Seán Sherlock
Ceist:375. Deputy Sean Sherlock asked the Minister for Education the number of SENOs currently active and the number of children assigned to each SENO area, in tabular form. [11116/23]
Amharc ar fhreagraSpecial Educational Needs
Ceisteanna (375)
Freagraí scríofa
The National Council for Special Education (NCSE) is responsible, through its network of Special Educational Needs Organisers (SENOs), for fulfilling the functions of the NCSE Council within a designated area in relation to the identification of and delivery and co-ordination of education services to children with disabilities. The NCSE employs SENOs to provide a nationwide system of local services. Each SENO has responsibility for specific schools, primary, post primary and special, within their area. In general, the role of the SENO ensures that a child with special educational needs receives the supports they are entitled to. SENOs are available to advise parents in relation to supports which may be available to support children with special educational needs. The regional contact list can be found on the NCSE website: ncse.ie/regional-services-contact-list
The SENOs provide a wide range of services and have many interactions with schools, parents, children and other organisations operating within schools. The SENO can be called on for assistance by principals, parents or others, and is available in person, by phone, or by e-mail. In addition to the ongoing support for children, the SENO also receives a high volume of one-off calls for assistance. Each SENO looks after an average of 300 children approximately, across special classes and special schools. In addition each SENO is responsible for engaging with approx. 55 schools.
The following table shows the number of SENOs allocated to each county.
The number of NCSE Special Education Needs Organisers (SENO) currently active by County
|
Carlow |
Vacant |
|
Cavan |
1 |
|
Clare |
3 |
|
Cork |
7 |
|
2 vacant posts |
|
|
Donegal |
3 |
|
Dublin North |
7 |
|
Dublin South |
8 |
|
Galway |
3 |
|
Kerry |
3 |
|
Kildare |
5 |
|
2 vacant posts |
|
|
Kilkenny |
2 |
|
Laois |
1 |
|
Leitrim |
3 |
|
Limerick |
6 |
|
Longford |
1 |
|
Louth |
3 |
|
Mayo |
1 |
|
Meath |
3 |
|
Monaghan |
Vacant |
|
Offaly |
2 |
|
Roscommon |
1 |
|
Sligo |
1 |
|
Tipperary |
2 |
|
Waterford |
1 |
|
Westmeath |
2 |
|
Wexford |
1 |
|
Wicklow |
Vacant, but there are 14 points of contact for those areas with vacancies. |
|
Total |
70 |
Schools Building Projects
Ceisteanna (376)
Joe Carey
Ceist:376. Deputy Joe Carey asked the Minister for Education the final costing associated with the provision of the new major school extension to schools (details supplied) completed in January 2023 led by Limerick and Clare Education and Training Board; if she will confirm the works delivered under this scheme; and if she will make a statement on the matter. [11127/23]
Amharc ar fhreagraFreagraí scríofa
The project to which the Deputy has referred was devolved to Limerick & Clare Education & Training Board for delivery under a Service Level Agreement.
The project went onsite in August 2019 and the new extension is now occupied by students since the new academic year commenced last September.
The brief for the project provided for a 4,175m2 Extension and a PE Hall.
Accommodation provided includes 6 general classrooms, a Science Laboratory, a Multi Media Laboratory, Art & Craft room, Home Economics room, a Woodwork room, a Technology room and other ancillary accommodation.
Coolsivna Construction Group Ltd. was the appointed contractor.
As the Final Account has not yet been received by the Department, it is not possible to provide the final costings.
This state-of-the-art new educational facility represents a significant multi-million investment by my Department in the area in question, to serve the school and its wider community alike.
School Funding
Ceisteanna (377)
Aodhán Ó Ríordáin
Ceist:377. Deputy Aodhán Ó Ríordáin asked the Minister for Education the current approach to funding the teaching and learning of home economics in secondary schools; and if she plans to fully fund the teaching and learning of home economics to cover the cost of all ingredients, materials and equipment, ensuring the subject is funded in the same manner as wood materials technology/construction studies, metalwork/engineering and science subjects. [11139/23]
Amharc ar fhreagraFreagraí scríofa
My Department provides funding to all recognised schools in the Free Education Scheme by way of per capita grants. The two main grants are the Capitation grant to cater for day to day running costs including heating, lighting etc. and the Ancillary grant to cater for the cost of employing ancillary services staff. These grants may be regarded as a common grant from which the Board of Management can allocate according to its own priorities. The standard capitation funding allocations are not related to specific subjects.
The Deputy may wish to note that the standard capitation grant rate for primary schools is €183 per pupil and the standard ancillary grant rate is €173 per pupil. Enhanced capitation rates are payable in respect of pupils attending special schools and for special classes attached to mainstream schools to assist with the extra costs associated with the running costs of classrooms with a small number of pupils operating specialist provision. These rates range from €469 to €903 per pupil depending on the particular level of need involved. The ancillary grant is paid to Special Schools based on the number of authorised full-time teaching staff approved by the Department. In addition to the grants mentioned above, Special schools are also eligible to receive Programme grants payable to post primary schools, if they have post-primary age students enrolled in the school and taking part in programmes such as Leaving Certificate Applied and Transition Year for example.
Grant Payments
Ceisteanna (378)
Donnchadh Ó Laoghaire
Ceist:378. Deputy Donnchadh Ó Laoghaire asked the Minister for Education if she will provide update on whether the Covid cleaning grant for schools will be continued for term 2; and when the payment schedule will issue. [11140/23]
Amharc ar fhreagraFreagraí scríofa
More than €317 million of additional Covid-19 Capitation grant funding was made available to recognised primary and post primary schools to provide for the implementation of infection prevention and control measures to reduce the risk of the spread of COVID -19 for the 2020/21 and 2021/22 school years. A further €45 million has been provided to cater for ongoing enhanced cleaning, PPE and hand hygiene for Term 1 of the 2022/23 school year. This represents a total of €362.7 million to date.
As the Deputy is aware, the continued payment of Covid-19 capitation grants is determined by the prevailing public health advice at the time.
Staff in my Department are currently engaging with colleagues in the Department of Public Expenditure and Reform in relation to the Covid-19 Capitation grants for Term 2 of the 2022/2023 school year. Further details will be provided as soon as possible.
School Transport
Ceisteanna (379)
Pa Daly
Ceist:379. Deputy Pa Daly asked the Minister for Education if she will investigate the reason the school bus from Tralee to Castleisland no longer stops at a location (details supplied) where Ukrainian children are housed. [11150/23]
Amharc ar fhreagraFreagraí scríofa
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.
The Department of Education and Bus Éireann have a process to facilitate the provision of School Transport Scheme Services for children arriving to Ireland from Ukraine.
For children residing with a host family or for children of Ukrainian families living in their own private accommodation, an application for school transport can be made via a link to a form on www.gov.ie/ukraine.
Children will be accommodated on existing services where there is capacity. If there is no service or capacity, a grant can be offered to the family as appropriate.
For families and children residing in accommodation centres (or similar), school principals may apply for transport for children attending their school who are residing in such accommodation. School principals should complete the information required on a form which is available on Gov.ie/Ukraine and return it to their local REALT co-ordinator.
Every effort is being made to ensure school transport services are up and running as they are required. However, given the ongoing movement and arrival of families, it may in some cases take some time to arrange services for families.
School Transport Section in my Department have not received any applications from REALT co-ordinators in respect of the accommodation centre referred to by the Deputy. Once applications have been received, they will be processed without delay.
Teacher Training
Ceisteanna (380)
Brian Stanley
Ceist:380. Deputy Brian Stanley asked the Minister for Education if the requirement to have Leaving Certificate Irish will be relaxed to enter teacher training colleges due to the large number of non-Irish nationals living in the country. [11151/23]
Amharc ar fhreagraFreagraí scríofa
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).
Special Educational Needs
Ceisteanna (381)
Bernard Durkan
Ceist:381. Deputy Bernard J. Durkan asked the Minister for Education if a school place within an ASD unit or a special school can be facilitated for September 2023 in the case of the son of a person (details supplied), who has ASD and is non-verbal, whose family have submitted 22 school applications on their behalf with no success, who are willing to travel a reasonable distance to get their child the education they require, who is five and a half in September; and if she will make a statement on the matter. [11173/23]
Amharc ar fhreagraFreagraí scríofa
I 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, 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 on special education.
This level of educational funding and support is unprecedented and represents in excess of 27% of the Department’s total allocation for 2023.
This includes 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.
Over the last two to three years, my Department and the NCSE have introduced a number of strategic initiatives to plan for and provide sufficient special class and special school places.
These initiatives are bearing fruit with over 600 new special classes sanctioned at primary level and almost 300 new special classes sanctioned at post-primary level.
There are a total of 105 special classes in Co. Kildare. Of these, 79 special classes are at primary level and 26 are at post primary level. 20 new special classes at primary and 9 new special classes at post-primary have been provided in Co. Kildare over the last 3 years.
The Department is engaging intensely with the NCSE in relation to the forward planning of new special classes for the next school year 2023/2024. This work involves a detailed review of statistical data in relation to forecasting demand for special class places, consideration of improved data sharing arrangements, consideration of school accommodation capacity and a particular focus on the provision of special classes at post-primary level.
As demand for new special classes at post-primary level is expected to increase significantly over the next few years, due to increasing demographics and increasing prevalence rates, the Department and the NCSE have engaged with post-primary stakeholders in relation to the provision of special classes.
The Department has also previously written to all post-primary schools in October 2022 to advise them of the need to begin planning to provide additional special classes. It is envisaged that all post-primary schools will be required to provide special classes over the next 3 to 5 years, with an approximate average of 4 special classes in each school. If the recent growth in the need for special classes continues, it is expected that a similar level of new special classes will be needed at primary level over the next three years as have been provided over the last three years. At post-primary level however, it is expected that we will need to double the number of new special classes being provided over the next three years as compared to the last three years.
The NCSE is continuing to engage with schools regarding the establishment of additional special classes for the next school year 2023/2024. Every support will be made available to schools to progress the opening of special classes in the shortest possible timeframe. It is expected that the NCSE will confirm where new special classes at primary level have been sanctioned for the coming school year over the next few weeks. This is in keeping with timelines in previous years.
Every support will be made available to schools to progress the opening of special classes in the shortest possible timeframe.
Information on the list of schools with special classes, the types and locations of these classes is published on the NCSE website and is available at www.ncse.ie
It is of course open to any school to engage with the NCSE to establish a special class.
My Department is committed, in conjunction with the NCSE, to continue to work with parents, schools, patrons and all stakeholders to ensure that there are sufficient appropriate places for students with additional needs and to support all students to achieve their potential.
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.
As this matter relates to the needs of an individual student, I will arrange to have it referred to the NCSE for their attention and direct reply.
School Admissions
Ceisteanna (382)
Bernard Durkan
Ceist:382. Deputy Bernard J. Durkan asked the Minister for Education if a school place for September 2023 can be facilitated and confirmed in the case of the daughter of a person (details supplied), who has applied to seven secondary schools to no avail, who recently moved from County Offaly to County Kildare, who are worried that they will have no place in September 2023; and if she will make a statement on the matter. [11175/23]
Amharc ar fhreagraFreagraí scríofa
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.
While the Department is aware of increasing pressures and demand for additional school places in the Prosperous_Clane 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, including those of schools in the Prosperous_Clane areas, to identify particular capacity requirements for the forthcoming years which may necessitate further action to that already in train. Following discussions, an application for additional accommodation was received by St Farnan's and was recently approved which should allow for the school to increase their first year intake for September 2023.
Ukraine War
Ceisteanna (383)
Michael Creed
Ceist:383. Deputy Michael Creed asked the Minister for Education the steps being taken by her Department in conjunction with the NCCA to actively assist and accommodate Ukrainian post primary pupils in schools; if consideration has been given to develop Ukrainian as a non-curricular language for those students moving into senior cycle next September; if the advice of the NCCA have been canvassed on this matter; and if she will make a statement on the matter. [11179/23]
Amharc ar fhreagraFreagraí scríofa
Meeting the educational needs of children and young people from Ukraine is a priority for the Government, and my Department is determined to support the efforts of school communities across the country, who have shown huge commitment and generosity. Regional Education and Language Teams (REALTs) have been established to support the needs of Ukrainian children arriving in Ireland. These Education and Language Teams are hosted by the 16 regional education and training boards (ETBs) and are staffed by existing regionally-based education support personnel working closely together to ensure good coordination and alignment of supports for Ukrainian children.
The State Examinations Commission (SEC) has responsibility for the operation, delivery and development of the State examinations. The SEC provides examinations in a range of subjects in the language area referred to as the non-curricular EU languages. These are languages which do not appear as part of the normal school curriculum but in which students may opt to be examined if they meet certain criteria. The examination model is based on that of the First Foreign Language final written examination of the European Baccalaureate, and is offered at Higher Level only. Ukrainian as a non-curricular language is being developed by the SEC, with the aim that the first examination will be available for students sitting the Leaving Certificate in June 2025.
Schools Building Projects
Ceisteanna (384)
Paul Donnelly
Ceist:384. Deputy Paul Donnelly asked the Minister for Education the locations of buildings for new schools that are currently under construction in Dublin; and when each of these new schools will be built, in tabular form. [11195/23]
Amharc ar fhreagraFreagraí scríofa
My Department has a strong track record of delivery of school building projects and this was achieved again in 2022 notwithstanding the wider construction sector environment of high inflation, labour shortages and supply chain issues.
Under Project Ireland 2040, we are investing €4.4 billion over the period 2021 to 2025, to add capacity and develop and upgrade school facilities across the country for the almost one million students and over 100,000 staff who learn and work in our schools every day.
The key drivers of capital investment in the schools sector are as follows:
- demographic change, including keeping pace with delivery of SEN and accommodation for Ukrainian pupils particularly at Post Primary
- alignment with housing provision and national planning at school planning area level,
- construction costs,
- climate action objectives including deep energy retrofit.
Key achievements by my Department in 2022 include:
- There were circa. 180 school building projects delivered during 2022 and a further 273 school building projects remained under construction at the start of 2023 - most of which will be completed this year.
- Accelerated delivery of modular accommodation to facilitate additional capacity in special classes and special schools to cater for over 900 children with additional needs.
- Successfully supported and facilitated the enrolment of circa. 15,000 children from Ukraine in our primary and post-primary schools.
- Necessary refurbishment and maintenance in nearly 1,000 schools.
- 16 Deep Energy Retrofit Pathfinder projects ongoing in partnership with SEAI.
- Strategic initiatives put in place to support planning for school provision requirements include the Department’s Geographic Information System, National Inventory of School Capacity, engagement with key stakeholders and also setting up of 16 Regional Education and Language Teams (REALTs) to facilitate enrolment of children from Ukraine in a structured and coordinated manner.
- Strategic initiatives put in place to support delivery include use of project manager supports, procurement frameworks, variety of delivery mechanisms and a strong pipeline of projects.
I am very appreciative of the strong support provided by Government for our education budget. As part of the supplementary budget, €300m additional capital funding was provided in 2022. This helped to alleviate capital funding pressures that arose in 2022 which was reflective of the strong delivery by the Department of school building projects – particularly to support mainstream provision and special education needs provision. My Department’s overall capital outturn for 2022 was €1.12 billion.
Circa 80% of the School Building Programme allocation is expenditure in relation to Large Scale projects, Additional Accommodation Scheme, Modular Accommodation and Site acquisition to ensure the provision of additional and modernised capacity across the school system.
My Department's Planning and Building Unit is currently assessing its work programme and priorities for 2023 in the context of its available funding. My Department's published NDP allocation for 2023 is €860 million. High construction inflation remains a continuing feature of the construction sector for 2023. As part of its planning ahead for 2023, my Department is engaging with the Department of Public Expenditure, NDP Delivery and Reform in relation to capital funding pressures in order to continue to be able to adequately support the operation of the school system with rollout of school building projects to construction in 2023.
Key priorities for my Department's work programme include continuing strong delivery to support the operation of the school system with particular regard to planning ahead for the 2023/24 school year and beyond and also with particular regard to supporting special needs provision.
The table below details new school building projects on site in Dublin, all of which are expected to complete in either 2023 or 2024. The current status of all projects are listed on a county by county basis at: www.gov.ie/en/service/c5b56b-major-projects/ and is updated on a regular basis to reflect their progress through the various stages of capital appraisal, site acquisition, design, tender and construction.
|
Roll Number |
School Name |
Address |
|
17472M |
BAILE FALBACH |
Lusk, Co. Dublin |
|
19545A |
St Patrick's Junior NS |
Blanchardstown, Dublin 15 |
|
19636D |
ST PATRICKS SENIOR SCHOOL |
Blanchardstown, Dublin 15 |
|
19727G |
ST MARYS CENTRAL N S |
Donnybrook, Dublin 4 |
|
20043G |
GAELSCOIL CHNOC LIAMHNA |
Cnoc Liamhna, Baile Atha Cliath 16 |
|
20131D |
EDUCATE TOGETHER NS |
Grangegorman Lower, Dublin 7 |
|
20176C |
RUSH AND LUSK EDUCATE TOGETHER NS |
Lusk, Co. Dublin |
|
20392I |
Pelletstown ETNS |
Rathborne, Dublin 15 |
|
20400E |
Ballinteer Educate Together N.S. |
Parkvale, Balally, Dublin 16, |
|
20501K |
Harcourt Terrace Educate Together N.S |
Harold's Cross, Dublin 6W |
|
20519G |
Stapolin Educate Together N.S |
Belmayne, Dublin 13 |
|
68241F |
Stepaside ETSS |
Stepaside, Dublin 18 |
|
68346T |
Belmayne ETSS |
Grange Abbey Road, Dublin 13 |
|
20535E |
Cherrywood ETNS |
Cherrywood, Dublin 18 |
Special Educational Needs
Ceisteanna (385)
Richard Boyd Barrett
Ceist:385. Deputy Richard Boyd Barrett asked the Minister for Education if a person (details supplied) who has very high level special needs and is in residential care and who has not received a full and specialised education based on their needs since 2020, will receive home tuition or admission to a special needs school which they have been repeatedly refused by application due to lack of capacity and lack of special needs facilities; and if she will make a statement on the matter. [11214/23]
Amharc ar fhreagraFreagraí scríofa
I would like to thank the Deputy for the question and would like to advise the following:
Ensuring that every child with special educational needs gets a suitable education is a priority for the Department of Education.
The National Council for Special Education (NCSE) has responsibility for coordinating and advising on the education provision for children with special educational needs nationwide.
Over the last two to three years, my Department and the NCSE have introduced a number of strategic initiatives to plan for and provide sufficient mainstream, special class and special school places.
These initiatives are bearing fruit with over 600 new special classes sanctioned at primary level, almost 300 new special classes sanctioned at post-primary level and five new special schools established over the last three years.
In relation to access to an appropriate school placement, I provided the details supplied by the Deputy to the NCSE who subsequently confirmed that the child is not known to them.
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
Information on the list of schools with special classes, the types and locations of these classes is published on the NCSE website and is available at www.ncse.ie.
While I can set out the position regarding the Home Tuition Grant Scheme, I understand that my Department has not received an application for the scheme in relation to the child referred to by the Deputy.
The purpose of the Home Tuition Grant Scheme is to provide a compensatory educational service for children who, for a number of reasons, are unable to attend school. The scheme also provides a compensatory educational service for children with special educational needs seeking an educational placement for whom such a placement is not available.
Children with Special Educational Needs who are aged 4 years and over may avail of home tuition where a school placement is not available as confirmed by the NCSE, through the local Special Education Needs Organiser (SENO).
The availability of a school placement will be assessed by the NCSE having regard to, although not limited to, the relevant diagnosis and relevant professional report.
The Home Tuition Grant Scheme is an interim measure to provide for education until an educational placement becomes available. When a school placement becomes available the home tuition grant will be discontinued.
A school placement can be:
- A place in a mainstream class in a mainstream school.
- A place in a special class attached to a mainstream school.
- A place in a special school.
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 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.
Departmental Staff
Ceisteanna (386)
Alan Kelly
Ceist:386. Deputy Alan Kelly asked the Minister for Education the number of WTE architects employed by her Department in 2021, 2022 and to date in 2023, in tabular form. [11232/23]
Amharc ar fhreagraFreagraí scríofa
The information requested by the Deputy is set out in the table.
|
Architect WTE |
||
|
2021 |
2022 |
2023 |
|
13* |
15* |
15* |
|
*Includes one Architect on long term leave |
School Admissions
Ceisteanna (387)
Eoin Ó Broin
Ceist:387. Deputy Eoin Ó Broin asked the Minister for Education regarding the Section 29 appeal process as a result of oversubscription of a school, if there is any flexibility in relation to the 63-day timeframe; if school holidays are counted as days; and if she will make a statement on the matter. [11233/23]
Amharc ar fhreagraFreagraí scríofa
Section 29F(1) (c) of the Education Act 1998, as inserted by section 7 of the Education (Admissions to school) Act 2018, states :
29F. (1) An appeals committee shall refuse to hear or determine, or refuse to continue to hear or determine, an appeal under section 29 where—
(c) an appeal has not been made within the period specified in procedures under section 29B
The procedures for hearing and determining appeals under section 29 (1) (c) (i) and 29 (1) (ii), which relate to refusal to enrol appeals, provide that an appeal must be made no later than 63 calendar days from the date of the decision by the Board of Management of a school to refuse admission.
The section 29 appeals committee is therefore legally bound to adhere to these time frames when considering such appeals.
In determining whether an appeal was lodged within the required 63 days I can confirm that the appeals committee include school holidays in their calculations.
Schools Building Projects
Ceisteanna (388)
Jennifer Murnane O'Connor
Ceist:388. Deputy Jennifer Murnane O'Connor asked the Minister for Education the status of an extension for a school (details supplied) in Carlow; the estimated timeframe from start to completion; the number of students upon completion that the school will cater for; and if she will make a statement on the matter. [11247/23]
Amharc ar fhreagraFreagraí scríofa
The major building project for the school referred to by the Deputy is currently at an early stage of Architectural Planning – Stage 2(a) – Developed Design, where the design is developed to a stage where it can be fully cost planned and prepared to lodge for statutory approvals.
The Stage 2(a) Stakeholders Meeting was held on December 2nd 2022, and in order to address comments raised during the meeting, the Design Team were requested to submit a Stage 2(a) Addendum report to the Department for review.
The Addendum has recently been received in the Department.
Upon review and approval, the project will be progressed to Stage 2(b) – Detailed Design, where the Design Team secure all statutory approvals and prepare the suite of tender documents.
The brief for this project is a New Extension and Refurbishment of the existing school buildings to provide accommodation for a Long Term Projected Enrolment of 600 students. The agreed preferred design option is now the provision of a New Replacement School Building and the demolition of the current buildings, and all associated site works.
Until all statutory approvals have been secured, it will not be possible to provide an onsite or project completion date.
National Council for Curriculum and Assessment
Ceisteanna (389)
Carol Nolan
Ceist:389. Deputy Carol Nolan asked the Minister for Education the funding provided by her Department to the National Council for Curriculum and Assessment from 2010 to date; and if she will make a statement on the matter. [11250/23]
Amharc ar fhreagraFreagraí scríofa
The National Council for Curriculum and Assessment (NCCA) was established under Section 39 of the Education Act (1998) to advise the Minister on matters relating to:-
(a) the curriculum for early childhood education, primary and post-primary schools, and
(b) the assessment procedures employed in schools and examinations on subjects which are part of the curriculum.
The funding allocation provided by the Department of Education to the National Council for Curriculum and Assessment (NCCA) to enable it to carry out it’s statutory functions is as follows:
|
2010 €,000 |
2011 €,000 |
2012 €,000 |
2013 €,000 |
2014 €,000 |
2015 €,000 |
2016 €,000 |
2017 €,000 |
2018 €,000 |
2019 €,000 |
2020 €,000 |
2021 €,000 |
2022 €,000 |
2023€,000 |
|
3,837 |
3,812 |
3,735 |
4,174 |
4,139 |
4,580 |
5,042 |
5,250 |
5,716 |
6,095 |
6,244 |
6,310 |
6,875 |
9,455 |
In relation to funding for 2023, the allocation has increased due to significant curriculum reform from early years to senior cycle level.
Any funding provided by the Department to the NCCA as part of its allocation and not drawn down during the year by the NCCA was retained by the Department as a saving.
Special Educational Needs
Ceisteanna (390)
Donnchadh Ó Laoghaire
Ceist:390. Deputy Donnchadh Ó Laoghaire asked the Minister for Education the supports for primary schools to provide play therapy for children who have emotional needs and require this therapy. [11260/23]
Amharc ar fhreagraFreagraí scríofa
The Department of Education plays an important role in supporting the wellbeing and mental health of our young people. The Department’s Wellbeing Policy and Framework for practice has given recognition to the importance of promoting wellbeing in education. The approach set out in the Wellbeing Policy is a whole school and preventative approach which has multiple components that include providing children and young people with opportunities to build core social and emotional skills and competencies, experience supportive relationships within the school setting and be part of a school environment and culture that feels both physically and psychologically safe.
Aligned with this policy, a number of supports are currently being offered to schools to support wellbeing and mental health.
- Schools are encouraged to use a reflective, school self-evaluation approach to identify and prioritise the needs of its own school community in relation to the promotion of wellbeing and mental health, and to respond to meeting those needs. To support schools in this work the Professional Development Service for Teachers (PDST) is currently providing training to schools to ensure that the promotion of wellbeing will be at the core of the ethos of every school. Schools will be navigated through an introduction to the Wellbeing Framework and how to use the School Self Evaluation (SSE) process in guiding wellbeing promotion in their schools. These seminars will be supported by two webinars and in-school visits.
- NEPS has developed training for school staff on the promotion of wellbeing and resilience in schools which include upskilling school staff on the use and implementation of therapeutically-informed approaches in schools. These include trauma-informed approaches, approaches based on the principles of cognitive behaviour therapy, and attachment-aware approaches. The approaches outlined in the training are based on research findings, on the experience of experts in their fields and on the experience of practicing psychologists working in schools. The training will build the capability of school staff in both primary and post-primary settings, including for school leaders, teachers and SNAs.
- NEPS provides training for school staff on the Friends for Life programmes to help reduce anxiety in children and also the Incredible Years Classroom Management System. Priority will be given to schools new to DEIS.
- NEPS has launched an eLearning course - Responding to Critical Incidents in Schools. This course is aimed specifically at the school’s Critical Incident Management Team, but open to all interested staff.
- NEPS has developed a number of resources to support the wellbeing of children and young people from Ukraine enrolling in schools in Ireland.
The programmes and initiatives set out above are in addition to the educational psychological support that NEPS provide to all primary and post-primary schools. This involves direct support in the event of a critical incident, access to national and regional support and development work to build school capacity to support students, access to individual pupil casework where there is need. NEPS works closely with the HSE and its agencies to ensure those who may require the provision of therapy or counselling are referred on to the appropriate clinical services for intervention and support.
I also announced in the budget that €5 million will be invested in piloting a programme of counselling supports for primary school students. This will serve to support the very positive work which already takes place in the area of wellbeing in our schools. The details of the programme are currently being finalised.
Departmental Policies
Ceisteanna (391)
Carol Nolan
Ceist:391. Deputy Carol Nolan asked the Minister for Education if her Department supports the use of gender-neutral pronouns in the drafting of legislation or policies initiated by or originating in her Department; and if she will make a statement on the matter. [11267/23]
Amharc ar fhreagraFreagraí scríofa
The vision of my Department’s Strategy Statement is to ensure an education system where every student is welcome, valued and actively supported to reach their full potential. The curriculum at all levels is considered to be for all learners regardless of race, religion, socioeconomic background, gender or orientation.
The Programme for Government commits that ‘this Government will develop inclusive and age appropriate curricula for Relationships and Sexuality Education (RSE) and Social, Personal and Health Education (SPHE) across primary and post-primary schools, including an inclusive programme on LGBTI+ relationships’.
Work to implement this commitment is ongoing, building on a major review of RSE in schools, completed in 2019 by the National Council for Curriculum and Assessment (NCCA). The revised Junior Cycle SPHE specification, which includes Relationships and Sexuality Education (RSE) has been approved by the National Council for Curriculum and Assessment (NCCA), and is currently under consideration within my Department. The intention is that it will be introduced in schools in September with revised specifications to follow at Senior Cycle and Primary.
My Department participated in the development of the National LGBTI+ Inclusion Strategy 2019-2021 which aims to promote inclusion, protect rights and improve the quality of life and wellbeing of LGBTI+ people. My Department will contribute to work on the next iteration of the strategy, which will commence later this year.
In respect of the drafting of legislation on behalf of Government, that is a matter for the Office of the Parliamentary Counsel. My Department defers to that office on the appropriate syntax to use when drafting legislation.
Schools Building Projects
Ceisteanna (392)
Alan Dillon
Ceist:392. Deputy Alan Dillon asked the Minister for Education to outline the precise architectural planning stages and current stage for each school building project in County Mayo under the School Building Programme from 2016 to 2023; and if she will make a statement on the matter. [11330/23]
Amharc ar fhreagraFreagraí scríofa
The current status of all projects, including those in Mayo, are listed on a county by county basis at www.gov.ie/en/service/c5b56b-major-projects/ and is updated on a regular basis to reflect their progress through the various stages of capital appraisal, site acquisition, design, tender and construction.
The description of architectural planning Stages 1-5 of Large Scale Projects and Additional Accommodation projects are set out below. Large Scale Projects
At present, there are five stages of architectural planning involved in the delivery of major school projects. The stages reflect the Capital Works Management Framework developed by the Department of Public Expenditure & Reform. The stages are as follows: Stage 1 – Preliminary Design. The Preliminary Design stage includes reviewing all information provided as part of the Project Brief. Establishing and analysing all site factors and constraints which may impact on the projects viability. Stage 2 - Design (which is divided into Stage 2a - Developed Sketch Scheme and Stage 2b - Detailed Design) The Stage 2a includes development of the design and accurately cost plan the options agreed with the Client to a stage where the project is fully cost planned and can be prepared to lodge for statutory approvals. The Stage 2b includes obtaining all statutory approvals, preparing a set of fully detailed Tender documents, and preparing an accurate pre-tender cost plan. During the planning application, Requests for Further Information (RFI) from the Local Authority and possible third party appeals to An Bord Pleanála can considerably lengthen the process. Stage 3 - Tender Action, Evaluation and Award. On the completion of the examination of tenders, written authorisation of the Department must be obtained before issuing Letter of Intent and Letter of Acceptance. Once all the contract pre-conditions in the letter of intent have been met and the Department has given written authorisation to proceed to Contract, a letter of Acceptance can be issued. This forms the contract and is the contract and is the date for the calculation of the Contract period. Stage 4 – Construction. All members of the Design Team are collectively responsible for the effective management of the project in order to achieve its completion on time and within budget. Stage 5 - Handover of Works and Final Account. The Design team individually and collectively are required to effectively manage the Project, with the co-operation of the Contractor achieve a satisfactory standard of Construction, and achieve Substantial Completion of all elements of the Projects by the Contract Section/Phase handover dates and overall Contract Completion Date.
The period of time it takes to progress through each of these stages varies from project to project depending on its size and complexity. Design Teams are appointed to progress major projects through the stages of architectural planning. In normal circumstances once a Design Team has been appointed, the project should be progressed expeditiously to the completion of Stage 2b i.e. the preparation of Tender Documents. The responsibility for the progression of the project from Stage to Stage (in accordance with the Project Brief and the Department's Design Guidelines) rests with the Design Team in agreement with the client, subject to the project timelines and the availability of funding.
Additional Accommodation Projects:
Stages are the same for ASA projects and Large Scale projects. However, depending on the size and scale of the project there may be fewer interactions with the Department than with the large-scale projects. In the case of smaller ASA projects (generally less than €3.5m in value), there is only one report to be provided during the design stages, and this is called the Combined Stage 1/2A report.
My Department's Planning and Building Unit is currently assessing its work programme and priorities for 2023 in the context of its available funding. My Department's published NDP allocation for 2023 is €860 million. High construction inflation remains a continuing feature of the construction sector for 2023. As part of its planning ahead for 2023, my Department is engaging with the Department of Public Expenditure, NDP Delivery and Reform in relation to capital funding pressures in order to continue to be able to adequately support the operation of the school system with rollout of school building projects to construction in 2023.
Key priorities for my Department's work programme include continuing strong delivery to support the operation of the school system with particular regard to planning ahead for the 2023/24 school year and beyond and also with particular regard to supporting special needs provision.
Schools Building Projects
Ceisteanna (393)
Alan Dillon
Ceist:393. Deputy Alan Dillon asked the Minister for Education if she will provide a breakdown of the anticipated number of additional school places for primary, secondary, and special schools for school building projects in County Mayo during the 2016 to 2023 period; and if she will make a statement on the matter. [11331/23]
Amharc ar fhreagraFreagraí scríofa
My Department is currently compiling the information that is available in response to the Deputy's request and this will be furnished separately to him as soon as possible.
School Attendance
Ceisteanna (394, 396)
Mattie McGrath
Ceist:394. Deputy Mattie McGrath asked the Minister for Education the statistics that are collected by the Tusla education support service and education welfare officer in relation to absenteeism in schools; and if she will make a statement on the matter. [11414/23]
Amharc ar fhreagraMattie McGrath
Ceist:396. Deputy Mattie McGrath asked the Minister for Education if she will provide statistics from the education welfare officer in relation to absenteeism in schools in Tipperary; the number of students that have disengaged from mainstream education; and if she will make a statement on the matter. [11416/23]
Amharc ar fhreagraFreagraí scríofa
I propose to take Questions Nos. 394 and 396 together.
Since January 2021 Tusla Education Support Services (TESS) is under the remit of my Department.
TESS operates under the Education (Welfare) Act, 2000, a piece of legislation that emphasises the promotion of school attendance, participation and retention. TESS has three strands namely the Statutory Educational Welfare Service (EWS) and the two school support services the Home School Community Liaison Scheme (HSCL) and the School Completion Programme (SCP). The three TESS strands work together collaboratively with schools, families and other relevant services to achieve the best educational outcomes for children and young people. All three strands share the same national outcomes:
- Improved Attendance
- Improved Participation
- Improved Retention
The EWS deal with children and families who have difficulties in relation to school attendance, participation, retention. This is a statutory service and its primary role is to ensure that every child either attends school regularly or otherwise receives a certain minimum education; to ensure and secure every child’s entitlement to education.
Under the Education (Welfare) Act 2000, primary and post-primary schools are obliged by law to submit an annual attendance report to TESS on the levels of school attendance each year.
This information is collated by TESS and analysed to provide information, which can be used by TESS to monitor non-attendance, expulsion, and suspensions in all primary and post-primary schools at national level. Student absence reports are submitted to TESS by schools twice each year on those students with serious attendance issues that have been identified during the school year. Students that have been absent from school for a cumulative total of twenty days or more are reported.
The latest School Attendance Data and Student Absence Report published by Tusla relates to the 2017/18 school year and is available under the publications section on Tusla’s website at www.tusla.ie/services/educational-welfare-services/publications/research-and-statistics/. The data contained in this report is broken down into primary and post-primary schools and it also contains non-attendance data by county.
The most recent activity data for TESS is published on Tusla’s website in the ‘Quarterly Integrated Performance and Activity Report 2022’ and relates to the 2021/22 school year. The report is available at: www.tusla.ie/uploads/content/Q3_2022_Service_Performance_and_Activity_Report_V1.0.pdf
The School Attendance Data and Student Absence Report for the 2018/19 school year is due for publication shortly. A further report, covering the past three school years, is due to be published later this year.
Education Welfare Service
Ceisteanna (395)
Mattie McGrath
Ceist:395. Deputy Mattie McGrath asked the Minister for Education her Department's process for students who have disengaged from mainstream education and have shown several signs of challenging behaviour; the supports in place for students; the services her Department offers; and if she will make a statement on the matter. [11415/23]
Amharc ar fhreagraFreagraí scríofa
The Board of Management of each school is responsible for the care and safety of all of the pupils in their school. Schools should supervise and support children who are distressed or exhibiting behaviours which are of concern to others until they have recovered and are able to re-engage in the classroom.
NCSE employs a number of specialist roles to support schools and build teacher capacity in the areas of autism and behaviour. These roles include autism advisors and behaviour advisors, who are assigned across regional support teams to provide advice and support to schools.
Schools and teachers can access in-school support is making a request through the NCSE in-school support portal at: ncse.ie/in-school-support
Training is available for schools in relation to the provision of support for children with special educational needs from the NCSE’s Regional Support Service. This service can, as part of the designated training modules, provide guidance for schools in relation to the management of difficult behaviour.
The NCSE also has also developed resources for teachers to support positive behaviour in school and resources for parents of primary aged children at home and post primary aged young people. Other useful resources such as videos for parents can be accessed through the NCSE’s YouTube channel.
Schools may also seek advice and support from their local National Educational Psychological Services in dealing with behavioural issues.
A range of guidance is available for schools in relation to the management of student behaviour. Tusla's Educational Welfare Service, has published guidelines for schools on Codes of Behaviour which all schools are required by law to have in place. The Department published Guidelines for Supporting Pupils with Behavioural, Emotional, and Social Difficulties, which is available on the gov.ie website, gov.ie - National Educational Psychological Service (NEPS) resources and publications (www.gov.ie).
Furthermore, on receipt of policy advice from the NCSE, the Department of Education established an Expert Working Group to develop guidelines for schools on the prevention and management of challenging behaviours (including the use of physical interventions) where such behaviour is considered as likely to present serious risk of physical harm to the student concerned and/or others within the school environment.
Development of the Guidelines has been informed by evidence showing that whole school positive behavioural approaches and early and ongoing engagement with the school community, including parents/guardians, are necessary for the development of effective school policy and practice.
Following consideration of the views and contributions received as part of the consultation process, a final draft of the guidelines has been prepared and is being considered by the Department. They place a strong focus on prevention and early intervention strategies for the management of crisis situations in which physical intervention may be employed only as the last part of a comprehensive, positive and planned behavioural approach by the school. They are underpinned by the principles that such intervention is never used for the purposes of discipline; that it should be applied proportionately and should last only as long as is necessary to de-escalate the situation. The guidelines underline the importance of continued supervision of children during a crisis period including matters related to behaviour and the need for such incidents to be recorded.
The guidelines when issued will apply to all schools. In this regard, consideration is being given to the implementation of guidelines by schools including the kind of supports and training that may be required.
Finally, my Department funds a small number of alternative education settings for students who have disengaged from mainstream education provision including the five Youth Encounter Projects, the Cork Life Centre, City Motor Sports and the Carline Learning Centre. These settings provide an important service for a small cohort of students who have become disengaged from mainstream education. Students are referred to these settings from a range of sources including the Education Welfare Service and the student’s mainstream school.
Action 88 of the DEIS Plan provided for a review of current out of school education provision to inform future policy in this area. This review has been completed and the Report on the Review of Out-of-School Education Provision was published in May 2022. The report sets out an implementation plan to progress the recommendations of the review.
A working group consisting of a representative cross section of expertise from relevant Government Departments and agencies was established in September 2022 to oversee the implementation of the recommendations of the report. This work is currently in progress.
Question No. 396 answered with Question No. 394.
School Enrolments
Ceisteanna (397)
Thomas Pringle
Ceist:397. Deputy Thomas Pringle asked the Minister for Education if her attention has been drawn to the situation where the school roll numbers have increased by over 22% year-on-year in a school (details supplied) in County Donegal, therefore meeting the appointment figure threshold for an additional mainstream teacher, yet based on the September 2022 returns, they have been turned down; and if she will make a statement on the matter. [11432/23]
Amharc ar fhreagraFreagraí scríofa
The key factor for determining the level of staffing resources provided at individual school level is the staffing schedule for the relevant school year and pupil enrolments on the previous 30 September.
For the 2023/24 school year, the staffing schedule for primary schools has been improved by one point and schools will be provided with class teachers on the basis of 1 teacher for every 23 pupils which is a historical low ratio. Lower thresholds apply to DEIS Urban Band 1 schools.
The staffing process contains an appeals mechanism for schools to submit a staffing appeal under certain criteria, to an independent Primary Staffing Appeals Board. Information on the appeals process and application forms are available in Circular 0006/2023. Schools will be notified of the outcome of their staffing appeal later this month.
School Staff
Ceisteanna (398)
Thomas Pringle
Ceist:398. Deputy Thomas Pringle asked the Minister for Education when an appeal by a school (details supplied) in County Donegal regarding the allocation of an additional mainstream teacher will be determined; if the unique situation of its mid-year enrolment increase will be properly considered in any decision; and if she will make a statement on the matter. [11433/23]
Amharc ar fhreagraFreagraí scríofa
The key factor for determining the level of staffing resources provided at individual school level is the staffing schedule for the relevant school year and pupil enrolments on the previous 30 September.
For the 2023/24 school year, the staffing schedule for primary schools has been improved by one point and schools will be provided with class teachers on the basis of 1 teacher for every 23 pupils which is a historical low ratio. Lower thresholds apply to DEIS Urban Band 1 schools.
The staffing process contains an appeals mechanism for schools to submit a staffing appeal under certain criteria, to an independent Primary Staffing Appeals Board. Information on the appeals process and application forms are available in Circular 0006/2023. Schools will be notified of the outcome of their staffing appeal later this month.