Written Answers Nos. 303-317
303. Deputy Darren O'Rourke asked the Minister for Education further to Parliamentary Question 149 of 18 October 2023, the date on which a school in County Meath (details supplied) will hear back from the profession and technical team; and if she will make a statement on the matter. [54576/23]
Amharc ar fhreagraAs the Deputy is aware, my Department has received an initial design (Stage 1) report and this report is currently being reviewed by my Department's professional and technical officials.
This review is nearing completion and my Department will confirm the outcome of the review to the school authority shortly.
304. Deputy Michael Lowry asked the Minister for Education if her Department will review correspondence from the management of a school (details supplied); when her Department will contact the management of this school to offer them immediate assistance and advice to on this matter; and if she will make a statement on the matter. [54580/23]
Amharc ar fhreagraIt is the Section 29 appeals process to which the correspondence relates.
Section 29 of the Education Act 1998 as inserted by Section 7 of the Education (Admissions to schools) Act 2018 provides for an appeal, where a board of management, or a person acting on behalf of the board of management (normally the school principal) refuses to admit a student to a school, suspends a student for not less than 20 days or permanently excludes a student.
Section 29 D of this legislation provides for an oral hearing to be provided in circumstances where the appeal taken relates to a suspension of not less than 20 days, a permanent exclusion and a refusal to enrol decision that is for reasons other than oversubscription.
Section 29 E of the legislation provides that any appeal taken in respect of refused enrolment due to oversubscription, will be considered without an oral hearing.
Each appeal type, both oral and paper based is considered and determined by a three person appeal committee, appointed by me, as Minister, in accordance with Section 29 A(1) of the Act.
Within each appeal type, there is a provision for the hearing committee to allow or disallow or refuse to hear or determine the appeal before them. Section 29D, E and F outline the considerations that the appeals committee must make in determining each appeal. An appeal committee of three persons is appointed to consider each appeal.
In this case, this application went for hearing on 28 November 2023 and no decision has issued as of yet. A preliminary decision will issue to the school and the appellant and the school will then have an opportunity to make observations on same within 7 calendar days.
The Section 29 Administrative Unit of the Department of Education, has under the Education Act 1998, an administrative function only and, do not have any other authority with regard to the appeals process.
305. Deputy Jackie Cahill asked the Minister for Education her Department's current position on the establishment of a relocation scheme for post-primary teachers; the outcome of her Department's review of the teacher relocation scheme report that was provided to her Department by a teacher's union working group a number of months ago; and if she will make a statement on the matter. [54604/23]
Amharc ar fhreagraEarlier this year the Department received a report from a Teachers’ Union of Ireland (TUI) working group. The report proposed the creation of a national relocation scheme whereby teachers would identify the locations that they would like to relocate to through a portal and then effectively “swap” with teachers in that location. The proposal included findings from a survey undertaken by the TUI on the commute to work of members.
Any initiative that seeks to ensure that the educational needs of children are prioritised is to be welcomed. This proposed relocation scheme may be beneficial for those who are commuting considerable distances, and for the environment more generally, however, a number of challenges are apparent.
It should be noted that an existing voluntary redeployment pilot operates that is distinct from the relocation scheme proposed by the TUI. The key purpose of the pilot voluntary redeployment scheme is to assist the Department in achieving its objective of redeploying all surplus permanent teachers.
Officials of my Department met with TUI representatives where an overview of the proposal was presented by the TUI and a discussion followed. The proposal has been considered by my department and a reply, based on the discussions and the report received, has recently been received by the TUI.
In that reply, the Department has advised the TUI that it would welcome a jointly agreed proposal from management bodies and post-primary teacher unions on a relocation scheme. The reply highlights some of the challenges that such a scheme would present. These include determining the criteria for a proposed relocation, the resolution of disputes that may arise, and whether the terms and conditions of teachers would continue if they relocated. The reply also emphasises the need to take into account the views of the management bodies and other union representatives.
Addressing these, and any other issues that the representatives of school management bodies may raise, would be a prerequisite to further consideration of this proposal by the Department.
The Department meets regularly with the teacher unions on many issues relating to teachers. The Department will continue to work intensively with all stakeholders to develop and implement creative solutions to address the needs of teachers and teacher supply challenges facing schools including this proposal for a teacher relocation scheme.
306. Deputy Richard Bruton asked the Minister for Education if she will outline the programmes of supported work experience or training which her Department or its agencies run for adult persons with a disability, and particularly those on the autism spectrum, who find it difficult to manage in conventional workplaces, in order that they can progress to regular work roles.; and if she will make a statement on the matter. [54606/23]
Amharc ar fhreagraAs the Deputy may be aware, the primary responsibility for the provision of supports for adult persons with a disability lies with the Department of Children, Equality, Disability, Integration and Youth (DCEDIY) and the HSE. I understand that DCEDIY will shortly publish an Action Plan for Disability Services.
In relation to the various pieces of works underway in the Department of Education in the area of special education, I thought it might be useful to focus on a number of relevant developments in relation to guidance, senior cycle redevelopment and supporting the transition of students with special educational needs after school.
The National Strategic Framework for Lifelong Guidance and accompanying Strategic Action Plan (2023-2030) will be published soon. These documents were developed by a national policy group which included five government departments including; the Department of Education, Department of Further and Higher Education, Research, Innovation and Science (DFHERIS), the Department of Enterprise, Trade and Employment (DETE), the Department of Children Equality Disability Integration and Youth (DCEDIY) and the Department of Social Protection (DSP).
Within these documents, a vision for lifelong guidance in Ireland is outlined which will allow for a more visible, accessible, streamlined and complementary provision of guidance throughout Ireland.
Within the framework, ‘Access, Inclusion and Universal Design’ is one of four pillars which provide a foundation and direction for the framework. Within the Action Plan, a number of actions are included to support persons with a disability. For example, a short term action is included and the Department of Education and DFHERIS will seek to support all individuals including those who are marginalised or have disabilities to access person-centred opportunities such as work-shadowing/work-experience. In addition, the publications include an action committing to the development of supporting guidance material to embed the learnings from existing programmes in special schools and post-primary schools to support transition planning and positive transitions to further education, employment or disability day services, as appropriate.
My department already has a number of initiatives to ensure students with special educational needs are equipped to enter further and higher education and/or the workforce.
For example;
Under the Comprehensive Employment Strategy (CES) for People with Disabilities, the Department of Education is leading on the implementation of a number of actions supporting transitions and progression in education from early childhood through to further education and training and higher education.
A Transitions Programme Steering Group, chaired by the Health Service Executive (HSE) and including representation from the department, the National Council for Special Education, Education and Training Board Ireland and Solas, established under the strategy is working to oversee development of a transition programme that aims to provide access to all school leavers requiring specialist supports to an appropriate transition programme.
The CES Transitions programme involves 20 schools (7 Mainstream, 3 Special in Galway / 7 Mainstream, 3 Special in Dublin). The overarching objective of the programme is to support students with complex educational needs to transition to the post-school option which suits them best; including further or higher education options, workplace settings or adult disability services.
The second pilot programme – Dormant Accounts Funded Transitions programme is a collaboration between the Department and Walkinstown Association for People with an Intellectual Disability (WALK), an experienced NGO working in the area of disability services and is working with 10 schools – mostly special schools – to deliver their existing Peer Ability programme.
Funding of €11 million has been secured in Budget 2024 for a new Special Schools measures to be in place from next September which will directly benefit nearly 9,000 children in these schools.
The current 15 teacher threshold for the appointment of administrative deputy principals in these schools will be removed so that all special schools can benefit from these posts. This will make a real difference to both staff and students by supporting learning together with parental and community engagement.
An additional 100 post-primary teaching posts are also being provided for, so that our special schools who support children aged 4-18 years are better resourced to provide a greater range of the national curriculum subjects and to improve student progression and transition.
Under Senior Cycle redevelopment, the National Council for Curriculum and Assessment (NCCA) is to develop follow-on Senior Cycle modules for students progressing from Level 1 and Level 2 Learning Programmes at Junior Cycle level. The Post-Primary Special Education Development Group within the NCCA is currently developing these modules, which will be introduced from September 2024.
I am confident that the measures and supports outlined can assist students with special educational needs and disabilities better reach their potential in our schools and transition where possible to further education, training or employment after school.
307. Deputy David Stanton asked the Minister for Education the date her Department plans to have a new school build (details supplied) completed and in use by students and staff; and if she will make a statement on the matter. [54644/23]
Amharc ar fhreagraThe school building project for the school referred to by the Deputy was delivered under my Department's Design and Build Programme and provides a new 1,000 pupil post-primary school with accommodation, including 7 classrooms, for children with special educational needs.
The Letter of Acceptance (LOA) for the building project issued to the preferred tenderer on the 31st May 2022 commencing the building contract.
The new school building was handed over to the school's patron body on the 12th December 2023.
308. Deputy John McGuinness asked the Minister for Education when the ancillary service grant will be paid to a school (details supplied); and if the payment will be expedited. [54661/23]
Amharc ar fhreagraMy Department is committed to providing funding to recognised primary and post-primary 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 such as heating, lighting, cleaning, insurance, general up-keep etc. and the Ancillary grant to cater for the cost of employing ancillary services staff. Schools have the flexibility to use capitation funding provided for general running costs and ancillary funding provided for caretaking and secretarial services as a common grant from which the Board of Management can allocate according to its own priorities.
In addition to these grants, €20 million in funding was delivered during the mid-term break, to support all recognised primary and post-primary schools in the Free Education Scheme. This funding is the first tranche of an overall additional €60 million funding announced as part of Budget 2024 measures designed to assist schools with increased day-to-day running costs such as heating and electricity. A further €40 million in funding will be delivered in 2024.
Following the acceptance by Fórsa of the Workplace Relations Commission (WRC) agreement in respect of salaries and various leave entitlements for grant-funded school secretaries, those secretaries who accepted the terms of this agreement have been placed on a payroll operated by this Department. Therefore, as schools will no longer be responsible for paying the salaries of these secretaries, it is necessary to revise the ancillary grant funding. The priority to date has been to ensure secretaries could be set up on a Department payroll on the correct point on the pay scale from September 2023. This represented a very significant body of work, given the numbers involved.
The balance of ancillary funding due to the above mentioned school will be paid in the coming days.
309. Deputy Holly Cairns asked the Minister for Education when the reviews of the reasonable accommodations for certified examinations were last updated; how often the committee responsible has met over the past 15 years; and if she will make a statement on the matter. [54697/23]
Amharc ar fhreagraThe State Examinations Commission has statutory responsibility for operational matters relating to the state examinations.
In view of this I have forwarded your query to the State Examinations Commission for direct reply to you.
310. Deputy Holly Cairns asked the Minister for Education if she will consider providing students with dyslexia extra time on Junior and Leaving Certificate exams, as is the norm in other European countries; and if she will make a statement on the matter. [54698/23]
Amharc ar fhreagraThe State Examinations Commission has statutory responsibility for operational matters relating to the state examinations.
In view of this I have forwarded your query to the State Examinations Commission for direct reply to you.
311. Deputy Louise O'Reilly asked the Minister for Education if additional supports and funding will be provided to a school (details supplied) to allow the school to increase the student population, specifically an increase in next September’s junior infants intake. [54705/23]
Amharc ar fhreagraMy Department is committed to providing funding to recognised primary and post-primary 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 such as heating, lighting, cleaning, insurance, general up-keep etc. and the Ancillary grant to cater for the cost of employing ancillary services staff. Schools have the flexibility to use capitation funding provided for general running costs and ancillary funding provided for caretaking and secretarial services as a common grant from which the Board of Management can allocate according to its own priorities.
In addition to these grants, €20 million in funding was issued during the mid-term break, to support all recognised primary and post-primary schools in the Free Education Scheme. This funding is the first tranche of an overall additional €60 million funding announced as part of Budget 2024 measures designed to assist schools with increased day-to-day running costs such as heating and electricity. A further €40 million in funding will be delivered in 2024.
I understand the need for increased capitation funding and I am pleased that I have been able to provide for significant increases in capitation funding for primary and post-primary schools in Budget 2024 which includes also a permanent restoration of capitation funding as well as an increase for cost of living pressures.
This year’s Budget will provide targeted funding for school communities with an increase in capitation of over €81 million.
The current standard rate of Capitation grant is €183 per pupil at Primary level and will be paid to schools in January & June 2024 for the 2023/24 academic year.
As part of the capitation package in Budget 2024 I am pleased to have secured €21 million as a permanent increase in capitation funding to assist schools now and longer term with increased day-to-day running costs. This will support a permanent restoration of funding for all primary and post-primary schools from September 2024. This will bring the basic rate of capitation grant to the pre-2011 level of €200 per student in primary schools and to €345 in voluntary secondary schools. Enhanced rates will also be paid in respect of pupils with Special Educational Needs. This represents an increase of circa 9.2% of current standard and enhanced capitation rates.
Schools also receive an Ancillary Services Grant. The standard rate is €173 per pupil in Primary schools and €224.50 per student in Post-Primary schools.
Primary schools with less than 60 pupils are paid the Capitation and the Ancillary grants on the basis of having 60 pupils. At post-primary level, schools with less than 200 students receive ancillary related grants on the basis of having 200 students.
312. Deputy Cormac Devlin asked the Minister for Education the key policy achievements realised and new initiatives taken by her Department during 2023; and if she will make a statement on the matter. [54783/23]
Amharc ar fhreagraMy Department aims to deliver high quality and inclusive education for all children and young people that addresses their needs, interests and ambitions. Forbairt, the Annual Statement of Priorities 2023, provides a roadmap to the delivery of the strategic and operational priorities set out in my Department’s Statement of Strategy 2023-2025.
My Department’s main policy achievements and initiatives in 2023 include, inter alia:
• Supporting the mental health and well-being of children and young people through implementation of the Well-being Policy Statement and Framework for Practice and Cineáltas: Action Plan for Bullying ensuring, among other needs, that well-being supports recognise the impact of Covid-19 on children and young people.
• Establishment of a dedicated unit which promotes the participation and voice of children and young people in Department policies.
• Publication of the primary curriculum framework, and publication and implementation of a new primary mathematics curriculum.
• Providing access to education to children and young people arriving from Ukraine and through other international protection processes and deliver supports to the sector.
• An acceleration to the national roll-out of the first tranche of revised Leaving Certificate subject specifications by two years to 2025, with further tranches to be introduced each year.
• The introduction of a free Schoolbooks and Classroom Resources Scheme that was expanded to all students accessing the Junior Cycle programme in Budget 2024.
• A number of measures to assist with increased cost of living pressures which includes the waiving of exam fees and reduced charges for school transport.
• The development of new resources to support parents and parent associations who wish to develop voluntary codes regarding smartphone use among primary school children.
• The commencement of the first phase of the Solar for Schools Programme. The scheme will assist schools in reducing their energy costs and their carbon footprint as part of the response to meeting the 2030 and 2050 Climate Action Plan targets for the schools sector.
• The launch of the Creative Youth Plan 2023-2027 that aims to provide everyone from birth to 24 years with more opportunities for creative engagement in every aspect of their lives.
• Continuing progress in the implementation of the National Strategy on Education for Sustainable Development – ESD to 2030 that embeds ESD in education and other relevant policies and frameworks as part of a lifelong learning approach.
• Undertaking a comprehensive programme to support the supply of teachers including the approval of 610 additional places on primary initial teacher education (ITE) programmes over two years.
• Continue to make sufficient and appropriate provision for children with special educational needs for the 2023/2024 school year. 389 new special classes have been sanctioned by the NCSE for opening in the 2023/24 school year – 252 at primary and 137 at post-primary level. Two new special schools have been established and will operate under the patronage of the ETB – Cork ETB is the patron for East Cork Community Special School in Carrigtwohill and City of Dublin ETB is the patron for An Cosán Community Special School in Dublin 7.
• Implementation of a responsive evaluation programme of provision for children and young people with special and additional educational needs and those at risk of educational disadvantage.
• The delivery of an Enhanced Summer Programme, to support students at risk of educational disadvantage and help mitigate learning loss as a result of the pandemic
• The establishment of a landmark programme of counselling and mental health supports that are being piloted in a series of primary schools.
• Delivery on the National Development Plan (NDP) to provide school places and upgrade existing infrastructure with a particular focus on provision for students with special education needs and also supporting Ireland’s response to global events.
313. Deputy Thomas Gould asked the Minister for Education the number of teachers on the substitute supply panel in Cork at present; and the number in 2020. [54837/23]
Amharc ar fhreagraCurrently, there are 66 teaching positions allocated across 19 supply clusters in Co. Cork. This is an increase on 2020, when there were 29 positions across 11 clusters.
314. Deputy Thomas Gould asked the Minister for Education the number of home school liaison support workers in Cork in 2019; and the number in 2023. [54838/23]
Amharc ar fhreagraThe Home School Community Liaison (HSCL) scheme is one of the key supports provided by my Department as part of the overall DEIS programme. Tusla Education Support Service manage the HSCL scheme on behalf of my Department. The scheme seeks to promote partnership between parents, teachers and community family support services, with a view to supporting improved attendance, participation and retention.
All DEIS Urban Primary and all DEIS Post Primary schools are included in the HSCL scheme, which currently serves 687 DEIS schools, catering for approximately 207,000 children and young people.
The scheme is delivered by 528 full-time HSCL Coordinators, who are teachers in these schools and assigned to HSCL duties either in individual schools or in clusters of schools,
In 2019, there were 40 HSCL Coordinators assigned to Cork. In 2023, there are 46 HSCL Coordinators assigned to Cork.
315. Deputy Thomas Gould asked the Minister for Education the role that children's consultation played in the new primary school curriculum; the model that was used for this participation; and where the recommendations of children influenced the final policy. [54839/23]
Amharc ar fhreagraThe National Council for Curriculum and Assessment (NCCA) advises the Minister for Education on matters relating to curriculum and assessment across early childhood, primary and post-primary education.
In February 2020, following processes of review, research and work with schools, the NCCA published the Draft Primary Curriculum Framework for consultation. The aim of the consultation was to ensure that any person or organisation that wished to express their views on the draft framework would be enabled to do so, and this was achieved through a range of methods for providing feedback.
In March 2020, researchers from Marino Institute of Education successfully tendered for a research project, commissioned by the NCCA, to consult with children on their views of the Draft Primary Curriculum Framework. This reflects an educational policy focus on the voice of the child as observed by The Chief Inspector’s Report 2016-2020 and more widely as represented in The National Framework for Children and Young People’s Participation in Decision-making.
Building on the Lundy Model of Participation, children from preschool settings, primary school and the first year of post-primary school were consulted on what they liked, disliked, and would change about learning in school. Amongst other questions, children were asked about how they like to learn, whether they felt they had autonomy or were given choices in school and about their priorities for learning in the 21st century.
The sample comprised twelve educational settings, which included two preschools, eight primary schools and two post-primary schools. The methodological approach was informed by Participative Learning Theories (PLTs) and Mosaic approaches putting the child at the centre of the research process. In preschools and the junior section of primary schools (Junior Infants to Second Class), children responded to questions orally in audio-recorded interviews and through drawings and worksheets. Questionnaires were used in the senior section of primary schools (Third to Sixth Class) and in the first year of post-primary school.
Key considerations for the finalisation of the Primary Curriculum Framework were identified, some of which included:
• Greater agency for children in the classroom
• Increase in the use of active learning strategies and inquiry-based approaches
• A focus on issues relating to diversity, other cultures, other languages, the environment and well-being
• Consideration of how to use the outdoor environment more for learning and provision of outdoor play resources
• Greater attention to how creative technologies are used in the classroom for learning purposes.
The extended findings from the consultation are documented on the NCCA website and available to the public.
In accordance with the Lundy Model of Participation, the findings of the consultation were brought to the relevant audience, in this case the Council of NCCA for consideration. The Council deliberated and responded by amending the Primary Curriculum Framework to reflect what they heard from the voices of children.
Some of these adjustments included:
• An updating of the Principles of Learning, Teaching and Assessment to promote greater agency in children’s learning, particularly within the principle of Engagement and Participation
• An adjustment to the description of the Key Competency ‘Being an Active Citizen’ to reflect children’s rights as full citizens of Ireland and their capacity to meaningfully participate in society at local, national, and global levels, and their ability to contribute positively and compassionately to creating a more sustainable and just world
• New statements on the nature of learning and the emphasis on play and inquiry-based learning approaches which lend themselves to children taking ownership and responsibility for their own learning
• The enhancement of the place of the outdoor environment to a greater extent
• A review of statements around the use of technology in the framework within the Key Competency of ‘Being a Digital Learner’ and curriculum area of Science, Technology and Engineering Education.
The Primary Curriculum Framework was approved by the Minister for Education and launched in March 2023.
NCCA remain committed to the incorporation of children’s voices in the redevelopment of the primary school curriculum and have recently partnered with Hub na nÓg within the Department of Children, Equality, Disability, Integration and Youth, and the BEACONS project with the Teaching Council. All reports detailing this work can be found on the NCCA website.
316. Deputy Niamh Smyth asked the Minister for Education to review correspondence (details supplied); and if she will make a statement on the matter. [54910/23]
Amharc ar fhreagraThe school to which the Deputy refers was approved a school building project under my Department's Additional School Accommodation scheme. The project was devolved for delivery to the school authority. The brief for the project is comprised of a special class and a Special Education Teacher room.
The school authority appointed a consultant to manage the delivery of the project. Following approval of the necessary planning consent, the stage 2b architectural report was submitted to my Department where professional and technical officials are currently reviewing it. This review is nearing completion and the outcome of this shall be conveyed to the school authority shortly.
317. Deputy Pádraig O'Sullivan asked the Minister for Education if officials in her Department will meet with a school (details supplied); and if she will make a statement on the matter. [54924/23]
Amharc ar fhreagraAs the Deputy will be aware, a project is currently in train to deliver modular accommodation for the school in question. This project will deliver an additional mainstream classroom and two Special Education Tuition rooms for the school.
School building projects at construction involve an overall State investment of over €1.2 billion. We also have 200 modular accommodation projects that are very well advanced for delivery or at construction stage. This is a record level of investment in our schools and highlights the Government’s very strong track record of delivery in providing additional capacity and modern facilities for our school communities.
The main focus of my Department’s resources over the last decade and for the coming period is on provision of critical additional capacity to cater for increasing demographics. My Department's priority continues to be the provision of required school places for mainstream and for children with special educational needs.
A request has been received for my Department to consider the acquisition of additional land at the school referred to by the Deputy. Officials will be in further contact with the school shortly in response to this request.
