Written Answers Nos. 292-311
292. Deputy Jim O'Callaghan asked the Minister for Education for an update on the proposed new secondary school to be built for Harold's Cross Educate Together; if a commitment could be given that the original deadlines established for the project will be met; and if she will make a statement on the matter. [6281/24]
Amharc ar fhreagraThe school building project referred to by the Deputy, is assigned to my Department’s Design and Build programme. This delivery programme uses a professional external Project Manager to progress the project through the relevant stages of architectural planning, tender and construction.
The Invitation to Tender issued in April 2023, as part of a bundle of projects issued to the Department's Framework of Design and Build Contractors. Given the scale of works involving new purpose built accommodation for 10 schools, a number of which are on campus sites including the school referred to by the Deputy, the tender process involves a very large amount of documentation and drawings and takes approximately 8-12 months. Tender returns have been received and are currently being evaluated.
This bundle comprises 10 school projects which are all flagship projects for their local school communities. Given the magnitude of this large scale investment, this tender evaluation process takes time for the Department's technical staff and project management team to adequately and appropriately analyse. The Department is very conscious of the urgency in getting these projects, including the project referred to by the Deputy, delivered as quickly as possible. Once a Contractor has been appointed, it is anticipated that construction would commence shortly thereafter.
My Department has delivered interim accommodation on site for the 2023/24 and 2024/25 school years, in line with enrolment figures agreed with the school's patron body and will continue to liaise with the school's patron body in relation to interim accommodation needs pending delivery of the permanent accommodation for the school.
293. Deputy Michael Ring asked the Minister for Education when school transport will be provided to a pupil with additional needs (details supplied); and if she will make a statement on the matter. [6290/24]
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 2023 was €382.02m.
The National Council for Special Education acts in an advisory role to the Department of Education on the suitability of placements for children with special educational needs. Under the terms of the School Transport Scheme for Children with Special Educational Needs, the Department will consider the report of the Special Education Needs Organiser (SENO). School transport is provided to children with special educational needs who are attending the nearest school to their place of residence that is or can be resourced to meet their educational needs, as identified by the SENO. I am pleased to advise that the pupil referred to by the Deputy is eligible under the terms of the scheme and a sanction has been sent by School Transport Section of my Department to Bus Éireann for the establishment of a new service for pupil to the school referred to by the Deputy. Bus Éireann have tendered this service in line with procurement guidelines. Bus Éireann has advised that the service is still out for procurement. Once a contractor has been sourced, the service will commence. Bus Éireann will liaise with the family directly once a contractor has been sourced.
Both the Department and Bus Éireann are very conscious of the challenges faced by parents awaiting transport for students with special educational needs. Families of children who are eligible for these services may therefore apply for the interim 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 had put in place until services are finalised. The family of the child referred have been contacted directly by School Transport Section of my Department, with an offer of the Special Transport Grant until the transport service commences.
294. Deputy Paul Murphy asked the Minister for Education how the number of SNAs is allocated for an area; how is it decided how many autism units will be utilised/included/added in each area; and how the Department determines how many complex needs schools/disabled needs schools will be built for the people in the area. [6300/24]
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 and 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 €113 million 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 including the allocation of SNAs and reviews.
SNAs play a central role in the successful inclusion of students with additional and significant care needs into mainstream education, special classes and special schools ensuring that these students can access education to enable them to achieve their best outcomes and reach their full potential.
SNAs are allocated to schools as a school based resource and not to individual children.
The deployment of SNAs within schools is a matter for the individual principal/board of management of the school. SNAs should be deployed by the school in a manner which best meets the care support requirements of the children enrolled in the school for whom SNA support has been allocated. This allows schools flexibility in how the SNA support is utilised.
The NCSE have published the SNA allocations for the 2023/24 school year. For ease of reference these allocations are broken down by school type and are available on the NCSE's website at: www.ncse.ie/set-hours-and-sna-allocations.
Schools can apply to the NCSE for a review of its SNA allocation if it is insufficient to meet the needs of its students.
The department does not have a role in making individual school determinations and schools should liaise with the NCSE directly in the event that additional supports are required.
Detailed information on the NCSE exceptional review process is published on the NCSE website: www.ncse.ie/application-for-sna-exceptional-review.
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, two new special schools are being established for this current school year in Cork and Dublin, with further capacity being expanded in 11 other special schools.
In December 2023, I was also very happy to announce with my colleague Minister Foley, the establishment of a further four new special schools for the 2024/25 school year in Enfield, South Kildare, Gorey and Limerick. This will bring to 11 the number of new special schools established in recent years.
Along with the two new special schools opening this school year, 390 new special classes – 254 at primary and 136 at post-primary level – have been sanctioned by the NCSE for opening this current school year.
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, my department and the NCSE have engaged with post-primary stakeholders in relation to the provision of special classes.
My department has communicated to all post-primary schools 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 2 to 4 years, with an approximate average of 4 special classes in each school.
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 special educational needs organisers (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: www.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/special-classes
I want to assure you 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.
295. Deputy Paul Murphy asked the Minister for Education in relation to how many autism units will be utilized/included/added in each area, how that the Department reaches a decision about what is need compared to what is already available; if it the same process for primary schools and secondary schools; and if this information for each area is available for the public to review online or elsewhere. [6301/24]
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 and 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 €113 million 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, two new special schools are being established for this current school year in Cork and Dublin, with further capacity being expanded in 11 other special schools.
In December 2023, I was also very happy to announce with my colleague Minister Foley, the establishment of a further four new special schools for the 2024/25 school year in Enfield, South Kildare, Gorey and Limerick. This will bring to 11 the number of new special schools established in recent years.
Along with the two new special schools opening this school year, 390 new special classes – 254 at primary and 136 at post-primary level – have been sanctioned by the NCSE for opening this current school year.
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, my department and the NCSE have engaged with post-primary stakeholders in relation to the provision of special classes.
My department has communicated to all post-primary schools 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 2 to 4 years, with an approximate average of 4 special classes in each school.
The NCSE actively encourages expressions of interest from schools to open special classes, and I appreciate and commend the efforts taken by boards of management in expressing their interest.
When assessing the needs in the local area, the NCSE identify schools in the neighbouring vicinity with available special class vacancies and assess their capability with consideration to demographical and statistical data.
The NCSE acknowledge that circumstances may change, and they are committed to ensuring that both the parents and the schools receive the necessary advice and support.
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 special educational needs organisers (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 www.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/special-classes.
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.
296. Deputy Eoin Ó Broin asked the Minister for Education further to Parliamentary Question No. 267 of 30 January 2024, the process through which parents can apply for an exemption for their child to remain in an early intervention class for a further year, due to being unable to secure a special school place, as this was not answered in the previous reply; and if she will make a statement on the matter. [6322/24]
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 and 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 €113 million 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 and is committed to ensuring that sufficient special education placements will be available for children for this school year and future years.
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, two new special schools are being established for this current school year in Cork and Dublin, with further capacity being expanded in 11 other special schools.
In December 2023, I was also very happy to announce with my colleague Minister Foley, the establishment of a further four new special schools for the 2024/25 school year in Enfield, South Kildare, Gorey and Limerick. This will bring to 11 the number of new special schools established in recent years.
Along with the two new special schools opening this school year, 390 new special classes – 254 at primary and 136 at post-primary level – have been sanctioned by the NCSE for opening this current school year.
The NCSE have advised my Department that they are aware of the child involved and will continue to support the family in securing an appropriate school place for the coming school year. The NCSE will discuss all available options with the family.
I would like to assure the Deputy that my department and the NCSE are committed to ensuring that sufficient special education placements will be available for children for this school year and future years.
297. Deputy Peter Fitzpatrick asked the Minister for Education if she can make an exception for the teacher registration deadline (details supplied), considering there is such a need for teachers in the State; and if she will make a statement on the matter. [6353/24]
Amharc ar fhreagraUnder the Teaching Council Acts 2001-2015 the Teaching Council is the body with the statutory authority and responsibility for the regulation of the teaching profession in Ireland including the registration of Teachers in the State.
The Teaching Council is the professional standards body for the teaching profession, which promotes and regulates professional standards in teaching. The Council registers teachers under the Teaching Council Act 2001-2015. There are five routes of registration with the Teaching Council which are namely Route 1: Primary, Route 2: Post-primary, Route 3: Further Education, Route 4: Other and Route 5: Student Teacher. The registration requirements for each route is set out in the Teaching Council (Registration) Regulations 2016.
The Teaching Council has a statutory remit and a there is a provision in the legislation which allows them to make regulations for the purposes of registration.
Statutory Instrument No. 12 of 2023, the Teaching Council (Registration) (Amendment) Regulation, which was in place has now expired and therefore the facility is no longer open. In the context of the Council's legislative remit, this provision was put in place via a Statutory Instrument (SI), and as such, the SI defines the period during which the measure is operated.
A further Statutory Instrument would be required to establish the Teaching Council (Registration) (Amendment) Regulation for a longer period, which under the Teaching Council Act is a matter for the Council.
There is no mechanism whereby what is being sought can be facilitated, as the transparent and equal application of published regulations and procedures in the state are important legal principles.
It should be noted that the Department, under statute, has no direct role in individual applications and in all cases applicants should engage to the fullest extent with the Council and follow their guidance in relation to the requirements for the route of registration they are seeking.
Through engagement with the Council on this matter, I can advise that the Council is considering any further amendment to provide for this facility (that is, completion of induction in Ireland for overseas qualified teachers) in the context of its legislative framework, including relevant EU legislation.
298. Deputy Thomas Gould asked the Minister for Education for an update on the proposed extension to a school (details supplied); when a decision will be made; and the timeline for delivery of the building. [6388/24]
Amharc ar fhreagraThe project to which the Deputy refers includes an extension to the existing school buildings. The project has been devolved for delivery to the school authority and it has appointed a design team to progress the project.
The tender report has been received by my Department and is currently under review from both a technical and cost perspective. The review is nearing completion and my Department will revert to the school authority directly on the outcome and the next steps to progress this project.
My Department will continue to engage with the school authority to provide any assistance needed to progress this important project.
299. Deputy Niamh Smyth asked the Minister for Education about the recently published guide for parents on keeping childhood smartphone free; what funding is being provided by the Department to support this initiative in schools; what plans her Department has to tackle the use of smartphones in schools across the country; and if she will make a statement on the matter. [6420/24]
Amharc ar fhreagraThe use of mobile devices and smart phones has increasingly become a part of the daily lives of children and young people. While this can be a positive experience, concerns have been identified in relation to risks associated with the misuse, abuse and possible overuse of these devices and the various associated technologies, particularly for younger children.
In recognition of this, I have introduced a number of measures to support internet safety and awareness for primary school age children and their parents, particularly in relation to smartphone usage. As you are aware, the Department of Education has drawn up new guidelines for parents entitled “Keeping Childhood Smartphone Free”. The new guidelines contain practical advice and suggestions to support parents and Parent Associations wishing to develop voluntary codes regarding smartphone use among primary school children.
As such, this guide has been prepared for parents of primary school age children who wish to come together to support their children’s online safety through creating a voluntary agreement around the use of smartphones and other devices, while taking into account their own local context in agreeing the best approach, including adopting a voluntary code for their children to not have a smartphone until a certain point in time
This ground-up approach ensures all parents, teachers and school communities are satisfied with the smart phone policy in place in their school. Parents can adopt a complementary approach at home to that which is in place in their child's school, if they wish to do so. The intention is to promote a shared approach regarding the appropriate and beneficial use of digital technologies.
In addition to this, all schools are advised to have an Acceptable Use Policy (AUP) in place that sets out rights, privileges, responsibilities and sanctions associated with the use of the internet for school purposes including the use of smart phones and personal devices.
A priority of the Department is to empower parents and school communities through education and information, so that they are fully aware of the responsibilities and realities of online activities. The Department of Education recognises the importance of online safety for children and continues to ensure that there are extensive training and curricular supports and resources available to assist schools in the development of policies and practices on the safe use of the internet by children and young people.
It is important that parents are aware of how to keep their children safe online and the supports that are available. An essential resource for parents and parents associations is also the website, www.webwise.ie. The webwise.ie resource includes practical information and advice on the safe, ethical and responsible use of the internet. Webwise will also be providing information sessions and seminars for parents, staff, and school community members who are interested in online safety through local Education Centres.
Online safety and the safe and ethical use of digital technologies is a key component of the Digital Strategy for Schools to 2027 and the development and dissemination of high quality resources in this area is continuing, informed by national and international policy and best practice.
300. Deputy Violet-Anne Wynne asked the Minister for Education if she will assist a family in securing a school place for a child (details supplied); and if she will make a statement on the matter. [6426/24]
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 and 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 €113 million 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, two new special schools are being established for this current school year in Cork and Dublin, with further capacity being expanded in 11 other special schools.
In December 2023, I was also very happy to announce with my colleague Minister Foley, the establishment of a further four new special schools for the 2024/25 school year in Enfield, South Kildare, Gorey and Limerick. This will bring to 11 the number of new special schools established in recent years.
Along with the two new special schools opening this school year, 390 new special classes – 254 at primary and 136 at post-primary level – have been sanctioned by the NCSE for opening this current school year.
Of these 7 are in Clare, 5 at primary level and 2 at post-primary level. This brings to 68 the number of special classes in Co. Clare, 51 at primary level and 17 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, my department and the NCSE have engaged with post-primary stakeholders in relation to the provision of special classes.
My department has communicated to all post-primary schools 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 2 to 4 years, with an approximate average of 4 special classes in each school.
In relation to the student referred to by the Deputy, the NCSE has advised my department that the local special education needs organiser (SENO) has been liaising with respective schools and the family to facilitate an appropriate educational pathway for the student.
The NCSE has confirmed that the student is presently availing of home tutoring services as a supportive interim measure.
The local SENO will continue to support the family in securing a school place in line with the student's educational needs and will engage with both mainstream and specialised schools within the local area to explore all possible options.
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. SENOs remain available to assist and advise the parents of children with special educational needs. Parents may contact SENOs directly using the contact details available at: www.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/special-classes.
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.
301. Deputy Pádraig Mac Lochlainn asked the Minister for Education if she is aware of the delay in the construction of a new school building (details supplied); if any plans are in place to address this delay; and if she will make a statement on the matter. [6428/24]
Amharc ar fhreagraThe major building project for the school referred to by the Deputy has recently completed Stage 2(b) Detailed Design.
As the OGP have implemented Revised Public Works Contract documents as of July 27th 2023, the Design Team have been requested to further review their tender documents, as the Stage 2(b) Submission for this project predates this revision. The Design Team are to confirm to my Department in writing once they have made the necessary revisions to their tender documents.
In parallel, a revision to the Fire Safety Certificate is also been carried out. Only upon confirmation that both of the above actions are complete, will the project be eligible to progress to tender stage.
Since 2020, my Department has invested in the region of €4.3 billion in our schools throughout the country, involving the completion of over 800 school building projects with construction currently underway at approximately 300 other projects, which includes 34 new school buildings.
These 300 projects currently at construction involve a total State investment of over €1.2bn. There are a further 90 projects at tender and a further circa 200 in advanced stage of planning and design, including this major building project for St Eunan’s College.
All departments, including the Department of Education, have to control the timing and scope of capital projects to remain within agreed budgetary parameters.
The Department of Public Expenditure, NDP Delivery and Reform is currently engaging with capital spending departments on future NDP allocations. As part of this, it is understood that limited additional capital allocations will be made for 2024 and 2025 and departmental capital ceilings will be established for 2026. The Department of Education is fully engaging with this process.
302. Deputy Colm Burke asked the Minister for Education what measures are being taken by her Department to ensure that all eligible students who apply for school transport under the primary school transport scheme in an area (details supplied) for the 2024-2025 academic year will be facilitated, given there is a high probability that the service will be oversubscribed; and if she will make a statement on the matter. [6442/24]
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 2023 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.
Under the current terms of the scheme, 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. Any children who do not meet these criteria are deemed not eligible, or otherwise known as concessionary applicants, and are allocated a ticket based on the availability of a seat when all eligible children have been catered for.
Children who are eligible for school transport and who have completed the application process on time will be accommodated on school transport services where such services are in operation.
Children who are not eligible for school transport, but who completed the application process on time, will be considered for spare seats that may exist after eligible children have been facilitated; such seats are referred to as concessionary seats.
Because of the nature of concessionary transport for non-eligible children and the priority of providing places for eligible children, there may be an excess of demand over supply for concessionary places, in these cases Bus Éireann will allocate tickets for spare seats using an agreed selection process.
Bus Éireann, who operates the school transport scheme on behalf of the Department, review all school transport services over the summer months. Arising from this review, routes may be altered, extended or withdrawn depending on the number and location of eligible children who will be availing of school transport for the following school year.
A minimum number of 10 eligible children residing in a distinct locality, as determined by Bus Éireann, are required before consideration may be given to the establishment or retention of school transport services, provided this can be done within reasonable cost limits.
For school bus operating purposes a “distinct locality” is a cluster of eligible children who reside in the same general area, in the same general direction from the education centre attended, as determined by Bus Éireann taking cognisance of the local road network.
Details of the application process for the 2024/2025 school year will be available shortly.
Families can make an on-line application to their school of attendance for the 2024/25 School year on the Bus Éireann portal at www.buseireann.ie/schooltransport.
303. Deputy Sorca Clarke asked the Minister for Education if she will provide a list of the new and revised subjects with regard to the senior cycle redevelopment (details supplied) that are intended to be rolled out in 2025. [6444/24]
Amharc ar fhreagra304. Deputy Sorca Clarke asked the Minister for Education if she will explain in detail how the introduction and revision of nine subjects is intended to alleviate pressure for students sitting the Leaving Certificate. [6445/24]
Amharc ar fhreagra305. Deputy Sorca Clarke asked the Minister for Education to explain in detail what the externally assessed components that are not a traditional written examination to be incorporated in the senior cycle will look like in practice; and when they are planned to take place, if not in June. [6446/24]
Amharc ar fhreagra306. Deputy Sorca Clarke asked the Minister for Education when in 2026 the second tranche of revised subjects will be introduced, and what these subjects are expected to be. [6447/24]
Amharc ar fhreagra307. Deputy Sorca Clarke asked the Minister for Education if she can provide an update on the research that is being conducted by the SEC on the potential role and impact of generative artificial intelligence in teacher-based assessment; when she expects this research to be completed and published; and if she will make a statement on the matter. [6448/24]
Amharc ar fhreagra308. Deputy Sorca Clarke asked the Minister for Education if she can present a schedule of the phases or tranches over which all senior cycle subjects will be revised. [6449/24]
Amharc ar fhreagraI propose to take Questions Nos. 303 to 308, inclusive, together.
It is my vision that Irish education continues to innovate, improve, and inspire. In September 2023, I announced an acceleration to my ambitious programme for Senior Cycle Redevelopment. In this new phase of the programme, there will be an accelerated national roll-out of the revised subject specifications for seven existing Leaving Certificate Established subjects within Tranche One in September 2025, two years sooner than previously announced. This acceleration will serve a greater number of Leaving Certificate students.
These subjects are Biology, Physics, Chemistry, Arabic, Latin, Ancient Greek, and Business. Part of these transformative developments include the introduction of the two new Senior Cycle subjects of Drama, Film and Theatre Studies, and Climate Action and Sustainable Development. These two new subjects will be introduced on a phased basis, initially across a small network of schools, at the beginning of the school year 2025/26. For new and revised subject in Tranche 1, a comprehensive programme of teacher professional learning will commence in the 2024/25 school year, the year prior to teaching and learning commencing in schools.
The second tranche of revised subjects, to be introduced to schools at the beginning of the 2026/27 school year, are Accounting, Construction Studies, Engineering, English, Geography, LCVP Link Modules, and Physical Education. Teacher professional learning for the second tranche of revised subjects will commence in the year prior to teaching and learning in schools.
The schedule of revised specifications to be introduced in the first two tranches have been published on the National Council for Curriculum and Assessment (NCCA) website. It is expected that details for the remaining annual tranches will be published shortly. They will be available on the NCCA website: ncca.ie/en/senior-cycle/senior-cycle-redevelopment/schedule-of-senior-cycle-subjects-for-redevelopment/.
As the Deputy is aware, each of the new subject specifications will incorporate externally assessed components that are not a traditional written examination, referred to as additional assessment components (AACs). These components will be externally assessed by the State Examinations Commission (SEC) and will be worth at least 40% of the available marks.
The AACs aim to reduce the pressure on students that comes from final assessments based primarily on written examinations conducted at the end of sixth year. This is in response to significant engagement with education stakeholders, including representatives of students, teachers, parents, school leadership, management bodies, and subject experts. Importantly, these AACs will be designed to assess students’ skills and key competencies, developed through the study of their chosen subject, in a way that a terminal written examination can not. This model of adopting a broader range of assessment types, over a less concentrated time period is in line with international best practice. It builds on existing assessment practices for many current Leaving Certificate subjects that have assessment components in addition to terminal examinations such as oral and aural examinations, practical examinations, coursework, and performances.
The nature and timing of AACs in each subject will be agreed upon by subject experts in the NCCA’s subject development groups and outlined in the subject specifications; having regard to the timing of AAC submission dates in other subjects. These subject specifications will articulate what the students are required to do, the form(s) in which it can be carried out and submitted and the workload expectations associated with the AAC. The alignment of the coursework assessment to a particular set of learning outcomes from the subject specification will be provided, as well as details on which key competencies and associated learning outcomes will be assessed.
Details will be provided on the nature of the assessment component which could, for example, take the form of a research project/extended essay, oral assessment, performance assessment, portfolio assessment, creation of an artefact, field study, or an experiment/proof of concept/practical investigation.
The consultations for all nine draft subject specifications are now open on the NCCA website. Consultation on the three draft science specifications, and three draft classical languages specifications will conclude on 23 February 2024. Consultation on the draft Business specifications and the two new subjects opened on 2 February 2024 and will conclude on 5 April 2024. Details of the AACs being proposed for each of these subjects is detailed in each specification
ncca.ie/en/updates-and-events/latest-news/2023/december/consultation-open-leaving-certificate-sciences/
ncca.ie/en/updates-and-events/latest-news/2023/december/consultation-open-leaving-certificate-arabic-and-classical-languages/
ncca.ie/en/updates-and-events/latest-news/2024/february-5/3-draft-specifications-consultation/
I have asked the SEC to commission research on generative AI in the context of teacher-based assessment. The scoping of this research project is underway. Timelines will be determined as part of the procurement process.
I hope the Deputy finds this information useful.
309. Deputy Catherine Murphy asked the Minister for Education the steps she is taking in 2024 to ensure adequate provision of second level school places in Bray and Greystones, County Wicklow, for 2027 and beyond; and if she reviews residential development and population increases in her planning. [6457/24]
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.
The 2023 demographic exercise indicates that 79% of the 314 school planning areas at primary level show static or decreasing enrolments for the period to 2027 compared with 2022. At post-primary level some 78% of school planning areas are anticipated to have increased enrolments for the period to 2030, with most expected to reach a peak within the next two or three years.
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.
These new arrangements also give an opportunity to patrons to apply for the patronage of new schools. The criteria used in deciding on the patronage of new schools place a particular emphasis on parental patronage and language preferences and an analysis of existing provision in the areas where the schools are being established. This approach is underpinned by a 2011 Government Decision.
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.
310. Deputy Catherine Murphy asked the Minister for Education the steps she is taking in 2024 to ensure adequate provision of second-level school places in Enfield, Dunboyne, Dunshaughlin, Navan and Trim, County Meath, for 2027 and beyond; and if she reviews residential development and population increases in her planning. [6458/24]
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.
The 2023 demographic exercise indicates that 79% of the 314 school planning areas at primary level show static or decreasing enrolments for the period to 2027 compared with 2022. At post-primary level some 78% of school planning areas are anticipated to have increased enrolments for the period to 2030, with most expected to reach a peak within the next two or three years.
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.
These new arrangements also give an opportunity to patrons to apply for the patronage of new schools. The criteria used in deciding on the patronage of new schools place a particular emphasis on parental patronage and language preferences and an analysis of existing provision in the areas where the schools are being established. This approach is underpinned by a 2011 Government Decision.
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.
311. Deputy Catherine Murphy asked the Minister for Education the steps she is taking in 2024 to ensure adequate provision of second level school places in Celbridge, Leixlip, Maynooth, Kilcock, Prosperous, Clane, Sallins and Naas, County Kildare, for 2027 and beyond; and if she reviews residential development and population increases in her planning. [6459/24]
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.
The 2023 demographic exercise indicates that 79% of the 314 school planning areas at primary level show static or decreasing enrolments for the period to 2027 compared with 2022. At post-primary level some 78% of school planning areas are anticipated to have increased enrolments for the period to 2030, with most expected to reach a peak within the next two or three years.
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.
These new arrangements also give an opportunity to patrons to apply for the patronage of new schools. The criteria used in deciding on the patronage of new schools place a particular emphasis on parental patronage and language preferences and an analysis of existing provision in the areas where the schools are being established. This approach is underpinned by a 2011 Government Decision.
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.
