Written Answers Nos. 626-643
626. Deputy Michael Lowry asked the Minister for Education the status of an application by a school (details supplied); if additional emergency accommodation will be provided to this school in view of the circumstances; and if she will make a statement on the matter. [16361/23]
Amharc ar fhreagraThis school to which the Deputy refers was approved funding under the Department’s Additional School Accommodation (ASA) Scheme for the provision of 1 X 80m2 Mainstream Classroom including en-suite washroom.
The project has been devolved for delivery to the School Authority. Approval to proceed to planning stage issued by the Department earlier this year.
Pending the delivery of the ASA project, the school has applied for the provision of temporary accommodation. Queries in respect of this project are currently under review in the Department and a response in relation to this will issue to the school shortly, following completion of the review.
627. Deputy Seán Canney asked the Minister for Education if she will provide an update on the re-location of a school (details supplied); if she is aware that the NCSE evaluation was finalised in March 2022, and the school’s current lease is due to expire in September 2023; and if she will make a statement on the matter. [16365/23]
Amharc ar fhreagraThe Department is currently assessing options with a view to identifying the optimum solution for the long-term needs of the school referred to by the Deputy. This includes the consideration of the proposal to relocate to an alternative site/campus and also of other potential solutions, with a view to making the most appropriate provision possible for the school and for its current and future students. A new lease agreement is also being considered by the Department and the Department will be in further contact with the school as soon as possible, in relation to the renewal of the lease and when its assessment process is further advanced. The school should be assured that the provision of appropriate accommodation for the school in question is a priority for the Department.
628. Deputy Niamh Smyth asked the Minister for Education the reason a school (details supplied) has not received permission to commence building works on the school; the reason is it taking so long to start the project; and if she will make a statement on the matter. [16366/23]
Amharc ar fhreagraThe school referred to by the Deputy has had the following works approved under the Additional Schools Accommodation (ASA) Scheme: 2 x 80m2 General Classroom incl en suite toilets & 1 x SEN Base.
The project has been devolved for delivery to the school authority. The School Authority has submitted a Stage 1/2a Report which is currently under review by my Department's Professional & Technical Team. The outcome of this review shall be communicated to the School Authority when it has been completed.
629. Deputy Jim O'Callaghan asked the Minister for Education if she will consider establishing an EU at school initiative which would involve secondary school students in transition year being informed about the European Union and its structures; and if she will make a statement on the matter. [16370/23]
Amharc ar fhreagraTransition Year is a valuable programme for students that offers opportunities for life skills, personal, social and academic development and experience of adult and working life. Transition Year programmes are designed at school level and based on a multi-layered approach.
Each school designs its own Transition Year programme, within set guidelines, to suit the needs and interests of its students. In developing a programme schools are advised to take into consideration students’ needs, parents’ views, employers and the wider interests of the local community.
As part of my announcement in 2022 for a redeveloped Senior Cycle, a revised Transition Year programme statement is being developed by the National Council for Curriculum and Assessment.
I can also advise the Deputy that awareness of the European Union is currently raised through teaching and learning around citizenship at every level from Early Years to post primary.
Aistear, the curriculum for Early Years is based on twelve principles for early learning and development, one of which is Citizenship. It promotes the concept of citizenship and social justice with children and respects them as young citizens. The concept of Citizenship and Global Citizenship is integrated into the primary SPHE curriculum.
Aspects of a number of curricula at post-primary level reference the European Union. Examples include: Junior Cycle CSPE, Business Studies, Visual Art, and Leaving Certificate English, Agricultural Science, Geography and Politics and Society.
Central to the students’ experience of the Framework for Junior Cycle are 24 Statements of Learning, one of which states that students should ‘value what it means to be an active citizen, with rights and responsibilities in local and wider contexts’. Learning experiences associated with this Statement of Learning would result in students learning how government and politics work in Ireland and elsewhere, including Europe, enabling students to develop an understanding that as citizens we all have rights and responsibilities who can contribute to building a better world within their local communities and in the wider world.
The Leaving Certificate Politics and Society curriculum includes a strand on Power and Decision making at national and European level and another on Human Rights and Responsibilities in Europe and the wider world.
The Professional Development Support Services also help to raise awareness of the European Union through Continuous Professional Development (CPD), workshops and seminars provided to teachers in terms of the relevant curriculum areas. For example, teachers are supported in demonstrating an understanding of, and the links between: the EU, sovereignty, intergovernmentalism and supranationalism. The Support Services and teachers alike reference the European Union as a lens through which to examine a variety of the learning outcomes, topics and key concepts. Current and emerging topics such as Brexit, immigration, democratic representation, sustainability and the “othering” of parts of our community are all examined through the European Union. Scoilnet.ie, the Department’s portal for teachers and schools hosts many resources in relation to the European Union. Scoilnet also engages with the EU Commission office in Dublin to promote awareness of Ireland's engagement with the EU.
In addition to the raising of awareness through the curriculum and the supports provided to teachers, there are a number of programmes with which schools can engage with learning about the European Union.
The Blue Star programme, funded by the Department of Foreign Affairs and supported by the Department of Education, allows primary school pupils to learn about our rich European heritage, diverse European cultures and languages, and the importance of the European Union today. The programme involves teachers and pupils carrying out projects and creative activities related to the History, Geography, Culture and Institutions of the EU
At post primary level, the European Parliament office in Ireland runs the European Parliament Ambassador school programme (Ambassador School Programme | Youth Outreach | European Parliament Liaison Office in Ireland (europa.eu) which aims to raise awareness about European Parliamentary democracy and European citizenship values.
Finally, the "A Career for EU", Ireland's Strategy to increase Irish representation in the European Union's Institutions and Agencies was approved by the Government in May 2021, will also help raise awareness of the European Union. The existing EU Jobs campaign will be expanded, including increased promotion and outreach to second level students in Ireland, including native Irish speakers and those who speak another EU language in the home. It is expected that it will encourage EU career opportunities and promote the learning of European languages at second level in conjunction with the Department of Education’s Languages Connect Strategy through Post Primary Languages Ireland (www.ppli.ie).
630. Deputy John Lahart asked the Minister for Education whether a school (details supplied) has developed an ASD unit within the new school building; and if she will make a statement on the matter. [16381/23]
Amharc ar fhreagraI wish to advise the Deputy that my Department is engaging intensely with the National Council for Special Education (NCSE) in relation to the forward planning of new special classes and additional special school places for the next school academic year 2023/2024.
The demand for the provision of special class places in the school planning area where the school referred to by the Deputy is located will be considered as part of this process.
631. Deputy John Lahart asked the Minister for Education whether a school (details supplied) has developed an ASD unit within the new school building [16382/23]
Amharc ar fhreagraI wish to advise the Deputy that my Department is engaging intensely with the National Council for Special Education (NCSE) in relation to the forward planning of new special classes and additional special school places for the next school academic year 2023/2024.
The demand for the provision of special class places in the school planning area where the school referred to by the Deputy is located will be considered as part of this process.
632. Deputy Bríd Smith asked the Minister for Education if she is aware of the impact of her Department’s decision to stall a much-needed second prefab block installation at Riverview ETNS; if she will acknowledge that children with additional needs are being particularly impacted as a result of building delays with the ability to provide small group teaching and other necessary interventions being severely curtailed (details supplied); if she will reconsider the stalling of the second prefab block installation and take steps to deliver what was sanctioned as a matter of priority; and if she will make a statement on the matter. [16383/23]
Amharc ar fhreagraI can confirm to the Deputy, that my Department is in receipt of an application for the Additional School Accommodation (ASA) scheme from the school in question.
My Department's Planning and Building Unit is currently assessing its work programme and priorities for 2023 in the context of its available funding. Key priorities for the 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 educational needs provision.
The school in question is being considered as part of this assessment and a decision will issue to the school authorities as soon as possible in this regard. My officials have been in touch with the school in relation to this matter.
633. Deputy Darren O'Rourke asked the Minister for Education if she will provide an update on the school building works at a school (details supplied); and if she will make a statement on the matter. [16386/23]
Amharc ar fhreagraThe large scale capital project referred to by the Deputy is at Architectural Planning Stage 3 - Tender action and award. The design team are currently preparing a tender report which will be submitted to my Department. Upon submission, this report will be reviewed by technical staff in my Department's Planning and Building Unit.
634. Deputy Steven Matthews asked the Minister for Education if her attention has been drawn to a report written by a person (details supplied) in relation to religious ethos in schools coming into conflict with a teacher’s belief; if the recommendations of the report are being considered; and if she will make a statement on the matter. [16392/23]
Amharc ar fhreagraThe Department is aware of the report referred to by the Deputy. The recruitment and appointment of teachers to fill teaching posts is a matter for the individual school authority. In accordance with Department Circulars 31/2011 and 44/2019, schools are required to ensure that individuals appointed to teach are registered teachers with qualifications appropriate to the sector and suitable to the post for which they are employed. In post primary schools teachers are required to be registered Route 2 with the Teaching Council and have qualifications in the subjects for the post they are appointed to in order to receive incremental salary. It should also be noted that schools and other educational institutions are required to comply with anti-discrimination and other employment legislation, such as the Employment Equality Act 1998.
Section 37 (1) of the Employment Equality Act, 1998 allowed for the exclusion of discrimination on particular grounds in certain employments. The amended Section 37 now draws a distinction between religious institutions that are entirely privately funded and those which are funded by the taxpayer. The rationale is in the case of the second category, the Government has the right to protect employees who are paid from public monies from unfair treatment or discrimination in their work place.
The amended Section 37 now requires relevant employers in schools with a religious ethos to show that any favourable treatment of an employee or prospective employee is limited to the religion ground and action taken against a person is objectively justified by reference to that institution’s aim of protecting its religious ethos. This provision raises the threshold for discrimination so that schools are precluded from discrimination on any other equality grounds and that any action taken is reasonable and proportionate.
635. Deputy Carol Nolan asked the Minister for Education if it is the policy position of her Department that home-schooling can cause social isolation by limiting the ability of children to socialise; and if she will make a statement on the matter. [16398/23]
Amharc ar fhreagraThe Irish constitution acknowledges the role of a parent/guardian as the primary educator of the child and has enshrined in law that a parent/guardian may home educate a child or may choose to send their child to a school which is not recognised in accordance with section 10 of the Education Act.
While the State cannot oblige parents/guardians to send their children to recognised schools, it must satisfy itself that all children receive a certain minimum education.
Tusla’s Alternative Education Assessment and Registration Service (AEARS) has oversight of the regulation of provision for education in places other than in recognised schools. Its function is to assess the educational provision for children who are not attending a recognised school and to maintain a register of all children being educated in a place other than in a recognised school.
In accordance with Section 14 of the Education (Welfare) Act, 2000, all parents/guardians who want to educate their child in a place other than in a recognised school, must register their child with Tusla. Tusla will arrange for the education being provided to be assessed to ensure that it meets a certain minimum standard.
636. Deputy Aindrias Moynihan asked the Minister for Education if she is aware of difficulties experienced by an organisation (details supplied) in County Cork in recruiting transport chaperones/escorts for children with disabilities to attend their day care services; what measures are being taken to address these recruitment issues; and if she will make a statement on the matter. [15554/23]
Amharc ar fhreagraThe School Transport Scheme is a significant operation managed by Bus Éireann on behalf of the Department of Education. In the current school year, over 147,900 children, including over 18,000 children with special educational needs, are transported on a daily basis to primary and post-primary schools throughout the country.
In addition, school transport scheme services are being provided in the current school year for over 3,800 children who have arrived to Ireland from Ukraine.
The total cost of the scheme in 2022 was €338.9m.
There is a facility within the Special Needs Transport Scheme for the appointment of a school bus escort where a child’s care and safety needs while on school transport are such to require the support of an escort. The appointment of the bus escort, where required, is sanctioned by the Department of Education. The school management authority employs the bus escort and the terms and conditions of employment are a matter for the school management authority as the employer.
The Department of Education provide funding in advance of the school year to the school’s management authority for the employment of a school bus escort.
Where a service cannot operate, due to lack of driver or bus escort availability, families of children who are eligible for school transport for children with special educational needs may apply for the Special Transport Grant which is a once off payment, paid retrospectively to families once the School Transport service is in place and is to assist with the cost of private transport arrangements the family have put in place until services is finalised.
Families can contact School Transport Section directly at school_transport@education.gov.ie, where officials in my Department will be happy to assist with any queries.
637. Deputy James Lawless asked the Minister for Education if she will provide clarity on proposed funding for an extra classroom in a school (details supplied) for which they have been waiting for nearly three years; and if she will make a statement on the matter. [16414/23]
Amharc ar fhreagraI am pleased to inform the deputy that the Approval to Construction authorisation letter issued to the school from the Department on the 13th April 2023.
This facilitates the commencement of construction of the new accommodation in the near future.
638. Deputy Cian O'Callaghan asked the Minister for Education if she will provide a breakdown by gender of the pupils entering or leaving the Killester, Raheny and Clontarf school catchment area for secondary schooling for the 2016-2020 academic years; and if she will make a statement on the matter. [16415/23]
Amharc ar fhreagraPlease find attached requested data.
For the academic years 2016-2020 inclusive, there were 2,686 pupils, 1,324 female and 1,362 male, in sixth-class with home addresses in the Killester, Raheny and Clontarf school planning area (SPA). For the same period, 1,484 pupils, 989 female and 495 male, remained in the SPA to attend their first year in a post-primary school within the catchment, while 1,202 pupils, 335 female and 867 male, left the SPA to attend schools in neighbouring SPAs. For the same period there were 3,060 first-years in the SPA, 2,073 female and 987 male with 1,576 pupils, 1,084 female and 492 male, entering the catchment area from neighbouring SPAs to attend first-year of post-primary.
This joining of primary and post-primary pupils is based on PPSN, with pupils' addresses based on Eircodes. Not all PPSNs or Eircodes are provided, which may lead to slight underestimation.
639. Deputy Bernard J. Durkan asked the Minister for Education if every action is being taken to ensure a child (details supplied) will have a school place in September 2023 given the school they have applied to is oversubscribed but the school is their local school; and if she will make a statement on the matter. [16450/23]
Amharc ar fhreagraI can assure the Deputy that the provision of school places to meet the needs of children and young people at primary and post primary level, including children and young people with special educational needs is an absolute priority for my Department.
In order to plan for school place needs, 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 my Department is aware of enrolment 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
• External draw – pupils coming from outside the local area
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.
Through close engagement with school patrons and authorities, my Department has established a requirement for additional school places at primary and post primary level in Kilcock. Engagement is ongoing with schools and patrons with a view to making increased provision where necessary. It is expected that these places will become available imminently.
640. 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, recently moved from County Offaly to County Kildare and is worried that they will have no place in September 2023; and if she will make a statement on the matter. [16454/23]
Amharc ar fhreagraI can assure the Deputy that the provision of school places to meet the needs of children and young people at primary and post primary level, including children and young people with special educational needs is an absolute priority for my Department.
In order to plan for school place needs, 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 my Department is aware of enrolment pressures and demand for additional school places in the Prosperous_Clane SPA 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
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.
Through close engagement with school patrons and authorities, my Department has established a requirement for additional school places in the Prosperous_Clane area. With the support of my Department, a number of additional first year places have already been made available in recent weeks. Engagement is ongoing with schools and patrons with a view to making increased provision where necessary.
641. Deputy Denise Mitchell asked the Minister for Education if she will provide an update on building works at a school (details supplied). [16457/23]
Amharc ar fhreagraThe Large scale capital project referred to by the Deputy was recently approved to progress to tender. A Tender process generally takes 8 to 12 months to complete.
A new planning application was submitted in March 2023 and will progress in tandem with the tender process.
642. Deputy Sorca Clarke asked the Minister for Education the number of schools in Counties Longford and Westmeath that have had school buildings/refurbishment/extension works approved; and the number of those approved works that are delayed at present, in tabular form. [16477/23]
Amharc ar fhreagraI am pleased to inform the Deputy that on 5 April an agreement was secured to guarantee and support the rollout and continuation of my Department’s ambitious school building programme.
My Department has a proven track record of delivery, with over 180 projects completed last year within a challenging environment of high inflation, labour shortages and supply chain issues.
This year alone, over 300 school building projects are currently under construction, including 40 new school buildings and 260 projects at existing schools. There are also over 1,000 other school building projects being progressed through various stages of development. My Department also continues to support schools with the successful integration of over 15,000 Ukrainian students within our school system.
The agreement reached on 5 April will facilitate the continued rollout of urgently required school building projects in both mainstream and special education settings, including the 58 projects that were temporarily paused due to capital funding pressures.
My Department is very appreciative of the strong support provided by Government for the education budget.
Officials from my Department have updated each of the 58 schools in relation to the formal arrangements and next steps in respect of the delivery of their individual projects.
The current status of all projects are listed on a county by county basis at www.gov.ie and is updated on a regular basis to reflect their progress through the various stages of capital appraisal, site acquisition, design, tender and construction.
643. Deputy Thomas Pringle asked the Minister for Education if she will provide a list of all the schools on the school building programme which have recently been put on hold for all counties, including the stage at which the building project is currently at, in tabular form; and if she will make a statement on the matter. [16488/23]
Amharc ar fhreagraI am pleased to inform the Deputy that on 5th April an agreement was secured to guarantee and support the rollout and continuation of my Department’s ambitious school building programme.
My Department has a proven track record of delivery, with over 180 projects completed last year within a challenging environment of high inflation, labour shortages and supply chain issues.
This year alone, over 300 school building projects are currently under construction, including 40 new school buildings and 260 projects at existing schools. There are also over 1,000 other school building projects being progressed through various stages of development. My Department also continues to support schools with the successful integration of over 15,000 Ukrainian students within our school system.
The agreement reached on 5t April will facilitate the continued rollout of urgently required school building projects in both mainstream and special education settings, including the 58 projects that were temporarily paused due to capital funding pressures.
My Department is very appreciative of the strong support provided by Government for the education budget.
The Department considers it is best for communications to be done at individual school level and Officials from my Department have updated each of the 58 schools in relation to the formal arrangements and next steps in respect of the delivery of their individual projects.
The current status of all projects are listed on a county by county basis at www.gov.ie and is updated on a regular basis to reflect their progress through the various stages of capital appraisal, site acquisition, design, tender and construction.
