November 1991 in respect of a primary school or June 1992 in respect of a post-primary school
- That had the Guidelines for Procedures for Dealing with Allegations or Suspicions of Child Abuse, Department of Education 1991/1992 been in place at the time the sexual abuse occurred there would have been a real prospect of altering the outcome or mitigating the harm suffered as a result
Ireland is committed to fulfilling its obligations in implementing the ECtHR ruling. This means that the revised scheme is designed first and foremost to provide a remedy to those who had issued and discontinued their proceedings against the State in respect of day school sexual abuse prior to the ECtHR ruling in O'Keeffe v Ireland. However, the revised scheme goes beyond that group in that all others who issued legal proceedings against the State at a later date and up to 1 July 2021 in respect of day school sexual abuse, whether these proceedings are still in being, were discontinued at any point, or who had settled with the State, may also apply for an award.
As well as broadening the scope of the Scheme, the type and nature of evidence that will be considered by the State Claims Agency in respect of individual applications (and as set out in the Terms of Scheme) broadens the means through which an applicant can demonstrate that they fall within the terms of the ECtHR judgment.
91. Deputy Pearse Doherty asked the Minister for Education if she has considered the reintroduction of an allowance for teachers on offshore islands; and if she will make a statement on the matter. [57967/22]
Amharc ar fhreagraMy Department implemented the outcome of the review of allowances and premium payments (September 2012) by the Department of Public Expenditure and Reform. The outcome of which was that many allowances were no longer payable to many new public service entrants including “new entrant” teachers.Circular 0008 of 2013 outlines the effect of this review on teachers. In common with a number of job-role based allowances, sanction for payment to new beneficiaries of the Island allowance was withdrawn from 1st February 2012 under the terms of the Circular. Furthermore, if a teacher was eligible for receipt of the allowance prior to 1st February 2012 and subsequently left that job role on a voluntary basis, their entitlement to the allowance ceases from the date of the move and they cannot re-gain entitlement.Additional amendments to teacher terms and conditions, including pay and allowances, may be achieved through engagement and collective bargaining agreements between the Government and the public service unions.My colleague, the Minister for Rural and Community Development, is overseeing the development of an Islands policy with the aim of providing a coordinated Departmental response to address the socio-economic and structural needs of island communities. In that context my Department is contributing to the process with the aim of supporting effective delivery of education on the islands.
Background:
- As a consequence of the financial crisis, there was a need to enact a number of measures to reduce public expenditure so as to stabilise the country’s public finances.
- Following a public service-wide review of allowances and premium payments conducted by the Minister for PER, the Government approved a number of measures relating to public service allowances.
- Certain allowances were withdrawn for new beneficiaries (including “new entrant” teachers” with effect from 1 February 2012 which included the offshore island allowance. Department Circular 08/2013 sets out the outcome of this review.
- Additional amendments to teacher terms and conditions, including pay and allowances, may be achieved through engagement and collective bargaining agreements between the Government and the public service unions.
Island Policy Development
- In 2019 , the Department of Culture, Heritage and the Gaeltacht, which held the islands remit at the time, together with 11 other participating Government Departments came together to reinstate the Inter-Departmental Committee for the Islands, with the aim of providing a coordinated Departmental response to the socio-economic and structural needs of island communities.
- The islands now come under the remit of the Department of Rural and Community Development and the aim to develop an islands policy is included in the Programme for Government.
- The policy development process involved a number of strands, including consultation with island communities to identify their specific challenges, and meetings with Departments and other stakeholders to consider their responses to these challenges.
- The Department of Rural and Community Development are working on finalising the policy and action plan by the end of the year.
- Each Department has been working on identifying actions to be included in the first action plan, which is to be published in conjunction with the islands policy.
- My Department’s actions focus on the development of digital services, as well as supports to school transport and the wellbeing of learners.
Supports for Small Schools
- A two-year action research project aimed at supporting small rural schools is underway, in which clusters of small schools work together, enabling them to collaborate and identify common challenges and trial innovative solutions for the sustainability of small schools.. This project will run until January 2024
- This reflects a commitment in the Programme for Government to support small schools in their communities to provide a more sustainable future for them. It is acknowledged that particular unique challenges exist for small schools and this innovative project works with clusters of small schools within a particular region, enabling them to collaborate and identify common challenges and trial innovative solutions.
- This project was developed by a working group of school management bodies and teachers’ unions with the Department for Education, as part of the programme of work of the Primary Education Forum (PEF). The PEF comprises all primary education partners, including parent representatives, working collaboratively with the Department of Education.
- Six project clusters of small schools have been formed, two in Galway, and one in each of Donegal, Kerry, Wicklow and Waterford, consisting of between three and five schools per cluster. The clusters are supported by part-time local coordinators sponsored by the education partners, working with a national coordinator under the guidance of a steering group. As an integral part of the project an evaluation will take place and a final report, including analysis of scalability of actions undertaken, will be compiled.
- A number of projects are underway within the clusters to explore different aspects of sustainability including; shared approach to policy making, wellbeing across the school community, development of distributed leadership and strengthening middle management within schools, shared training and CPD, administrative support.
92. Deputy Robert Troy asked the Minister for Education if her Department will engage positively with a school (details supplied) regarding the construction of a new gymnasium and sports hall; and if she will make a statement on the matter. [58391/22]
Amharc ar fhreagraI can confirm to the Deputy, that my Department's immediate priority is the provision of critically required school places, including for students with special educational needs.
Under Project Ireland 2040, the education sector will receive a total of approximately €4.4 billion capital investment over the period 2021-2025.
This investment will build on the good progress being made on adding capacity to cater for demographic changes and provision for children with special educational needs. This investment will also facilitate an increased focus on the modernisation of existing school stock and help transition the school system for an era of net zero carbon by 2050. As part of this modernisation agenda, and in line with a commitment in the Programme for Government, there will be 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.
I can confirm that the school in question submitted an application for my Department's Additional School Accommodation (ASA) scheme. Following assessment, my officials contacted the school authorities with an offer of substantial additional accommodation proposed under the scheme, consisting of general classrooms, specialist rooms, science laboratories and four classrooms for students with special educational needs. This offer was accepted by the school authorities and the application process is now in the final stages.
93. Deputy Ruairí Ó Murchú asked the Minister for Education the progress that is being made on the opening of autism and special educational needs' units in secondary schools under the Education (Admission to Schools) Act 2018; the progress that is being made to ensure that children with special education needs are catered for in the education system from pre-school to post primary level; and if she will make a statement on the matter. [57667/22]
Amharc ar fhreagraI would like to thank the Deputy for the question and would like to advise the following:
Enabling children with special educational needs (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 to support children and young people with SEN in mainstream classes, funding for new special classes, funding for new special school places, and of course all of this requires 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 for 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 new legislation passed during the summer which the Deputy refers to, provides for a more streamlined process, if required, to compel schools to make provision for children with special educational needs. However, the focus of my Department and the NCSE is to continue to work in collaboration with schools to make sufficient places available.
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, due to increasing demographics and increasing prevalence rates, 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 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.
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.
94. Deputy Peadar Tóibín asked the Minister for Education if she will report on the difficulties filling vacancies in schools (details supplied). [57495/22]
Amharc ar fhreagraI am aware that some schools are currently experiencing difficulties in recruiting teachers.
Newly qualified teachers (NQTs) represent an additional source of supply for substitute and full-time posts in 2022/23 with over 3,600 primary and post-primary NQTs registered with the Teaching Council this year.
My Department runs a comprehensive programme of work to support the supply of teachers.
HEIs have developed new 4-year ITE undergraduate programmes in a number of post-primary priority subject areas, including Irish, mathematics, computer science and modern foreign languages.
In addition my Department funds upskilling programmes for post primary teachers in mathematics, physics, and Spanish. Approximately 170 teachers are expected to graduate from these programmes this year and over 300 teachers in 2023.
My Department also has a scheme to allow post-primary schools to share teachers, the aim of which is to recruit teachers in high demand subjects and give teachers a full time teaching contract. I would strongly urge schools to explore this option as a way of meeting teacher demand.
In May 2021, my Department published an updated technical report “Developing a Teacher Demand and Supply Model for Ireland 2020-2038”, which includes projections of teacher supply and demand at a general level to 2038.
Work is ongoing to produce projections of post-primary teacher demand and supply on a subject level basis. It is intended to publish a draft report, for consultation with the education stakeholders, in the coming weeks.
The Irish Primary Principals’ Network (IPPN) has developed a portal for the recruitment of teachers to long-term teaching positions which I understand will be available to schools and teachers in the coming weeks.
IPPN also operates Sub Seeker, a service matching primary and post-primary teachers with substitute vacancies. Almost 12,000 teachers have registered with Sub Seeker to date.
On a temporary basis for the 2022/23 school year, job sharing teachers may be employed to work in a substitute capacity and the limit on substitute work applying to teachers on career break has been suspended.
3rd and 4th year student teachers can now register with the Teaching Council and approximately 2,100 student teachers have applied for registration. Once registered, student teachers can be employed by a school to cover substitutable vacancies.
At post-primary level my Department has recently put in place a scheme that allows teachers teach additional hours in their subject area over the usual 22-hour weekly limit, up to a maximum of 20 additional hours per term.
Furthermore, retired teachers who maintain their registration, can provide substitute cover and my Department has agreed a waiver of abatement with DPER for such teachers for up to 50 days in each of the three calendar years, 2021 to 2023 inclusive.
These measures are underpinned by the Teaching Transforms campaign, which promotes the teaching profession and encourages students to follow a career in teaching. The campaign is supported by a dedicated webpage on Gov.ie entitled teachingtransforms .
The Department of Education will continue, with the cooperation of the education partners, to develop and implement measures to address challenges faced by schools and to continue to support the supply of teachers.
96. Deputy Steven Matthews asked the Minister for Education the position regarding a review of the provision of school bus services; if efforts are ongoing to provide for students that qualify for a seat in cases in which either not enough space or a service is in place; and if she will make a statement on the matter. [57397/22]
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.
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 and 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 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.
97. Deputy Steven Matthews asked the Minister for Education the position regarding the school building for a school (details supplied); the efforts that her Department is making to ensure that students will be in the new building for September 2024, as per the original plans; and if she will make a statement on the matter. [57334/22]
Amharc ar fhreagraThe permanent building project referred to by the Deputy is being delivered under the Department's Design and Build programme. This delivery programme uses a professional external Project Manager to progress the project through the relevant stages of architectural planning, tender and construction.
The Grant of Planning decision was received in April 2022. It is intended that the project will be included in the next bundle of projects to proceed to tender before the end of this year and will be tendered to the Department’s Design & Build Contractors Framework.
The tender process normally takes approximately 8-10 months. Once a Contractor has been appointed, the construction of a 1,000 pupil post primary school on a Design & Build programme normally takes some 70 weeks.
My Department will continue to liaise with the school's Patron body with regard to any interim accommodation requirements of the school pending delivery of the permanent accommodation.
99. Deputy Niamh Smyth asked the Minister for Education if she will provide an update on DEIS applications; when the process will re-open to schools; and if she will make a statement on the matter. [57693/22]
Amharc ar fhreagraMy Department provides a wide range of supports to all schools, DEIS and non-DEIS, to support the inclusion of all students and address barriers to students achieving their potential. Supplementing these universal supports, the DEIS programme provides a targeted and equitable way to address concentrated educational disadvantage that promotes equity and has benefits for students.
In March this year I was glad to be able to announce a major expansion of the DEIS programme. 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.
