Aodhán Ó Ríordáin
Question:66. Deputy Aodhán Ó Ríordáin asked the Minister for Education the progress that has been made in regard to the proposed changes to the assessment of need process; and if she will make a statement on the matter. [58255/22]
Ceisteanna Eile - Other Questions
Question No. 61 taken with Written Answers.
Questions Nos. 62 to 63, inclusive, taken after Question No. 66.
Questions Nos. 64 and 65 taken with Written Answers.
Special Educational Needs
The Minister of State will know that in October a lot of disquiet was expressed by school communities about the potential change in the assessment of need, AON, process. I understand from her negotiations with the INTO that a pause was put on that process. I want to get a sense of where the process now stands.
I thank the Deputy for his question. As he is aware, the AON process is provided for under the Disability Act 2005. Assessment officers under the remit of the HSE are charged with organising the AON. The Deputy will be aware of a court ruling in October 2021, which created an legal obligation on the education system to assist the HSE as part of the HSE’s AON process. That refers only to the educational component, as distinct from anything else.
The Department engaged with unions, management bodies and other stakeholders regarding the AON process and how it applies to schools. The Deputy will be aware that the Department and NCSE worked with a number of schools in June - I understand 17 were involved - on a draft of the documents required by schools to complete the education component of the AON. Feedback from the schools on the trial process informed the development of the form and guidance to be used in the process. Feedback arising from engagement with the schools was provided to stakeholders in September.
The Department of Education and NCSE have put in place a suite of supports to assist schools in completing the educational component of the HSE’s AON process. These include: detailed guidance; a short video for use by schools setting out how to comply with the process; email support; and a dedicated phone support line.
On Thursday, 27 October, the Department and NCSE met stakeholders and partners in education. The purpose of the meeting was to address the issues and concerns which have arisen in schools around the AON process and to work to resolve these issues. I understand progress was made and clarity was provided on a number of issues raised by the stakeholders.
The reaction I and other Deputies involved in this sphere got was very negative regarding the new responsibility schools felt they had to oversee, the workload being imposed on them and the lack of expertise teachers and principals have in terms of overseeing the process, especially when trying to account for a child's disability, including motor skills. On that basis, the issue has been raised in the House. Various education partners raised concerns with the Minister of State and Minister. In fairness, a conversation took place and I understand from the INTO statement the process was paused. Given that the process has been paused, what status does the pause now have? Will the idea be abandoned, changed in some way or reverted to?
I understand there are still ongoing conversations on this matter and there is a commitment to extend the trial period. On principals or teachers being overburdened, as Minister of State with responsibility for special education, I acknowledge that schools are very complex organisations, as I have seen in the school visits I have undertaken. It is important that we acknowledge we are very lucky to have effective leaders in our schools, a point noted in the chief inspector's report recently.
It is also important to be clear that while completing the AON form is a task, it is not necessarily one that has to be completed by the principal. The guidelines and video support are clear that this task can be completed by another staff member.
This mirrors the efforts that we have undertaken to lessen the administrative burden on school leaders in general. For example, we strongly encourage principals, in organising the summer programmes, to delegate key tasks to others in the school.
Regarding teachers, I do not have time to continue.
The Minister of State was coming to the second point I raised. It is not just about the workload, but also the expertise. Every Deputy in the Chamber will appreciate that principals, teachers, special needs assistants, SNAs, and everyone else who works in a school community are heroes. They are often undervalued, the first to be criticised and face a great deal of negativity, but what they do for children of all backgrounds every day of the week is inspirational. If one ever wants to be uplifted in one's political work, then take a trip to the local school to get cheered up.
Regarding expertise, teachers and principals have told me that properly assessing the needs of a child is the role of an educational psychologist. A teacher or principal does not have the expertise, or should not be expected to have the expertise, to assess the motor skills of a child. The Minister of State was about to address this point.
It is important to be clear on the purpose of the AON process as it applies to schools. The assessment of educational needs requires schools to take information about a student that already exists, usually in the student support file in the school, and make it available to the HSE via the NCSE. The assessment is an integral part of teaching and learning and teachers assess their students constantly using a range of formal and informal assessment practices. This is the information that informs the assessment of educational needs. Obviously, there are other elements to the AON process, but these are a matter for the HSE to progress. In short, teachers are fully qualified to assess their students, record the outcome of those assessments and use those outcomes to inform the teaching approaches.
School Transport
Éamon Ó Cuív
Question:62. Deputy Éamon Ó Cuív asked the Minister for Education the number of students who applied for school bus tickets for the 2022-23 academic year who have not yet received a school bus ticket; the number of these who were what is termed late eligible; and if she will make a statement on the matter. [57855/22]
I applaud the introduction of free school transport for everyone, but as the Minister knows, it raised a number of issues. I seem to have many late eligibles in my constituency who are still awaiting transport. I counted this morning and found that I still had 30 students waiting. Has the Minister any idea of the number of applications that have not been processed? In particular, does she know how many late eligibles there are? By that I mean people who are going to become eligible for school transport but are still awaiting such transport.
The school transport scheme is a significant operation managed by Bus Éireann on behalf of the Department of Education. In the last school year, more than 121,400 children, including over 15,500 children with special educational needs, were transported on a daily basis to primary and post-primary schools throughout the country. The cost of the scheme in 2021 was €289 million.
In July 2022 and as part of a wider package of cost-of-living measures, the Government announced funding for the waiving of school transport scheme fees for the coming school year for those who were eligible for the scheme. Ticket registration for the 2022-23 school year closed on 29 July, by which time almost 130,000 applications for mainstream school transport had been received. This figure included 44,299 new applications as well as roll-overs from previous years.
This time last year, there were approximately 103,600 children on school transport scheme services. Already, more than 127,800 tickets for the 2022-23 school year have been issued to applicants, meaning that in the region of 24,200 additional places have been created. This is an increase of 23%. Specifically, there has been an increase of 33% in concessionary tickets.
Children are eligible for transport at primary level where they reside not less than 3.2 km from and are attending their nearest national schools and at post-primary level where they reside not less than 4.8 km from and are attending their nearest post-primary schools or education centres, as determined by the Department. All children who are eligible for school transport and have completed the application process on time are accommodated on school transport services where such services are in operation.
Pending completion of the outcome of the full review of the school transport scheme, temporary alleviation measures at post-primary level have continued for the 2022-23 school year. Under these measures, pupils are eligible for transport to their next nearest schools.
As part of the budgetary process, some additional funding has been approved for the scheme, which has allowed officials in the Department, in consultation with Bus Éireann, to provide additional capacity where it is possible to do so. Bus Éireann has been prioritising areas where there are students who did not meet the eligibility criteria but were "on time concessionary pupils" and had tickets previously. It is important to stress that this is subject to capacity considerations. Constraints in sourcing vehicles and drivers in certain areas of the country may also mean that it may take a number of weeks to explore solutions for additional capacity.
They prepared a long answer for the Minister telling me all sorts of things about the school transport system I have known for many years. I asked a specific question about the number of students who had not yet received a school bus ticket, the number of those who were what are termed "late eligibles", and if the Minister would make a statement on the matter. What number of applications have been received but not dealt with yet? Some late eligibles and concessionary ticket holders got tickets while others did not. Extra money was given but there seem to have been loose rules around it. I am looking for hard facts about the number who applied and have not yet received tickets and the number of those who were late eligibles, that is, they were eligible but did not get their applications in on time.
There was a problem with the reminder that was sent out to Yahoo email addresses. There was also a bit of confusion among the public because there were no fees and parents who were used to paying fees did not realise that they had to apply a second time.
More than 130,000 applications or registrations were received by 29 July and we have issued 127,800 tickets. That process is ongoing. The 127,800 tickets represent a 23% increase on previous years, including a 33% increase in concessionary tickets.
Regarding the late application process, it is important for families to note that the application deadline was 29 April and that the deadline to confirm registration was 29 July. Any application completed after this date was a "late application" and, therefore, many school transport services were already operating at full capacity. While a number of late applications have been received, eligibility can only be determined at the time of assessment. These applications will only be assessed after all "on time" applications have been processed and there can be no guarantee of places for late applicants.
The second answer was much clearer than the first, which I appreciate. There are 2,800 applicants left, but the Minister has not yet told me how many of those would have been eligible had they applied on time. The website had to go down during the middle of the summer for a period because it had to be updated when the free transport scheme was introduced. I applaud the scheme, but it had its gremlins and caused confusion. Bus Éireann has admitted that there was a problem where people with Yahoo email addresses did not get the reminder that the rest did.
There was a little confusion. I have never had to deal with as many late eligibles as I have this year. In many cases, they applied in April but did not confirm in July because of the confusion during the summer. Is consideration still being given to granting these applicants school transport? Is fearr déanach ná go brách, or better later than never.
I wish to record my appreciation for the efforts made by the Minister to improve the school transport system and the measures she took during the course of the year to do so. A number of places are still available throughout the system on existing coach services. If those were replaced by larger buses, many more children could be accommodated.
Would it be possible for the Minister to have a look at that, with a view to meeting, insofar as possible, the existing voids that can be addressed, including in some cases for concessionary students, who see the buses passing by and whose parents must drive them to school because they cannot get access to the bus service?
Deputy Ó Cuív referred to Yahoo and the difficulties in that regard. If he has any specific cases where an issue arose, I would appreciate if he could forward the email address to my Department. However, in the main, that is not the only means of communication with parents; there were others. There was public information and the closing dates were advertised. The responsibility rests with individuals applying to be mindful of the application dates. I am happy to hear from the Deputy about specific instances. If he can give me the details, I will have them directly followed up.
In response to Deputy Durkan's point about places being available on buses, I want to be very clear that there is a rigorous analysis of the availability of places. Where it has been necessary to put on larger buses for those who are eligible and for concessionary places, we have done that. I want to be very clear about the availability of places on buses. In some instances, there may be cases where pupils do not travel on a particular day or there are other needs within a family where a child might be sick or whatever the case might be and there will be a free place on that day, but that is not a consistent free place. Where a child or young person is eligible for a ticket, he or she has the ticket.
Special Educational Needs
Joan Collins
Question:63. Deputy Joan Collins asked the Minister for Education his views on whether updated special needs reports should be ceased given that schools are still seeking updated reports for children with special needs, particularly for secondary schools, and the fact that parents are stressed attempting to access private assessments to obtain a place for their child. [58413/22]
What is the Minister of State's view on whether updated special needs reports should be ceased, given that schools are still seeking updated reports for children with special needs, in particular for secondary schools, and the fact that parents are stressed attempting to access private assessments to obtain a place for their child? Private assessments can cost anything up to €1,500, so it is an expensive avenue.
This is based on the NCSE's advice in its guidance document from 2021 regarding health professionals reports. In the first place, the report must indicate whether a child has a specific diagnosis, and then there must be some understanding of the complexity of the child's needs, what placement would be appropriate and the rationale for it. That is the NCSE's advice in that regard. An updated assessment is required when a child transitions from primary school to post-primary school. This is something post-primary schools might look for in their admission policies as well. While there is some merit in providing new assessments and reviewing a child's needs on an ongoing basis, we do need to move away from parents having to pay for the reports privately. Deputy Collins mentioned that in her question.
We must also look at whether the reports are needed or whether a more continuous review of educational needs would be better. As it stands, there is the professional report and the admissions policy, and the details are shared in the transition process between schools at primary and post-primary levels to support the transition. A lot of those details might be taken from the student's support file. There is also the National Council for Curriculum and Assessment, NCCA, education passport, which provides a structured process for schools to share information to support the transition of pupils with special educational needs. It is not always used, but it can be used. Schools often prioritise the involvement of a National Educational Psychological Service, NEPS, psychologist as well to support the transition. I will update Deputy Collins on what we are doing when I next respond to her.
I was asked to put the question to the Minister of State by members of the Campaign 4 Autism Inclusion in Dublin 12. What they are seeing now are the difficulties posed for many of their children who have gone through primary school and are moving on to secondary school. As Deputy Ward said, many parents are starting to worry. One of the criteria for most secondary schools is that a child needs an updated report to access an autism class, irrespective of whether the child was attending an autism class at primary level. The campaign is raising the need to change the system. If a child is diagnosed as autistic, the diagnosis should carry through the child's educational life. The campaign suggests that there should be a supporting letter on a child's needs from the NEPS or a children's disability network team, CDNT, and that liaising with a primary school and parents should be sufficient rather than having families break the bank to get a private assessment of needs.
Given the passage of time since a pupil may have been assessed, it is common practice that pupils are reassessed ahead of transitioning to post-primary school. The assessment may assist both the pupil and the post-primary school in determining the most appropriate supports that are required for the pupil and how the school can best support the individual to integrate into mainstream classes, where possible. A review is ongoing, and the work is at an initial stage. There is a meeting today with the inspectorate, NEPS and the NCSE. It is envisaged that broader stakeholder engagement will also be undertaken on this sensitive issue for parents and children with special educational needs.
I welcome that. Does the Minister of State know how long the review will take? We will have a perfect storm with parents trying to find places in secondary schools in the time ahead unless we move very quickly to get special classes into secondary schools. There is also pressure on parents being out of pocket for €1,500 or more as they try to get an assessment of needs for their children prior to them accessing secondary level. The group is raising the issue with the Minister of State in order to map out some way to assist parents and school principals to bring their children from primary level, in particular those in special classes, into secondary school and to address their needs.
I acknowledge the Minister of State's work in this area and thank her for it. This applies to a number of schools throughout the country, including in my constituency of Kildare North. I tabled separate questions about them. I refer in particular to schools that are affected by increased demand due to population increases. Even new schools are not in a position to take the students. There is a necessity to accommodate such students, on foot of a previous agreement. I emphasise the importance of making that special accommodation for them at this particular stage. All delays will obviously impact severely on the students and their parents.
I will respond to Deputy Durkan first and then speak to the matter raised by Deputy Collins. As I mentioned in response to a previous question, 742 special classes in post-primary schools were opened this year but there are 1,803 special classes in primary schools, so there is already a gap in that regard. As I outlined, that is why I wrote the letter to all post-primary schools, stating that over the next five years each post-primary school will have to open four special classes. We need to close that gap. I mentioned earlier in response to Deputy Ó Laoghaire the forward planning that we are doing.
As regards the body of work that is being done, I understand some of the points made, for example, on cost. We must move away from people trying to pay privately for the assessments. When we have the classes set up in post-primary schools, we want to make sure that people can go to them and avail of the capacity. The work is at the initial stage. It is part of a wider range of initiatives being taken by the Department and the NCSE on the forward planning of special education. The initial work is on how placements are reviewed on an ongoing basis.
Environmental Schemes
Donnchadh Ó Laoghaire
Question:67. Deputy Donnchadh Ó Laoghaire asked the Minister for Education her plans to ensure that energy use in schools is addressed, with particular reference to the installation of solar panels and retrofitting. [58469/22]
The Minister might have seen that Sinn Féin launched a document in recent days outlining our belief that schools have potential to be real leaders in challenging climate change. Some of it is to do with the curriculum and some to do with energy efficiency in schools. It is a real shame that very few of the 4,000 primary and post-primary schools have solar panels because the regulations are outdated, even though it would make a great difference to the costs of the schools and also in reducing emissions.
The Department has a strong record with respect to sustainable energy in school buildings and this performance has been recognised at both national and international level with sustainable energy awards for excellence in design and specification. The National Development Plan 2021-2030, published on 4 October 2021, provides for capital funding of more than €4.4 billion for investment in school infrastructure during the period from 2021 to 2025. There continues to be a strong climate action dimension to this additional capacity and modernisation programme. Schools designed and built in accordance with the Department’s technical guidance documents have been achieving A3 building energy ratings since 2009, with current schools typically achieving up to 20% higher energy performance and 25% better carbon performance than required by the current building regulations. In addition, 10% of primary energy is provided via solar panels and there is infrastructure provision for electric vehicle charging.
As the Deputy will be aware, budget 2023 provided for the provision of funding from the climate action fund in respect of the provision of solar panels in schools up to 6 kW output. This is really positive news, which I am sure the Deputy will welcome, and will assist with schools’ energy needs and costs along with supporting the decarbonisation of our school buildings. Departmental officials are working closely with colleagues in the Department of the Environment, Climate and Communications on the arrangements for this scheme and details will be announced in the shortest timeframe possible. The provision of the solar panels will be fully funded for schools. I will also announce in due course a climate action summer works programme to progress climate action specific initiatives that will assist with the roll-out of smaller scale energy retrofit works in schools.
The summer works programme has for many years featured categories that assist in improving energy reduction in schools such as heating system upgrades, roof insulation upgrades, high-performance window upgrades and electrical upgrades. The Departments of Education and the Environment, Climate and Communications have established a jointly funded pathfinder programme, which is administered by the Sustainable Energy Authority of Ireland and the planning and building unit in my Department. Support is also provided by Limerick and Clare Education and Training Board, ETB, in respect of the programme.
On the school buildings that have been built in the past 15 years, the Minister will find no dispute from me. They are fantastic, energy-efficient buildings using the best of materials and so on, but the difficulty is that there are more 4,000 schools, many of which were built in the 1950s and 1960s by the Christian Brothers, for example, which are not the best in terms of energy efficiency. We have a big job to bring the schools estate, generally speaking, up to scratch.
I return to the issue of solar panels and I might return presently to that of retrofitting and so on. The Taoiseach told us several months ago that this would be resolved by the summer and indicated the regulations would be addressed, but it went out to a further round of consultation. I am a big fan of consultation in general but I am not sure it was necessary here. When will the regulations be in place? It is a no-brainer in view of the energy that can be generated, the benefit to schools financially and the reduction in emissions. When will they be finalised in order that schools can enter the planning process or whatever kind of process will follow?
I agree that this is a very positive move, and I welcome the fact schools will be eligible for the programme and it will be fully funded for them. Much work is being done in this regard and it is the absolute intention to roll it out as quickly as possible. Obviously, this is not within the gift of just my Department, but we are working constructively to ensure it will be delivered as quickly as possible.
I acknowledge the Deputy's reference to the deep energy retrofit programme, a significant and successful programme on which tens of millions of euro have been spent by the Department. We have seen the benefit in very many schools throughout the country and it is our ambition to grow that initiative. Much of the leadership and impetus for climate action and sustainability is coming from young people in our schools. There is a strong body of work in this area and we are continuing to move at pace.
I certainly agree with the point regarding young people. In the case of green flags in public buildings, many of the first ones we saw were in schools and other buildings in local communities. Great initiatives have been shown by young people and schools have been leaders in that regard.
On solar panels, the Minister has not given a specific date regarding the regulations. Schools cannot enter the planning system and that is a big problem.
To return to the retrofitting issue, the pathfinder programme is beneficial, but the point of it was to establish scalability. As that has surely been established over the past four or five years, it is time to scale up the programme.
I have a few practical questions on the summer works programme, which the Minister mentioned. Will the programme be entirely separate from the existing summer works programme or will there be a number of new grounds on which schools can apply? In any event, will there be additional funding for that? To clarify, will it be an entirely new programme, with a new form and so on, or will there be new grounds, additional to the nine or ten that currently exist, on which to apply within the existing programme?
The Department has many award-winning schemes that are internationally recognised for their agenda and for the priority given by the Department in the area of climate action and sustainability, and we have a strong strategy in that area as well. I mentioned the pathfinder programme and the solar panel scheme, in conjunction with the Department of the Environment, Climate and Communications, and I acknowledge the work of my ministerial colleague in that regard.
As the Deputy knows, the summer works programme is invaluable to our schools for lesser initiatives but is equally important and impactful within our schools. It is envisaged the new climate-focused multiannual summer works programme will open for new applications in early 2023 and it will have the climate action initiative embedded in it.
Will they be two separate programmes?
We are working on the finer detail of that.
Question No. 68 taken with Written Answers.
School Staff
Donnchadh Ó Laoghaire
Question:69. Deputy Donnchadh Ó Laoghaire asked the Minister for Education her plans, if any, to change conditions for teachers coming from abroad to qualify for incremental credit such as, but not limited to, staff who held a part-time role in a recognised school setting abroad; and if she will outline any other actions that may attract teachers to return to the Irish education system. [58471/22]
We spoke earlier about trying to ensure that teachers who are abroad will be attracted to come back to lay their roots here and get jobs. One challenge and disincentive can arise if they feel as though they are going to enter the system at the bottom despite being experienced teachers. I have come across several cases of teachers, which I will detail in a moment, who feel as though they would be disadvantaged and would enter the system at the bottom despite their experience and, therefore, they are inclined not to come back.
The criteria for the award of incremental credit to recognised teachers were agreed under the auspices of the Teachers Conciliation Council, TCC. This council comprises representatives of teachers, school management and the Departments of Public Expenditure and Reform and Education. The council is chaired by an official of the Workplace Relations Commission. The TCC meets at least every two months and the agenda is agreed between the Department and the teacher unions. The award criteria for incremental credit are laid out in the Department’s circulars for primary teachers and post-primary teachers. These circulars provide for the awarding of incremental credit for both teaching service and relevant non-teaching service that has taken place abroad.
Under the auspices of the TCC, a subcommittee has been set up to deal with incremental credit issues. Officials from my Department are considering a submission that the teachers’ unions lodged at the TCC subcommittee regarding the rules relating to incremental credit. An update on the progress of this work is provided at each TCC meeting. On conclusion of these negotiations at the TCC, the Department plans to replace existing circulars with a consolidated circular that will be applicable to both primary and post-primary teachers.
The TCC subcommittee meets four times per year and is currently considering many items including the removal of the seven-year cap on incremental credit for teaching service outside of the EU and the alignment of primary and post-primary rules relating to service in private schools outside the EU. Work is ongoing on this submission and the next subcommittee meeting is scheduled for January 2023.
As for measures to attract teachers returning to the Irish education system, I fully appreciate that, as the Deputy noted, this issue is a consideration for many of them. Nevertheless, it is a significant step forward that we have the subcommittee and the issue of incremental credit is being adjudicated on, discussed and engaged with by it.
I find the Minister's response encouraging, in which she identified some of the issues we are talking about. I can think of two examples, from Australia and Vietnam, where somebody was teaching at a private school that is well recognised by that state's authorities and operates in line with its curriculum and so on.
Despite having seven or eight years of experience in those schools, on returning home they would be treated as if they were just newly qualified. That is a severe disincentive.
Is it possible to get a timescale on how this process will proceed? I am not suggesting that it needs to be rushed or anything like that, but how long will it be before the new consolidated circular is available?
I appreciate that a body of work needs to be done in this regard. As the Deputy acknowledged, it is positive that this is now the work and consideration of the sub-committee.
We must be clear that the TCC is made up of a variety of bodies. It is not just the Department of Education. It is also made up of teachers' representatives, school management and the Department of Public Expenditure and Reform in order that there is a full, frank and open discussion as regards what we can do.
It is my hope and expectation that this will be prioritised in terms of moving it apace. There is an absolute commitment around looking with priority at the specific issues I already raised, whether it is the seven-year cap for those outside of the EU or the alignment of primary and post-primary conditions into one system. The next meeting of the subcommittee is scheduled to take place in January. It is difficult to give a particular timeline but it is being given the highest priority.
I will forward to the Minister some correspondence I received. If she is taking on board what the Teachers' Union of Ireland is saying, she might take on board what I am saying.
I will also flag to her a different type of issue that arose in Britain which, at the time, was still a member of the EU. A particular teacher was working on a job sharing basis in a recognised public school, although that is not really at the heart of the issue. This teacher taught for six years, working three days per week in a job-share capacity in this particular school. They hoped on their return to be able to receive incremental credit pro rata. The circulars as they stand for people working within the EU only recognise full-time jobs, however; despite the fact that had this person been working in the Irish education system for the same six years on a job share basis, the person would have accrued pro rata incremental credit. There is, therefore, an inequality that needs to be addressed. This person is fully qualified and wants to work in the system but is disincentivised because it would be starting at the beginning, even though the person has been working for six years job sharing in Britain. That is not fair and needs to be addressed.
For my own clarity, is that somebody who is working in the primary sector?
This person is working in the primary sector.
The current process as we know it has been in operation for more than 20 years now. Over the years, a number of amendments have been made. As we said, there is now an opportunity to address very specifically some of the issue that have been raised and, indeed, the wider issues I raised earlier. The fact is that this process has been operating for more than 20 years and within that period we have seen amendments, which shows the openness to looking at new opportunities to address situations as they arise. I am very happy to take the details of the case Deputy Ó Laoghaire wishes to share with me. As I said, work is moving apace and this is being prioritised.
School Accommodation
Richard Boyd Barrett
Question:70. Deputy Richard Boyd Barrett asked the Minister for Education the up-to-date report on both the temporary and permanent plans for a school (details supplied); and if she will make a statement on the matter. [57934/22]
Gaelscoil Laighean in my area was recently denied planning permission for temporary buildings on the Mount Anville site, which Dún Laoghaire–Rathdown county councillors agreed to dispose of earlier this year in order to provide a site for both temporary and permanent buildings for the school. Parents have expressed absolute disbelief and fury that this is now the third planning permission application for temporary buildings that has been put in by the Department and been refused. They asked whether the Department of Education knows how to put in a planning application for a school that has been looking for a location for seven years now.
Gaelscoil Laighean is currently located in interim accommodation in a building at Kill Lane and a room is also rented from the Mount Merrion parish centre, which is located directly across the road. It is intended that the school will move to interim accommodation and a permanent site at Mount Anville for September 2023.
With regard to the interim accommodation for Gaelscoil Laighean, an application for planning permission was lodged for the Mount Anville depot site on 21 June 2022. The final grant of permission issued from Dún Laoghaire–Rathdown County Council on 16 September 2022 with 18 conditions. My Department’s design team responded to the council on these conditions on 5 October 2022 and is currently liaising with the local authority to finalise and agree all pre-commencement conditions to allow the building contractor to commence work on the site. The contractor has been appointed.
Agreement in principle for the acquisition of the permanent site was reached with the executive of Dún Laoghaire–Rathdown County Council in June 2021, subject to the approval of the elected members of the council. The approval by the elected members to dispose of the lands to the Minister for Education was granted at a council meeting in April 2022. This acquisition is subject to the successful grant of planning permission for the permanent school facility.
With regard to the permanent school building project, the Department has commenced the tender process for the appointment of the project manager for the delivery programme, which includes Gaelscoil Laighean. An expression of interest notice was published on the eTenders portal on 14 November.
Once the project manager is appointed, he or she will commence the tender process for the appointment of the design team that will take the project forward through the stages of architectural planning to tender and construction. The school and its patron body will be kept fully informed as these steps are progressed.
Gaelscoil Laighean is part of a strong pipeline of school building projects for delivery under the Government’s national development plan. The Department has a strong track record of delivery with more than 360 school building projects at construction during 2022, including more than 50 new schools. The Department has an allocation of €4.4 billion to facilitate delivery during the period 2021 to 2025.
The conditions the planning application failed to meet were around things like lack of public lighting, lack of proper pest control, failure to put in correct waste management systems and other green conditions in those conditions mentioned by the Minister.
What the parents of Gaelscoil Laighean find really hard to believe is that where there are particular conditions around building a temporary school building - bear in mind, this school has been authorised to exist since 2015 and has been in a completely inappropriate temporary situation in Deansgrange since then - the Department does not know how to put in a planning application that meets these conditions. Therefore, we get delay after delay. Can the Minister explain that? Can she give a clear timeline as to when the school will gain access to the Mount Anville site? What is the timeline for the completion of not only the temporary but the permanent school buildings for Gaelscoil Laighean?
I want to be clear; the planning system is the planning system. In the first instance, however, I totally reject the Deputy's view in terms of the Department of Education and its delivery of school buildings and knowledge of planning. The Department has an extremely strong record of delivery in terms of school buildings. More than 360 school building projects were at construction during 2022. That is a phenomenal investment by the Department. That includes brand new schools, of which there are more than 50. The Department also has an allocation of €4.4 billion to facilitate delivery during the 2021 to 2025 school period.
Specifically with regard to Gaelscoil Laighean, the application for the Mount Anville site was lodged in June 2022. Planning was granted on 16 September 2022, with conditions. The Department's design team responded to the council on these conditions on 5 October and is currently liaising with the local authority to finalise and agree all pre-commencement conditions to allow the building contractor to commence the work on site. The contractor has also been appointed.
It still seems quite extraordinary that some of those conditions could not be met and that we have delays around the failure to meet some of them, some of which I just outlined. One would have thought people would know how to meet these sorts of basic conditions, or "green conditions" as they were described to me. We must also remember that this is a long saga. The school was originally promised a site at Newtownpark Avenue. Then, there was a long battle to get another site. We had to have council land that had been originally zoned for housing disposed to the school.
The site was given to the school because Gaelscoil Laighean needed a site. They seriously question when they will actually gain access. What is the timeline for access to the Mount Anville site for temporary buildings, and the timeline for the completion of the permanent school buildings for Gaelscoil Laighean? Is it possible to get answers to those questions because, otherwise, things seem to just drag on and on?
It is intended that the school will move to interim accommodation on its permanent site at Mount Anville for September 2023. The grant of planning permission was received on 16 September 2022. The Department officials, the project manager and the design team have engaged with the planning roles and departments within Dún Laoghaire-Rathdown County Council to agree the works required for the public road and junction outside of the school site, as required on condition No. 7 of the planning permission. The last communication from the local authority to our design team on 17 November indicated that the council is finalising its programme of work for Mount Anville and Deerpark Road. The works to the road junction to be carried out by my Department for the interim accommodation for the school are required to align with the council’s programme of work. Both the design team of my Department and the local authority are jointly working to agree that alignment.
Specifically, on the permanent project, once the project manager is appointed, the tender process will commence for the appointment of a design team which will take the project forward through the stages of architectural planning, including preparation of the planning application to the local authority. It is not possible at this time, in advance of the appointment of the project manager, the design team and ahead of the pre-planning consultations with the local authority, to indicate when the planning permission for the project will be secured. Considerable work has been done, however, and the school will be kept informed via its patron, which I believe is An Foras Pátrúnachta.
As we have ten minutes remaining, I will try to fit two questions in, so I will ask Deputies to be as brief as they can, please.
Question No. 71 taken with Written Answers.
Online Safety
Emer Higgins
Question:72. Deputy Emer Higgins asked the Minister for Education the way that online safety and awareness is currently incorporated into the school curriculum at primary and post-primary school level; and if she will make a statement on the matter. [57484/22]
I ask the Minister the way in which online safety and awareness is currently incorporated into the primary and post-primary curriculum, please.
I thank the Deputy for her question. As Minister for Education, the online safety of our children and young people is a priority both for myself and my Department.
Within the education system, the current social, personal and health education curriculum, known as SPHE, at primary level covers the important topics of personal safety and protection, and includes online safety. This SPHE curriculum content aims to foster well-being, self-confidence and seeks to develop the child’s own sense of personal responsibility. This learning is built on at post-primary level. Here students learn how to exercise judgment, weigh up different possibilities, examine the steps and choices that guide them towards considered decision-making, begin to understand their own rights and the rights of others, and explore decision-making in all aspects of their lives including online.
The SPHE specifications, as the Deputy is aware, are currently being redeveloped by the NCCA. The immediate focus of the work has been on creating support materials for teachers, with the NCCA online SPHE toolkits being expanded during 2022. As part of the redevelopment work, we have specifically referred to the need to ensure that the specifications are modern and up to date in respect of the online world and its impact on children.
The junior cycle draft SPHE specification was subject to a consultation process which concluded in October 2022. It is expected that the specification will be finalised by the end of this year, with implementation in schools in September 2023.
With regard to senior cycle SPHE, consultation is expected by next summer and it is expected that the curriculum will be ready for implementation in schools in September 2024. At primary level it is expected that the new curriculum will be in schools in 2025.
The Professional Development Service for Teachers, PDST, funded by my Department, offers professional learning opportunities and resources to teachers and school leaders in a range of curricular and educational areas, including supports on the prevention of online bullying and harassment.
In particular, Webwise which is part of the PDST technology in education, promotes the effective and safe use of the Internet through a sustained information and awareness strategy. It also addresses key issues such as cyberbullying, sexting, image sharing, respectful communication, social media, popular apps and much more.
I thank the Minister for that update. We all acknowledge that we are living in a very different world now from the one we were in ten or even 15 years ago. Children nowadays have so many more pressures on them and much of that is as a result of the online developments. Online gaming and social media are now an everyday part of many, if not most, teenagers' lives. While that has benefits in that we will have a technically agile workforce when these children come out of school, it also poses challenges. These are challenges in respect of cyberbullying, online safety, and the implications that this can have on people’s mental health, particularly the mental health of developing teenagers.
The Government has introduced new laws to update our statute books to reflect this new online world. We have had Coco’s law, action when it comes to revenge porn, and hate speech also. How has the Department incorporated this new reality into the curriculum? It is great to hear what the Minister is saying about SPHE and the move to incorporate this into the next two, three or four years, if one is talking about primary school, but I am wondering about what is happening now in schools across the country to protect our children online?
I completely agree with the Deputy. We are living in a much-changed and very different world now and it is important that we have an agile workforce. It is also important that we have students who are well informed and capable of living safely in this world.
I want to be clear that there are a number of initiatives under way, while we are talking about the redevelopment of the primary school curriculum, and equally so of SPHE at post-primary level. Significant resources in the interim are being made available to our staff specifically in respect of cyber bullying and online safety. Equally the PDST has a very strong continuing professional development, CPD, roll-out into our schools to support our staff. We also have the digital strategy for our schools which sets out the policy of the Department of Education on the effective use of digital technologies and teaching learning and assessment. The key action under the strategy is the promotion of the responsible and ethical use of the Internet and related technologies. That all feeds into practice within our schools.
It is fantastic to see that the responsible and ethical use of technology is very much at the core of this because that is what we want young people to do, which is to behave responsibly online towards their peers and, above all else, to stay safe.
I am aware that the Minister mentioned Webwise in her initial contribution and I have had many dealings with them. They are one of many organisations which provides fantastic resources which are there for students and teachers, but are also there for parents. I encourage parents to have a look at the online resources. Some of the social media companies offer workshops, training and explanations also. I held a number of events in my constituency in Clondalkin, Lucan and Rathcoole a number of years ago about cybersafety, online gaming and social media. It was an eye-opener to hear how much some parents knew and how other parents were struggling to keep up. All of us here, as public representatives, should be there to help our parents to keep up, even when it comes to the dictionary and the new words that children are using online now. It is about being aware and being there to support children through this. I thank the Minister very much.
I appreciate the Deputy’s interest in this area and indeed her shining a light on it. It behoves us to acknowledge the world in which we live today. Significant progress has been made by the Department. There is also a recognition that more needs to be done in this space and it is for that reason there is the review of the programmes we deliver. In the interim, we have made the toolkits available, and we have, as the Deputy has referred to, supports such as Webwise. We also have our PDST, which is specifically supporting our staff, the toolkits that are available online. The whole impetus for all of this is to ensure we can have respectful online communications through the development of digital literacy, as the Deputy has said, which is very important. We want our young people to have digital literacy, but also that they would be cognisant and mindful of the need for online safety and the safe and ethical use of all digital technologies, which is at the core of all we seek to achieve.
Special Educational Needs
Rose Conway-Walsh
Question:73. Deputy Rose Conway-Walsh asked the Minister for Education if she will take action to ensure that children with Down's syndrome in County Mayo have access to a school and supports in their local schools; and if she will make a statement on the matter. [58439/22]
The battle for the right to an education for children with special educational needs has been a very long one. The €2 billion which has been provided now is very welcome. This is why it is very difficult to accept that there are still some children who are not getting their education. I am thinking in particular of a 13-year-old boy in Mayo, about whom I have written to the Minister of State. He should now be halfway through the first year at this stage but he has had no education. The school is saying that it does not have the capacity but the SENO is saying that the school does have the capacity and would have all of the resources it would need for that. There are children who are still being caught in that gap. I am asking the Minister of State, in particular, if she would intervene. I am afraid that they might appeal to the Department but that will take months and months and, by that time, the child will have gone through almost all of the year without having had an education. I ask the Minister of State to look at that.
It is unclear to me why a SENO would say that there was capacity and that the child does not have a place. That does not make any sense to me and that is something that I can follow up with the Deputy afterwards and we can take it from there.
I thank the Minister of State and will follow up with her.
Is féidir teacht ar Cheisteanna Scríofa ar [www.oireachtas.ie].
Written Answers are published on the Oireachtas website.