Catherine Murphy
Ceist:227. Deputy Catherine Murphy asked the Minister for Housing, Local Government and Heritage his plans to assist Clare County Council manage and operate Shannon Heritage. [63108/22]
Amharc ar fhreagraHeritage Promotion
Ceisteanna (227)
Freagraí scríofa
I refer to the replies to Question No 46 on 01 December 2022 and Question No 341 of 11 October 2022 which set out the position in this matter and the process, which is still on going.
The Department of Transport, as the parent Department of the Shannon Group, have the lead role in the transfer of heritage sites from Shannon Group to relevant local authorities. Officials from my Department continue to engage with the inter-departmental working group and Clare County Council to support progress in the transfer of the remaining Shannon Heritage sites to Clare County Council.
Passport Services
Ceisteanna (228)
John Brady
Ceist:228. Deputy John Brady asked the Minister for Foreign Affairs if he will provide an update on the status of a passport application for a child (details supplied); if the application could be escalated given that the applicant’s travel date is imminent; and if he will make a statement on the matter. [62861/22]
Amharc ar fhreagraFreagraí scríofa
With regard to the specific application about which the Deputy has enquired, this application is within the standard turnaround time and has not yet reached its issue by date. The Passport Service has contacted the applicant's parent to advise of the possibility of booking an Urgent Appointment for passport renewal prior to their travel date.
Teacher Training
Ceisteanna (229)
Brendan Smith
Ceist:229. Deputy Brendan Smith asked the Minister for Education the reason for replacing the higher diploma in education in 2014 with a two-year master's degree in education; if any review of this programme has been undertaken in the meantime; and if she will make a statement on the matter. [62859/22]
Amharc ar fhreagraFreagraí scríofa
Changes to the duration and content of all initial teacher education (ITE) programmes were made in response to recommendations in the National Strategy to Improve Literacy and Numeracy among children and Young People 2011-2020 and were incorporated into the Teaching Council’s Policy Paper on the Continuum of Teacher Education and Criteria and Guidelines for Programme Providers. The changes made to post graduate ITE programmes included the reconfiguration of their content and an increase in their duration to two years.
The lengthened and reconfigured programmes include substantial periods of school placement as central to student teacher development.
Accreditation of ITE programmes and the standards required to be registered as a teacher in Ireland are the responsibility of the Teaching Council. Revised standards for ITE were set out by the Teaching Council in Céim: Standards for Initial Teacher Education, published in 2020. These include a number of mandatory areas including seven core elements -
- Inclusive Education
- Global Citizenship Education
- Professional Relationships and Working with Parents
- Professional Identity and Agency
- Creativity and Reflective Practice
- Literacy and Numeracy
- Digital Skills
- Céim reaffirms that post-graduate ITE programmes shall be a minimum of two years’ duration.
These reforms are focused on improving the quality of teaching in our schools, which is central to the educational outcomes of our children. The changes made to the content and duration of the ITE programmes for primary and post primary teaching are in line with the aims of the National Literacy and Numeracy Strategy and aim to ensure that newly qualified teachers are better equipped for the needs of modern day classrooms.
It is acknowledged that there are challenges around the recruitment of teachers at present. However, programmes of initial teacher education remain oversubscribed and there are no plans to reduce the current duration of the postgraduate ITE programmes to one year.
School Accommodation
Ceisteanna (230)
Brendan Smith
Ceist:230. Deputy Brendan Smith asked the Minister for Education when a project (details supplied) will proceed to the next stage; and if she will make a statement on the matter. [62860/22]
Amharc ar fhreagraFreagraí scríofa
Funding was approved under the Additional School Accommodation (ASA) Scheme to provide the following accommodation for the school referred to by the deputy: 8 x 58m2 General Classrooms, 4 x SET rooms, 1 x Music room, 1 x Textiles room, 1 x Art Room, 1 x Project store, 1 x Multimedia room, 2 x Science lab/1 x Prep area,1 x Library, 1 x GP/Dining Room.
I am pleased to inform that the Stage 1 Report submitted on behalf of the school's Design Team has been approved by Department officials and this positive news has been communicated to the School Authority.
Progression of this project through the next stage of architectural planning now lies with the School Authority.
Education Welfare Service
Ceisteanna (231)
Steven Matthews
Ceist:231. Deputy Steven Matthews asked the Minister for Education the details regarding resources for educational welfare officers allocated to County Wicklow; if all posts are currently filled; and if she will make a statement on the matter. [62891/22]
Amharc ar fhreagraFreagraí scríofa
The Educational Welfare Service operates under the Education (Welfare) Act, 2000, a piece of legislation that emphasises the promotion of school attendance, participation and retention. Educational Welfare Services (EWS) deal with children and families who have difficulties in relation to school attendance, participation, retention. This is a statutory service and its primary role is to ensure that every child either attends school regularly or otherwise receives a certain minimum education; to ensure and secure every child’s entitlement to education. Educational Welfare Officers (EWOs) work with families and children in a child-centred way to overcome barriers to their school attendance, participation and retention; and work closely with schools, educational support services and other agencies to support school attendance and resolve attendance problems for the benefit of children and families.
Tusla Education Support Service (TESS) currently have four Educational Welfare Officers (EWOs) allocated to cover the schools in County Wicklow. Two of the EWO posts are currently vacant. One of the vacant posts is due to be filled on 9th January, 2023. Recruitment for the second vacant post is ongoing.
TESS management team, who support School Completion Programme, Home School Community Liaison Service and the Educational Welfare Service at local level, will continue to meet with school principals in Co Wicklow to ensure that all available TESS resources are maximised and children are prioritised for service intervention.
School Equipment
Ceisteanna (232)
Richard O'Donoghue
Ceist:232. Deputy Richard O'Donoghue asked the Minister for Education the number of schools per county that have high-efficiency particulate absorbing, HEPA, filters installed in classrooms in tabular form. [62905/22]
Amharc ar fhreagraFreagraí scríofa
Managing ventilation is one of a suite of public health measures in place to keep our schools safe. Updated guidance for schools on Practical Steps for the Deployment of Good Ventilation Practices in Schools was provided in 2021 following the work of an expert group that carefully considered the role of ventilation in managing COVID-19. The updated guidance for schools is also fully in line with the most recent guidance on non-healthcare building ventilation during COVID-19, published by the Health Protection Surveillance Centre in January 2022 and general advice on preventing the spread of COVID-19 in non-healthcare settings published by the Health Protection Surveillance Centre in May 2022. gov.ie - Guidance on Ventilation in Schools (gov.ie).
The Departments Guidance is clear that where the recommended measures in the Practical Steps and poor ventilation continues to exist in a particular room/area, air cleaners may be considered as an additional measure in conjunction with other methods of ventilation that are available. This is line with Expert Group guidance which identifies that in areas with poor ventilation that structural interventions and measures to increase natural ventilation should be completed. Where such structural interventions or measures are not possible in the short term, that consideration should be given to using stand-alone HEPA filter devices in poorly ventilated spaces pending the completion of structural interventions.
You may be aware the Department of Education provided additional support in the context of Covid-19 the payment of a minor works grant totalling €45m for primary schools and special schools, plus a once-off Covid-19 minor works funding of €17m for post-primary schools in December 2021. There is no one solution that fits all scenarios, each school requires bespoke analysis and an appropriate ventilation solution matched to the specific room size and volume. Given that each school setting is different, individual schools are best placed to decide how best to use this funding to address their particular needs in line with the Department’s Guidance. In this context the requirements for each school is determined locally by schools, who may get specific advice/assistance of a Chartered Engineer or Registered Architect on the appropriate measures they should take for enhancing ventilation. Engagement with the market for meeting their needs is managed directly by schools at local level and records of air filtration systems purchased by the schools are not returned to the Department.
To date 34 schools have applied for additional funding under the emergency works scheme to assist with ventilation. Of these, 22 have been approved, 2 were incorrectly classified as ventilation-related and assessed separately, 7 were rejected as the application form was not fully completed and 2 are waiting for schools to revert with additional information. One school is still under assessment as our Technical Department need to visit the school. None of these applications were for the funding of Hepa filters.
In conclusion the Departments approach on good ventilation in schools, as part of a layered strategy of protective measures to control the spread of the virus, is fully consistent with the Expert Group recommendations on good practices, the use of portable CO2 monitors and the targeted deployment of HEPA air filter devices where necessary for poorly ventilated areas.
School Transport
Ceisteanna (233)
Michael Fitzmaurice
Ceist:233. Deputy Michael Fitzmaurice asked the Minister for Education when a person (details supplied) who has applied for a taxi service transport for school will receive this; and if she will make a statement on the matter. [62912/22]
Amharc ar fhreagraFreagraí scríofa
School Transport is a significant operation managed by Bus Éireann on behalf of the Department of Education. 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 in 2021 was over €289m.
The purpose of my Department's School Transport Scheme is, having regard to available resources, to support the transport to and from school of children who reside remote from their nearest school.
The National Council for Special Education acts in an advisory role to the Department of Education on the suitability of placements for children with special educational needs. Under the terms of the School Transport Scheme for Children with Special Educational Needs, the Department will consider the report of the Special Education Needs Organiser (SENO). School transport is provided to children with special educational needs who are attending the nearest school to their place of residence that is or can be resourced to meet their educational needs, as identified by the SENO.
In general, the Scheme provides that, in order to be eligible for school transport, children must be attending the nearest recognised school that is or can be resourced to meet their educational needs.
The child referred to by the Deputy is not eligible for school transport under the terms of the above scheme because they are not attending the nearest recognised special class/school, that is or can be resourced to meet their special educational needs.
However, transport on a concessionary basis was sought by the family and Bus Éireann was requested to examine if this could be facilitated under the terms of the scheme. Bus Éireann has advised concessionary transport is available for this child, however, the family advised Bus Éireann that they wish to avail of the concessionary transport from January 2023 onwards.
Special Educational Needs
Ceisteanna (234)
Róisín Shortall
Ceist:234. Deputy Róisín Shortall asked the Minister for Education the system for the allocation of hours based on complex needs under the special education teacher allocation; the way that the data for complex needs is sourced by the children's disability network teams, CDNTs; and if there is a central register held by the them in which the number of children with disabilities is held. [62951/22]
Amharc ar fhreagraFreagraí scríofa
I would like to thank the Deputy for the question and would like to advise the following:
The overall Special Education Teacher Allocation to a school is provided to support those students with special educational needs, learning support needs, and additional literacy needs.
This standard allocation is only to support special education needs including those with complex educational needs and it is important to stress that this does not relate to complex care needs. Complex care needs of students are addressed via a separate process – SNA allocation process.
In recognition that a small cohort of the student population many have exceptional special education needs an additional “top-up” allocation is provided to those schools where the HSE Children Disability Network Teams (CDNT) advise that a student is entering junior infants and who has either been assessed or is on a waiting list for assessment (following initial contact) by CDNT.
The data provided by the HSE CDNT is a value of the number of students commencing in junior infants in a school in a given year.
The Complex Needs calculation for each school is as follows:
When the model was introduced the pupils in the school who had resource teaching hours assigned, the school maintained these hours and as the students leave the school these hours are reduced by the hours assigned to those school leavers. Where the relevant HSE CDNT advise that a student with complex educational needs is entering junior infants a value of 3.5hrs is applied to the school SET resource allocation.
It is important to note that due to GDPR (General Data Protection Regulations) no data is supplied by the HSE CDNT to the Department of Education or the NCSE that would allow us to identify an individual student.
In the re-profiling exercise undertaken this year to produce SET allocations all data received from the HSE CDNTs in relation to a school was applied to the model without amendment.
The accuracy of the application of the data provided by the HSE CDNT to the model was verified by the Independent Appeals Officer.
Specifically in relation to “the way the data for complex needs is sourced by the children's disability network teams; and if there is a central register held by the CDNTs in which the number of children with disabilities is held”. These matters do not fall with the remit of the Minister for Education and relate to internal processes in the HSE and it would be more appropriate to raise these matters with the Minister for Health and the HSE for response.
School Staff
Ceisteanna (235)
Denis Naughten
Ceist:235. Deputy Denis Naughten asked the Minister for Education if her Department will establish a national voluntary redeployment panel for teachers who wish to relocate to enable them to keep their permanent and contract of indefinite duration status; and if she will make a statement on the matter. [62953/22]
Amharc ar fhreagraFreagraí scríofa
Teacher allocations to all schools are approved annually by my Department in accordance with established rules based on recognised pupil enrolment. The criteria for the allocation of posts are communicated to school managements annually and are available on the Department website.
The recruitment and appointment of teachers to fill teaching posts is a matter for the individual school authority as the employer. The deployment of teaching staff in the school, the range of subjects offered and ultimately the quality of teaching and learning are in the first instance a matter for the school management authorities.
The core function of the redeployment arrangements is to facilitate the redeployment of surplus permanent teachers to other schools where vacancies exist. Ensuring efficiency in the annual redeployment processes is significant in terms of managing the overall teacher numbers.
At Post-Primary level, following discussions between the relevant stakeholders a voluntary redeployment scheme has operated on a pilot basis in specific regions in recent years. Permanent teachers employed in these regions are given an opportunity to volunteer for a transfer to other areas of the country only if such a transfer would free up a vacancy that would facilitate the redeployment of a surplus permanent teacher in the region.
To-date the pilot voluntary redeployment scheme has operated in 24 counties. The pilot voluntary redeployment scheme assists the Department to achieve its objective of redeploying all surplus permanent teachers.
Teachers who applied under the pilot voluntary scheme and were not facilitated with a transfer continue to have the option of applying for posts in their preferred location that are advertised in the normal manner.
The criteria for the allocation of teachers to schools including the redeployment arrangements for the 2023/24 school year will be available on the Department's website in early 2023.
Departmental Policies
Ceisteanna (236)
Ged Nash
Ceist:236. Deputy Ged Nash asked the Minister for Education her views on a policy issue raised in correspondence (details supplied) relating to the ongoing teacher retention crisis; her plans, if any, for an appropriate online portal on which teachers seeking voluntary redeployment could enter their details to seek a direct swap with a matching teacher seeking the reverse relocation as proposed in a recent motion; and if she will make a statement on the matter. [62969/22]
Amharc ar fhreagraFreagraí scríofa
Teacher allocations to all schools are approved annually by my Department in accordance with established rules based on recognised pupil enrolment. The criteria for the allocation of posts are communicated to school managements annually and are available on the Department website.
The recruitment and appointment of teachers to fill teaching posts is a matter for the individual school authority as the employer. The deployment of teaching staff in the school, the range of subjects offered and ultimately the quality of teaching and learning are in the first instance a matter for the school management authorities.
The core function of the redeployment arrangements is to facilitate the redeployment of surplus permanent teachers to other schools where vacancies exist. Ensuring efficiency in the annual redeployment processes is significant in terms of managing the overall teacher numbers.
At Post-Primary level, following discussions between the relevant stakeholders a voluntary redeployment scheme has operated on a pilot basis in specific regions in recent years. Permanent teachers employed in these regions are given an opportunity to volunteer for a transfer to other areas of the country only if such a transfer would free up a vacancy that would facilitate the redeployment of a surplus permanent teacher in the region.
To-date the pilot voluntary redeployment scheme has operated in 24 counties. The pilot voluntary redeployment scheme assists the Department to achieve its objective of redeploying all surplus permanent teachers.
Teachers who applied under the pilot voluntary scheme and were not facilitated with a transfer continue to have the option of applying for posts in their preferred location that are advertised in the normal manner.
The criteria for the allocation of teachers to schools including the redeployment arrangements for the 2023/24 school year will be available on the Department's website in early 2023.
School Enrolments
Ceisteanna (237)
Brendan Smith
Ceist:237. Deputy Brendan Smith asked the Minister for Education if pupils who are enrolled in a school after 30 September will be included in enrolment numbers of that school for capitation purposes in cases in which it is clear that such pupils were not enrolled in any other school in this State at the end of September; if this matter will be given further consideration in view of the increased movement of persons and families to this State in recent years; and if she will make a statement on the matter. [63021/22]
Amharc ar fhreagraFreagraí scríofa
My Department provides funding to all recognised schools in the Free Education Scheme by way of per capita grants. The two main grants are the Capitation grant to cater for day to day running costs including heating, lighting etc. and the Ancillary grant to cater for the cost of employing ancillary services staff. These grants may be regarded as a common grant from which the Board of Management can allocate according to its own priorities.
The amount paid to an individual school is determined by the school’s recognised enrolments for the current school year. Further information relating to the Capitation Grant are available in the relevant circulars on my Departments website at the links below.
Primary capitation grant circular 0038/2020 gov.ie - gov.ie - Revision of Capitation Grant Rates for recognised Primary Schools in 2020 (gov.ie)
Voluntary Secondary schools capitation grant 0052/2020 gov.ie - gov.ie - Revision of Capitation Grant Rates for Voluntary Secondary Schools in the Free Education Scheme (gov.ie)
In addition to the grants referred to above, as part of the Cost of Living measures introduced in Budget 2023, €90 million has been 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.
This additional grant, which issued to schools recently, was paid at the rate of €75 per pupil at Primary level and €113 at Post-Primary level. Enhanced rates were also paid in respect of pupils with Special Educational needs. Further details are available in Circular 0077/2022 available on my Department’s website and may be accessed at the following link: gov.ie/en/circular/467fa-once-off-cost-of-living-measure-to-support-increased-school-running-costs/
In the context of the current cost of living crisis I would expect this very significant additional funding being made available to schools will be sufficient to meet increased running costs.
However, the government has made provision for a review of the position in 2023. Should additional funding be required this will be considered in light of all other competing demands at that time as well as the level of funding available.
State Examinations
Ceisteanna (238)
Brendan Smith
Ceist:238. Deputy Brendan Smith asked the Minister for Education when appeals submitted to the Independent Appeals Scrutineers which had to be submitted by 21 October 2022 in respect of students who sat the Leaving Certificate 2022 will issue; and if she will make a statement on the matter. [63022/22]
Amharc ar fhreagraFreagraí scríofa
The State Examinations Commission has statutory responsibility for operational matters relating to the certificate examinations.
In view of this I have forwarded your query to the State Examinations Commission for direct reply to you.