Written Answers Nos. 756-775
756. Deputy Matt Carthy asked the Minister for Education her proposals to ensure there will be an adequate supply of teachers for Gaelscoileanna and Gaelcholáistí over the next five years and beyond; and if she will make a statement on the matter. [1319/23]
Amharc ar fhreagraThe development of a new policy for Irish-medium education outside the Gaeltacht is an important objective for my Department. The formation of this new policy will be part of the overall framework of the 20-year Strategy for the Irish language 2010-2030 and will build on the achievements of the Policy on Gaeltacht Education 2017-2022. The Policy will be an important step towards achieving the Programme for Government commitments on Irish-language education.
The key objectives of the policy are in accordance with the 20-Year Strategy for the Irish Language 2010-2030 and the Programme for Government 2020. They include:
- examining how the supply of teachers and other staff with a high standard of Irish can be increased to meet demand in Irish-medium education settings, and
- increasing the proportion of children and young people attending Irish-medium schools, including by building on the foundations laid in Irish-medium early learning and care settings (for example, naíonraí).
A public consultation process was launched on 27 October 2022 to gather the views of stakeholders, including young people, parents, education professionals, education stakeholders and Irish-language organisations. The consultation ran until 16 January 2023.
An Intradepartmental Working Group has been progressing work within the Department on the development of the policy. This has included the compilation and publication of a report on current supply and future provision of Irish-medium education, and the development of a public consultation process.
A Steering Committee has been established with representatives from relevant Government departments and agencies to oversee the development of the policy.
A number of actions are being taken to ensure that the new policy will be informed by current research including
- a review of national and international literature has been commissioned through a public procurement process and is being carried out by Sealbhú, DCU, and
- a report on current supply and future provision of Irish-medium education was compiled and published by my Department.
Research on Irish-medium aonaid and sruthanna (units and streams) in English-medium post-primary schools is being carried out on behalf of the Department.
My Department is undertaking a comprehensive programme to support the supply of teachers. Officials engage closely with school management bodies and other education stakeholders to inform this work.
To meet longer term teacher demand, higher education institutions have developed new 4 year initial teacher education programmes in a number of post-primary priority subject areas, including Irish, mathematics, computer science and modern foreign languages.
In addition, the Department fully funds teachers to participate in upskilling programmes in mathematics, physics and Spanish. The first cohort of participants, approximately 170 teachers, completed these programmes in 2022 and more than 300 teachers will graduate in 2023. It is also intended to commence an upskilling programme in Irish in 2023/24.
The Department introduced 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.
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 the dedicated webpage on gov.ie.
It is acknowledged that despite the positive impact of these important actions, work remains to be done to address teacher supply challenges. The Department continues to work closely and intensively with stakeholders to develop and implement creative solutions to address the teacher supply challenges for schools.
757. Deputy Charles Flanagan asked the Minister for Education the reason a secondary school (details supplied) has not been granted DEIS status; if the matter will be revised; and if she will make a statement on the matter. [1332/23]
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 across the primary and post-primary sector.
In March this year I was glad to be able to announce a major expansion of the DEIS programme. For the first time since 2017, the programme has been significantly expanded to include an additional 322 schools. This means that the DEIS programme now supports over 240,000 students in over 1,200 schools addressing educational disadvantage.
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, the window for appeals has now closed and the results are final.
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.
758. Deputy Charles Flanagan asked the Minister for Education the total number of DEIS applications that have been received by schools in County Laois; and the procedure by which a school can lodge an appeal against a decision. [1333/23]
Amharc ar fhreagraIn March this year I was glad to be able to announce a major expansion of the DEIS programme. For the first time since 2017, the programme has been significantly expanded to include an additional 322 schools. This means that the DEIS programme now supports over 240,000 students in over 1,200 schools addressing educational disadvantage.
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.
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. Circular 0019/2022 outlined the details of the DEIS appeals process. The DEIS appeals process was applied fairly across all appellants, the window for appeals has now closed and the results are final.
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.
759. Deputy Mark Ward asked the Minister for Education if there are any plans for national schools in Palmerstown and Lucan to become part of the trial to move from Catholic patronage to non-denominational in 2023; and if she will make a statement on the matter. [1335/23]
Amharc ar fhreagraThe Government’s objective is to have at least 400 multidenominational schools in the primary system by 2030 to improve parental choice. I fully support this commitment and I am working with my Department in this respect. The Schools Reconfiguration for Diversity process, supporting transfers of schools to multidenominational patrons in response to the wishes of local families, has been developed in order to accelerate the delivery of multidenominational schools across the country.
As the Deputy will be aware, in March 2022 I announced that arrangements are being put in place in a number of towns and areas of cities that have no multidenominational primary schools to identify potential schools and to engage with school authorities, school staff and the school communities with a view to agreeing on a transfer of patronage and change of ethos, where there is sufficient demand for this.
The Council for Education of the Irish Episcopal Conference (representing the Catholic patrons) and relevant Bishops have confirmed their willingness to engage and co-operate fully with the Department in seeking to facilitate a more diverse school patronage in these towns and cities. The pilot areas are:
|
Arklow |
Athlone |
Cork* |
Dublin* |
|
Dundalk |
Galway* |
Limerick* |
Youghal |
*parts of these cities
The pilot has already facilitated increased diversity with the announcement last week that a Catholic school in Athlone – Cornamaddy National School, will be transferring patronage from its Catholic patron to Longford and Westmeath Education and Training Board becoming a multidenominational community national school.
In respect of the other pilot areas, the engagement at local level should be largely concluded in many of the pilot areas by the end of Q1 2023 and this will help clarify the level of demand for reconfiguration in the pilot areas.
It is envisaged that the learning from these pilot areas will inform the process in other areas of the country going forward and the inclusion of any additional areas would be considered in that context.
760. Deputy Martin Browne asked the Minister for Education further to Parliamentary Question No. 48 of 7 December 2022, the basis of the decision to deem two pupils (details supplied) as ineligible for school transport due to their location of residence.; and if she will make a statement on the matter. [1340/23]
Amharc ar fhreagraThe School Transport Scheme is a significant operation managed by Bus Éireann on behalf of the Department of Education. In the current school year over 147,900 children, including over 18,000 children with special educational needs, are transported on a daily basis to primary and post-primary schools throughout the country.
In addition, school transport scheme services are being provided in the current school year for over 3,800 children who have arrived to Ireland from Ukraine.
The total cost of the scheme in 2022 was €332.2m.
Bus Éireann has advised that this family referred to by the Deputy are not eligible for school transport under the terms of the school transport scheme.
Children who are not eligible for school transport, under the terms of the scheme, may apply to Bus Éireann for transport on a concessionary basis subject to a number of conditions, including, if there is a suitable service, as determined by Bus Éireann, operating into their school of attendance, if there is spare capacity on the service, routes will not be extended or altered, additional vehicles will not be introduced, nor will larger vehicles or extra trips using existing vehicles be provided to cater for children travelling on a concessionary basis
Bus Éireann outline the closest Bus Éireann designated pick up point is 5.4 km from where the family reside and this is the only service on this route.
I am pleased to advise that the children referred were issued concessionary tickets on board the closest pickup point and the closest school transport service for the 2022/23 school year.
761. Deputy Niall Collins asked the Minister for Education the status of an ASD unit for a school (details supplied); and if she will make a statement on the matter. [1350/23]
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 to receive an education is a priority for this Government.
For 2023, my Department will spend in excess of €2.6 Billion, or over 27% of the Department’s budget on providing a wide range of schemes and supports for children with special educational needs.
This includes additional teaching and care supports. It also includes funding for the National Educational Psychological Service (NEPS) for an additional 54 psychologists to provide services to special schools and special classes.
In 2022, funding for an additional 980 teachers and 1,165 special needs assistants was provided. For 2023, the number of teaching and SNA posts in our schools will increase with an additional 686 teachers and a further 1,194 special needs assistants in our schools next year.
For the first time ever we will have over 19,000 teachers working in the area of special education and over 20,000 Special needs assistants. Together we have almost 40,000 qualified and committed people in our schools who are focused wholly and exclusively on supporting children with special educational needs.
The National Council for Special Education (NCSE) has responsibility for coordinating and advising on the education provision for children nationwide.
In 2023, there will be a significant investment in the expansion of the National Council for Special Education, with a total full-year investment of €13 million, in over 160 additional staff. This investment is being undertaken so that the NSCE can respond effectively, compassionately and quickly to the increased need in our education system so that children and their families are fully supported and achieve the best possible education outcomes.
My Department and the NCSE continue to work very closely in planning for the delivery of new places required to meet forecasted demand.
I am satisfied that this approach is delivering. There are a total of 2,544 special classes opened nationwide. Of the 2,544 special classes, there are 1802 at primary level and 742 at post primary level. This compares to a total of 1,839 special classes in the 2020/21 school year.
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.
Parents seeking special class placements for their children are advised to contact the NCSE locally so that their needs can be taken into account for planning purposes. The local SENOs remain available to assist and advise parents of children with special educational needs. Parents may contact SENOs directly using the contact details available at: ncse.ie/regional-services-contact-list.
My Department is committed, in conjunction with the NCSE, to continue to work with parents, schools, patrons and all stakeholders to ensure that there are sufficient appropriate places for students with additional needs and to support all students to achieve their potential.
I want to reassure you also that my Department will continue to support the NCSE and schools through the provision of the necessary funding and capital investment to ensure all children are successful in accessing an education.
763. Deputy Willie O'Dea asked the Minister for Education if she will clarify the extent of the Castletroy area and its environs within the school planning area; if it specifically includes the Old Singland road and Bloodmill road, Limerick; and if she will make a statement on the matter. [1389/23]
Amharc ar fhreagraAs the Deputy may be aware, in order to plan for school provision and analyse the relevant demographic data in a way that takes account of the significant local and regional variations in demographic trends and enrolment projections, my Department divides the country into 314 school planning areas.
In most areas, school planning areas were based on traditional school catchment areas where all primary schools were assigned to a post-primary feeder area (typically a population centre or town), containing one or more post-primary schools.
The school planning areas were developed for use with my Department’s Geographic Information System (GIS) in 2008 and with the introduction of Small Areas in Census 2011, these areas were amended to align with Census Small Areas. The current school planning areas take account not only of local groupings of schools, but also of natural boundaries, Census Small Areas and other local conditions.
The school planning areas provide a useful means of projecting demographic demand in a localised area or areas, thereby allowing my Department to determine oncoming growth at a relatively localised level to inform recommendations and decisions on where additional school places may be needed.
However, there can be a high degree of inward and outward mobility of children between school planning areas, particularly in urban areas, and parents are free to apply to enrol their children in any school, whether that is in the school planning area in which they reside or not.
Limerick City School Planning Area is currently served by 54 primary and 15 post primary schools and includes the areas referred to by the Deputy. Of these schools, three primary and two post primary schools are in the Castletroy area:
Primary
- Milford Grange NS (RN 19800N)
- Monaleen NS (RN 17937H)
- Gaelscoil Chaladh an Treoigh (RN 20148U)
Post Primary
- Castletroy Community College (RN 76073G)
- Limerick ETSS (RN 68309N) was established in 2018 to meet demand in the Limerick City and Environs (East) area. This school is currently located in interim accommodation in Fernbank but is intended to be permanently located in Castletroy.
764. Deputy Paul Kehoe asked the Minister for Education if she will provide an update on the permanent site for a school (details supplied); and if she will make a statement on the matter. [1448/23]
Amharc ar fhreagraAs the Deputy is aware, in April 2018 it was announced that 42 new schools were to be established over the period of 2019 to 2022. This announcement included a new 800 pupil post-primary school to serve Blanchardstown_WestD15 & BlanchardstownVge_D15 School Planning Areas.
In line with the policy on the use of State assets, which is also consistent with the objective of the National Development Plan for compact development in urban areas, potentially suitable State-owned properties in the School Planning Areas were considered.
As part of that process, a Minister-owned site has been identified as an option for potential redevelopment to accommodate a second school.
In the case where any such solution is being considered, engagement takes place with all relevant stakeholders regarding the feasibility of any proposed solution to identify what is technically feasible as well as finding a solution that is both mutually beneficial for the State and any school which may be impacted.
The scope of any feasibility study would include issues of concern to any existing school/s on a site under consideration.
In this case, there has been engagement between my Department and the existing school on the site.
As the engagement is currently ongoing, it is not possible to provide any further information at this stage.
765. Deputy Sean Sherlock asked the Minister for Education the specific delegated functions that have been transferred to Ministers of State appointed in December 2022, in tabular form; and the date of transfer. [1466/23]
Amharc ar fhreagraWork is under way in my Department regarding the submission to Government, in due course, of any delegation orders required on the reappointment of Josepha Madigan T.D. as Minister of State with responsibility for Special Education and Inclusion and on the appointment of Thomas Byrne T.D. as Minister of State with responsibility for Sport and Physical Education in my Department.
766. Deputy Charles Flanagan asked the Minister for Education the number of children currently on waiting lists for primary school places in Portlaoise; and if she will make a statement on the matter. [1492/23]
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.
While the Department is aware of increasing pressures and demand for additional school places in the Portlaoise area, 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
The Department is working to establish the true extent of any capacity issues through ongoing discussions with the relevant school authorities. In that context, similar to the process adopted in advance of the current academic year, the Department is engaging with patron bodies and school authorities, to identify particular capacity requirements for the forthcoming years which may necessitate further action to that already in train.
Additionally, the Department will continue to work to advance the planned and current projects in the Portlaoise School Planning Area 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.
767. Deputy Carol Nolan asked the Minister for Education the name of the company, organisation or persons contracted to provide media training to her from 1 January 2021 to date; the costs incurred; and if she will make a statement on the matter. [1503/23]
Amharc ar fhreagraMinister Foley has not contracted any organisation, company or person for media training from 1 January 2021 to date.
768. Deputy Darren O'Rourke asked the Minister for Education when a school bus service will be provided for Ukrainian children (details supplied) who are living in temporary hotel accommodation in County Meath. [1526/23]
Amharc ar fhreagraIn relation to a school bus service for children who are living in temporary hotel accommodation in County Meath, officials in the School Transport unit of my department are currently liaising with Bus Éireann who operates the School Transport scheme on behalf of my department.
Bus Éireann has advised that they are looking at a number of options in order to accommodate the pupils in question. Once this has been arranged, Bus Éireann will liaise directly with the accommodation centre.
The Deputy will appreciate that every effort is being made to ensure those in need of school transport are accommodated as quickly as possible.
769. Deputy Jackie Cahill asked the Minister for Education the options that are available to students who have been refused an Irish exemption; and if she will make a statement on the matter. [1529/23]
Amharc ar fhreagraAs the Deputy is aware, the Irish language is accorded special status in Ireland and is protected by various pieces of Legislation and in particular Article 8 of our Constitution. The language has particular social, historical and educational importance and is part of the unique cultural heritage of the Irish people. The Education Act 1998 recognises the particular responsibility of the education system with regard to supporting the Irish language.
In recognising the linguistic, social and cultural importance of Irish and English in Ireland, both languages are included as core subjects in the national curricula for recognised primary and post-primary schools and centres for education in Ireland. This has been the case since the foundation of the State and the importance of the teaching of both languages in this way has been re-affirmed on a number of occasions by the State.
In that context, exemptions from the study of Irish may only be considered in exceptional circumstances. Decisions on the granting of exemptions from the study of Irish may be made by school management for those students whose circumstances are set out in Section 2.2 of Circulars 0054/2022 – Primary and 0055/2022 – Post-primary. A student whose application for an exemption from the study of Irish is refused by the school may appeal the decision to the Irish Exemptions Appeals Committee who will review the decision. Further information on exemptions from the study of Irish including the appeals process and application form is available on our webpage: www.gov.ie/en/service/irish-exemption/.
All students including those who don’t meet the criteria for an exemption from the study of Irish should be provided with a differentiated approach to teaching and learning in an inclusive school environment. Further information on my department’s policy on inclusive education, including details of supports for children with special educational needs are outlined on the government website: www.gov.ie/en/policy-information/9bf5d3-inclusive-education/.
770. Deputy Sorca Clarke asked the Minister for Education the supports available to a child (details supplied). [1583/23]
Amharc ar fhreagraMy Departments Home Tuition Grant Schemes provide funding towards the provision of a compensatory educational service for children who, for a number of specific reasons, are unable to attend school. By its nature, it is intended to be a short term intervention.
The Home Tuition Grant Schemes are governed by annual circulars which sets out the purpose, eligibility criteria and details of the scheme. Circular 0046/2022 provides information in relation to the 2022/2023 Home Tuition Grant Scheme and can be accessed by clicking on the following link: www.gov.ie/en/circular/22b2a-home-tuition-grant-scheme-20222023-special-education-component/.
The purpose of the Home Tuition Grant Scheme is to provide funding towards the provision of a compensatory educational service for:
(a) Early educational intervention for children with autism who meet the scheme’s eligibility criteria
(b) Students with special educational needs seeking an educational placement in a recognised school
(c) Students, enrolled in schools, with a significant medical condition, or school phobia and/or associated depression/anxiety, which has caused, and is likely to continue to cause, major disruption to their attendance at school
In exceptional cases the Department will consider home tuition applications on behalf of students with diagnoses of school phobia and/or associated depression/anxiety which has caused, and is likely to continue to cause, major disruption to their attendance at school. This exception will only apply where a continued absence from school is required to facilitate appropriate medical or therapeutic intervention with a view to the reintegration of the student in their school.
In relation to applications in respect of students with diagnoses of school phobia and/or associated depression/anxiety, the principle that home tuition cannot be provided as an alternative to school applies.
Eligibility in exceptional cases is assessed having regard to, although not limited to, the following criteria:
- The student’s attendance levels during the previous school year.
- Psychologist’s/psychiatrist’s report which should
i. Clearly confirm a diagnosis of school phobia and/or associated depression/anxiety.
ii. Provide details of medical or therapeutic intervention plans in place with a view to reintegrate the student back into his/her school.
- Details of engagement with the relevant support agencies (e.g. School, National Educational Psychological Service (NEPS), Education Welfare Officer (EWO), Child and Adolescent Mental Health Services (CAMHS), TUSLA (Child and Family Agency), HSE, NCSE).
It is not the role of diagnosing professionals to recommend home tuition as an alternative to school. Such recommendations will not be taken into consideration when determining an application.
Officials from my Department are currently engaging with the parent of the child to assist with their Home Tuition application, with the view to obtaining a positive outcome on this matter.
771. Deputy Neale Richmond asked the Minister for Education the number of schools that provided July provision in the past five years, by county; the number of schools that propose to facilitate July provision in 2023, by county, in tabular form; and if she will make a statement on the matter. [1594/23]
Amharc ar fhreagraThe purpose of the July Provision Scheme was to provide an extended school year for children with a severe or profound general learning disability or children with an Autism Spectrum Disorder (ASD). The scheme was developed to reduce potential regression in learning associated with these specific categories of special education needs over the summer holidays. Special schools and schools with special classes were permitted to run the school-based programme up until 2020.
In 2020 a significantly expanded summer programme was established as a response to COVID-19 with the eligibility criteria widened to include approximately 9,000 additional children with complex needs.
The programme aims were to ensure, in so far as possible, that these children could reintegrate/transition into their planned education setting for the next school year with their peers. As part of this expansion, the Department’s existing Literacy and Numeracy camps for DEIS Primary Band 1 schools was included in the Summer Programme and extended to all DEIS Primary schools. Furthermore, DEIS post-primary schools were given the option of running an inclusion scheme for the first time.
In 2021, due to the ongoing pandemic, the government announced a further expansion to the Summer Programme. Under this expansion, students with complex special educational needs and those at greatest risk of educational disadvantage had access to an enhanced summer programme of education. The total funding available to provide the programme was €40 million, which was a 100% increase on the allocation for summer provision in 2020. The range of schemes on offer built on the success of the expanded programme that ran in 2020 and incorporated feedback from education stakeholders. For the first time, all primary schools were given the opportunity to run a 2-3 week inclusion scheme, and the inclusion scheme that had run in DEIS post-primary schools in 2020 was expanded to all post-primary schools.
The 2022 programme continued to build on the 2021 programme.
For 2023, additional funding has been secured in Budget 2023 to run the programme to match the investment in 2021 and 2022 bringing the total funding available to €40m.
This will allow schools the certainty they require to let them plan for a summer programme in their school in 2023. In recent years my Department has made a range of additional resources and supports available to schools to encourage participation in this essential programme and it hoped that the early announcement of funding in Budget 2023 means that schools will be in a position to commit to running a programme.
My Department is currently finalising the details of the 2023 summer programme and details will be published as soon as possible. Following the launch of the programme, schools will be invited to register to participate and numbers of schools will only be available after this process takes place.
Due to the different structures of July Provision and the Summer Programme as outlined above, the information as requested by the Deputy is broken down to cover the years 2018-2020 and 2022 for the primary and post primary programmes, as well as a separate breakdown of the DEIS Literacy and Numeracy/Campai Samhraidh over the period 2018-2022.
2018-2020
211a Schools offering the Special Class & Special School Scheme
|
County |
2018 |
2019 |
2020 |
|
Carlow |
4 |
3 |
5 |
|
Cavan |
7 |
7 |
7 |
|
Clare |
7 |
6 |
7 |
|
Cork |
26 |
27 |
31 |
|
Donegal |
9 |
8 |
8 |
|
Dublin |
44 |
38 |
49 |
|
Galway |
21 |
22 |
19 |
|
Kerry |
6 |
7 |
9 |
|
Kildare |
20 |
17 |
14 |
|
Kilkenny |
2 |
3 |
6 |
|
Laois |
7 |
6 |
9 |
|
Longford |
3 |
3 |
4 |
|
Louth |
3 |
4 |
3 |
|
Mayo |
4 |
5 |
2 |
|
Meath |
7 |
8 |
5 |
|
Monaghan |
4 |
4 |
4 |
|
Offaly |
10 |
10 |
12 |
|
Roscommon |
4 |
4 |
2 |
|
Sligo |
4 |
3 |
3 |
|
Tipperary |
12 |
10 |
12 |
|
Waterford |
5 |
6 |
4 |
|
Westmeath |
7 |
7 |
8 |
|
Wexford |
14 |
14 |
15 |
|
Wicklow |
1 |
2 |
6 |
|
Yearly Totals |
239 |
232 |
254 |
1b 2020 – DEIS Post Primary Schools offering the Inclusion Scheme
|
County |
Number of Schools |
|
Carlow |
1 |
|
Clare |
13 |
|
Cork |
8 |
|
Donegal |
2 |
|
Dublin |
23 |
|
Galway |
5 |
|
Kerry |
3 |
|
Kildare |
1 |
|
Kilkenny |
1 |
|
Laois |
2 |
|
Leitrim |
1 |
|
Limerick |
2 |
|
Longford |
1 |
|
Mayo |
2 |
|
Meath |
1 |
|
Offaly |
1 |
|
Roscommon |
2 |
|
Sligo |
3 |
|
Total |
72 |
2. 2021 and 2022
2a. Expanded Primary Programme
Note: Some schools ran both the Special Class & Special School Scheme and the Inclusion Scheme
2021 2022
|
County |
Special Class & Special School Scheme |
Inclusion Scheme |
Special Class and Special Scheme AND Inclusion Scheme |
Special Class & Special School Scheme |
Inclusion Scheme |
Special Class and Special Scheme AND Inclusion Scheme |
|
Carlow |
5 |
1 |
2 |
2 |
0 |
6 |
|
Cavan |
2 |
8 |
4 |
4 |
5 |
13 |
|
Clare |
2 |
7 |
8 |
11 |
6 |
11 |
|
Cork |
25 |
26 |
21 |
25 |
24 |
61 |
|
Donegal |
3 |
11 |
7 |
6 |
8 |
14 |
|
Dublin |
31 |
28 |
50 |
36 |
28 |
89 |
|
Galway |
7 |
23 |
19 |
13 |
29 |
20 |
|
Kerry |
8 |
16 |
7 |
3 |
18 |
21 |
|
Kildare |
9 |
11 |
11 |
10 |
11 |
14 |
|
Kilkenny |
5 |
10 |
8 |
5 |
14 |
12 |
|
Laois |
7 |
6 |
3 |
3 |
5 |
20 |
|
Leitrim |
0 |
3 |
2 |
2 |
2 |
2 |
|
Limerick |
7 |
9 |
9 |
5 |
12 |
24 |
|
Longford |
3 |
2 |
1 |
0 |
1 |
11 |
|
Louth |
4 |
7 |
1 |
1 |
6 |
11 |
|
Mayo |
3 |
8 |
6 |
5 |
8 |
10 |
|
Meath |
6 |
10 |
4 |
6 |
11 |
20 |
|
Monaghan |
1 |
6 |
4 |
3 |
5 |
5 |
|
Offaly |
9 |
5 |
7 |
7 |
4 |
24 |
|
Roscommon |
1 |
6 |
4 |
4 |
5 |
2 |
|
Sligo |
0 |
2 |
4 |
3 |
6 |
0 |
|
Tipperary |
1 |
14 |
10 |
8 |
15 |
17 |
|
Waterford |
2 |
5 |
5 |
6 |
6 |
7 |
|
Westmeath |
4 |
6 |
9 |
10 |
5 |
10 |
|
Wexford |
9 |
11 |
7 |
2 |
15 |
36 |
|
Wicklow |
2 |
7 |
8 |
6 |
11 |
7 |
|
TOTALS |
156 |
248 |
221 |
186 |
260 |
467 |
2b. Post-Primary Schools offering Inclusion scheme in 2021 and 2022
|
County |
2021 |
2022 |
|
Carlow |
1 |
1 |
|
Cavan |
1 |
3 |
|
Clare |
9 |
4 |
|
Cork |
8 |
13 |
|
Donegal |
8 |
9 |
|
Dublin |
26 |
28 |
|
Galway |
6 |
7 |
|
Kerry |
2 |
5 |
|
Kildare |
2 |
4 |
|
Kilkenny |
0 |
2 |
|
Laois |
1 |
0 |
|
Leitrim |
2 |
0 |
|
Limerick |
3 |
1 |
|
Longford |
3 |
3 |
|
Louth |
2 |
3 |
|
Mayo |
5 |
4 |
|
Meath |
2 |
1 |
|
Monaghan |
2 |
5 |
|
Offaly |
4 |
2 |
|
Roscommon |
3 |
2 |
|
Sligo |
5 |
1 |
|
Tipperary |
4 |
5 |
|
Waterford |
0 |
4 |
|
Westmeath |
0 |
1 |
|
Wexford |
0 |
6 |
|
Wicklow |
0 |
3 |
|
Total |
99 |
117 |
3. Number of DEIS Primary Schools that ran Literacy and Numeracy Camps (English and Gaeilge) 2018-2022
English
|
County |
2018 |
2019 |
2020 |
2021 |
2022 |
|
Carlow |
0 |
0 |
3 |
5 |
6 |
|
Cavan |
3 |
2 |
2 |
2 |
3 |
|
Clare |
0 |
1 |
1 |
2 |
7 |
|
Cork |
4 |
5 |
14 |
19 |
13 |
|
Donegal |
0 |
0 |
7 |
11 |
17 |
|
Dublin |
19 |
21 |
70 |
66 |
68 |
|
Galway |
2 |
2 |
7 |
10 |
8 |
|
Kerry |
0 |
0 |
4 |
5 |
7 |
|
Kildare |
0 |
0 |
1 |
2 |
1 |
|
Kilkenny |
0 |
0 |
5 |
3 |
3 |
|
Laois |
0 |
1 |
2 |
4 |
4 |
|
Leitrim |
0 |
0 |
3 |
2 |
3 |
|
Limerick |
3 |
3 |
7 |
7 |
12 |
|
Longford |
3 |
2 |
8 |
8 |
10 |
|
Louth |
2 |
3 |
7 |
9 |
8 |
|
Mayo |
0 |
0 |
4 |
5 |
8 |
|
Meath |
0 |
0 |
2 |
1 |
1 |
|
Monaghan |
0 |
0 |
1 |
3 |
4 |
|
Offaly |
0 |
0 |
5 |
7 |
7 |
|
Roscommon |
0 |
0 |
6 |
3 |
4 |
|
Sligo |
1 |
0 |
1 |
2 |
2 |
|
Tipperary |
0 |
1 |
6 |
8 |
10 |
|
Waterford |
4 |
1 |
6 |
7 |
6 |
|
Westmeath |
0 |
0 |
3 |
2 |
4 |
|
Wexford |
1 |
0 |
6 |
6 |
7 |
|
Wicklow |
0 |
0 |
3 |
2 |
3 |
|
Totals |
42 |
42 |
184 |
201 |
226 |
Gaeilge
|
County |
2018 |
2019 |
2020 |
2021 |
2022 |
|
Cavan |
1 |
1 |
1 |
1 |
2 |
|
Clare |
1 |
1 |
0 |
1 |
1 |
|
Cork |
2 |
5 |
7 |
6 |
4 |
|
Donegal |
0 |
0 |
2 |
2 |
4 |
|
Dublin |
18 |
16 |
9 |
12 |
9 |
|
Galway |
0 |
1 |
1 |
3 |
2 |
|
Kerry |
0 |
0 |
1 |
2 |
2 |
|
Laois |
0 |
0 |
0 |
0 |
0 |
|
Limerick |
0 |
0 |
0 |
0 |
0 |
|
Longford |
3 |
3 |
4 |
3 |
2 |
|
Louth |
1 |
1 |
1 |
1 |
2 |
|
Mayo |
0 |
0 |
2 |
2 |
2 |
|
Monaghan |
0 |
0 |
1 |
1 |
1 |
|
Sligo |
0 |
0 |
0 |
0 |
0 |
|
Tipperary |
0 |
0 |
0 |
0 |
0 |
|
Waterford |
4 |
2 |
1 |
2 |
2 |
|
Wexford |
0 |
0 |
0 |
1 |
1 |
|
Totals |
30 |
30 |
30 |
37 |
34 |
772. Deputy Mark Ward asked the Minister for Education the status of the disposal of land by her Department to the Department of Health to provide a primary healthcare centre in Collinstown, Dublin 22; and if she will make a statement on the matter. [1599/23]
Amharc ar fhreagraAgreement in principle was reached between my Department and the HSE for the disposal of a site to the HSE for the location of a primary health centre. There are a number of elements in relation to this agreement that are currently being progressed by my Department in conjunction with the HSE. It is intended that the transfer will be completed as soon as possible.
773. Deputy Seán Canney asked the Minister for Education if a school (details supplied) will be included in the DEIS scheme due to the school demographic; and if she will make a statement on the matter. [1608/23]
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 across the primary and post-primary sector.
In March this year I was glad to be able to announce a major expansion of the DEIS programme. For the first time since 2017, the programme has been significantly expanded to include an additional 322 schools. This means that the DEIS programme now supports over 240,000 students in over 1,200 schools addressing educational disadvantage.
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, the window for appeals has now closed and the results are final. My Department will continue to support schools to deliver high quality, inclusive teaching and learning to students and young learners.
It is 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.
774. Deputy Neale Richmond asked the Minister for Education the average class size in primary and secondary schools, per county, in each of the past five academic years, including 2022-2023, in tabular form; and if she will make a statement on the matter. [1623/23]
Amharc ar fhreagraThe following table shows the requested data. 2021-2022 is the most recent year we have published data for on the DE website. Class data, including average class size, for the academic year 2022-23 will be available in June 2023.
This figure is based on mainstream classes in mainstream schools and are collated from the relevant Class Size tables published on the DES website and can be found at the link below;
www.gov.ie/en/collection/class-size-information-at-individual-primary-school-level/.
In post-primary schools pupil enrolments vary by subject and so the concept of average class size does not apply. Furthermore enrolments of pupils per subject is available at a school level only so average class size per subject is not available.
|
Local Authority |
Ave. Class Size 2017 |
Ave. Class Size 2018 |
Ave. Class Size 2019 |
Ave. Class Size 2020 |
Ave. Class Size 2021 |
|
Carlow County Council |
25.6 |
25.1 |
25.0 |
23.8 |
23.9 |
|
Cavan County Council |
23.8 |
23.8 |
23.3 |
22.7 |
22.0 |
|
Clare County Council |
23.1 |
23.1 |
22.9 |
22.2 |
21.4 |
|
Cork City Council |
22.5 |
22.4 |
22.3 |
21.6 |
21.4 |
|
Cork County Council |
25.0 |
24.9 |
24.5 |
23.5 |
22.9 |
|
Donegal County Council |
23.4 |
23.2 |
22.7 |
22.2 |
21.6 |
|
Dublin City Council |
23.2 |
23.1 |
23.0 |
22.5 |
22.0 |
|
Dun Laoghaire Rathdown |
26.5 |
26.1 |
25.6 |
24.8 |
24.3 |
|
Fingal County Council |
26.4 |
26.2 |
25.8 |
25.5 |
24.9 |
|
Galway City Council |
23.3 |
23.6 |
22.9 |
22.7 |
22.4 |
|
Galway County Council |
23.5 |
23.4 |
23.1 |
22.2 |
21.7 |
|
Kerry County Council |
24.1 |
23.7 |
23.2 |
22.0 |
21.4 |
|
Kildare County Council |
25.7 |
25.5 |
25.3 |
24.7 |
24.3 |
|
Kilkenny County Council |
24.9 |
24.8 |
24.6 |
23.3 |
22.9 |
|
Laois County Council |
24.3 |
24.5 |
24.1 |
23.2 |
22.6 |
|
Leitrim County Council |
23.7 |
23.4 |
23.8 |
22.3 |
21.6 |
|
Limerick City and County Council |
24.6 |
24.3 |
23.9 |
23.1 |
22.7 |
|
Longford County Council |
23.5 |
23.4 |
22.8 |
21.2 |
20.6 |
|
Louth County Council |
25.5 |
24.9 |
24.7 |
24.2 |
23.5 |
|
Mayo County Council |
22.3 |
22.1 |
22.0 |
20.9 |
21.0 |
|
Meath County Council |
26.1 |
25.6 |
25.5 |
24.6 |
23.9 |
|
Monaghan County Council |
24.6 |
24.4 |
24.3 |
23.3 |
23.2 |
|
Offaly County Council |
24.0 |
23.8 |
23.7 |
22.8 |
22.0 |
|
Roscommon County Council |
21.9 |
22.2 |
22.7 |
21.5 |
21.9 |
|
Sligo County Council |
23.4 |
23.6 |
23.0 |
22.6 |
21.8 |
|
South Dublin County Council |
25.0 |
24.7 |
24.5 |
24.1 |
23.7 |
|
Tipperary County Council |
23.7 |
23.7 |
23.4 |
22.1 |
22.0 |
|
Waterford City and County Council |
24.9 |
24.6 |
24.0 |
23.4 |
23.2 |
|
Westmeath County Council |
24.8 |
24.5 |
24.4 |
23.3 |
23.2 |
|
Wexford County Council |
24.8 |
24.6 |
24.5 |
22.9 |
22.2 |
|
Wicklow County Council |
25.4 |
25.1 |
24.8 |
24.1 |
23.6 |
775. Deputy Cathal Crowe asked the Minister for Education if she will consider waiving secondary level examination fees for junior and leaving certificate examinations to alleviate the financial burden on families; and if she will make a statement on the matter. [1658/23]
Amharc ar fhreagraGiven the extraordinary arrangements which applied to examinations in 2020 and again in 2021, fees were not charged. 2022 saw the welcome return of written examinations for all candidates, and on 3 February 2022 I confirmed that fees would not be charged for the 2022 examinations. No decision has yet been made in regard to fees to be charged for 2023.
The Deputy may wish to note that, recognising that not all candidates are in a position to pay examination entry fees, the State Examinations Commission, which has responsibility for the operation of the State examinations, operates a fee alleviation scheme. Candidates who hold a full medical card or who are covered for all services on a parent or guardian’s full medical card are not liable for examination entry fees. In a normal year, approximately 39% of candidates are exempt from fees.
