Written Answers Nos. 301-320
301. Deputy Michael Fitzmaurice asked the Minister for Education when a decision will be made in respect of an application for special needs school transport for a child (details supplied); and if she will make a statement on the matter. [41292/24]
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.
302. Deputy Cathal Crowe asked the Minister for Education when a school in Clare (details supplied) can expect to receive approval to progress to construction works on a new building; and if she will make a statement on the matter. [41301/24]
View answerThe school to which the Deputy refers was recently granted approval for the provision of two mainstream classrooms, one special needs tuition room, one office, and one staff room under my department's Devolved SEN Reconfiguration and Modular Accommodation programme. This Reconfiguration and Modular Accommodation involves the use of Project Management supports which is designed to enable the accommodation to be provided as quickly as possible and help ease the administrative workload for school authorities in relation to the management and delivery of projects. The use of my department’s Modular Accommodation Framework also assists in ensuring lead in periods for procurement of modular accommodation are minimised to the greatest extent possible. To date, this has worked very well in the education sector and has seen delivery of large scale, high quality modular accommodation to meet the needs of children, particularly those with special educational needs.
Detailed design documentation has been submitted and has been reviewed by Department officials'. A response has issued to the project manager concerned for additional information when this is received the project be given further consideration for progression to the next stage.
303. Deputy Joe McHugh asked the Minister for Education for an update on building accommodation works at a school (details supplied); and if she will make a statement on the matter. [41309/24]
View answerThe major building project for the school referred to by the Deputy is currently completing Stage 2(b) of the architectural design process. Stage 2(b) involves detailed design, securing all Statutory Approvals and the preparation of tender documentation. Planning Permission was secured in March 2022.
All Major Projects are subject to relevant due diligence by my Department at each stage in the process, within the context of overall programme and budgetary parameters.
Department officials have been engaging with the school and its design team in relation to next steps on this project.
This includes working with the design team and school authorities to ensure increased SEN classroom provision, within the parameters of the current planning permission.
In addition, due to the passage of time, the prequalification of contractors process will be rerun. Department officials are working with the design team regarding this.
Finally, an updated pre-tender cost check has been requested from the design team.
The next stage, subject to relevant Stage 2(b) approvals, will be Stage 3, tender stage. Department officials will keep the school authorities updated on progress and next steps.
304. Deputy Róisín Shortall asked the Minister for Education the steps she is taking to address the shortage of autism class spaces at both primary and secondary school level (details supplied); and if she will make a statement on the matter. [41328/24]
View answerEnabling children with special educational needs to receive an education is a priority for this government. It is also a key priority for me as Minister for Special Education & Inclusion, for my department and for the National Council for Special Education (NCSE).
The vast majority of children with special educational needs are supported to attend mainstream classes with their peers. Where children with more complex needs require additional supports, special classes and special school places are provided.
The NCSE has responsibility for coordinating and advising on the education provision for children with special educational needs nationwide and planning for special educational placement has already begun for the 2025/26 school year and beyond. The NCSE have recruited additional Special Education Needs Organisors (SENOs), Advisors and Team Managers. The number of SENOs has increased from 65 to 120. SENOs are currently visiting schools to conduct planning meetings. The NCSE plan to conduct up to 800 of these visits in the months of September and October.
Parents seeking special class placements for their children are advised to contact the NCSE locally so that their needs can be taken into account for planning purposes. Local special educational needs organisers are available to assist and advise parents on their options and the supports available.
I would like to outline the progress my department and the NCSE is making to ensure there is adequate special educational placements and support services for children with complex needs.
Over 1,700 classes have been sanctioned by the NCSE in recent years, in this time 11 new special schools have also been established and many more expanded. For this school year alone over 400 new special classes have been sanctioned bringing the total number of special classes nationwide to 3,336. Of these, 602 are in County Dublin and 70 are new for the 2024/25 school year, 48 at primary level and 22 at post primary level. The vast majority of these classes are autism classes and have a teacher/student ratio of 1:6.
Demand for new special classes at post-primary level is expected to increase significantly over the next few years, due to increasing demographics and increasing prevalence rates. My department and the NCSE have engaged with post-primary stakeholders in relation to the provision of special classes.
In October 2022, my department wrote to all post-primary schools requesting that each school begin planning to provide for up to four special classes to meet the needs of children progressing from primary school. The department and the NCSE continue to have engagement with post-primary school management bodies in relation to the provision of special classes and will be undertaking planning visits to schools during term 1 of this school year to assist with the forward planning of special class provision for the 2025/26 school year.
305. Deputy John Lahart asked the Minister for Education if she will report on the reduction in second level school places in the Citywest area (details supplied); and if she will make a statement on the matter. [41332/24]
View answerI can assure the Deputy that the provision of school places to meet the needs of children and young people at primary and post primary level, including children and young people with special educational needs is an absolute priority for the Department.
As the Deputy may be aware, for school planning purposes, the Department of Education divides the country into 314 school planning areas and uses a Geographical Information System (or GIS) to anticipate school place demand. Information from a range of sources, including Child Benefit Data, school enrolment data and information on residential development activity is used for this purpose. Additionally, Project Ireland 2040 population and housing targets inform the Department’s projections of school place requirements.
Having considered the projected requirements in each school planning area, the Department then makes an assessment of the existing capacity within that particular area and its ability to meet any increased demand. Additional provision is made as necessary, where the existing capacity is insufficient for future needs.
The Department is aware of enrolment pressures at post primary level in the Newcastle_Rathcoole School Planning Area, and of the indication by Coláiste Pobail Fola of a potential reduction in the number of first year places being made available for 2025/26. However, officials from my Department have re-confirmed to the school and Dublin Dun Laoghaire Education and Training Board, as patron, that there is accommodation capacity for an intake of 180 students for 2025/26. The admissions notice has been amended to reflect this.
I can assure the Deputy that Department officials will continue to actively engage with schools and patrons to ensure that there is appropriate provision for all students in Newcastle_Rathcoole School Planning Area for the 2025/26 school year and into the future.
306. Deputy Seán Canney asked the Minister for Education if she will withdraw the new SPHE curriculum following revelations of the explicit nature outlined to SPHE teachers in a DCU course designed to prepare them teach Junior Cycle Certificate students; and if she will make a statement on the matter. [41347/24]
View answerIn April 2018, the then Minister for Education and Skills asked the National Council for Curriculum and Assessment (NCCA) to undertake a major review of RSE in schools. The NCCA was asked to look at a number of specific issues in respect of RSE and the curriculum.
The findings of this Review have informed the updating of SPHE/RSE curriculum specifications for all stages.
The Junior Cycle specification was the first to be updated. The new Junior Cycle SPHE specification was introduced in schools for those entering first year in September 2023. 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.
The specification consists of four strands: Understanding Myself and Others; Making Healthy Choices; Relationship and Sexuality; and Emotional Wellbeing. Teaching and learning is age and stage appropriate, based on research and informed by the extensive consultation.
The curriculum is designed to be appropriate to the age and stage of development of learners, whether first year, second year or third year. Learning outcomes over the three years of Junior Cycle range from communicating in a respectful and effective manner, to appreciating the importance of setting healthy boundaries, considering the impact of stress and techniques to manage day to day stresses, and learning outcomes dealing with alcohol, smoking and other addictive substances.
The strand of Relationships and Sexuality Education (RSE) is one aspect of this broader subject and includes learning outcomes relating to friendships, family relationships and romantic relationships, as well as addressing sensitive issues such as consent and the influence of pornography. It is important to be very clear that 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, and that it can be disturbing and even damaging for young people. No inappropriate graphic or explicit material should ever be used in a classroom setting.
The curriculum specification is published on curriculumonline.ie and interested parties can view the full specification including aim, rationale and learning outcomes for themselves.
I have recently approved an updated Senior Cycle SPHE specification, and schools have until 2027 to introduce this new specification in order to allow for necessary preparatory work. A draft Primary Wellbeing specification, which includes SPHE, is now being finalised following consultation.
Again, both the approved Senior Cycle specification and the draft Primary specification are published online and available to view.
The Deputy may wish to note that consultation is a core element in the development of curricula and extensive public consultation has taken place on all the SPHE curriculum specifications referenced above.
As for the DCU course which the Deputy references, this is a Graduate Diploma in SPHE/RSE for teachers. The DCU programme was developed following a tendering process, and is fully academically accredited through DCU’s quality assurance processes for any new programme. DCU has extensive experience and expertise in the field of teacher education, including, specifically, personnel with significant research experience in SPHE/RSE.
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 material accessed by children and young adults directly. The materials studied and viewed by teachers on the course are provided to them as adults, to support teachers in discussing difficult and sensitive topics as they may arise, not intended for use in the classroom, and it is clearly understood that no inappropriate, graphic or explicit material should ever be used in a classroom setting.
It should also be noted that, 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.
307. Deputy Fergus O'Dowd asked the Minister for Education if a response will issue to concerns raised by a person (details supplied) in respect of possibly expediting the State Examinations Commission review timeline; and if she will make a statement on the matter. [41366/24]
View answerThe State Examinations Commission has statutory responsibility for operational matters relating to the state examinations.
In view of this I have forwarded your query to the State Examinations Commission for direct reply to you.
308. Deputy Steven Matthews asked the Minister for Education if her attention has been drawn to the failure to provide a school bus service (details supplied); the actions she will take to work with Bus Éireann to expedite the provision of this service; and if she will make a statement on the matter. [41373/24]
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.
Over 140,000 mainstream tickets have issued for the 2024/2025 school year, which is already 3% more than the total tickets issued for the full 2023/2024 school year.
The purpose of my Department's School Transport Scheme is, having regard to available resources, to support the transport to and from school of children who reside remote from their nearest school.
Bus Éireann has reported that unfortunately, for some families who were issued a ticket for the 2024/2025 school year, difficulties have arisen with a small number of contracted services. These services were secured for the 2024/2025 school year and due to reported driver/contractor unavailability at short notice, services could not commence as expected.
Route B9200 is one of the routes affected.
It has been reported that driver shortages are being experienced in many sectors of the economy and throughout the country. While the situation is dynamic with solutions being found, currently this represents approximately 0.5% of vehicles operating mainstream school transport services. Bus Éireann has contacted the affected families directly and will maintain communication with them.
An “Exceptional No Service Interim Grant” payable by the Department, which will be based on the number of days children attend school will be made available to the families. The grant is only available to the small number of families who have already received a school transport ticket from Bus Éireann and where difficulties have meant that transport is not be in place for the start of the school year.
Bus Éireann have contacted these families directly. Families do not need to make an application for the exceptional payment. Those who have been issued a ticket and do not have a service in place will be contacted by School Transport Section in the Department.
Work is continuing in order to resolve this matter and Bus Éireann is committed to providing transport to these students as quickly as is possible.
309. Deputy Niamh Smyth asked the Minister for Education the status of an application (details supplied); and if she will make a statement on the matter. [41393/24]
View answerEnabling children with special educational needs to receive an education is a priority for this government. It is also a key priority for me as Minister for Special Education & Inclusion, for my department and for the National Council for Special Education (NCSE).
The vast majority of children with special educational needs are supported to attend mainstream classes with their peers. Where children with more complex needs require additional supports, special classes and special school places are provided.
The NCSE has responsibility for coordinating and advising on the education provision for children with special educational needs nationwide and has advised my department that this school has expressed an interest in opening a special class. The NCSE is currently assessing the needs in the local area and available accommodation options and the school will be notified as soon as possible if a special class can be established.
The NCSE actively encourages expressions of interest from schools to open special classes, and I appreciate and commend the efforts taken by boards of management in expressing their interest.
Parents seeking special class placements for their children are advised to contact the NCSE locally so that their needs can be taken into account for planning purposes. Local SENOs remain available to assist and advise parents of children with special educational needs.
Over 400 new special classes have been sanctioned by the NCSE for the 2024/25 school year bringing the total number of special classes nationwide to 3,336. Of these, 59 are in County Cavan, 7 are new for the 2024/25 school year, 6 at primary level and 1 at post primary level.
The NCSE will be undertaking planning visits to schools during term 1 of this school year to assist with the forward planning of special class provision for the 2025/26 school year.
My department will continue to support the NCSE and schools through the provision of the necessary funding and capital investment to ensure all children are successful in accessing an education.
311. Deputy Mairéad Farrell asked the Minister for Education if school transport will be provided for a child (details supplied); and if she will make a statement on the matter. [41432/24]
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 new 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.
312. Deputy Pádraig O'Sullivan asked the Minister for Education if there is an appeals mechanism in place with regard to a school's application for additional school accommodation (details supplied); and if she will make a statement on the matter. [41463/24]
View answerI can confirm to the Deputy that there is an appeals mechanism in relation to decisions under the Additional Schools Accommodation (ASA) Scheme.
The purpose of the 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 the area.
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.
The Department’s Planning and Building Unit is therefore carefully analysing the medium to longer-term requirements for additional accommodation taking account of enrolment projections and the need to make optimum use of existing capacity in schools in the area.
Furthermore provision of a new school or a new GP hall does not fall under the remit of the current Additional Schools' Accommodation Scheme.
The main focus of resources over the last decade and for the coming period is on provision of additional capacity to cater for increasing demographics particularly at post-primary level and for special education needs provision. The Deputy will appreciate that the immediate priority of my Department is providing new and replacement school places each year, to ensure that every child has a school place.
However, the second half of the National Development Plan period will see an increasing focus on the upgrade and refurbishment of the existing school stock. This will include a PE Hall build and modernisation programme to ensure that students in all post-primary schools have access to appropriate facilities to support PE provision. The ancillary accommodation needs of primary schools, such as General Purpose rooms will also be considered.
I can confirm to the Deputy that it is open to the Board of Management of the school in question to send a letter to the Accommodation Needs Assessment Section at Portlaoise Road, Clonminch, Tullamore, Co. Offaly appealing the aforesaid decision. The school has also been advised of additional funding streams available to them on foot of their ASA application.
313. Deputy Darren O'Rourke asked the Minister for Education if she plans to re-open applications for new rounds of works under the summer works scheme in 2025. [41467/24]
View answerAs the Deputy may be aware, the purpose of the Summer Works Scheme (SWS) is to enable individual school authorities to undertake small-scale building works on a devolved basis and, ideally, can be carried out during the summer months or at other times that avoid disrupting the operation of the school. The SWS operates on a multi-annual basis for categories of works such as roof works, window replacement, mechanical and electrical works, external works etc. and was last opened for applications in 2019.
My Department is leading an ambitious sustainability agenda and has progressed a wide array of measures to improve the overall sustainability of our school buildings. It is a priority for Government to deliver on Ireland’s ambitious climate agenda and reduce greenhouse gas emissions. This includes targets around the decarbonisation of Ireland’s public buildings.
As part of it’s planning, Department officials are considering and planning for the next phases of the summer works programme and the opportunities this may create to support the sustainability agenda. In this regard, it is envisaged at this stage that, a multi-annual SWS with a focus on climate action and energy conservation will be the focus for the next summer works scheme to be opened for applications. The arrangements and timing of that SWS is still under consideration and schools will be updated in due course.
314. Deputy Danny Healy-Rae asked the Minister for Education for an update on a matter (details supplied); and if she will make a statement on the matter. [41512/24]
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.
Over 140,000 mainstream tickets have issued for the 2024/2025 school year, which is already 3% more than the total tickets issued for the full 2023/2024 school year.
There is a facility within the Special Educational Needs Transport Scheme for the appointment of a School Transport Escort where a child’s care and safety needs while on school transport are such as to require the support of a School Transport Escort.
The Department of Education provides grant funding for the employment of the School Transport Escort and sets the rate of pay. The Board of Management/ETB are responsible for the employment of the School Transport Escort.
It is recognised that School Bus Escorts play a vital role in supporting children with Special Educational Needs in their journey to and from school.
A review of the School Transport Scheme has been completed. This review was conducted with a view to examining the current scheme, its broader effectiveness, and sustainability and to ensure it services students and their families adequately. As a recommended action arising from the review, the Department committed to carrying out a comprehensive analysis of matters as they relate to the escort's pay, and the information provided to schools as the employer of the escort.
An information pack for schools was recently completed and has now issued to schools. The pay rate for School Bus Escorts is currently being reviewed. It is planned that this action will be completed before the end of Q4 2024.
315. Deputy Sorca Clarke asked the Minister for Education when the next round of DEIS for schools is being allocated. [41520/24]
View answerMy department provides a wide range of supports to all schools, DEIS and non-DEIS, to support the inclusion of all students and address barriers to students achieving their potential. Supplementing the universal supports available to all schools, the Delivering Equality of Opportunity in Schools (DEIS) Programme is a key policy initiative of my department to address concentrated educational disadvantage at school level in a targeted and equitable way across the primary and post-primary sector.
Following the largest expansion of the DEIS programme to date in 2022, benefitting 361 schools, the programme now includes in the region of 1,200 schools and supports approximately 260,000 students. This expansion added an additional €32million to my department’s expenditure on the DEIS programme from 2023, bringing the overall allocation for the programme to over €180million.
The DEIS programme is targeted at schools with the highest levels of concentrated disadvantage. Schools that were included in the programme in 2022 were those with the highest levels of concentrated disadvantage as identified through the refined DEIS identification model. Schools were not required to apply for inclusion in the DEIS programme and the model was applied fairly and equally to all schools. A detailed paper on the refined DEIS identification model is available on gov.ie.
The extension of the DEIS programme to new schools is just one component of work in my vision for an inclusive education system which supports all learners to achieve their potential. While the DEIS programme supports those schools with the highest levels of concentrated educational disadvantage, I also recognise that there are students at risk of educational disadvantage in all schools. Since June 2020, and over the last four budgets, I have secured funding to provide measures to support children in this regard. These measures include reducing class sizes and the allocation of free schoolbooks to students up to Junior Cycle. Budget 2025 announced an additional €51 million funding to extend the free schoolbooks scheme to students in transition and senior cycle years, meaning it will now support 940,000 pupils and students in primary, special and post-primary schools in the free scheme.
To support this work, I invited the OECD Strength Through Diversity: Education for Inclusive Societies project to review Ireland’s current policy approach for the allocation of resources to support students at risk of educational disadvantage. In July this year I welcomed the publication by the OECD Education for Inclusive Societies project of the ‘Review of Resourcing Schools to Address Educational Disadvantage in Ireland'.
The review finds that Ireland has an education system that consistently outperforms many other OECD countries but also exhibits relative socio-economic fairness, making it one of the stronger performers globally. It also recognises the positive impact of resources provided universally to all schools, as well as the additional resources provided to schools in the DEIS programme, in addressing educational disadvantage.
The review also highlights continued improvements over the past decade in retention and attainment levels between children and young people in DEIS and non-DEIS schools. It notes that, even with these improvements, important differences in outcomes persist between DEIS and non-DEIS schools and for children and young people from disadvantaged backgrounds, and Travellers and Roma. This information and data has also informed the Traveller and Roma Education Strategy (TRES), published in July (www.gov.ie/en/consultation/2545f-traveller-and-roma-education-strategy/).
The OECD review sets a number of recommendations for future policy, to bridge those gaps, improve equity and ensure every child and young person at risk of educational disadvantage is supported to achieve their potential in education. Over the coming months my department will work with other government departments and agencies, the education partners, and stakeholders across the education sector to develop tangible actions informed by the recommendations set out. These actions will aim to build on the success of the DEIS programme through the development of a dynamic resource allocation model that can respond to changing levels of need and ensure that all children and young people in both DEIS and non-DEIS schools are supported to achieve in education.
316. Deputy Sorca Clarke asked the Minister for Education if the summer works scheme will reopen this year for schools; and if she will make a statement on the matter. [41521/24]
View answerAs the Deputy may be aware, the purpose of the Summer Works Scheme (SWS) is to enable individual school authorities to undertake small-scale building works on a devolved basis and, ideally, can be carried out during the summer months or at other times that avoid disrupting the operation of the school. The SWS operates on a multi-annual basis for categories of works such as roof works, window replacement, mechanical and electrical works, external works etc. and was last opened for applications in 2019.
My Department is leading an ambitious sustainability agenda and has progressed a wide array of measures to improve the overall sustainability of our school buildings. It is a priority for Government to deliver on Ireland’s ambitious climate agenda and reduce greenhouse gas emissions. This includes targets around the decarbonisation of Ireland’s public buildings.
As part of it’s planning, Department officials are considering and planning for the next phases of the summer works programme and the opportunities this may create to support the sustainability agenda. In this regard, it is envisaged at this stage that, a multi-annual SWS with a focus on climate action and energy conservation will be the focus for the next summer works scheme to be opened for applications. The arrangements and timing of that SWS is still under consideration and schools will be updated in due course.
317. Deputy John McGuinness asked the Minister for Education the way the course provided by DCU to teachers regarding the SPHE curriculum was paid for; if her Department authorised or initiated the course; if the content provided to the participants was approved by her Department; her Departments policy on the content of the course; and the Government's policy on the changes if any to the current SPHE curriculum content. [41526/24]
View answerThe Deputy may be aware that a new Junior Cycle SPHE specification was introduced in schools for those entering first year in September 2023, and in September of this year, an updated SPHE curriculum for Senior Cycle has been made available for schools to introduce by September 2027 for students entering fifth year.
The Junior Cycle specification was the first to be updated. The new Junior Cycle SPHE specification was introduced in schools for those entering first year in September 2023. 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.
The specifications are available on the NCCA’s website www.curriculumonline.ie . The NCCA has also published a toolkit of resources which includes guidance for the teaching of SPHE.
I have also approved an updated SPHE curriculum for Senior Cycle. The specification is designed as a mandatory component to support 60 hours of teaching and learning over two years, reflecting the importance of SPHE for young people at this stage in their post-primary education.
Schools have until September 2027 to introduce the specification for students entering fifth year, with the exception of students following the Leaving Certificate Applied (see below). This provides continuity with the Junior Cycle SPHE specification for the first post-Transition Year cohort of students to have completed the Junior Cycle specification.
The timeline will be subject to the necessary preparatory work in relation to provision of teacher education and resources, as well as consideration of other practical issues including timetabling.
The new specification will replace Social Education modules I and II of the Leaving Certificate Applied. It is planned that this change will apply for all LCA students entering 5th year in 2025.
As with the Junior Cycle SPHE specification, an extensive consultation took place in 2023, led by the NCCA, as part of the development of the specification.
To build teacher capacity in the teaching of SPHE, in 2022, I announced the provision of a Graduate Diploma in Social, Personal and Health Education and Relationships and Sexuality Education SPHE/RSE for post-primary teachers to be provided by DCU.
The DCU programme was developed following a tendering process and is fully academically accredited through DCU’s quality assurance processes for any new programme. DCU has extensive experience and expertise in the field of teacher education, including, specifically, personnel with significant research experience in SPHE/RSE.
The Department does not provide funding directly to teachers participating in the programme. Rather, the cost of the course fee is provided directly to DCU and equates to €6,000 per teacher completing the programme.
The Department, through its payroll subheads, also covers substitution costs for participants during the block release element of the programme.
This programme is the first of its kind in Ireland and offers post-primary teachers the opportunity to upskill in this very important subject area, something that has been called for by teacher representative groups.
The teaching of SPHE/RSE is a complex endeavour given the breadth and perceived sensitivities of the topics addressed. The programme developed by DCU offers the integrity of an evidence-based approach, grounded in models of good practice, delivered by a core team of highly qualified teacher educators with leadership and expertise in SPHE/RSE pedagogy, nationally and internationally recognised researchers and experienced blended learning designs.
It provides a pathway for progression for Post Primary teachers interested in developing their skills in teaching SPHE/RSE and, in so doing, builds capacity and leadership within the teaching profession in relation to teaching in this important area.
Teachers participating in the programme will be involved in critical exploration of resources and content related to SPHE, including examples used internationally as well as material accessed by children and young adults directly. As such, difficult and sensitive topics may arise. However, teachers as professionals work to the highest standards. They need to be trusted to responsibly mediate curricula having regard to the school or class context and age-appropriateness, child protection and safeguarding issues.
318. Deputy Bernard J. Durkan asked the Minister for Education the progress to date in the provision of an ASD unit at a school (details supplied); the current status of current pending project plans; the length of time they have been pending; the likely advancement of the project in the near future; and if she will make a statement on the matter. [41540/24]
View answerI wish to advise the Deputy, that my Department has no current record of receiving an application for additional accommodation from the school in question.
It is open to the school authority to make an application for additional accommodation through the 'Additional School Accommodation (ASA) scheme, details of which are available at www.gov.ie .
I can confirm that officials in my Department have contacted the school authorities and it was confirmed that the school authority is liaising with the County Council regarding the acquisition of land adjacent to the school.
My Department would be open to considering an application from the school authority in question under my Department's ASA scheme once the land acquisition issue is resolved by the school authority.
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.
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.
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.
For 2024, €2.7 billion is being spent on special education, an increase of €113 million, and this is dedicated to providing supports for children with special educational needs. This will allow for, amongst other things, the opening of up to 400 new special classes in mainstream schools and 300 additional special school places.
319. Deputy Brendan Griffin asked the Minister for Education if clarification and assistance will be provided for persons with dyslexia (details supplied); and if she will make a statement on the matter. [41543/24]
View answerThe State Examinations Commission has statutory responsibility for operational matters relating to the state examinations.
In view of this I have forwarded your query to the State Examinations Commission for direct reply to you.
320. Deputy Paul Murphy asked the Minister for Education further to Parliamentary Question No. 151 of 1 October 2024, when a child (details supplied) will have their cognitive assessment and educational assessment completed. [41551/24]
View answerMy Department’s National Educational Psychological Service (NEPS) provides psychological support to all primary, post-primary, and special schools.
Children and young people are prioritised for NEPS involvement by the school principal, or by a staff member designated by the Principal
It is advisable for parents to discuss their concerns with the school principal with a view to seeking the involvement of NEPS.
