Darren O'Rourke
Question:99. Deputy Darren O'Rourke asked the Minister for Education if she has any plans to review insurance costs for schools; and if she will make a statement on the matter. [30301/24]
View answerInsurance Coverage
Questions (99)
Written answers
My Department is committed to providing funding to recognised primary and post-primary schools in the free education scheme by way of per capita grants. The two main grants are the Capitation grant to cater for day to day running costs such as heating, lighting, cleaning, insurance and general up-keep, and the Ancillary grant to cater for the cost of employing ancillary services staff. Schools have the flexibility to use capitation funding provided for general running costs and ancillary funding provided for caretaking and secretarial services as a common grant from which the Board of Management can allocate according to its own priorities, except for cases where a secretary is now paid from my Department’s payroll as per circular 36/2022.
Schools also receive a range of other grants including Book Grants and Programme grants.
The current standard rate of Capitation grant is €183 per pupil in primary schools and €316 per student in post primary schools.
Primary schools with fewer than 60 pupils are paid the Capitation and the Ancillary grants on the basis of having 60 pupils. At post-primary level, schools with fewer than 200 students receive ancillary-related grants on the basis of having 200 students.
In addition to these grants, €20 million in funding was issued in October 2023, to support all recognised primary and post-primary schools in the free education scheme. This funding was the first tranche of an overall additional €60 million funding announced as part of Budget 2024 measures designed to assist schools with increased day-to-day running costs such as heating, electricity and insurance costs. A further €40 million in funding was delivered in early 2024.
As part of the capitation package in Budget 2024 I am pleased to have secured €21 million as a permanent increase in capitation funding to assist schools now and longer term with increased day-to-day running costs. This will support a permanent restoration of funding for all primary and post-primary schools from September 2024. This will bring the basic rate of capitation grant to the pre-2011 level of €200 per pupil in primary schools and €345 per student in post primary schools. Enhanced rates will also be paid in respect of pupils with special educational needs and Traveller pupils. This represents an increase of circa 9.2% of current standard and the relevant enhanced capitation rates.
While not wishing to pre-empt the outcomes of any future Budget negotiations or fiscal parameters agreed by Government, the Department of Education will continue to seek and prioritise the funding required to meet the ongoing costs of running schools.
The Financial Support Services Unit (FSSU), funded by the Department, is an important source of advice and support to schools on financial matters, including budgeting and cashflow management. If the services of the FSSU would be of assistance, a school can contact the FSSU directly. Alternatively, budgeting templates and more information can be found on www.fssu.ie.
Special Educational Needs
Questions (100)
Pauline Tully
Question:100. Deputy Pauline Tully asked the Minister for Education if she has plans to establish a special school in Monaghan for children aged four to 18 years; and if she will make a statement on the matter. [30499/24]
View answerWritten answers
Enabling children with special educational needs to receive an education is a priority for this government. It is also a key priority 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.
My department and the NCSE continue to monitor and review the need for further new special schools and the expansion of existing special schools in all areas of the country including County Monaghan.
In planning for increased special school places, the department and NCSE review all of the available data on the growing need for special school places across the country. This involves a detailed analysis of enrolment trends and the potential for existing special schools in a region to expand.
My department and the NCSE are progressing this review work ahead of determining where additional capacity is required in existing special schools or in what regions a new special school may need to be established for the 2025/26 school year.
It is estimated that a further 300 new special school places may be required nationwide each year for the coming years. When looking to provide additional capacity the department’s preferred option is to increase provision in existing special schools if possible.
An important consideration when deciding to establish or expand provision in an existing special school is the distances that some students are travelling in order to access a special school placement.
My department and the NCSE are continually reviewing where additional capacity is required in existing special schools or in what regions a new special school may need to be established over the coming years.
School Staff
Questions (101)
Gary Gannon
Question:101. Deputy Gary Gannon asked the Minister for Education to provide details on the vetting process for unqualified teachers who work in classes in primary and secondary schools. [30523/24]
View answerWritten answers
Following the commencement of the National Vetting Bureau [Children and Vulnerable Persons] Act of 2012 by the then Minister for Justice and Equality on the 29 April 2016 (other than section 20) the Department issued Circular 31/2016 to all school Authorities and Education Training Boards advising of the statutory obligations placed on school authorities to obtain a vetting disclosure from the Bureau prior to the employment, contract, permission or placement of a person to undertake relevant work or activities with children or vulnerable persons.
The Vetting Act provides that vetting is conducted by the National Vetting Bureau on foot of an application by a relevant organisation that is registered with it. The vetting legislation and the vetting procedures operated by the National Vetting Bureau fall within the remit of the Minister for Justice.
The Vetting Act also provides that a relevant organisation must, other than in certain limited circumstances, obtain a vetting disclosure from the National Vetting Bureau prior to commencing the employment of an employee to undertake relevant work with children or vulnerable adults.
The relevant diocesan office or school management body continues to act as a conduit for schools for the purposes of Garda vetting of persons other than registered teachers who are employed, contracted, permitted or placed to undertake relevant work or activities by the school and in the case of ETB schools, the relevant ETB is the relevant organisation for such purposes.
The Department of Justice has established an inter-departmental group to undertake a review of Garda vetting arrangements and legislation. The group will make recommendations for amending legislation and strengthening the Garda vetting process and the feasibility of the introduction of a centralised system for vetting SNA's is being considered as part of this work.
Irish Language
Questions (102)
Catherine Connolly
Question:102. Deputy Catherine Connolly asked the Minister for Education when the policy on Irish-medium education outside of Gaeltacht areas will be published; and if she will make a statement on the matter. [29347/24]
View answerWritten answers
Work is ongoing in my Department at present to develop a new policy for Irish-medium education outside of the Gaeltacht. This new policy will build on the significant achievements of the Policy on Gaeltacht Education.
In order to inform the development of the policy, a comprehensive public consultation process was conducted to seek the views of stakeholders including young people, parents, education professionals, education stakeholders and Irish language organisations.
I would like to take this opportunity to acknowledge the significant response we had to the consultation. I am particularly pleased that so many pupils and students participated in this process, by completing the online questionnaire and by participating in the focus groups. It is crucial that the voices of children and young people are included in the development of policies that affect them, and I would like to thank the pupils and students, and the teachers who facilitated that engagement.
The Sealbhú research centre in DCU analysed the information gathered during the consultation and prepared a series of reports to inform policy development. These reports provide an overview of the views, opinions and suggestions shared with my Department during the various periods of public consultation.
Sealbhú was also commissioned to carry out a review of international literature to inform the policy. Their research review focuses on teaching through minority languages in jurisdictions with contexts similar to that of Irish in Ireland.
The reports prepared by Sealbhú were published by my Department in May 2024. In developing the new policy, the Department will draw on these reports, as well as the information shared by stakeholders in bilateral meetings. This information will be considered in light of the existing provision for Irish-medium education and future projections of demand for the education system, as well as the Department’s budgetary and legislative context.
It is intended that the stakeholders will have an opportunity to share their views with officials of my Department on the direction of the policy before it is completed, and that implementation of actions under the policy will commence during the 2024/25 school year.
Special Educational Needs
Questions (103)
Gary Gannon
Question:103. Deputy Gary Gannon asked the Minister for Education the measures her Department is undertaking to ensure the safety of teachers, SNAs and staff working in special needs settings. [30521/24]
View answerWritten answers
Under section 24 of the Education Act 1998 (as amended by the Education (Amendment) Act 2012) the board of management is the employer of teachers and other staff of the school.
The board’s role as an employer includes responsibility for the recruitment and dismissal of teachers and other staff within the school, subject to relevant Department circulars, employment legislation and sectoral agreements. The role also includes but is not limited to, health and safety, building, promoting and maintaining positive staff relations.
In accordance with the Safety, Health and Welfare at Work Act 2005, it is the responsibility of individual school authorities to have a safety statement in place in its school and to ensure as far as is reasonably practicable, the safety, health and welfare at work of its employees and those who are in anyway affected by the work activities of the school. The safety statement should identify potential hazards, assess the risks to health and safety and put appropriate provision in place to safeguard the safety and health of employees and pupils.
The body which has statutory responsibility for ensuring that health and safety requirements are met by all employers, including schools, is the Health and Safety Authority (HSA). Guidelines for managing safety, health and welfare at work were developed following consultation with relevant stakeholders and are published on the website of the Health and Safety Authority www.hsa.ie
The Leave of Absence following Assault Scheme, which is contained in the Department’s Circular Letter 0061/2017 for teachers, provides for special leave with pay (subject to specified limits) to a teacher who is unable to perform their duties due to a physical injury following an assault that happened in the course of their duties and during approved school activities.
The leave available under the Scheme for Leave of Absence following Assault is 3 months (92 days) at full pay in a rolling 4-year period. In exceptional cases, such as where a significant period of hospitalisation is required or in situations of a second or subsequent incident of assault, the leave may be extended for a further period not exceeding 3 months (91 days) at full pay, subject to an overall limit of 6 months (183 days) at full pay in a rolling 4-year period. Any subsequent absence will be dealt with under the Sick Leave scheme.
As set out in the circulars, assault is defined as physical contact from a third party causing physical injury to a teacher in the course of their duties and during approved school activities. The third party can, for example be a student, a parent or a member of staff who causes a physical injury to the teacher as a result of physical contact.
The circular does not require that there be an intent to cause a physical injury, or that it be established that there was an intent to cause a physical injury, merely that there was physical contact from a third party which caused an injury to the teacher.
Special Educational Needs
Questions (104)
Mary Lou McDonald
Question:104. Deputy Mary Lou McDonald asked the Minister for Education the reason the POD system in schools no longer has the function that allows schools to enter anonymised data on children accessing SET or additional resources; and the reason this facility was not expanded prior to the review of SET allocations. [29883/24]
View answerWritten answers
I would like to thank the deputy for the question.
Prior to the introduction of the SET Model in 2017 data was collected via Primary Online Database (POD) on children who received support.
When the SET model was introduced these input fields were removed as there was no longer a requirement for the data .
Some data continued to be collected on an anonymised basis.
As part of the review of the SET allocation model this data was reviewed as a potential source for inclusion in the revised model, however the consistency and availability of the data resulted in this not being possible at this point in time.
The department, along with stakeholders, are cognisant that the model needs to continue to evolve so that the allocations process takes into account new or improved data sources and other changes within the school system.
As part of the recent review of the SET allocation model, my department is very much aware that additional data is available in individual schools which may not be available consistently across all schools and a key focus of the roadmap is to develop an accurate and verifiable system to capture such data. The use of Primary Online Database (POD) and the Post Primary Online Database (PPOD) will be investigated as a vehicle for such data.
A phased high level plan has been compiled to further enhance the model over the coming years. The department intends to undertake further detailed consultations with our education partners in the development of future enhancements to the model. The initial focus will be on areas such as:
• Development of a revised process for resourcing new schools and those in early stages of development
• Development of a mechanism for transfer of resources from primary to post primary based on changing demographics
• Examination of geographically isolated schools
• Examination of additional potential data sets already available in schools or other areas within the early years settings that could support greater sensitivity in the model.
• Delivery of a package of training and supports on the use of the continuum and education passports
It is intended that my department, in consultation with education partners, will examine an ongoing continuous improvement process that can give schools more input into identifying the need in their school in the most efficient way possible.
Special Educational Needs
Questions (105)
Joan Collins
Question:105. Deputy Joan Collins asked the Minister for Education further to Parliamentary Question No. 224 of 28 May 2024, and her statement that the National Council for Special Education (NCSE) is working with the mother of the young child trying to get a school placement (details supplied), if she will liaise with the NCSE to attempt to find a place for the child in the new school. [30279/24]
View answerWritten answers
I understand that this is an anxious time for parents who are seeking a school place for their child for September and I would like to assure the Deputy that this government is determined to alleviate the pressures faced by parents when seeking a special educational placement.
The National Council for Special Education (NCSE) has advised my department that the local special educational needs organiser (SENO) is working closely with the family regarding options for school placements for the student.
The NCSE remains fully committed to supporting the family in their efforts to secure a suitable educational placement for the student. They are in ongoing contact with the relevant schools and will continue assisting the family until an appropriate placement is secured.
As Minister for Special Education & Inclusion, I am determined to ensure that all children who require a placement can access this as quickly as possible. I am meeting with NCSE every week to discuss progress being made and work plans to ensure that every child has a school place for the coming term.
I referenced earlier that this government is committed to alleviating the pressures faced by parents seeking a special educational placement.
Significant additional resources and funding of €13 million have been allocated to the NCSE to allow for the expansion of its services, which will bolster the level of service and provide effective structures to relieve this pressure on parents.
Additional administrative support staff, team managers and other professionals are also being employed to allow SENOs concentrate on working directly with schools and families.
Bullying in Educational Institutions
Questions (106)
Alan Farrell
Question:106. Deputy Alan Farrell asked the Minister for Education to provide an update on her Department’s efforts to tackle bullying in schools; and if she will make a statement on the matter. [30493/24]
View answerWritten answers
I launched Cineáltas: Action Plan on Bullying on 1st December 2022. Cineáltas is my Department’s whole-education approach to preventing and addressing bullying in schools.
Cineáltas is dedicated to the prevention and addressing of bullying, cyber bullying, racist bullying, gender identity bullying and sexual harassment, among other areas, in schools.
It is centred on a child right’s-based approach and provides a collective vision and clear roadmap for how the whole education community and society can work together to prevent and address bullying in our schools.
Cineáltas incorporates each of the nine components of UNESCO’s Whole Education Approach to prevent and address bullying. It is rooted in four key principles: prevention, support, oversight and community.
An Implementation Plan for Cineáltas was published on 10th April 2023 and commits to implementing each of the 61 actions contained in Cineáltas within a 5 year period.
An Implementation and Evaluation Group has been established to oversee implementation of the actions and the publication of annual implementation and evaluation reports, informed by feedback from children and young people, parents, school staff, education partners, key stakeholders and relevant agencies. This group is chaired by the Secretary General of my Department.
One of the more significant actions under Cineáltas was to update the 2013 Anti-Bullying Procedures for Primary and Post-Primary Schools. This action has been completed with the publication on 19th June 2024 of the Bí Cineálta: Procedures to Prevent and Address Bullying Behaviour for Primary and Post-Primary Schools.
The Bí Cineálta procedures are centred on a child rights-based approach and support a partnership approach where all members of the school community work together to prevent and address bullying behaviour.
The procedures have been updated to take account of gender identity bullying, cyberbullying, racist bullying, sexist bullying, and sexual harassment. They support schools to develop clear strategies to prevent and address these bullying behaviours.
The requirements of the procedures will come into effect from 1st September 2025. Implementation of these procedures will be supported by a suite of professional learning resources and information sessions for school staff, board of management members and parents.
Work is well underway to implement many of the actions contained in Cineáltas:
• €5 million is being invested to pilot a programme of counselling supports for primary school students. This will serve to support the very positive work which already takes place in the area of wellbeing in our schools
• The Student Participation Unit was established in April 2023 to promote the participation of children and young people into the development of Department policy. An expert group has been formed to advise the work of the new unit. This expert group is independently chaired by a renowned expert on participation of children and young people, Professor Laura Lundy
• A new inspection model has been developed under Cineáltas to assess whether a school has appropriate strategies in place to promote wellbeing, prevent and address bullying, and promote a positive and inclusive school culture. This new inspection model is being piloted in schools in 2024
• The Department is continuing its work with the Anti-Bullying Centre to roll out the FUSE anti-bullying programme to schools which is funded by the Department
• In advance of anti-bullying week in November 2023, all schools were given a Cineáltas flag. This flag acts as a symbol to remind the whole school community of the importance of kindness, respect, equality, and inclusion.
• A Cineáltas showcase and awards event will be held in Croke Park this September to celebrate the good work school communities are doing to prevent and address bullying behaviour and promote equality, inclusion, diversity and wellbeing.
Citizens' Assembly
Questions (107)
Marc Ó Cathasaigh
Question:107. Deputy Marc Ó Cathasaigh asked the Minister for Education for an update on preparations being made towards the establishment of a citizens' assembly on education; and if she will make a statement on the matter. [30485/24]
View answerWritten answers
The Citizens’ Assembly on the Future of Education is of high importance to me and the Department of Education as is including the voice of children in the process.
The Programme for Government commits to establishing a Citizens’ Assembly on the Future of Education ensuring that the voices of young people and those being educated are central. The establishment of the Citizens’ Assembly on the Future of Education and its Terms of Reference will be the subject of a Government decision and resolutions of the Dáil and Seanad at the appropriate time. Citizens’ Assemblies operate independently of the Government with secretariat support provided by the Department of the Taoiseach.
The commitment in the Programme for Government also states that the voices of young people and those being educated will be central to this Assembly. The impact that children and young people have on shaping their own learning experiences is a focus of the work of the Department of Education. The meaningful participation of children and young people in this process is extremely important, and has my support. The Citizens’ Assembly on the Future of Education has great potential to enhance the ongoing consultative work of my Department and aid future development and planning.
School Accommodation
Questions (108)
Pádraig O'Sullivan
Question:108. Deputy Pádraig O'Sullivan asked the Minister for Education if she can provide an update on a school (details supplied) regarding its accommodation needs; and if she will make a statement on the matter. [30144/24]
View answerWritten answers
I can confirm to the Deputy that my department received an application under the Additional Schools' Accommodation (ASA) Scheme in 2021 from the school in question. The application was for funding for the provision of three special education needs classrooms on foot of the sanction of three ASD special classes by the NCSE in February 2021. Funding was approved for prefab replacement in 2022 for an 80m2 prefab.
As the Deputy may be aware the department’s Technical team carried out an in-depth review of the school site in 2021. The review confirmed that the school and the site are at maximum capacity and that it would not be possible to provide the required accommodation on site unless vast amounts of existing single storey accommodation was to be demolished and replaced with two storey accommodation. At that time, considering all the relevant impediments to deliver the brief of accommodation and the site constraints, the Department was not in a position to provide funding for the significant demolition of the school building. In light of this, officials in my department contacted the NCSE to advise them of same and to establish the special classes in other schools in the area.
Over the last two years, the department and the National Council for Special Education (NCSE) have worked closely on a more streamlined and joined up planning process which has ensured a targeted approach to meet demand for special education placements ahead of each new school year. The Department continues to work with the NCSE in relation to the short-term requirements for special class and special school places and also the more strategic and longer-term requirements.
In planning and providing for additional school accommodation, the Department must also have regard to construction inflation pressures and competing demands on suppliers of modular accommodation and project management services. In response to these challenges both in terms of demand for accommodation and costs, the Department must prioritise spending and seek to achieve value for money in line with the public spending code/NDP framework. In general, demographics have been falling at primary level and are due to continue to decrease. Therefore the Department considers it prudent to maximise the use of existing spare accommodation capacity at primary level in the first instance, before considering any applications for further accommodation needs. This is in line with public spending requirements. In relation to the provision of primary special classes, the shared preference of both the Department and the NCSE is to use and reconfigure existing school accommodation to provide special classes.
In County Cork alone, from 2020 to end of June 2024, the Department has invested in the region of €606.32m in school infrastructure and completed 128 school building projects. A further 30 projects are at construction stage and 7 at tender stage.
I can advise the Deputy that in January of this year, the NCSE reconfirmed the sanction of 3 special education needs classes at the school in question. The Board of Management subsequently submitted an engineer’s condition report to the department in support of their proposal to knock and rebuild a portion of the school building. In view of the reconfirmed sanction by the NCSE, the cost of the prefab for special education tuition and the engineer's condition report my department agreed to review the contents of the report. This review is ongoing. I can confirm to the Deputy that in tandem with this review officials from my department have met with the Patron of the school in question with a view to resolving the accommodation needs of special class pupils at the school and in the general area. Officials in my department have also been engaging with the school directly.
Education and Training Boards
Questions (109)
Brendan Smith
Question:109. Deputy Brendan Smith asked the Minister for Education if she will amend Part 1V of the Education Act 1998 and section 44 of the Education and Training Boards Act 2013 to ensure that all Education and Training Board (ETB) members can be considered for membership of all sub-committees of ETBs; and if she will make a statement on the matter. [30498/24]
View answerWritten answers
Section 44 of the Education and Training Boards Act 2013 provides that an education and training board may establish committees to –
(a) perform such one or more of its functions as, in its opinion, could be better or more conveniently performed by a committee, or
(b) advise it in relation to the performance by it of any of its functions.
Section 44 provides that a committee established under this section may include members who are members of the board of the ETB concerned and members who are not members of the board of the ETB concerned.
In the case of committees established to perform the functions of a board of management of a recognised school, the composition of such a committee includes persons nominated by the patron, elected staff members of the school concerned, representatives of parents and additional community members as applicable to the type of school concerned. Subject to the Act, the selection of the individual board members to serve on committees is a matter for the board of the education and training board concerned.
Schools Building Projects
Questions (110)
Marian Harkin
Question:110. Deputy Marian Harkin asked the Minister for Education for an update on the provision of an urgently needed new school build (details supplied); and if she will make a statement on the matter. [30280/24]
View answerWritten answers
I would like to advise the Deputy that, in order to plan for school provision and analyse the relevant demographic data, the Department divides the country into 314 school planning areas and uses a Geographical Information System, using data from a range of sources, including 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. Current and planned residential development activity, as well as Project Ireland 2040 population and housing targets, additionally inform the Department’s forecasts of school place needs.
Where data indicates that additional provision is required at primary or post primary level, the delivery of such additional provision is dependent on the particular circumstances of each case and may be provided through either one, or a combination of, the following:
• Utilising existing unused capacity within a school or schools
• Extending the capacity of a school or school
• Provision of a new school or schools.
Since 2020, my Department has invested in the region of €4.9 billion in our schools throughout the country, involving the completion of over 900 school building projects and with construction currently underway at approximately 300 other projects, which includes 30 new school buildings. These 300 projects currently at construction involve a total State investment of over €1.2bn.
School building projects at construction involve an overall State investment of over €1.2 billion. We also have over 210 modular accommodation projects that are very well advanced for delivery or at construction stage. This is a record level of investment in our schools and highlights the Government’s very strong track record of delivery in providing additional capacity and modern facilities for our school communities.
There are 8 primary schools in the Carrick-on-Shannon SPA (school planning area). Enrolments in this SPA, peaked in 2023 with 1,294 enrolments with a steady decline and are predicted to drop to 1,026 by 2035.
Within Leitrim itself, since 2020, my Department has invested a total of €11.11 million, delivering 6 completed projects, with a further 1 project currently under construction, 1 project at stage 3 and a further 2 projects at detailed design.
The Department’s overall approach is to ensure that available capacity is maximised to the greatest extent possible as part of its consideration of applications for additional accommodation. Additionally, the Department is working to ensure that projects in the pipeline for planning and delivery are focused on maximising their alignment with overall capacity requirements.
The main focus of the Department’s capital funding over the last decade and for the coming period is on provision of critical additional capacity to cater for increasing demographics and children with special education needs. The Department is required to manage the overall school building programme so that we target and prioritise areas that are under greatest pressure for additional school places. This reflects our fundamental objective of ensuring the availability of a school place for every child.
The overall position with regard to potential modernisation and replacement of existing infrastructure will be kept under review as capital funding allocations for future years are clarified. The Department of Public Expenditure, NDP Delivery and Reform will be engaging with Departments on NDP allocations over the coming months.
The Department is considering the optimum way forward for the above named school, following a technical report on the condition of the school buildings. Given complexities with the existing school properties there is a particular challenge in identifying a solution to the school’s current accommodation needs that will support the continued effective operation of the school while presenting a sustainable solution to meet the primary school place needs in Carrick on Shannon in the longer term.
Officials in my Department have met with the school patron and school authority in December 2023 to discuss how this might be addressed, following on from this, the relevant application forms to support the school's immediate accommodation needs have been sent to the school. My Department is awaiting a reply.
I can assure the Deputy that the provision of required school places, including for children with special educational needs, is a priority for my Department and my officials are working to ensure that there is sufficient provision to meet the school place needs in Carrick-on-Shannon and the wider School Planning Area for future years.
School Facilities
Questions (111)
David Stanton
Question:111. Deputy David Stanton asked the Minister for Education her views on the need to provide a playing pitch/green area for a school campus (details supplied); and if she will make a statement on the matter. [30282/24]
View answerWritten answers
The Programme for Government commits to high quality Physical Education (PE) in primary and secondary schools. The appointment of Thomas Byrne TD as Minister of State with special responsibility for Sport and Physical Education reflects this commitment. My Department also continues to work closely with the National Council for Curriculum and Assessment (NCCA) with regard to curricular developments.
The new Primary Curriculum Framework was published in March last year. As part of the Primary Curriculum Framework will involve the development of the wellbeing framework which included a PE specification. A new Junior Cycle PE specification was introduced for first year students in all post-primary schools from September 2023. Schools are required to provide a minimum of 135 hours of Physical Education for all Junior Cycle students. There are two options for PE at Senior Cycle – Leaving Certificate Physical Education (LCPE), which is an examinable subject and the Senior Cycle Physical Education (SCPE) framework which is non- examinable. Introduced on a phased basis in 2018 to 64 schools, LCPE is now being offered by 404 schools around the country. The Senior Cycle Physical Education (SCPE) non-examination framework provides a flexible planning tool for physical education for all students in senior cycle. Oide, the new Integrated Teacher Education Support Service, was launched on the 1st of September 2023. It promotes the quality of teaching and learning through the provision of Teacher Professional Learning and support for our physical education teachers.
Outdoor learning experiences relating to the curriculum such as Athletics, Invasion Games and Adventure Activities, can take place outdoors on tarmac. My Department’s Design Guidelines for all new schools provides for outdoor multi use games areas (hard play areas) and the level of play space provided varies with the size of school. For example, a new 24 classroom primary school with Special Education Needs classes is provided with 3 ball courts (1,755m² in total), 2 junior play areas (600m² in total), as well as Secure hard and soft play area (300m²) and a 100m² Sensory Garden. In respect of new post-primary schools, a new 1,000 pupil post-primary school will be provided with 6 ball courts (3,060m² in total) and a 200m² secure hard and soft special education play area.
Constraints in school site sizes in urban areas mean that the full suite of external accommodation may not be provided in all cases. In particular, the inclusion of practice playing fields is subject to space availability and school requirements. Where such facilities are available locally this is also taken into account.
The school campus referred to by the Deputy was completed in Q4 2023 and delivered a new 1,000 pupil post-primary school and two 24 classroom primary schools and accommodation, including 14 classrooms across the three projects, for children with special education needs. The campus project also delivered 3 GP areas, a PE Hall in the post-primary school and 13 ballcourts in total.
The lands to the south of the site have been designated as a flood retention area as required under the campus flood mitigation design. These lands are designed to retain overflow flood waters during periods of heavy rainfall and therefore are unsuitable for development.
Mental Health Services
Questions (112)
Gary Gannon
Question:112. Deputy Gary Gannon asked the Minister for Education if her Department ensures the provision of counsellors and/or therapists for students in primary or secondary school that have experienced trauma; and if not, if there is a plan to provide for such a need. [30520/24]
View answerWritten answers
My Department is committed to supporting the emotional wellbeing of all children including those who may have experienced trauma.
In June 2023 I launched a €5 million pilot of counselling and wellbeing supports in primary schools in selected counties. This Counselling in Primary Schools Pilot is in addition to the range of mental health and wellbeing supports already being provided by my Department and the excellent work already happening in schools in relation to wellbeing promotion. These services and supports supplement the wellbeing and mental health supports and services provided by the HSE throughout the country for primary school aged children.
The Counselling in Primary Schools Pilot has two strands. Strand 1 sees direct counselling supports being provided to primary schools for the first time. My Department has set up county panels of pre-approved private counsellors providing one-to-one counselling in primary schools in counties Cavan, Laois, Leitrim, Longford, Mayo, Monaghan and Tipperary. In total, 733 blocks of counselling have been allocated to schools across the pilot counties, which provides an allocation to 733 children in these counties. To date, 36 counsellors have been recruited across the 7 pilot counties.
A dedicated webpage with information for parents, information for counsellors and information for schools is also available on
www.gov.ie/en/publication/61be8-counselling-in-primary-schools-pilot-cps-p-2023-2025/.
Strand 2 of the Counselling in Primary Schools Pilot involves the introduction of Education Wellbeing Teams to provide enhanced in-school supports to clusters of primary schools in Cork, Carlow, Dublin 7, and Dublin 16. 15 Education Wellbeing Practitioners have been recruited to the four cluster areas. They have undergone an intensive training programme provided by NEPS, and have been working with schools offering supports for pupils, parents, and school staff to support wellbeing and resilience at a whole school level.
Through this existing pilot programme and subsequent evaluation we are confident that we will gather valuable learning that will inform future policy and provision in this area.
I have also recently announced publication of a tender to procure services to further support wellbeing and mental health in post-primary schools. The focus will be to strengthen supports and resources available to Student Support Teams to enhance the wellbeing and mental health of young people in the school community, with supports developed for students, parents and school staff.
Post-primary schools currently have access to Guidance Counsellors. Counselling is a key part of the role of the Guidance Counsellor, offered on an individual or group basis. The Guidance Counsellor also identifies and supports the referral of students to external counselling agencies and professionals, as required. Each post-primary school currently receives an allocation in respect of guidance provision, calculated by reference to the approved enrolment.
NEPS has engaged in extensive national training of school staff in the area of trauma-informed practice and have developed a new eLearning course for school staff - ‘Introducing a Trauma Informed Approach: The Stress Factor - Getting the Balance Right’ which looks at the sources and impact of stress on children and young people including trauma and adverse experiences. It demonstrates how to create environments to reduce stress and focuses on developing skills that all children and young people need to better manage in school. Over 2,891 teachers have enrolled in this programme since March 2023.
School Staff
Questions (113)
Claire Kerrane
Question:113. Deputy Claire Kerrane asked the Minister for Education to provide an update on plans to introduce better pay, terms and conditions for school caretakers, similar to the deal done for school secretaries; and if she will make a statement on the matter. [29259/24]
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At present, the majority of primary and post-primary schools receive assistance to provide for caretaker services under ancillary grant funding. Under the February 2022 agreement the implementation of revised salary and annual leave entitlements for school secretaries is now fully operational, and lessons learned from that process are now playing a key role in the drafting and implementation of a similar deal to be offered to grant funded school caretakers.
The Department is committed to ensuring that school caretakes will be afforded the opportunity to avail a similar package offered to school secretaries of revised salary and annual leave entitlements in the near future.
A survey has now been issued to schools for completion which will enable my officials to confirm their understanding of the current working patters as well as terms and conditions of work for school caretakers. The closing date for this survey has been extended to Friday 26th July.
The rate of return to date has been very promising and will provide information which will be crucial in understanding the working arrangements of caretakers as well as the practical needs of schools.
In parallel with this, the Department are actively in communication with Fórsa on this important issue and regular bilateral meetings are occurring.