Written Answers Nos. 261-270
261. Deputy Alan Dillon asked the Minister for Education if she has any plans for a review of DEIS in secondary schools and whether the status of a school (details supplied) can be reassessed considering its recent amalgamation; and if she will make a statement on the matter. [3746/24]
Amharc ar fhreagraMy Department provides a wide range of supports to all schools, DEIS and non-DEIS, to support the inclusion of all students and address barriers to students achieving their potential.
Supplementing the universal supports available to all schools, the Delivering Equality of Opportunity in Schools (DEIS) Programme is a key policy initiative of my Department to address concentrated educational disadvantage at school level in a targeted and equitable way across the primary and post-primary sector.
In general where a DEIS school is amalgamating with a non-DEIS school, the newly amalgamated post primary school will not continue to be included in the DEIS programme. The school will retain some DEIS supports for the students from the amalgamating DEIS school for a period. In the case of post-primary schools, this is six years. The purpose is to ensure that students who are currently enrolled in the DEIS school or whose parents had opted to enrol in the next September, prior to confirmation of amalgamation, continue to avail of DEIS supports until their post primary education is completed.
However, these resources would not be extended to the full enrolment of the amalgamated school. Schools are generally given notice by my Department ahead of the final year of retaining those supports.
The process whereby a school can retain some DEIS supports post amalgamation for a finite period, is separate to the identification of schools for the DEIS programme. The newly amalgamated school may be included in the DEIS programme in any further extension of the programme.
My Department recognises the need to target resources to those schools who need them most, the next phase of work will explore the allocation of resources to all schools to tackle educational disadvantage.
The DEIS Plan is based on the premise that in order to have the maximum possible impact on providing opportunities for students most at risk of educational disadvantage, then extra resources need to be targeted as closely as possible at those students with the greatest level of need. This will involve further development of the existing DEIS programme, to create a more dynamic resource allocation model where levels of resources more accurately follow the levels of need identified by objective data.
To support this work my Department has invited the OECD Strength Through Diversity: Education for Inclusive Societies Project to review the current policy approach for the allocation of resources to support students at risk of educational disadvantage in Ireland, this is currently ongoing and the OECD team estimate that the review will be complete in Q2 of 2024. This review will provide an independent expert opinion on the current resource allocation model for the DEIS programme and, drawing on international examples, inform a policy approach for an equitable distribution of supplementary resources to support students at risk of educational disadvantage attending all schools, both DEIS and non-DEIS.
Following the National Census conducted in April 2022, an updated HP Deprivation Index has now been generated by Pobal. My Department is engaging with Pobal and this along with other available data will be thoroughly reviewed to inform future resource allocation aimed at tackling educational disadvantage.
262. Deputy Alan Dillon asked the Minister for Education if she will provide additional funding for the science, technology, engineering and mathematics learning grant for schools, in which there has been a high level of interest and applications made prior to the 30 November 2023 deadline; and if she will make a statement on the matter. [3747/24]
Amharc ar fhreagraI wish to advise the Deputy that it is not possible to commit to a date or a new round of funding at this time. As the Deputy will be aware, any future funding is contingent on the budgetary resources available to the Department and the priorities and demands relating to the budget.
263. Deputy John Lahart asked the Minister for Education her plans for a new post-primary school to serve the Knocklyon and Rathfarnham areas; and if she will make a statement on the matter. [3753/24]
Amharc ar fhreagraI wish to advise the Deputy that requirements for school places is kept under on-going review in the context of available information on population, enrolments and residential development activity.
In order to plan for school provision and analyse the relevant demographic data, my Department divides the country into 314 school planning areas and uses a Geographical Information System, using data from a range of sources, including CSO Census data, Child Benefit and school enrolment data, to identify where the pressure for school places across the country will arise and where additional school accommodation is needed at primary and post-primary level.
Major new residential developments have the potential to alter the demand for school places at a local level. In that regard, as part of the demographic demand analysis, my Department monitors planning and construction activity in the residential sector. This involves the analysis of data sources from Local Authorities and the CSO along with the engagement with local authorities and the construction sector. In this way, up-to-date information on significant new residential developments is obtained and factored into the demographic analysis exercise. This is necessary to ensure that schools infrastructure planning is keeping pace with demographic changes, at a local level, where there is a constantly evolving picture with planned new residential development.
There are 8 post primary schools (including 3 fee-charging schools )in the Rathfarnham school planning area. The projected peak year for enrolments is 2024 with enrolments projected to decrease thereafter. Where demographic data indicates that additional provision is required, the delivery of such additional provision is dependent on the particular circumstances of each case and may, be provided through:
• Utilising existing unused capacity within a school or schools,
• Extending the capacity of a school or schools,
• Provision of a new school or schools.
If additional accommodation is required, the aim to try and facilitate this, as much as possible, by way of expansion of existing schools rather than establishing new schools. The expansion of existing schools is consistent with wider Government objectives under Project Ireland 2040 for an increased emphasis on compact growth. In respect of post primary schools, new post primary schools must have a student enrolment capacity of 600-1,000 students and must be co-educational. A lower threshold of 400 students may apply to Gaelcholáistí, having regard to the alternative of establishing an Irish-medium unit (Aonad) in an English-medium school.
New schools are only established in areas of demographic growth as the resources available for school infrastructure have to be prioritised to meet the needs of areas of significant population increase so as to ensure that every child has a school place.
There is one post-primary capital project to increase capacity planned in Rathfarnham school planning area and when completed, will cater for demand for school places in the area:
De La Salle College (Roll No: 60310E) – Brief: Home Economics room and toilets on ground floor; two Mainstream classrooms and toilets on first floor. Stage 5: Stage 5 is final handover of the school building to the Patron/Board of Management.
The Department will continue to liaise with Local Authorities in respect of their County Development Plan and any associated Local Area Plans with a view to identifying any potential long-term school accommodation requirements across school planning areas.
264. Deputy Seán Canney asked the Minister for Education her views on the awarding of incremental credits for teachers for prior work in a related field; if she believes that the current system is overly restrictive; if she believes that the Appeals Committee established under section 6C of the scheme for the Award of Incremental Credits should have to issue comprehensive judgements following an appeal; if she would consider establishing an independent appeals process for this matter; if such appeals can be appealed to the Ombudsman; and if she will make a statement on the matter. [3763/24]
Amharc ar fhreagraThe criteria for the award of incremental credit are set out in the Department’s Circulars, 10/2001 for Primary teachers, 29/2007 and 29/2010 for Post-Primary teachers. The criteria for the award of incremental credit to recognised teachers was agreed under the auspices of the Teachers Conciliation Council (TCC).
Circulars 10/2001 for Primary teachers and 29/2007 for Post-Primary teachers, require the teacher to demonstrate that their previous non-teaching service is relevant to their role as a teacher. Furthermore this circular requires the Department to be satisfied that this previous relevant non-teaching experience is directly relevant to the post to which the teacher is appointed.
Under Agreed Report 10/2000, the TCC established both the Primary and Post Primary Independent Incremental Credit Appeals Committees. The workings of each Appeal Committee are confidential and their decision is final, as per the terms of reference of those committees.
A teacher may appeal to the Primary or Post-Primary Independent Incremental Credit Appeals Committee if their incremental credit is limited or refused. The Independent Appeal Committees are responsible for processing appeals and their workings are confidential.
The Post-Primary Independent Committee is comprised of an independent chairperson, a TUI representative, an ASTI representative, a school management representative and two officers of the Department, which includes a member of the relevant unit who acts as a secretary to the committee.
The Primary Independent Appeals Committee is comprised of an independent chairperson, a representative of the INTO, a representative of the CPSMA, a Department Primary Inspector, and a member of the relevant unit who acts as a secretary to the committee.
The role of each committee is to ensure that the Department has acted fairly and consistently in relation to incremental credit applications.
The Office of the Ombudsman can examine complaints against most organisations that deliver public services. These include government departments, local authorities, the HSE, nursing homes and publicly funded third level education bodies. Further information on the role of the Ombudsman can be found on the website of the Ombudsman at www.ombudsman.ie.
266. Deputy Catherine Murphy asked the Minister for Education if her Department has availed of services and or consultancy from a list of related companies (details supplied) in the past five years to date; if so, if she will provide a schedule of costs and the purpose for which the company was engaged; and if she continued to use services provided by it. [3777/24]
Amharc ar fhreagraI can confirm to the Deputy that there were no payments to suppliers under the names given by her recorded on my Department's Financial Management System in the past five years to date.
267. Deputy Eoin Ó Broin asked the Minister for Education further to Parliamentary Question No. 651 of 17 January 2024, to outline the process for an application for exemption for an early intervention class for a person with special educational needs (details supplied). [3811/24]
Amharc ar fhreagraEnabling children with special educational needs to receive an education is a priority for this government. It is also a key priority for me as Minister for Special Education & Inclusion, for my department and for the National Council for Special Education (NCSE).
The vast majority of children with special educational needs are supported to attend mainstream classes with their peers. Where children with more complex needs require additional supports, special classes and special school places are provided.
In 2023, my department spent over €2.6 billion on special education and further progress will be made this year as an additional €113m will be dedicated to providing supports for children with special educational needs.
This includes funding to support children with special educational needs in mainstream classes; funding for new special classes and new special school places; additional special educational teachers, special needs assistants (SNAs) and funding for the National Educational Psychological Service (NEPS).
In 2024, the number of teaching and SNA posts in our schools will increase with an additional 744 teachers and 1,216 SNAs added to deliver up to 2,700 new places for children with special educational needs. This will mean we will have over 41,500 qualified and committed people in our schools who are focused wholly and exclusively on supporting children with special educational needs.
The NCSE has the responsibility for planning and coordinating school supports for children with special educational needs.
Over the last number of 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 almost 1,300 new special classes sanctioned and seven new special schools established over the last four years.
My department engage intensely with the NCSE in relation to the forward planning of new special classes and additional special school places. This forward planning work is well underway ahead of the 2024/25 school year. This work involves a detailed review of statistical data in relation to forecasting demand for special class places, an analysis of available school accommodation, consideration of improved data sharing arrangements and a particular focus on the provision of special classes at post-primary level.
As a result of this forward planning, Minister Foley and l announced the establishment of two special schools for this school year, with further capacity being expanded in 11 other special schools and that a further four special schools for the 2024/25 school year will be established.
Along with the two new special schools, 389 new special classes – 253 at primary and 136 at post-primary level – have been sanctioned by the NCSE for opening this school year.
In Dublin, 71 new special classes have been sanctioned, 54 at primary level and 23 at post-primary level, bringing the total number of special classes in Co. Dublin to 534.
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/special-classes.
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. My Department understands that the NCSE are aware of this case and are working to support the family in securing an appropriate placement.
The legislation governing school attendance is the Education (Welfare) Act 2000. Under the Act children must attend from the age of 6 to16 (the minimum school leaving age), or until students have completed 3 years of second-level education, whichever is the later.
My department and the NCSE are committed to delivering an education system that is of the highest quality and where every child and young person feels valued and is actively supported and nurtured to reach their full potential.
268. Deputy Pa Daly asked the Minister for Education have grants available for wall insulation for primary schools; if same would cover 100% of the costs; and if she will make a statement on the matter. [3822/24]
Amharc ar fhreagraAs you may be aware, the purpose of the Summer Works Scheme (SWS) is to enable individual school authorities to undertake small-scale building works on a devolved basis and, ideally, can be carried out during the summer months or at other times that avoid disrupting the operation of the school. The SWS operates on a multi-annual basis for categories of works such as roof works, window replacement, mechanical and electrical works, external works etc. and was last opened for applications in 2019.
The Department is leading an ambitious sustainability agenda and has progressed a wide array of measures to improve the overall sustainability of our school buildings. It is a priority for Government to deliver on Ireland’s ambitious climate agenda and reduce greenhouse gas emissions. This includes targets around the decarbonisation of Ireland’s public buildings.
As part of it’s planning for 2024 and beyond, Department officials are considering and planning for the next phases of the summer works programme and the opportunities this may create to support the sustainability agenda. In this regard, it is envisaged at this stage that, a Multi-Annual SWS with a focus on climate action and energy conservation will be the focus for the next summer works scheme to be opened for applications. The arrangements and timing of that SWS is still under consideration and schools will be updated in due course.
269. Deputy Robert Troy asked the Minister for Education if primary school students (details supplied) can be considered for the remote area transport grant; and if so, the application process for this grant. [3855/24]
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 161,600 children, including over 135,000 pupils travelling on primary and post primary services, 19,800 pupils with special educational needs, and 6,800 pupils who have arrived to Ireland from Ukraine are transported on a daily basis to primary and post-primary schools throughout the country.
The total cost of the scheme in 2022 was €382.02m.
There has been an overall increase in both applications and tickets issued for the 2023/2024 school year in comparison to the 2022/2023 school year.
Children are eligible for transport at primary level where they reside not less than 3.2 kilometres from and are attending their nearest national school, and at post primary level where they reside not less than 4.8 kilometres from and are attending their nearest post primary school/education centre as determined by the Department/Bus Éireann, having regard to ethos and language.
Children who are not eligible for school transport may apply for transport on a concessionary basis only and will be facilitated where spare seats are available after eligible children have been accommodated. Where the number of ineligible children exceeds the number of spare seats available Bus Éireann will allocate tickets for the spare seats using an agreed selection process.
Bus Éireann have advised that the pupils referred to are mainstream concessionary pupils. An application for transport was received on time for the 2023/24 school year.
Bus Éireann have further advised that the pupils are not eligible for transport as they are attending their second nearest primary school and in the current school year 2023/2024 there is no service available. As the pupils referred to are not eligible for transport they cannot be considered for the remote area grant.
270. Deputy Cathal Crowe asked the Minister for Education for an update on a school building project (details supplied); and if she will make a statement on the matter. [3875/24]
Amharc ar fhreagraI can confirm to the Deputy that the school referred to has been approved for a project under my Department's Additional School Accommodation (ASA) Scheme to provide a 2 classroom SEN base.
This project has been devolved for delivery to the school authority.
A Stage 1 Report was received by my Department. Additional information was requested from the school authority and I can confirm that this has now been received and is under review and an update will be issued to the school Board of Management shortly on the next steps to progress this project.
