Tuesday, 21 Feb 2023

Written Answers Nos. 417-436

State Examinations

Ceisteanna (417)

Frankie Feighan

Ceist:

417. Deputy Frankie Feighan asked the Minister for Education if she has spoken formally to the CEO of the State Examinations Commission to date in 2023. [8529/23]

Freagraí scríofa

Minister for Education

To date in 2023, I have met the CEO of the State Examinations Commission (SEC), including other SEC senior staff, on two occasions.

It may be useful for the Deputy to be aware that the Department also has ongoing contact at official level with the SEC CEO and SEC officials in relation to issues such as finance, governance and curricular reform as well as the operation of the State examinations themselves.

Pension Provisions

Ceisteanna (418)

Holly Cairns

Ceist:

418. Deputy Holly Cairns asked the Minister for Education if she will ensure that ETB tutors are given pension entitlements. [8613/23]

Freagraí scríofa

Minister for Education

The 16 Education and Training Boards (ETBs) employ Tutors to deliver various Adult, Community and Further Education programmes. While the Department of Further and Higher Education, Research, Innovation and Science has been established with policy responsibility for further education and training, my Department retains regulatory responsibility for the ETB Sector.

Significant progress has been made in resolving key elements of industrial relations issues raised on behalf of tutors. This includes the issuing in 2017, of a Circular in relation to an agreement to a consistent formula or method of awarding Contracts of Indefinite Duration (CIDs) across ETBs as well as agreement in November 2019, in respect of access to leave schemes, paid leave and access to the appropriate public sector pension scheme.

My Department informed ETBs at that time that tutors should be given membership of the appropriate public sector pension scheme, unless:

a. They are already a member of a public service pension scheme;

b. Their tuition services are provided on self-financing programmes; or

c. They have been contracted to the ETB since a date prior to 2008 and, having previously been offered access to a Public Service Pension Scheme, they declined that offer.

Special Educational Needs

Ceisteanna (419)

Jennifer Murnane O'Connor

Ceist:

419. Deputy Jennifer Murnane O'Connor asked the Minister for Education when a new special educational needs organiser will be appointed to the Carlow area following the vacancy arising (details supplied); and if she will make a statement on the matter. [8635/23]

Freagraí scríofa

Minister of State at the Department of Education and Skills

The National Council for Special Education (NCSE) is responsible, through its network of Special Needs Organisers (SENOs), for fulfilling the functions of the Council within a designated area in relation to the identification of and delivery and co-ordination of education services to children with disabilities.

The Council employs SENOs to provide a nationwide system of local services. Locally based SENOs consult widely with parents/guardians, teachers, health care professionals, school authorities, HSE and other relevant government agencies.

The NCSE have informed my department that they are currently running a competition for the position in the Carlow area with a closing date of March 1st for the receipt of applications. The NCSE have assured my department that the vacancy will be filled as soon as possible once the recruitment process is complete.

It should be noted that when a vacancy arises, a SENO point of contact is assigned to the area to assist schools, parents, and local services until the position is filled. Essential services are maintained through cover provided from available staffing resources. Parents should consult the regional contact list on the NCSE website to ensure they have the most up-to-date contact details of their SENO, or the SENO covering for their area.

Schools Building Projects

Ceisteanna (420)

Sean Fleming

Ceist:

420. Deputy Sean Fleming asked the Minister for Education when a project (details supplied) can proceed; and if she will make a statement on the matter. [8646/23]

Freagraí scríofa

Minister for Education

I am pleased to inform the deputy that my Department granted the school in question approval for funding under the Additional School Accommodation (ASA) Scheme for the provision of - 2 Classroom SEN Base & rental one 100m2 temporary unit from September 2021 to June 2022.

This project is currently at the Design Stage. Additional information was requested from the school which was recently received in the Department. Department officials are currently reviewing this information in conjunction with the Stage 2b Report. Upon completion of this combined review, the school will be notified of the outcome accordingly.

Whilst this project has been devolved to the school authority for delivery, the Department is engaged directly with the school to provide whatever practical assistance and advice is necessary to implement this important project for the wider school community.

Education Schemes

Ceisteanna (421)

Sean Fleming

Ceist:

421. Deputy Sean Fleming asked the Minister for Education the allocation of funding for the National Educational Psychological Service in an area that can be provided (details supplied); the plans to provide this service; and if she will make a statement on the matter. [8647/23]

Freagraí scríofa

Minister for Education

The National Educational Psychological Service (NEPS) of my Department provides a school-based psychological service to all recognised primary and post-primary schools through the application of psychological theory and practice to support the wellbeing, and the academic, social and emotional development of all learners.

The NEPS service provides access for all schools to:

- Psychological support in the event of a Critical Incident;

- A Casework Service for individual children where there is a need for intensive consultation and assessment;

- A school staff Support and Development Service, to build school capability to provide a comprehensive continuum of support in schools; and

- Ongoing access to advice and support for schools.

This overall approach allows psychologists to give early attention to urgent individual cases and, through supporting school staff, to benefit many more children than could be seen individually.

Where a school is temporarily without an assigned psychologist, e.g. due to a vacancy, the school continues to have a service delivered by the local NEPS team. This service comprises:

- Psychological support in the event of a Critical Incident;

- A Casework Service for individual children where there is a need for intensive consultation and assessment via a NEPS psychologist or through the Scheme for the Commissioning of Psychological Assessments (SCPA);

- A school staff Support and Development Service, to build school capability to provide a comprehensive continuum of support in schools; and

- Ongoing access to advice and support for schools.

There are currently in the region of 225 whole-time equivalent NEPS educational psychologists employed across the 8 NEPS regions, delivering a psychological service to our schools, having grown from a base of 173 posts in 2014. Laois, Carlow and Offaly are within the South East (Midlands) region.

As part of Budget 2023, provision for an additional 54 educational psychologists was announced to strengthen the NEPS service overall, and in particular to provide strengthened services for special schools and special classes.

I understand that a recruitment competition is ongoing with the Public Appointments Service, with interviews commencing this month.

Schools Building Projects

Ceisteanna (422)

Sean Fleming

Ceist:

422. Deputy Sean Fleming asked the Minister for Education the current position of a project (details supplied); and if she will make a statement on the matter. [8649/23]

Freagraí scríofa

Minister for Education

The major building project referred to by the Deputy is currently at an advanced stage of architectural planning Stage 2b - Detailed Design, which includes the application for all statutory consents, including Planning Permission, Disability Access Certification and Fire Safety Certification and also the preparation of tender documentation.

The Stage 2(b) report has been received and reviewed by my Department, and comments have issued to the Design Team for their consideration.

To expedite the project, the prequalification of contractors is being carried out in parallel with the review of Stage 2(b).

The Planning Permission Application was submitted to the Local Authority and planning permission has been granted. The Disability Access Certificate has also been granted. The Fire Safety Certificate application was lodged with the Fire Officer in August 2021 and an extensive additional information request was received in September 2021. The Design Teams response to the Fire Officer was submitted, and their response is pending.

An Enabling Works to divert electricity cables at the site for the new school will need to be carried out in advance of the building works for the Major Project. The Project Manager and Design Team are in consultation with the Local Authority and the ESB with regards to this.

Upon completion of the prequalification of contractors' process, and the Enabling Works, and once the Design Team are satisfied that their Tender documents are in order and comply with all Departmental and Building Regulation requirements, the next stage for this project is Stage 3 Tender Action. A Tender stage normally takes between 8-12 months, subject to no issues arising.

My Department has a large pipeline of projects for delivery under the school building programme, including the project referred to by the Deputy. The main elements of this pipeline currently involve in excess of 1,300 school building projects for delivery under my Department’s Large Scale and Additional Accommodation Scheme. These projects are currently in progress across the various stages of planning, design, tender and construction.

My Department is currently assessing overall requirements for 2023 and associated work programme and will update individual schools of same in due course.

School Admissions

Ceisteanna (423)

Bernard Durkan

Ceist:

423. Deputy Bernard J. Durkan asked the Minister for Education if a school place in a local school in Kilcock will be provided in the case of the daughter of a person (details supplied), who has completed two years of early childhood care and education, ECCE, who has to attend the local school due to lack of transport; if all efforts are being made to ensure that no child is left without a school place for September 2023; and if she will make a statement on the matter. [8652/23]

Freagraí scríofa

Minister for Education

My 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.

While my Department is aware of increasing pressures and demand for additional school places in Kilcock, 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.

School Admissions

Ceisteanna (424)

Bernard Durkan

Ceist:

424. Deputy Bernard J. Durkan asked the Minister for Education when a school place will be facilitated in the case of the son of a person (details supplied); if all efforts are being made to ensure that every child who needs a school place in the Kilcock area in September 2023 will be facilitated; and if she will make a statement on the matter. [8662/23]

Freagraí scríofa

Minister for Education

My 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.

While my Department is aware of increasing pressures and demand for additional school places in Kilcock, 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.

School Accommodation

Ceisteanna (425)

Bernard Durkan

Ceist:

425. Deputy Bernard J. Durkan asked the Minister for Education the progress to date in the completion of a site assessment at a school (details supplied) which was due to be carried out in September 2022 and is urgent in line of extra class spaces required for children with special needs; if every effort can be made to ensure that this is undertaken as soon as possible; and if she will make a statement on the matter. [8666/23]

Freagraí scríofa

Minister for Education

I wish to advise the Deputy that my Department has no current record of receiving an application for additional accommodation from the school in question.

It is open to the school authority to make an application for additional accommodation through the 'Additional School Accommodation scheme (ASA)' which is available at www.education.ie.

The purpose of the Additional School Accommodation (ASA) scheme is to ensure that essential mainstream classroom accommodation and accommodation for pupils with special education needs is available to cater for pupils enrolled each year, where the need cannot be met by the school’s existing accommodation.

At primary level, this situation generally arises to cater for a school’s accommodation requirements where an additional teaching post has been sanctioned by Teacher Allocation Section, or the requirement for a new class for pupils with special education needs has been identified by the NCSE, and all available alternative accommodation within the school is already being used for classroom purposes.

School Admissions

Ceisteanna (426)

Bernard Durkan

Ceist:

426. Deputy Bernard J. Durkan asked the Minister for Education when a school place will be facilitated for a child (details supplied) in his or her preferred local school; if every effort is being made to ensure that every child who requires a school place in September 2023 will be facilitated; and if she will make a statement on the matter. [8668/23]

Freagraí scríofa

Minister for Education

My 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.

While my Department is aware of increasing pressures and demand for additional school places in Naas, 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.

Teacher Training

Ceisteanna (427)

Colm Burke

Ceist:

427. Deputy Colm Burke asked the Minister for Education if consideration will be given to permitting students who do not hold a H4 grade in Leaving Certificate Irish to undertake the Professional Masters in Education for primary teaching and gain the necessary qualifications in Irish within this programme, in order to address the shortage of primary school teachers; and if she will make a statement on the matter. [8672/23]

Freagraí scríofa

Minister for Education

My Department specifies the minimum entry requirements in the core subjects: Irish, English and Mathematics for entry into primary Initial Teacher Education (ITE) programmes to ensure that primary teachers have the capacity to lead in these significant areas of student learning. The current Leaving Certificate entry requirement is a H4 in Irish.

All candidates, including school leavers, mature students and university graduates must hold the required level of Leaving Certificate Irish, English or Mathematics or an approved equivalent for entry into primary ITE programmes.

In the case of a student wishing to enter a postgraduate programme and who does not meet the minimum entry requirement in Irish, English or Mathematics, it is open to the person to repeat the Leaving Certificate Examination or pursue a course of study leading to one of the alternative qualifications in the subject(s) concerned as outlined in recently published Professional Master of Education (Primary Teaching) Entry Requirements and Procedures for 2023. Link: gov.ie - How to qualify as a primary teacher (www.gov.ie).

Departmental Advertising

Ceisteanna (428)

Matt Carthy

Ceist:

428. Deputy Matt Carthy asked the Minister for Education the amount expended on advertising and promotion in her Department, and all agencies, under the remit of her Department in 2022 and in January 2023; and if she will make a statement on the matter. [8682/23]

Freagraí scríofa

Minister for Education

The Department’s total spending on advertising for 2022 was €364,842.68. The Department has not incurred any expenditure on advertising to date in 2023.

The Department has engaged in a number of advertising campaigns including the Teaching Transforms campaign which has been ongoing since late 2018 to promote the teaching profession and encourage post-primary and third level students to apply for programmes of initial teacher education. The various phases of the campaign have used a range of channels, including digital (online video and social media), radio (traditional and digital) and print (national papers and college press).

The Department does not hold the requested figures for its aegis bodies.

Departmental Staff

Ceisteanna (429)

Matt Carthy

Ceist:

429. Deputy Matt Carthy asked the Minister for Education the number of communications staff currently employed in her Department; the cost of them for 2022; the expected cost for 2023; and if she will make a statement on the matter. [8700/23]

Freagraí scríofa

Minister for Education

There are currently 9 fulltime equivalent posts assigned to my Department’s Communications Unit, who are responsible for a range of duties across different aspects of communications including press office and digital media. The annual staffing cost of the Unit in 2022 was approximately €420,000[1] and the expected annual cost for 2023 is approximately €500,000.

[1] It should be noted that there were a number of staff changes in the Unit during 2022, both departures and assignments, and so the Unit incurred less than full year salary costs in respect of each post for the year. The estimated salary costs in respect of these posts for 2023 reflects full year costs for all posts.

School Transport

Ceisteanna (430)

Peter Burke

Ceist:

430. Deputy Peter Burke asked the Minister for Education when school transport will be available for a special needs school student (details supplied); and if she will make a statement on the matter. [8718/23]

Freagraí scríofa

Minister for Education

The 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 €338.9m.

In cases where the department is satisfied that a pupil's nearest school is full, eligibility for school transport will be determined based on the distance a pupil lives from the next nearest school in relation to ethos and language.

To establish that the nearest school is full families must provide evidence that an application for enrolment was made within the deadline dates specified by the school, and a letter from the school authorities confirming that the school was full at the time of enrolment.

The family of the pupil to which the Deputy refers contacted School Transport Section in my Department to request School Transport to his school of attendance. Officials from my Department's School Transport Section contacted three schools in the area which the pupil resides.

Two schools have confirmed that they were oversubscribed for the 2022/23 school year but one school has advised that at time of enrolment they had capacity for the 2022/23 school year and that no rejection of enrolment was made for this pupil in respect of the 2022/23 school year.

As there was capacity in the area to which the pupil resides for the 2022/23 school year, the pupil cannot be deemed as eligible for transport to his school of attendance.

Officials of my Department contacted the family directly requesting confirmation of rejection of enrolment application for the pupil at the named schools in the area to which the pupils resides, during the enrolment period for the 2022/23 school year. This information has not been received to date.

School Admissions

Ceisteanna (431)

Robert Troy

Ceist:

431. Deputy Robert Troy asked the Minister for Education if she will approve a school placement which is currently under appeal (details supplied). [8726/23]

Freagraí scríofa

Minister for Education

It is my Department’s main responsibility 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.

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 the 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.

The Capital Programme also provides for devolved funding for additional classrooms, including accommodation for pupils with special educational needs, if required, for schools where an additional enrolment need has been identified or where an additional teacher has been appointed.

Details of schools listed on this programme (the Additional Accommodation Scheme) can also be found on the Department's website at www.gov.ie and this information is also updated regularly.

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.

It is the responsibility of the managerial authorities of all schools to draft, publish and implement a school admission policy in accordance with the Education Acts 1998 to 2018.

The admission policy, including the selection criterion to be used where the school is oversubscribed, must comply with the Education Acts 1998 to 2018, be non-discriminatory and be applied fairly in respect of all applicants.

Where a board of management make a decision to refuse admission, a parent/guardian can appeal that decision under section 29 of the Education Act, 1998, and an independent appeals committee will be appointed to consider the appeal.

The role of the section 29 hearing committee is to examine the application for enrolment and consider if it was correctly processed by the school, in accordance with the school’s Enrolment Policy.

The section 29 appeals committee cannot consider matters that are not provided for within the school’s Enrolment Policy. If you consider that a school has erred in their processing of your enrolment application, a section 29 appeal committee can examine how your application was processed by the school and identify if the school did not follow it’s Enrolment policy.

In cases where an error occurred the section 29 appeal committee will consider if the error had a material effect on your application. Where an error had a material effect on your enrolment application, the section 29 appeal committee can direct the school to enrol the student or adjust the students ranking on the waiting list.

This Department has no authority to compel a school to admit a student, except in circumstances where an appeal under section 29 of the Education Act, 1998 has been allowed and the appeals committee directs that the school admit the child concerned.

An appeal on behalf of the person named made under section 29 of the Education Act 1998 was received by my Department and considered by an independent appeals body appointed to determine such appeals.

The independent appeals body decided after consideration to disallow the appeal and this decision was notified to all relevant parties by my Department on 9 February 2023.

Tusla Education Support Services (TESS) the Educational Welfare Service is the legal body which can now assist these parents who are experiencing difficulty in securing a school placement for their child.

Contact details for TESS are available at the following link https://www.tusla.ie/tess/get-in-touch or by e-mail at [e-mail].

School Admissions

Ceisteanna (432)

Bernard Durkan

Ceist:

432. Deputy Bernard J. Durkan asked the Minister for Education when a school place will be facilitated in the case of a child (details supplied); and if she will make a statement on the matter. [8743/23]

Freagraí scríofa

Minister for Education

My 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.

While my Department is aware of increasing pressures and demand for additional school places in Kilcock, 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..

National Educational Psychological Service

Ceisteanna (433)

Niall Collins

Ceist:

433. Deputy Niall Collins asked the Minister for Education when a child will be seen (details supplied); and if she will make a statement on the matter. [8745/23]

Freagraí scríofa

Minister for Education

My Department’s National Educational Psychological Service (NEPS) provides educational psychological support to all primary and post-primary schools. This involves direct support in the event of a critical incident, individual casework, access to national and regional support and development work to build school capacity to support students.

NEPS, in common with many other psychological services and best international practice, has adopted a consultative model of service. The focus is on empowering teachers to intervene effectively with pupils whose needs range from mild to severe and transient to enduring. Psychologists use a problem solving and solution oriented consultative approach to maximise positive outcomes for these pupils. NEPS encourages schools to use a continuum based assessment and intervention process whereby each school takes responsibility for initial assessment, educational planning and intervention for pupils with learning, emotional or behavioural difficulties. Teachers may consult their NEPS psychologist should they need to at this stage in the process. Where reasonable progress is not made, following a school's best efforts in consultation with NEPS, a psychologist will become involved with an individual child for intensive intervention or assessment. This system allows psychologists to give early attention to urgent cases and also to help many more children indirectly than could be seen individually.

In relation to the pupil to which the Deputy refers, a referral for NEPS involvement was received on the 26th of January from the pupil's school, and this referral will be progressed by the assigned psychologist in conjunction with the school.

School Transport

Ceisteanna (434)

James Lawless

Ceist:

434. Deputy James Lawless asked the Minister for Education if a matter concerning a school bus service (details supplied) will be examined; and if she will make a statement on the matter. [8763/23]

Freagraí scríofa

Minister for Education

The 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 €338.9m.

A review of the School Transport Scheme commenced in February 2021. The review is being conducted with a view to examining the current scheme, its broader effectiveness and sustainability, and to ensure that it serves students and their families adequately.

Phase 1 of the review, an examination of issues a report on eligibility with an examination of issues for mainstream pupils relating to the nearest and next nearest school was completed in June 2021.

Following commencement of the review the Steering Group presented the Minister with an initial interim report in June 2021, with regard to eligibility and with an examination of issues for mainstream pupils relating to the nearest and next nearest school. Following consideration of this report, for the 2021/2022 school year, the extension of temporary alleviation measures were approved for transport for post-primary students who are otherwise eligible for school transport but are attending their second nearest school and have applied and paid on time. These measures will be continued for the current school year, pending completion of the review and means transport will be provided for post-primary pupils who are eligible for transport to their nearest school and are attending their second nearest school and who applied by the 29th April and registered for a ticket by the 29th July.

While work on the review was impacted somewhat by the challenges of the pandemic and the impact of the current conflict in Ukraine, it is anticipated that the final phases of the review will be completed shortly with recommendations on the future operation of the Department’s School Transport Scheme.

Planning for the operation of the school transport scheme for the 2023/24 is expected to be completed shortly. Bus Éireann will advertise the details of the 2023/2024 school year process through their website and social media platforms. Details will also be published on the Department’s website and, in line with normal practice, will also be communicated to Oireachtas Members.

Bus Éireann has advised that pupils residing in the area outlined by the Deputy are not eligible for transport to the Post Primary School and Community College in the location mentioned by the Deputy as it is not their closest school/education centre.

These pupils are eligible to the Gaelcholáiste in the location mentioned by the Deputy as it is their closest Irish speaking school.

There are currently two school transport mainstream services operating between the area from which these pupils reside and the schools to which the Deputy refers.

Bus Éireann has advised that 23 mainstream concessionary pupils were unsuccessful in obtaining tickets on these services for the 2022/23 school year.

Special Educational Needs

Ceisteanna (435)

Paul Murphy

Ceist:

435. Deputy Paul Murphy asked the Minister for Education if she will publish all the data related to the new educational assessment process as part of the assessment of needs; the reason if this data has not been collected, as a description of the new process being a trial or pilot was given to several schools involved in the process; and if she will make a statement on the matter. [8766/23]

Freagraí scríofa

Minister of State at the Department of Education and Skills

In finalising the AON process, there has been extensive consultation with the education partners and with individual schools. I am very grateful to all those who contributed to this process. In particular, to the 80 schools that assisted in trialling the process and in providing detailed feedback on the guidance documents and resources put in place to support the process. This process was completed in December 2022 and feedback from the schools involved and stakeholders has been incorporated into revised guidance documents and the AON Report of Education Needs form. These forms are published on the gov.ie website, as follows: gov.ie - Report of Education Needs for the purpose of Assessment of Need (Disability Act 2005) (www.gov.ie).

With regards to the type of feedback received from the schools during the trialling process, the following was recorded:

- Where possible have part of the form pre-filled by NCSE (school and student information);

- Would welcome a digital form;

- Emphasise that schools tick the applicable boxes;

- Reduce the length of the form to make one category for Social/Emotional/Self-Regulation, this was two categories;

- Stress in the Guidelines that this is for the assessment of education needs only;

- Schools didn’t want their NEPS time used for this purpose; and

- Very achievable and easy to complete.

Furthermore, the feedback received from the schools showed a trend of recurring questions, to assist the schools my department developed a Frequently Asked Questions (FAQs) document, which was published on the Departments website on 1 February, and can also be found at: gov.ie - Report of Education Needs for the purpose of Assessment of Need (Disability Act 2005) (www.gov.ie).

The Department is committed to monitoring the impact of the AON process on schools and will formally review this at the end of the current school year. This review will ensure that any additional guidance, support or resource that is required will be put in place at the earliest possible opportunity. The education stakeholders will be invited to participate in this review process.

In the interim, my Department and NCSE will work with the education stakeholders to ensure that schools are supported as outlined above to complete the AON process.

School Accommodation

Ceisteanna (436)

Denise Mitchell

Ceist:

436. Deputy Denise Mitchell asked the Minister for Education if she will provide an update on the construction of a school (details supplied). [8773/23]

Freagraí scríofa

Minister for Education

The major building project for the school referred to by the Deputy will be delivered under my Department's ADAPT Programme.

The ADAPT Programme uses a professional external Project Manager to co-ordinate and drive the Design Team to achieve the best possible timeframe for the project through the stages of Architectural Planning to Tender and Construction.

The tender process to appoint the Design Team for this major project is currently underway.

The Project Manager is in contact with the school authorities in relation to the appointment of the Design Team, which is anticipated to be completed in Quarter 2 of 2023.

Upon appointment, the Design Team will proceed to the initial stage of Architectural Planning, Stage 1 – Preliminary Design, where the Design Team will assess the site and prepare their initial sketch schemes. A preferred design option, including the scope and extent of works to be carried out will be established during this early stage.

Until the project design is at a stage where statutory approvals, planning permission, etc are secured by the Design Team, it will not be possible to provide an estimated onsite date.