Written Answers Nos. 81-100
82. Deputy John Paul Phelan asked the Minister for Enterprise, Trade and Employment if Budget 2025 included any additional supports for small businesses seeking to develop their digital skills or their use of AI. [40411/24]
View answerIn Budget 2025 I am pleased to say that I secured funding to continue to support measures that assist small businesses on their digital journey.
Funding secured for the 31 Local Enterprise Offices in 2025 will be made available to provide for the Digital for Business programme, which has been extended to small businesses with up to 50 employees. This free consultancy support helps businesses prepare and implement a plan for the adoption of digital tools and techniques across the business, including AI.
Funding will also be made available to businesses through the new Grow Digital Voucher. This is also available to small businesses with up to 50 employees and provides up to €5,000 in funding towards a wide variety of digital interventions that will support businesses on their digitalisation journey. Eligible expenditure under this scheme includes e-commerce software, e-invoicing software, cyber security software, as well as analytics software including Artificial Intelligence systems. This represents a significant expansion on the Trading Online Voucher. We want to get the message out that deploying digital tools and technologies, including AI-based tools, can help our small businesses to save time and money, and ultimately make them more competitive.
Government is also committed to developing the skills and human capital necessary to support the digital transformation of small businesses. My Government colleague, Minister Patrick O'Donovan, has committed through his Department to an investment of €20 million for a skills package in 2025 to build and retain a talented labour force, better foster lifelong learning in workplaces; and to deliver training programmes that directly assist in meeting current and future skills needs, including in addressing digital transformation and within our SMEs.
My Department has also recently launched the Grow Digital Portal, a website with a 5-minute assessment that helps a business to assess their progress on digitalisation and identifies any opportunities for improvement, as well presenting relatable case studies of businesses that have benefited from technology adoption.
83. Deputy Carol Nolan asked the Minister for Enterprise, Trade and Employment if a work permit application has been received and processed for a person (details supplied);; and if he will make a statement on the matter. [40434/24]
View answerThe Employment Permits Section of my Department informs me that they have checked the new Employment Permit applications received, and that the Employment Permit application in respect of the person concerned in the details supplied was only submitted to them on the 1st of October 2024.
I am also informed that the payment in respect of this application has not yet been submitted. It is not possible to process an application for an employment permit until the payment has been received.
It should be noted that it is not permissible for a company to employ a non-EEA national without an employment permit.
All applications for employment permits are dealt with in date order. As of Friday the 4th of October 2024, the Employment Permits Section are processing new applications in respect of standard employers which were received on the 26th of August 2024.
The Employment Permits processing times are updated on a weekly basis at the following link: www.enterprise.gov.ie/en/What-We-Do/Workplace-and-Skills/Employment-Permits/Current-Application-Processing-Dates/.
There is also an Online Status Update Enquiry - where details on a particular application can be found on the following link: enterprise.gov.ie/en/What-We-Do/Workplace-and-Skills/Employment-Permits/Employment-Permit-Status-Form/.
There is also a dedicated mailbox available to answer TD queries - tdepqueries@enterprise.gov.ie.
84. Deputy John Brady asked the Minister for Enterprise, Trade and Employment the qualifying criteria for the second grant payment under the increased cost of business scheme; the reason an applicant (details supplied) is now deemed ineligible; and if he will make a statement on the matter. [40509/24]
View answerThe Increased Cost of Business (ICOB) scheme has successfully paid out €243m to almost 75,000 SMEs right around the country, including over 38,000 SMEs in the retail and hospitality sector. The ICOB scheme is now closed to registrations.
On 15 May, the Government announced a second grant payment for retail and hospitality and beauty sectors for the same amount as the initial grant.
This was due to the greater impact that increased costs are having on those sectors (as noted in the DETE-DSP joint working paper titled “An assessment of the cumulative impact of proposed measures to improve working conditions in Ireland”).
Tattoo Companies do not fall under the eligible categories.
85. Deputy James O'Connor asked the Minister for Education if she will address the concerns raised by the principal of a school (details supplied); and if she will make a statement on the matter. [40436/24]
View answerEnabling 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).
As you are aware the Access and Inclusion Model (AIM) goal is to create a more inclusive environment in pre-schools and falls under the remit of the Department of Children, Equality, Disability, Integration and Youth. It should be noted that access to AIM supports requires no diagnosis and is based on the child’s needs.
At school level the NCSE has the responsibility for planning and coordinating school supports for children with special educational needs. Local special educational needs organisers (SENOs) are available to assist and advise schools and parents of the various supports available to children with special educational needs and will take into consideration the level of supports provided during the student’s early years.
In this regard it is important to remember that SNAs are allocated to schools as a school based resource and are recruited specifically to assist in the care needs of students with disabilities in an educational context. SNAs play a central role in the successful inclusion of these students ensuring that they can access an education to enable them to achieve their best outcomes and reach their full potential.
SNA support may be reviewed during the course of a child’s attendance at school and the NCSE will take into account the importance of the requirement to allocate necessary care supports with the right of a child to acquire personal independence skills.
It is open to schools to apply to the NCSE for a review of its SNA allocation if it feels its allocation is insufficient to meet the needs of its students. The NCSE have recently introduced a simplified process for schools to apply for a review of their SNA allocation.
In regard to therapy supports the provision of health-related therapy services, including speech and language therapy occupational therapy services is a matter for the HSE and queries in relation to those services should be directed to the HSE or to the Department of Children, Equality, Disability, Integration and Youth.
However, in order to provide as effectively as possible for the needs of students on 20 June last, in conjunction with Minister Foley, I announced the establishment of the Educational Therapy Support Service (ETSS), a nationally available service designed to build the capacity of teachers and other school personnel as relevant.
The ETSS will see the appointment of Behaviour Practitioners in the NCSE on a permanent basis, who will support schools to promote engagement and participation for all students. Their scope of work will be defined by NCSE Relate, a behaviour resource launching later in the year.
86. Deputy Michael Creed asked the Minister for Education her views on a matter (details supplied). [40340/24]
View answerI would like to thank the Deputy for the questions raised and would advise the following:
Arising from the 2018-19 review of Relationships and Sexuality Education (RSE) in primary and post-primary schools, the need to update the curriculum was identified as a key priority. This updating work began with Junior Cycle SPHE and more recently the Minister has approved an updated SPHE curriculum for Senior Cycle.
The new Junior Cycle SPHE curriculum specification was introduced in September 2023 for all first years. It has four strands: Understanding Myself and Others; Making Healthy Choices; Relationship and Sexuality; and Emotional Wellbeing. The aim of the course is to build students’ self-awareness and positive self-worth; to develop the knowledge, understanding, skills, dispositions and values that will support them to lead fulfilling and healthy lives; empower them to create, nurture and maintain respectful and loving relationships with self and others; and enhance their capacity to contribute positively to society.
Teaching and learning with this new curriculum is designed to be appropriate for the age and stage of development of students, whether in first year, second year or third year. This is based on research and the extensive public consultation led by the NCCA in 2022.
Any suggestion that teachers would be expected to teach or introduce explicit content or topics is false. The curriculum categorically does not expose children to graphic or explicit content or normalise the use of pornography. On the contrary, key messages would be that pornography is not a good place to go to learn about sex, that it can be disturbing and even damaging for young people, and that it is incompatible with values of human dignity, respect, and gender equality.
In accordance with Section 30 of the Education Act, 1998, parents have a right to have their children opt out of classes which are contrary to the conscience of the parent if they so wish.
In regard to the Graduate Diploma in SPHE/RSE provided by Dublin City University (DCU) Institute of Education, this programme aims to upskill post-primary teachers of SPHE/RSE for classes to Senior Cycle level. It was developed following a tendering process and is fully academically accredited through DCU’s quality assurance processes for any new programme.
It is understood that a video has been circulating suggesting that teachers will be expected to introduce certain explicit and inappropriate topics and materials in the classroom. DCU have confirmed this is categorically not the case. Teachers participating in the DCU programme will be involved in critical exploration of resources and content related to SPHE, including examples used internationally as well as materials accessed by children and young adults directly. These materials are not intended for use in the classroom but to support teachers in discussing difficult and sensitive topics as they arise. As such, the material studied and viewed by teachers on the course is provided to them as adults and it is clearly understood that no inappropriate graphic or explicit material should ever be used in a classroom.
Oide, the Teacher Education Support Service, which is funded by the Department of Education, has designed, and provided teacher professional learning (TPL) for Junior Cycle SPHE. This began in March of 2023 and continued in the 2023-2024 school year with focus in the first year being on the Introduction to the SPHE specification. Focus is not limited to the first year as a comprehensive approach is taken with topics included such as pedagogical approaches, self-preparation for teaching SPHE and guidance on planning for the teaching of SPHE.
More than 1000 teachers have attended this training so far and further opportunity will be available to attend this training in the 2024-2025 school year capacity for 900 teachers.
In addition, Oide also offers a workshop on RSE in Junior Cycle Teaching Relationships and Sexuality Education (RSE) across the Strands of the Junior Cycle SPHE Specification. This explores different teaching and learning pedagogical approaches relevant to facilitating RSE and it explores a range of resources available to support teaching and learning in RSE. These resources are all available through the NCCA’s portal. 445 teachers attended this training in the 2023-2024 school year.
In parallel there has been a lot of work done to develop teaching and learning resources that guide teachers – these are on the NCCA’s online portal at curriculumonline.ie and they are discussed in the Oide workshops.
From 2025, Oide will also be focusing on providing TPL for the new Senior Cycle SPHE specification with 60 events scheduled with a maximum capacity for 1800 teachers.
This is a very considerable level of provision and the SPHE team at Oide has increased significantly this year by more than doubling the team of professional learning leaders.
Regarding Senior Cycle SPHE, it is envisaged that this would provide a dedicated space and time where students can further develop the knowledge and skills to support their own wellbeing now and, in the future. This will be grounded in the values of respect, equality, inclusivity, responsibility, dignity, compassion, and empathy. These young people are developing their capacity to think and behave more independently, they will experience significant change in different aspects of their lives and challenge, this programme aims to give them knowledge and skills to help them manage these challenges.
87. Deputy Catherine Murphy asked the Minister for Education the estimated full year costs of increasing the Bringing Live Arts to Students and Teachers Programme to include an extra 75 schools. [40351/24]
View answerBringing Live Arts to Students and Teachers Programme, known as BLAST, aims to provide pupils in schools all over the country, time and the space to work with a professional artist/creative practitioner on imaginative, creative and fun projects.
BLAST is a key Department of Education initiative of the Creative Youth Plan 2023-2027 which aims to foster creativity in schools focus and to provide young people with opportunities to learn and develop the key skills and competencies of collaboration, critical thinking, problem-solving, and innovation.
BLAST residencies are designed and developed between the artist/creative practitioner, teacher, students and the school community under the coordination of the 21 full-time Education Support Centres Ireland (ESCI) network.
Schools and YouthReach centres apply for a BLAST Residency via a centralised online application link which will be processed by their local full-time ESC. Applications will be assessed and scored against the following criteria: Previous ESCI creative youth application success, Benefits to teaching and learning, Capacity and commitment, Children and young peoples' participation in decision making and Supporting access to creativity.
Creative practitioners on the BLAST Register of Artists and Creative Practitioners have been trained and have engaged in school residencies under the Teacher-Artist Partnership+ (TAP+) professional development initiative which is approved and led by the Department of Education.
In March of this year, I was delighted to confirm that. with the funding available, 425 schools were successful in their application to participate in the BLAST programme 2024/2025.
An artist's fee of €1,100 is paid per school residency, and administration costs also arise in managing, delivering and overseeing the BLAST programme. Accordingly, it is estimated that a cost of €100,000 would be required to expand the BLAST programme to benefit 75 additional schools above the 425 successful applications selected this year, including an indicative amount for administration costs.
88. Deputy Patricia Ryan asked the Minister for Education for an update on the status of the portacabins remaining on the grounds of a building (details supplied). [40370/24]
View answerThe accommodation on the school site referred to by the Deputy are both rented modular units and purchased modular units, which were vacated on the recent completion of the new school building for the school in question.
The rented units are in the ownership of a modular supplier and the Department is no longer paying rent in respect of these units. The purchased units are in the ownership of the Department and, following recent confirmation from the property-owner that they cannot be retained on site for educational use, my Department is arranging for their relocation.
89. Deputy Claire Kerrane asked the Minister for Education if she could reply to a follow-up email in relation to a national school (details supplied), which has a number of queries in relation to a funding request; and if she will make a statement on the matter. [40404/24]
View answerI can confirm that my Department is in receipt of an application for a 2 x Special education classrooms, a Principal's office, a main office, 3 x Special education tuition rooms, additional staff and pupil toilets and extra parking associated with the new Special classes. The school also requested an upgrade to all existing staff and pupils toilets, yard repairs and drainage works, and an upgrade to fencing in the yard areas.
The application for all the above works has been received under the Additional School Accommodation (or ASA) scheme.
The purpose of my Department's Additional School Accommodation (ASA) scheme is to ensure that essential mainstream and special education classroom accommodation is available to cater for pupils enrolled each year and where the need cannot be met by the school’s existing accommodation or at other schools in an area.
At primary level, this situation generally arises to cater for a school’s accommodation requirements where an additional teaching post has been sanctioned by Teacher Allocation Section, or the requirement for a new class for pupils with special education needs has been identified by the National Council for Special Education (NCSE), and all available alternative accommodation within the school is already being used for classroom purposes. The capacity at other schools in the area is also considered as part of the assessment of any accommodation needs.
The National Council for Special Education (NCSE) has the responsibility for planning and coordinating school supports for children with special educational needs.
My Department engages intensely with the NCSE in relation to the forward planning of new special classes and additional special school places. This forward planning work is well underway ahead of the 2025/26 school year. This work involves a detailed review of statistical data in relation to forecasting demand for special class places, an analysis of available school accommodation, consideration of improved data sharing arrangements and a particular focus on the provision of special classes at post-primary level.
Any school, such as the school in question, who open a special class and are willing to open a further class are to be commended, however it may not be possible or appropriate to open new special classes in every school who expresses an interest in opening a new class.
In general, demographics have been falling at primary level and are due to continue to decrease. Therefore my 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 my Department and the NCSE is to use and reconfigure existing school accommodation to provide special classes. Given the number of primary special classes available already and the falling demographics, it is also likely that most of the new additional special classes may be required in larger population centres in a local school planning area.
At local level, the NCSE is currently reviewing the overall demand for such provision in the area alongside the availability of space in local schools. The NCSE and my Department continue to engage on a regular basis in relation to the provision of additional special education placements. This involves regular weekly meetings and ongoing meetings with NCSE regional teams.
To date, it has not yet been confirmed by the NCSE regional team to my Department, that a class is required at this school for September 2025/26.
When a decision regarding this application has been finalised, officials from my Department will be in contact with the school directly.
90. Deputy Frankie Feighan asked the Minister for Education when a primary school (details supplied) can expect to hear from her Department in relation to a grant application to provide solar panels. [40429/24]
View answerThe first phase of the Schools Photovoltaic (PV) Programme launched in November 2023 to over 1600 schools.
It will provide eligible schools with 6 kWp of roof-mounted solar PV, which equates to approximately 16 solar panels.
Since the launch of the first phase of the Schools PV Programme late last year, my Department has had a very positive response to the scheme, with over 1500 schools engaging with the programme through our School Hub.
Funding approval has been provided to more than 1,100 schools and we are seeing the impacts today as PV panels are being installed on school roofs around the country.
This has been a really positive response in terms of applications for solar panels from schools. It offers an opportunity for schools to reduce their carbon emissions and to reduce their energy costs.
As well as the obvious financial and climate benefits, it is expected that the visibility of the solar panels on schools will also deliver the added benefit of encouraging discussion and uptake of the technology in the wider community.
Given the high volume of schools involved, we are endeavouring to review each application and address and respond to queries in the earliest possible time.
The Schools PV Programme team will be in contact directly with Drumeela N.S. shortly to discuss next steps.
91. Deputy James O'Connor asked the Minister for Education to detail the speech and language therapy, occupational therapy and behaviour therapy supports which have been put in place to support Waterford primary schools from 2021 to 2024; and if she will make a statement on the matter. [40437/24]
View answerSince 2021 the Government has sought to reinstate the pre-existing on-site health and social care supports to special schools. Between 2021 and 2022 the Government provided funding for the reinstatement of 223 posts that had been historically provided. While some services have been reinstated it is acknowledged that progress has been affected by the shortage of health and social care professionals.
Supporting the provision of appropriate education for children with additional needs is a key priority for the Department of Education. While the provision of therapies for those with disabilities is the responsibility of my colleague, Minister Rabbitte and the Department of Children, Equality, Disability, Integration and Youth, I am very keen, as Minister for Special Education, to ensure that all children have access to the right supports at the right time.
For that reason, on 20 June last and in conjunction with Minister Foley, I announced the establishment of the Educational Therapy Support Service, a nationally available service designed to build the capacity of teachers (and other school personnel as relevant) to provide as effectively as possible for the needs of students. This will mean that therapists will work in classrooms with teachers to provide, for example, language programmes which have been co-designed by teachers and speech and language therapists.
The overarching purpose of the ETSS will be to improve learning outcomes for students, ensure teachers are better equipped to support all students and reduce the demand for additional resources in schools including applications for additional SNAs.
The establishment of the Educational Therapy Support Service (ETSS) within the National Council for Special Education will see the commencement of a nationally available therapy service in schools. The ETSS is designed to build the capacity of teachers (and other school personnel as relevant) to provide as effectively as possible for the needs of students. This will mean that therapists will work in classrooms with teachers to provide, for example, language programmes which have been co-designed by teachers and speech and language therapists.
The service will be available to schools, initially, in the NCSE’s Western and Eastern regions and it is intended to scale the service as more therapists are appointed to the service.
The expansion of therapy services within the NCSE is expected to build on the achievements and impacts of the in-school therapy supports services in the School Inclusion Model or ‘SIM’ pilot programme. SIM provided speech and language and occupational therapists with an opportunity to systematically build the capacity of school communities to meet the needs of students.
Data collected in SIM Pilot Schools in 2022 reported positive outcomes in the areas of teaching confidence, changes to practice, the learning environment and student educational outcomes. In line with international educational research, it is anticipated that positive intervention outcomes reported in the areas of academic achievement and independence will continue to have long term positive impact on other educational outcomes including student well-being, attendance, and end of school outcomes.
ETSS therapists will work with teachers in schools to collaboratively design and deliver educationally relevant interventions. They will also work in partnership with school communities, NCSE colleagues and where appropriate NEPS and HSE professionals to promote the participation and inclusion of all students and particularly those with special education needs across all levels of a multi-tiered system of support, providing individualised/intensive educational support for students with the greatest level of need. The NCSE will maintain oversight of clinical governance and professional development requirements of all therapists. The model of service is designed to be complementary to that provided by the HSE and should, over time, facilitate the HSE to target its resources at those with the greatest clinical needs.
The ETSS will also see the appointment of Behaviour Practitioners in the NCSE on a permanent basis, who will support schools to promote engagement and participation for all students. Their scope of work will be defined by NCSE Relate, a behaviour resource launching later in the year.
92. Deputy James O'Connor asked the Minister for Education the position regarding confirmed date for delivery and installation of an approved modular building for a school (details supplied) which is required to facilitate a previously approved ASD class, due to open in September 2025; and if she will make a statement on the matter. [40438/24]
View answerI can confirm to the Deputy, that my Department is in receipt of an application for capital funding, under the Additional School Accommodation (ASA) scheme, from the school in question.
The purpose of my Department’s Additional School Accommodation (or ASA) scheme is to ensure that essential mainstream classroom accommodation and accommodation for pupils with special education needs is available to cater for pupils enrolled each year, where the need cannot be met by the school’s existing accommodation or at other schools in the area.
In order to meet these needs my Department has broadened its delivery streams and is utilizing Modern Methods of Construction, including Modular Accommodation, as well as traditional construction delivery methods. Modular accommodation has particular advantages in terms of overall timelines and also climate impact in that they do not generally have a reliance on fossil fuels.
In overall terms, it is important to have a range of delivery mechanisms for delivering school accommodation to support the current very strong and ambitious rollout of school building projects. This is particular relevant given the overall challenging construction sector market.
A number of factors are considered by my Department in determining the most appropriate construction method to meet a school’s accommodation requirements, including the timing and duration of that accommodation need, and other school-specific factors.
Schools’ support for the establishment of special classes is very welcome. However, an analysis of both the need for special class places and existing capacity in schools in the general area will first need to be completed before a decision can be made on a school’s application for additional accommodation.
In this regard, the Department is working very closely with the NCSE to ensure that the most appropriate solution is identified with a view to providing the most immediate and cost effective accommodation solutions for the establishment of new special classes.
In some instances this analysis is complete and the appropriate accommodation solutions are being advanced. In the remaining cases, the outcome of the analysis is nearing completion and schools will be advised accordingly. Your local SENO will continue to engage with you regarding the position and timing of the establishment of your previously sanctioned new class.
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.
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.
The application is being considered in this context and we are working to get a decision communicated to the school as soon as possible.
93. Deputy Patrick Costello asked the Minister for Education if her Department will make necessary upgrades to a school (details supplied) which was approved for the hot meals scheme but deemed unable to participate by her Department due to not having adequate facilities. [40479/24]
View answerThe School Meals Programme, operated by the Department of Social Protection (DSP), provides funding towards the provision of food services to over 2,700 schools and organisations and benefitting some 472,000 children.
The objective of the School Meals Programme is to provide regular, nutritious food to children to support them in taking full advantage of the education provided to them. The programme is an important component of policies to encourage school attendance and extra educational achievement.
Funding under the school meals programme can be provided for breakfast, snack, cold lunch, dinner, hot school meals and afterschool clubs and is based on a maximum rate per child per day, depending on the type of meal being provided. The Hot School Meals was introduced in 2019 and has been concentrated on primary schools.
As part of the school meals programme, the Government introduced a pilot project in 2019 on hot school meals (hot meals prepared offsite and then delivered to the schools) in primary schools. Since the pilot of 37 schools, the hot school meals programme has grown with 2,000 school and 316,000 children now eligible.
Government has not made any decision regarding extending the scheme to secondary schools – the priority is to extend it to as many primary schools as possible.
Schools are responsible for choosing their own School Meals supplier on the open market in a fair and transparent manner in accordance with Public Procurement rules. DSP provides the funding directly to the schools, who are then required to procure the provision of the food in compliance with Government procurement rules and with relevant Hazard Analysis and Critical Control Point, Food Safety regulations and the Nutritional Standards for School Meals.
In circumstances where a primary school is unable to secure a hot meals supplier due its location or facilities and space, they should reach out to local caterers or supermarkets within its area. If a school is still unsuccessful in securing a supplier, they should then try to source a local supplier that could instead provide a cold lunch with drink as an alternative to a hot meal.
The secondary school referred to by the Deputy currently receives funding from DSP for a snack and dinner for all of their pupils.
My Department has no record of engagement with the school on this matter.
94. Deputy David Stanton asked the Minister for Education if she will ensure that transport is provided to a child with additional needs attending a school (details supplied); and if she will make a statement on the matter. [40514/24]
View answerThe School Transport Scheme is a significant operation managed by Bus Éireann on behalf of the Department of Education. In the 2023/24 school year over 163,800 children, including over 136,000 pupils travelling on primary and post primary services, 20,200 pupils with special educational needs, and 7,400 pupils who have arrived to Ireland from Ukraine were transported on a daily basis to primary and post-primary schools throughout the country.
The total cost of the scheme in 2023 was €382.02m.
The National Council for Special Education acts in an advisory role to the Department of Education on the suitability of placements for children with special educational needs.
Under the terms of the School Transport Scheme for Children with Special Educational Needs, the Department will consider the report of the Special Education Needs Organiser (SENO). School transport is provided to children with special educational needs who are attending the nearest school to their place of residence that is or can be resourced to meet their educational needs, as identified by the SENO.
The pupil referred to by the Deputy is eligible under the terms of the scheme and approval has been given by the School Transport Section of my Department to Bus Éireann to establish a new service.
Bus Éireann have tendered this service in line with procurement guidelines and are in the process of sourcing a contractor to operate this service. Once a contractor has been sourced, the service will commence. Bus Éireann will liaise with families directly with regard to this matter at that stage.
Both the Department and Bus Éireann are very conscious of the challenges faced by parents awaiting transport for students with special educational needs. Families of children who are eligible for these services may therefore apply for the interim Special Transport Grant. This is paid retrospectively to families once the School Transport service is in place. It is intended to assist with the cost of private transport arrangements that the family had to put in place during that time. The family have been contacted directly by officials in School Transport Section, and have been offered this grant.
95. Deputy Pearse Doherty asked the Minister for Education if the ‘Keeping Childhood Smartphone Free’ initiative will be extending to both public and private post-primary schools; and if she will make a statement on the matter. [40537/24]
View answerThe wellbeing of all learners is a key priority of the Department, as well as the empowerment of parents and school communities through education and information. It was with this in mind that my Department published guidelines in November 2023 for parents of primary-age children called Keeping Childhood Smartphone Free. These guidelines provide practical advice and suggestions to support parents and parent associations wishing to develop voluntary codes regarding smartphone use among primary school children. The aim is to support parents who wish to come together with their school community to explore and agree the best approach to mediate their children’s engagement with the online world through the use of a smartphone device, including adopting a voluntary code for their children to not have a smartphone until a certain point in time.
Following the publication of the guidelines, a series of parent information sessions were held in various education centres throughout the county in relation to the smartphone guidelines and on online safety in general. A series of online webinars was also held. In addition, a “Digital Citizenship Champions” programme has been initiated with the aim of providing professional development to about 90 primary school teachers who will become “Digital Citizenship Champions”. The programme is designed around three key aspects: being online, well-being online and rights online. These champions will provide both in-person and online workshops and information sessions at their respective education centres.
The seminars and webinars were open to all primary schools, including fee paying primary schools. The workshops and information sessions will also be open to all primary schools.
96. Deputy Pearse Doherty asked the Minister for Education the first- and full-year cost of the ‘Keeping Childhood Smartphone Free’ initiative; and if she will make a statement on the matter. [40538/24]
View answerThe wellbeing of all learners is a key priority of the Department, as well as the empowerment of parents and school communities through education and information. It was with this in mind that my Department published guidelines last November for parents of primary-age children called Keeping Childhood Smartphone Free. These guidelines provide practical advice and suggestions to support parents and Parent Associations wishing to develop voluntary codes regarding smartphone use among primary school children. The aim is to support parents who wish to come together with their school community to explore and agree the best approach to mediate their children’s engagement with the online world through the use of a smartphone device, including adopting a voluntary code for their children to not have a smartphone until a certain point in time.
Following the publication of the guidelines, a series of parent information sessions were held in various education centres throughout the county in relation to the smartphone guidelines and on online safety in general. A series of online webinars was also held. In addition, a “Digital Citizenship Champions” programme has been initiated with the aim of providing professional development to about 90 primary school teachers who will become “Digital Citizenship Champions”. The programme is designed around three key aspects: being online, well-being online and rights online. These champions will provide both in-person and online workshops and information sessions at their respective education centres.
The cost for the first full year of the initiative is approximately €70,000, which has been met from within existing allocations. The valuable work of Webwise, part of the Irish Safer Internet Centre, and co-funded by my Department and the EU, has also been sanctioned to increase staffing so as to add to their capacity.
Webwise promotes the autonomous, effective and safe use of the internet by young people through a sustained information and awareness strategy targeting school leaders, teachers, parents and children themselves with consistent and relevant messages. It develops and disseminates resources that help teachers integrate digital citizenship and online safety into teaching and learning in their schools.
As a further support for learner wellbeing, under Budget 20205 once-off capital investment of €9 million (ca. €20 per student) has also been made available to fund the purchase of mobile phone storage solutions such as lockable pouches for post-primary schools to enable the implementation of the recently announced ban on the use of and access to student mobile phones during the school day.
97. Deputy Pearse Doherty asked the Minister for Education if she or any of her official had any meeting with companies or representatives of companies that produce phone pouches; when each of these meetings took place; and if she will make a statement on the matter. [40539/24]
View answerI can confirm that neither I nor any of my officials have had any meetings with companies, or representatives of companies, that produce phone pouches. As has been outlined, it is intended to support schools to implement the recently announced ban on the use of students' personal mobile phones during the school day, through the provision of appropriate procurement mechanisms. Any such procurement will be carried out in accordance with all procurement regulations and requirements.
98. Deputy Steven Matthews asked the Minister for Education the plans to undertake upgrades or building works for a school (details supplied); and if she will make a statement on the matter. [40553/24]
View answerI wish to confirm my Department has no current plans for upgrades or building works from the school, referred to by the Deputy. It is open to the school authority to make an application for capital funding and application forms are available at www.education.ie.
Since 2020, the department has invested over €5 billion in our schools throughout the country, involving the completion of over 950 school building projects and with construction currently underway at approximately 350 other projects, which includes 37 new school buildings. These 350 projects currently at construction involve a total State investment of over €1.5bn.
The Department announced earlier in the year that close to 90 projects, including 28 new school buildings, would be authorised to proceed from tender stage to construction over the course of 2024 and early 2025. In total, around €800 million will be invested in these projects under the department’s Large Scale Capital Programme and Additional Accommodation Scheme for essential classroom accommodation.
Between projects currently under construction and projects moving to construction in this latest phase, investments by the Department of Education are adding over 550,000 square metres of new and modernised capacity to our school estate.
This is a record level of investment in school buildings. It will expand the number of school places, significantly increase provision for special education and upgrade and modernise our school infrastructure. The impact of this will be felt in communities right around the country.
The Department’s approach is to maximise the usage of existing capacity in the school estate and, in tandem with this, to manage the progression of the existing pipeline of projects within available budgets and in line with the Government’s Infrastructure Guidelines.
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 the Department’s fundamental objective of ensuring the availability of a school place for every child.
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 overall position with regard to potential modernisation and replacement of existing school infrastructure will be kept under review.
99. Deputy Fergus O'Dowd asked the Minister for Education how school secretaries have migrated under her Department since being added to payroll services with effect from 1 September 2023; and if she will make a statement on the matter. [40613/24]
View answerThe Department is providing a payroll service for school secretaries with effect from 1st September 2023. There are currently 3,113 individual secretaries on payroll, covering 3,363 school secretary positions. 216 secretaries have multiple employments and are working in more than one school.
In line with the provisions contained in Circular 0036/2022, new secretary appointments after 1st September 2023 will be automatically subject to the new arrangements and will be paid through the Department’s payroll on an annualised basis (e.g., contracted for 39 weeks and paid over 52 weeks).
Approximately 800 existing (i.e. pre-September 2023) secretaries elected to remain outside the terms of the agreement, and off payroll. It has been agreed that prior to the beginning of each school year, any remaining opted-out secretaries will be given an opportunity to accept the terms and conditions of the agreement and assimilation to the payroll. 242 secretaries opted to accept the terms of the agreement in September 2024 and joined the Department’s payroll, leaving approximately 525 secretaries who remain opted-out.
100. Deputy Catherine Murphy asked the Minister for Tourism, Culture, Arts, Gaeltacht, Sport and Media the estimated full year costs of increasing the number of schools on the Creative Schools Programme to include 50 extra schools. [40353/24]
View answerCreative Schools is a flagship initiative of the Creative Youth Plan 2023-2027, supporting schools to put the arts and creativity at the heart of children’s and young people’s lives. Since 2018, the initiative has supported schools to develop and implement a bespoke Creative Schools plan over 2 years. It is led by the Arts Council in partnership with my Department and the Department of Education. Access to the initiative is open to all primary and post-primary schools and Youthreach centres that are recognised and funded by the Department of Education, and that have not already participated in a previous round of Creative Schools.
For the 2024 school year, 184 new schools and centres have been invited to join Creative Schools. This is an increase of 43 compared to the 2023 intake and brings to over 1,100 the number of schools that have participated in the programme since it began in 2018. Schools cannot re-enter the initiative once they have participated, thereby encouraging the inclusion of new schools each year.
Each school participating in the initiative is provided with expert support from a Creative Associate assigned to work with them for up to nine days per year and a grant of €4,000 towards activities and projects over the two years.
For the 2022 intake, four schools joined the programme that are based in non-mainstream settings, attached to Special Care Units or Children Detention Centres. Similarly, in 2023 five Youth Encounter Project Schools (YEPs) joined the Creative Schools programme. Given the particular needs of these settings and the young people within them, they were offered an enhanced package of supports to include greater allocated time with a Creative Associate and an increased grant of €8,000 each over the two years.
The cost to grant 50 mainstream schools €4000 each would be €200,000 over two years. In addition, it would cost approximately €422,500 for 50 Creative Associates over 2 years. This is based on an allocation of 26 days in total (including training) for a non-teacher Creative Associate per school. For one year, this cost would average to €311,250 per annum.
While the approximate cost for an additional 50 mainstream schools in Creative Schools totals €622,500 for 2 years, the Creative Schools initiative also incurs other administrative and operational costs. This includes within the Arts Council (e.g., project management team, evaluation and national celebration event) and the Department of Education (e.g., teacher substitution for training days). Given the bespoke aspects of designations of particular schools, it is not possible to calculate a precise cost based on a simple pro-rata extrapolation of existing costs.
All funding through my Department relating to Creative Schools has been part of the Arts Council’s annual allocation, the management of which is a matter for the Council under the Arts Act 2003.
