Written Answers Nos. 258-269
258. Deputy Alan Farrell asked the Minister for Education if he will detail efforts to provide professional development for teachers, in the context of employment demands driven by teacher shortages; and if she will make a statement on the matter. [7788/23]
Amharc ar fhreagraIn 2018, my Department established a Steering Group on Teacher Supply to facilitate multi-agency engagement and to lead on a co-ordinated programme of actions to support the supply of teachers. Arising from the work of this Group and its various substructures, the Teacher Supply Action Plan was published in November 2018.
The Action Plan called for the development of upskilling programmes in targeted subject areas for existing teachers and, following a request from my Department, the HEA issued a funding call to providers of initial teacher education for upskilling programmes in mathematics, physics and Spanish. These were identified by the Steering Group as among the most challenging subjects in terms of teacher recruitment. Following the successful completion of the funding call, these programmes commenced in January 2021.
Upskilling programmes are provided over two years on a part-time basis. They are free of cost to participants. The first cohort of participants, approximately 170 teachers, completed these programmes in 2022 and more than 300 teachers are due to graduate in 2023. My Department has agreed to extend funding in 2023 and to provide for additional capacity.
Funding for these programmes was put in place following a competitive call to all initial teacher education providers for proposals. It is intended to commence an upskilling programme in Irish in 2023/24 and consideration will be given to programmes in other subjects. The allocation of funding for any future programmes will be dependent on a competitive process for potential providers.
259. Deputy Alan Farrell asked the Minister for Education if she will detail the efforts her Department are making to reduce incidents whereby non-teaching staff are required to teach students; and if she will make a statement on the matter. [7789/23]
Amharc ar fhreagraThe recruitment and appointment of teachers to fill teaching posts is a matter for the individual school authorities, subject to procedures agreed upon under Section 24 of the Education Act 1998 (as amended by the Education (Amendment) Act 2012).
As set out in the relevant Department circulars, if no registered teacher can be found, the employer may employ an unregistered person, in a short-term capacity, in accordance with the limited exceptions provided for under the Education Act, 1998 (Unregistered Persons) Regulations 2014.
The employer should continue to make all reasonable efforts to employ a registered teacher in the position. Where an appropriately qualified registered teacher or a teacher registered under any regulation can be employed, the school should immediately terminate the contract of the unregistered person.
My Department is implementing a range of measures to support the supply of teachers to fill short-term vacancies, including:
- a range of special, temporary arrangements introduced by HEIs to create greater capacity for student teachers to provide substitute cover;
- adjustment of the provision of continuing professional development (CPD) to reduce the need for substitution and to provide additional personnel to support schools;
- increasing the additional hours that post-primary teachers can teach each term from 20 to 35 for the remainder of the 2022/23 school year;
- launching a communications campaign to encourage retired teachers to take up short-term substitute positions and to enable them to teach for up to 50 days in each of the calendar years 2021 to 2023 without, in most cases, a reduction in their pension;
- introduction, by the Teaching Council, of regulations to allow the registration of 3rd and 4th-year undergraduate student teachers, with over 2,600 student teachers now registered;
- providing for the allocation of a significant number of additional posts to primary substitute teacher supply panels in areas where significant challenges in sourcing substitution continue, which brings the total to 610 posts on 151 panels covering more than 2,840 schools;
- allowing job-sharing teachers to be employed to work in a substitute capacity, during the period they are rostered off duty, in their own or in other schools on a temporary basis for the 2022/23 school year; and
- suspending, on a temporary basis, the limits on substitute work that apply to teachers on career breaks for the 2022/23 school year.
Despite the positive impact of these important actions, work remains to be done to address teacher supply challenges, particularly to ensure the availability of sufficient numbers of substitute teachers. My Department continues to work intensively with all stakeholders to develop and implement creative solutions to address the teacher supply challenges for schools.
260. Deputy Alan Farrell asked the Minister for Education if she will consider providing a home school community liaison scheme for every developing school; and if she will make a statement on the matter. [7790/23]
Amharc ar fhreagraThe Home School Community Liaison (HSCL) scheme seeks to promote partnership between parents, teachers and community family support services, with a view to supporting improved attendance, participation and retention. A HSCL Co-ordinator is a teacher from a participating school who is released from teaching duties, for a maximum of five years, in order to work intensively with and support parents and guardians. The overarching goal of the HSCL Co-ordinator is to improve educational outcomes for children through their work with the key adults in the child’s life. HSCL is a school-based intervention provided to address the needs of students and their families in disadvantaged areas through acknowledging and developing the role of the parent as prime educator. This is achieved through targeting the families of students most at risk of educational disadvantage and putting in place a range of appropriate support interventions.
Currently, all DEIS Urban Primary and DEIS Post Primary schools are included in the HSCL Scheme, which serves 693 schools. The scheme is delivered by 530 full-time HSCL Co-ordinators who are teachers in these schools and assigned to HSCL duties either in individual schools or clusters of schools, catering for approximately 207,000 pupils.
In addition to the above:
- a pilot project to support Traveller and Roma pupils, under the National Traveller and Roma Inclusion Strategy, is in operation in 4 locations with 1 HSCL Co-ordinator assigned in each location, and the pilot project supports approximately 50 schools; and
- under 2022 Dormant Accounts funding, secured to support attendance, participation and retention among Traveller and Roma students, my Department has allocated 10 HSCL Co-ordinators in 14 non-DEIS post-primary schools.
In March last year, I announced a major expansion of the DEIS programme which means that, for the first time since 2017 the programme was significantly expanded to an additional 322 schools. The programme now includes over 1,200 schools and supports approximately 240,000 students. This means 1 in 4 of all students are now supported in the programme.
This recent expansion will add an additional €32 million to my Department’s expenditure on the DEIS programme from 2023, bringing the overall Department of Education allocation for the programme to €180 million.
It is important to note that the recent extension of the DEIS programme to new schools is just one phase of work for an inclusive education system which supports all learners to achieve their potential. My Department recognises that there is a need to ensure that students at risk of educational disadvantage receive the supports they require. Conscious of this and recognising the need to target resources to those schools who need them most, the next phase of work will explore the allocation of resources to schools to tackle educational disadvantage.
261. Deputy Alan Farrell asked the Minister for Education if she is considering providing non-teaching special educational needs co-ordinators; and if she will make a statement on the matter. [7791/23]
Amharc ar fhreagraI 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 2023, the spend by my Department on special education will be substantially increased by over 10% on last year, meaning that for 2023 my Department will spend over €2.6 billion providing supports to children and young people with special educational needs and their schools.
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 with SEN in mainstream classes; funding for new special classes and new special school places; additional special educational teachers and special needs assistants.
In 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.
Department Circular letters 0013/2017 and 0014/2017 advised schools that co-ordination of provision for students with special educational needs is important and that they should use a portion of their Special Education Teaching (SET) hours for co-ordination of activities.
My Department recognises that the extent of co-ordination activities will depend on the size of the school and the number of students with identified needs. For example, in larger schools with a considerable number of students with identified needs, this may mean a SET is deployed on a full time basis as a special education needs co-ordinator. Schools may also use available management structures, e.g. Assistant Principal 1 or Assistant Principal 2 posts, to ensure effective co-ordination of special educational activities.
My Department’s Inspectorate are due to undertake a focused review of how schools are co-ordinating their provision for students with special educational needs within their schools at present and this review should be informative in terms of examining this issue.
262. Deputy Colm Burke asked the Minister for Education if she will confirm that consideration will be given to reducing the number of sraith pictúir required for the leaving certificate higher level Irish examination to be reduced from 20 to 10; and if she will make a statement on the matter. [7794/23]
Amharc ar fhreagraThe State Examinations Commission has statutory responsibility for operational matters relating to the State examinations.
In view of this I have forwarded the query to the State Examinations Commission for direct reply to the Deputy.
263. Deputy Colm Burke asked the Minister for Education if she has considered reducing the number of sraith pictúir required for the leaving certificate examination. [7799/23]
Amharc ar fhreagraThe State Examinations Commission has statutory responsibility for operational matters relating to the State examinations.
In view of this I have forwarded the query to the State Examinations Commission for direct reply to the Deputy.
264. Deputy Denis Naughten asked the Minister for Education the reason an association (details supplied) has been excluded from an organisation; and if she will make a statement on the matter. [7806/23]
Amharc ar fhreagraThe Department has withdrawn funding and recognition from the NPCPP in the current circumstances, and has moved to provide for alternative support for students and parents at post-primary level. The relationship between a national parent council and its constituent bodies is an internal matter for themselves.
The NPCPP can be contacted at: manager@npcpp.ie.
265. Deputy Denis Naughten asked the Minister for Education if she will list the names and technical expertise of the members of the expert advisory group that developed the framework of principles that govern the Racing Academy and Centre of Education, RACE, scheme; if she will list the names and technical expertise of the later expert advisory group which made up-to-date language changes to the framework of principles; and if she will make a statement on the matter. [7811/23]
Amharc ar fhreagraThe State Examinations Commission has statutory responsibility for operational matters relating to the certificate examinations.
In view of this I have forwarded the query to the State Examinations Commission for direct reply to the Deputy.
266. Deputy Réada Cronin asked the Minister for Education what solutions her Department is proposing for local children in Kilcock and Maynooth who have been refused local secondary-school places; and if she will make a statement on the matter. [7832/23]
Amharc ar fhreagraMy Department's main responsibility is to ensure that schools in an area can, between them, cater for all pupils seeking school places in the area. In relation to school admissions, it is the responsibility of the managerial authorities of all schools to implement an enrolment policy in accordance with the Education Act, 1998.
Parents have the right to choose which school to apply to and where the school has places available the pupil should be admitted. However, in schools where there are more applicants than places available a selection process may be necessary. This selection process and the enrolment policy on which it is based must be non-discriminatory and must be applied fairly in respect of all applicants. However, this may result in some pupils not obtaining a place in the school of their first choice.
As the Deputy will be aware, for school planning purposes, my Department divides the country into 314 school planning areas and utilises a Geographical Information System to anticipate school place demand. Information from a range of sources, including Child Benefit data, school enrolment data and information on residential development activity is used for this purpose. Additionally, Project Ireland 2040 population and housing targets inform my Department's projections of school place requirements. Projections of post primary school place requirements are informed by multiple factors, including primary school enrolments in the area and primary to post primary transfer patterns.
While my Department is aware of increasing pressures and demand for additional school places in Kilcock and Maynooth, 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; and
- External draw – pupils coming from outside the local area.
My Department is working to establish the true extent of any capacity issues across school planning areas through ongoing discussions with the relevant school patrons and authorities.
This close engagement will allow my Department to identify at an early stage particular capacity requirements for the forthcoming years which may necessitate further action to that already in train including, where required, the provision of modular accommodation solutions.
267. Deputy Réada Cronin asked the Minister for Education what solutions her Department is proposing for children in north Kildare who cannot get a secondary-school place locally and where there is no adequate school transport or public transport system to get them to a school in another area; and if she will make a statement on the matter. [7833/23]
Amharc ar fhreagraMy Department's main responsibility is to ensure that schools in an area can, between them, cater for all pupils seeking school places in the area. In relation to school admissions, it is the responsibility of the managerial authorities of all schools to implement an enrolment policy in accordance with the Education Act, 1998.
Parents have the right to choose which school to apply to and where the school has places available the pupil should be admitted. However, in schools where there are more applicants than places available a selection process may be necessary. This selection process and the enrolment policy on which it is based must be non-discriminatory and must be applied fairly in respect of all applicants. However, this may result in some pupils not obtaining a place in the school of their first choice.
The Capital Programme details the school projects that are being progressed under Project Ireland 2040. The current status of large-scale projects being delivered under Project Ireland 2040, including projects in the area in question, may be viewed on my Department's website at, www.gov.ie and this information is updated regularly. In addition, a list of large-scale projects completed from 2010 to date may also be viewed on the website.
While my Department is aware of increasing pressures and demand for additional school places in North Kildare, it is important to note that where enrolment pressures arise, it may not be as a result of lack of accommodation but may be driven by the following factors:
- Duplication of applications – pupils have applied for a place to a number of schools in the area;
- School of choice – pupils can’t get a place in their preferred school while there are places in other schools in the town/area;
- Some towns/areas have single sex schools and while places are available in the school they are not available to all pupils; and
- External draw – pupils coming from outside the local area.
My Department is working to establish the true extent of any capacity issues across school planning areas through ongoing discussions with the relevant school patrons and authorities.
This close engagement will allow my Department to identify at an early stage particular capacity requirements for the forthcoming years which may necessitate further action to that already in train including, where required, the provision of modular accommodation solutions.
268. Deputy Seán Haughey asked the Minister for Education if she will give an update on a proposal to reconfigure three primary schools (details supplied); if she will put a mechanism in place to allow local Deputies for the constituency to obtain timely responses to their queries about the proposal; and if she will make a statement on the matter. [7838/23]
Amharc ar fhreagra272. Deputy Cian O'Callaghan asked the Minister for Education for an update on the reconfiguration of a diversity programme in three schools (details supplied); when the reconfiguration report for these schools will be available to parents; and if she will make a statement on the matter. [7853/23]
Amharc ar fhreagraI propose to take Questions Nos. 268 and 272 together.
In respect of the engagement with the three schools referred to by the Deputies in Raheny, the facilitator has completed their information meetings with the relevant boards of management, Principals, staff and parents of pupils in each school. Before and after each engagement with a stakeholder, the facilitator and patron’s representative engaged to consider the views expressed and queries raised.
The facilitator is currently preparing their preliminary report on the engagement with the Raheny schools, for submission to the patron of the schools. It is intended that this preliminary report will be circulated to the Raheny school communities, who can provide feedback and share their views with the facilitator and my Department via the dedicated reconfiguration e-mail addresses.
The facilitator will then consider any feedback submitted by the school community via the dedicated e-mail address and may reflect this in their final report to the school patron as appropriate.
After the school patron receives the facilitator’s report, the patron can reflect on the level of demand as indicated in the report. The patron should then communicate with the schools on whether there is sufficient demand for transfer of patronage and change of ethos or whether the school community wishes to remain under Catholic Church patronage.
The relevant email address to contact the reconfiguration team with views and queries in relation to the engagement process is reconfiguration_dublin@education.gov.ie.
269. Deputy Bernard J. Durkan asked the Minister for Education the extent to which her Department is in contact with all the relevant school authorities in the north Kildare area to ensure there are adequate school places for all children as required, at all levels, given the demographic trend in the area for the last number of years, and with a view to ensuring that no child is left without a school place for the forthcoming academic year in September 2023; and if she will make a statement on the matter. [7842/23]
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 Kildare 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; and
- 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, including those of schools in the Kildare area, to identify particular capacity requirements for the forthcoming years which may necessitate further action to that already in train. This includes engagement with KWETB and Curragh Community College regarding the provision of additional accommodation at the school to facilitate a significant increase in available first year places.
Additionally, the Department will continue to work to advance the planned and current projects in Kildare 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. This includes the new school building for the Curragh Community College, which will provide 1,000 student places as well as four classrooms for students with special educational needs on a site in Kildare town.”
