Written Answers Nos. 304-323
304. Deputy Mattie McGrath asked the Minister for Education to provide an update on an application for additional accommodation made by a school (details supplied) in County Tipperary to provide adequate SET teaching and learning classrooms; and if she will make a statement on the matter. [22647/24]
Amharc ar fhreagraI can confirm to the Deputy, that the school in question has submitted an application for capital funding, under my department's Additional Schools' Accommodation (ASA) Scheme for extra accommodation to provide for three special education tuition rooms.
The purpose of the Additional Schools' Accommodation 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.
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.
As part of its overall programme planning for 2024 school accommodation needs, the department is now examining enrolment data from the current school year and data on accommodation capacity at schools. This is in order to reassess and identify critical accommodation requirements for the next school year, with a view to advancing these to formal approval stage. It is very important that capacity in existing schools and across a town or area is maximised to the greatest extent possible . This includes ensuring that all school accommodation is being utilised as efficiently as possible, and that priority is given to the use of accommodation for classroom purposes, either to meet mainstream or special educational needs. This analysis is forming part of the department’s current assessment process.
The consideration of the accommodation requirements for the school in question forms part of the Planning and Building Unit’s overall assessment of its work programme and priorities in the context of available capital funding. It is not, therefore, possible to give an indication at this point in time of the timeframe for the provision of additional accommodation at the school. I can only seek to assure you that we will advance this matter as quickly as possible and that we are very conscious that where additional school places and accommodation are required, a significant lead-in time is necessary for a variety of reasons
The application is being considered in this context and we are working to get a decision communicated to the school as soon as possible.
305. Deputy Paul Murphy asked the Minister for Education if she will intervene and request that a pupil (details supplied) is accepted for enrolment in September 2024. [22661/24]
Amharc ar fhreagraIn relation to school admissions, it is the responsibility of the managerial authorities of all schools to implement an enrolment policy in accordance with the Education Act, 1998 and the Education (Admission to Schools) Act 2018. All schools have admissions policies, which were approved by the patron, following consultation with staff and parents of children who are attending the school. It is a key requirement of the act that all school admission policies are fair and transparent.
Parents have the right to choose which school to apply to and where the school has places available the pupil should be admitted. However, in schools where there are more applicants than places available, a selection process will be necessary. This selection process and the enrolment policy on which it is based must be non-discriminatory and must be applied fairly in respect of all applicants.
All schools must publish an annual admissions notice on the schools website prior to the commencement of the admissions process for the following September. This notice must state the start date and end date for acceptance of applications for admission. Applications made within this period are then accessed by the Board of Management as per the schools admissions policy, and all applicants must be notified within 3 weeks of the closing date if they have received an offer of a school place or if they are placed on a waiting list. Applications received after the closing date are added to the school’s waiting list as required by the admissions act.
Section 29 of the Education Act, 1998 provides for an appeal where a board of management, or a person acting on behalf of the board of management (normally the school principal) refuses to admit a student to a school. Where the decision to refuse admission is due to the school being oversubscribed, a review of the decision by the board of management must be sought in the first instance. Following a review it is open to the parent to appeal to the independent appeals committee.
Tusla Education Support Service (TESS) is the agency which can assist parents who are experiencing difficulty in securing a school place for their child. TESS can be contacted at 01-7718500 (tessinfo@tusla.ie) for assistance. More information is available on their website on the following link: www.tusla.ie/tess/tess-ews/
306. Deputy Kathleen Funchion asked the Minister for Education the reason for the reduction of primary school funding from €96 to €80 per pupil (details supplied); and if she will make a statement on the matter. [22667/24]
Amharc ar fhreagraIn 2024 over €47 million was allocated to continue implementation of the schoolbooks scheme at primary level. On the 8th May I announced details of year 2 of the Primary Schoolbooks Scheme which provides at a minimum free schoolbooks, workbooks and copybooks to pupils in recognised primary and special schools. More than 563,000 pupils enrolled in approximately 3,230 primary schools, including over 130 special schools will continue to benefit from this scheme.
Revised guidance for the 2024/25 school year was published on my Department’s website, at www.gov.ie/schoolbookschemes, and has issued to schools.
As the scheme is now implemented in every recognised primary and special school it is expected that schools have used the funding provided in the 2023/24 school year to purchase stocks of schoolbooks and other classroom resources. Many of these items are now available to schools for reuse in the 2024/25 school year and in future school years. The funding allocated to the scheme in the 2024/25 school year takes account of this.
Schools will receive €80 per pupil enrolled as of September 2023. Special schools that have students enrolled in Junior Cycle programmes will receive funding at the Junior Cycle per capita rate of €309 per student set out under the new Junior Cycle Schoolbooks Scheme in respect of these students.
As part of the on-going evaluation of the scheme, all schools will be asked to provide data on their expenditure in order to inform the guidance, implementation, costs and efficiency of the scheme for future years.
307. Deputy Sean Sherlock asked the Minister for Education how a school in Cork (details supplied) is being assessed in terms of growth and viability. [22673/24]
Amharc ar fhreagraI wish to advise the Deputy that in order to plan for school provision and analyse the relevant demographic data, my Department divides the country into 314 school planning areas and uses a Geographical Information System, using data from a range of sources, including Child Benefit and school enrolment data, to identify where the pressure for school places across the country will arise and where additional school accommodation is needed at primary and post-primary level.
The level of demand volume across school planning areas with an increasing net requirement ranges from small to medium increases that are likely to be accommodated by existing schools through to significant projected growth that may require additional provision. Where data indicates that additional provision is required at primary or post primary level, the delivery of such additional provision is dependent on the particular circumstances of each case and may be provided through either one, or a combination of, the following:
• Utilising existing unused capacity within a school or schools,
• Extending the capacity of a school or schools,
• Provision of a new school or schools.
My Department's main responsibility is to ensure that schools in an area can, between them, cater for all pupils seeking school places in the area.
Similar to the process adopted in advance of the current academic year, my Department is engaging with patron bodies around the country to identify particular capacity requirements for the forthcoming year(s) which may necessitate action including, where required, the provision of modular accommodation solutions.
New schools are established by my Department on the basis of identified demographic demand in an area, and only after consideration of the capacity of existing schools to absorb the expected school place demand.
I can confirm to the Deputy that Fermoy was one of the areas surveyed in 2012/13 under the patronage divesting process where there was sufficient parental demand supporting changes in school patronage (the areas surveyed were areas where demographics were not growing and therefore it was unlikely that a new multi-denominational school would be established for demographic reasons).
The policy on patronage divesting is to use existing educational infrastructure to facilitate provision of diversity in areas where there is no demographic imperative to establish new schools. The reason for this is that, of necessity, the focus of the schools capital programme is on the provision of additional school places at both primary and post-primary levels to ensure that every pupil can access a school place.
As part of the process of identifying a suitable accommodation solution which would facilitate the establishment of the school, the Department liaised with Cork Education and Training Board. In order to facilitate the establishment of the new school, the ETB agreed to the co-location of the Educate Together school at the former Technical School in Fermoy, together with some of the ETB’s Further Education and Training services.
Prior to the establishment of the new school in 2018 under the patronage divesting process, the Department and Educate Together as school patron agreed that given the accommodation available at the property and the need for the ETB to accommodate some Further Education and Training services from the property, the school would be established as a four-classroom school and that the school will maintain this configuration in the accommodation in the former Technical School unless an existing school building is freed up for use in the area. As part of this engagement, the Department outlined to the school patron the importance of enrolments being managed within the available accommodation in a sustainable way and that this would be communicated to the school Board of Management so that parents could be fully informed and in order to manage expectations.
Since 2020, my Department has invested in the region of €4.5 billion in our schools throughout the country, including the completion of over 800 school building projects with construction currently underway at approximately 300 other projects, which includes 31 new school buildings.
This is a record level of investment in our schools and highlights the Government’s very strong track record of delivery in providing additional capacity and modern facilities for our school communities.
I can assure the Deputy that my Department will continue to engage with the school’s patron in respect of queries raised regarding the school’s accommodation.
308. Deputy Mark Ward asked the Minister for Education when the next round of tender offers will be issued for school building projects in the Dublin Mid-West area; and if she will make a statement on the matter. [22712/24]
Amharc ar fhreagraSince 2020, my department has invested in the region of €4.5 billion in our schools throughout the country, involving the completion of over 800 school building projects. Construction is currently underway at approximately 300 other projects, which includes 31 new school buildings. Projects at construction involve a total State investment of over €1.2bn.
I recently announced that close to 90 school building projects currently at tender stage will be authorised to proceed 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. This level of construction rollout recognises the priority that Government puts on investment in education.
In recent years my department has delivered significant expanded capacity in Dublin West, including the new schools for Adamstown Community College and Kishogue Community College. These two new schools alone have delivered 2,000 additional school places in recent years.
There are also a large number of building projects on site or in train across Dublin West including new school buildings for the recently established Coláiste Pobail Fola and Griffeen Community College. New school buildings or extensions are also in train for Holy Family Community School, Tallaght Community School, St. Joseph's College and Lucan Community College. These projects, when completed, will collectively deliver an additional 6,000 new and modernised school places.
Multiple smaller projects providing additional accommodation are also at various stages of planning and delivery across the Dublin Mid-West area.
In late March, following a review of National Development Plan allocations, the Government approved medium term capital allocations for the Department of Education for the period to 2026. The Department’s Planning and Building Unit is now reviewing its programme plans in the context of those recently confirmed allocations and a number of schools have recently progressed to Stage 3 - Tender.
This process will continue throughout the coming months as schools progress through the relevant stage gates, mindful of the due diligence required to be carried out by the Department at each stage of project development, in line with the Government’s Infrastructure Guidelines and budgetary parameters.
The status of all projects in the pipeline, including those at tender stage, is set out at www.gov.ie and is updated on a regular basis.
Department officials will keep the relevant school authorities updated on progress and next steps.
310. Deputy Jennifer Murnane O'Connor asked the Minister for Education the reason a cut was made to staffing in a school (details supplied); and if she will make a statement on the matter. [22739/24]
Amharc ar fhreagraEnabling children with special educational needs to receive an education is a priority for this government. The vast majority of children with special educational needs are supported to attend mainstream classes with their peers.
In the case of the school in question, the reduction in SET Hours is a result of the change in the profile of need identified by the model based on the three components of the model.
The school in question submitted a review application of their SET allocation to the NCSE, the NCSE has advised the department that the application did not demonstrate grounds for a review of their allotted allocation.
The NCSE has confirmed as part of their communications on the appeal outcome that they have advised the school that NCSE Advisor support is available to the school to support them in the deployment of their SET resource to support their pupils.
The Special Education Teaching (SET) allocation model for 2024/25 is based on information from all 4,000 schools in the country. The model distributes the total available number of SET posts in line with each school’s profile of need.
The model seeks to distribute teaching resources in the fairest possible manner, taking into account as much evidence as possible in respect of individual schools and evidence in respect of the best possible use of resources. Schools must adhere to the guidance on the use of SET hours and support all children with additional teaching needs using the continuum of support framework.
It is important to note that SET hours are only one component of support for children in mainstream but the most important support is the mainstream class teacher. The pupil teacher ratio at primary level is now 23:1 which means there are more mainstream teachers than ever before in our educational system.
311. Deputy Frankie Feighan asked the Minister for Education for an update regarding the proposed extension to a school (details supplied), for which funding was agreed and put in place; and if she will make a statement on the matter. [22810/24]
Amharc ar fhreagraThe school referred to by the Deputy was approved to enter my Department’s pipeline of school buildings for a project to provide 5 General classrooms, 2 SET rooms,1 Multimedia room, 1 Textiles room, 2 Classroom SEN and the purchase of 2 Classroom SEN.
The project has been devolved for delivery to Mayo Sligo and Leitrim ETB (MSLETB). The Design Team were appointed in Quarter 2 2022.
This consultant will lead the project through the various stages of architectural planning and onwards through the statutory planning process and construction.
A pre-stage 1 report was received in my Department and was assessed. My Department are currently awaiting the submission of the stage 1 report from the Design team and the details of this adjacent property should form part of this Stage 1 report. My department also recently liaised with the MSLETB in May 2024 advising that a stage meeting between all stakeholders is to be arranged soon to progress this much needed project.
312. Deputy Catherine Connolly asked the Minister for Education the procurement process undertaken to appoint an organisation (details supplied) to provide independent advocacy services to assist individual survivors of residential institutional abuse; if no procurement process was undertaken, the reasons; and if she will make a statement on the matter. [22847/24]
Amharc ar fhreagra313. Deputy Catherine Connolly asked the Minister for Education the resources allocated to a company to provide independent advocacy services to assist individual survivors of residential institutional abuse (details supplied); the duration of the contract; the number of additional staff to be employed by the company and the areas to which they will be allocated; and if she will make a statement on the matter. [22851/24]
Amharc ar fhreagraI propose to take Questions Nos. 312 and 313 together.
As the Deputy will be aware, in June 2023 Government approved the delivery of a package of ongoing supports to survivors of abuse in residential institutions, including supports relating to health, education and advocacy. The development of this package of supports was informed by a consultation process with survivors and survivor groups, including a survivor-led Consultative Forum.
The report of the Consultative Forum noted the difficulties many survivors perceive in engaging with and accessing public services, and identified a pressing need for information, support and advocacy services for survivors to assist them in engaging with and accessing relevant services and supports, in areas such as health, housing and social welfare.
In November 2023 the Department entered into a grant funding arrangement with Sage Advocacy, an independent advocacy organisation with a strong track record in providing advocacy supports to vulnerable adults, older people and healthcare patients, to develop such a service for survivors. This arrangement is underpinned by a detailed grant agreement and is subject to review in 2026 to assess the ongoing necessity, efficiency and effectiveness of the service. This evaluation will inform decisions relating to the potential extension of the arrangement beyond 2026.
Some €997,000 has been allocated to Sage Advocacy in 2024 to roll out and deliver the service. This includes staffing, training, legal and service delivery costs. To date, Sage Advocacy has recruited nine staff to deliver the service. These new staff include a Project Manager, five Regional Advocates, who are located around the country, Legal Support and two Information and Support staff. Recruitment of a further Regional Advocate is ongoing.
It should be noted that the arrangement also draws upon Sage Advocacy’s existing staffing resources, including the CEO, Assistant CEO (Case Management), Manager Information and Support Services, members of the Case Management and Service Management Groups, Information and Finance resources, Information Systems co-ordinators and all Regional Advocates.
The Department considered a number of options for the delivery of this service before entering into the grant-funding arrangement with Sage Advocacy. As there is a very limited number of providers with the experience and expertise required to provide such a specialised service, and the ability to roll out such a service in the timeframe required, it was not practical to engage a service provider through an open procurement process. Therefore, it was considered that engaging a service provider through a grant-funding arrangement would be the most practical and effective approach.
314. Deputy Pádraig O'Sullivan asked the Minister for Education the status of an application for assistive technology (details supplied); and if she will make a statement on the matter. [22855/24]
Amharc ar fhreagraI refer to your representation on behalf of a student regarding an Assistive Technology application.
Under the Assistive Technology scheme, as set out in my Department’s Circular 0010/2013, funding is provided to schools towards the cost of computers and specialist equipment, which are required for educational purposes.
All equipment provided under this scheme supports children with more complex disabilities who, in order to access the school curriculum, require essential specialist equipment.
It must be clear that the existing I.T. equipment in the school is insufficient to meet the child's needs. Where necessary, schools may also purchase new or additional equipment or software for students from normal school resources or funds.
Decisions regarding the use and deployment of digital technology in schools is a matter for the Board of Management of each school, as schools are best placed to determine the most appropriate solution to adopt in terms of supporting the learning needs of their students based on the school's own context and circumstances, and in accordance with their Digital Learning Plan.
Where children with more complex disabilities require essential specialist equipment to access the school curriculum, which they do not already have, or which cannot be provided for them through the schools existing provisions, schools may make an application for such equipment to the National Council for Special Education (NCSE) under the terms of this scheme.
The NCSE through its network of local Special Educational Needs Organisers (SENOs) is responsible for processing applications from schools for special educational needs supports. SENOs also make recommendations to my Department where assistive technology/specialised equipment is required. The NCSE operates within my Department's criteria in making recommendations for support.
Schools make applications directly to the SENO, providing details of the student’s special educational needs or disability, including details of the approach taken by the school in making relevant interventions.
In order to qualify for equipment under the Assistive Technology Scheme, a student must have been diagnosed with a physical or communicative disability and must also have a recommendation in a professional assessment that the equipment is essential in order to allow the student to access the curriculum.
SENOs will review the application, and professional reports provided in support of same, in order to establish whether the criteria of the scheme have been met. They will then make a recommendation to my Department as to whether or not assistive technology is required; and based on this recommendation, my Department will decide on the level of grant, if any, to be provided.
All schools have the names and contact details of their local SENO. Parents are encouraged to contact their local SENO directly to discuss their child's special educational needs, using the contact details available on www.ncse.ie. In relation to the student in question please be advised that an application for Assistive Technology has not yet been received by my Department. When the application is received by my Department, from the relevant SENO, the application will be processed in due course.
315. Deputy Bríd Smith asked the Minister for Education if he is aware of the Inspire programme as an education support programme for vulnerable students (details supplied); if there are plans to extend this programme; the annual remuneration for an Inspire programme line manager; and if she will make a statement on the matter. [22865/24]
Amharc ar fhreagraThe Inspire programme is aimed at those who are experiencing difficulty in school and who often end up being excluded from school because of their particular difficulties. The programme focus on students who are experiencing social emotional behavioural difficulties and are at risk of either dropping out completely or getting permanently excluded from school. Students attend the programme for 10 weeks, 4 days a week, and return to their own school each Friday.
The aim of the Inspire Programme is for:
• Full Post Primary reintegration with the ability to function in a healthier way in their personal and school lives and ultimately remain in mainstream education.
• To deliver a student centred education support programme that will empower students to re-engage in mainstream education.
• Core principals to assess students’ needs to deliver a student centre education support programme.
• To further develop student’s personal and social skills to work in close partnership with families and schools.
• To encourage students to remain in education.
The Inspire Programme is managed a Youthreach Coordinator. Youthreach Coordinators are remunerated on a standardised incremental salary scale. Circular 0035/2024 issued by the Department of Further and Higher Education Research Innovation and Science in April 2024 contains the current salary scale.
In May 2022, my Department published its report of the Review of Out-of-School Educational Provision, which included six key recommendations to inform future policy in the area. In October 2022, an interdepartmental and inter agency implementation group was established in to progress the recommendations of the Review of Out-of-School Education Provision.
The implementation group is currently finalising a report and action plan for the future of education provision for students who are at risk of becoming disengaged or have become disengaged from mainstream education.
316. Deputy Thomas Gould asked the Minister for Education for an update on the building for a school (details supplied). [22868/24]
Amharc ar fhreagraI can confirm to the Deputy that Fermoy was one of the areas surveyed in 2012/13 under the patronage divesting process where there was sufficient parental demand supporting changes in school patronage (the areas surveyed were areas where demographics were not growing and therefore it was unlikely that a new multi-denominational school would be established for demographic reasons).
The policy on patronage divesting is to use existing educational infrastructure to facilitate provision of diversity in areas where there is no demographic imperative to establish new schools. The reason for this is that, of necessity, the focus of the schools capital programme is on the provision of additional school places at both primary and post-primary levels to ensure that every pupil can access a school place.
As part of the process of identifying a suitable accommodation solution which would facilitate the establishment of the school, the Department liaised with Cork Education and Training Board. In order to facilitate the establishment of the new school, the ETB agreed to the co-location of the Educate Together school at the former Technical School in Fermoy, together with some of the ETB’s Further Education and Training services.
Prior to the establishment of the new school in 2018 under the patronage divesting process, the Department and Educate Together as school patron agreed that given the accommodation available at the property and the need for the ETB to accommodate some Further Education and Training services from the property, the school would be established as a four-classroom school and that the school will maintain this configuration in the accommodation in the former Technical School unless an existing school building is freed up for use in the area. As part of this engagement, the Department outlined to the school patron the importance of enrolments being managed within the available accommodation in a sustainable way and that this would be communicated to the school Board of Management so that parents could be fully informed and in order to manage expectations.
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.
Our main focus is on the most critical needs for the next school year. In the context of making most effective use of our capital allocation, and mindful of climate action goals, we are working to make sure that all school accommodation capacity is being maximised. We are looking at how each individual school’s accommodation can be best utilised and at capacity across schools in each school planning area.
Since 2020, my Department has invested in the region of €4.5 billion in our schools throughout the country, including the completion of over 800 school building projects with construction currently underway at approximately 300 other projects, which includes 31 new school buildings.
This is a record level of investment in our schools and highlights the Government’s very strong track record of delivery in providing additional capacity and modern facilities for our school communities.
I can assure the Deputy that my Department will continue to engage with the school’s patron in respect of queries raised regarding the school’s accommodation.
317. Deputy Duncan Smith asked the Minister for Education the status of the provision of a new primary and secondary school in Rush, County Dublin, given the population increase in the area, with a lack of school places for new families moving into the area; when these much-needed schools will be delivered; and if she will make a statement on the matter. [22886/24]
Amharc ar fhreagraThe Campus project to which the Deputy refers has been devolved for delivery to CEIST.
The project was recently approved to progress to Stage 2b of the architectural planning design process. This stage of the process allows for detailed design/planning, obtaining the necessary statutory permissions and the preparation of tender documents. In advance of the necessary statutory permissions and the outcome of the subsequent stage of procuring a building contractor, it is not possible at this time to give a date for its completion.
However, I can assure the Deputy that my Department is committed to ensuring appropriate school accommodation is available for the children in Rush. CEIST will continue to engage directly with the school community to keep it fully informed of progress.
318. Deputy Jackie Cahill asked the Minister for Education for an update on a primary school’s ASA project (details supplied), which is currently at stage 1 under review, given the serious health and safety concerns posed by the current situation; and if she will make a statement on the matter. [22906/24]
Amharc ar fhreagraThe school referred to by the Deputy was approved to enter my Department’s pipeline of school buildings for a project to provide 4 Mainstream Classrooms, 2 SET Rooms and a 2 classroom SEN Base under the Additional School Accommodation Scheme in August 2023.
I can confirm that a Stage 1 Report has been received and forwarded to my Department’s Professional & Technical Team for review. A comprehensive design assessment is necessary to ensure the submission fulfils the approved brief and meets the financial requirements as per my Department’s guidelines. This review is currently ongoing.
Once the review is complete, officials at my Department will be in contact with the school authority with guidance on how to progress the project to the next stage.
In relation to the serious health and safety concerns mentioned by the Deputy, the Emergency Works Scheme is available to provide for unforeseen emergencies that impact on school buildings. An emergency is a situation which poses an immediate risk to health, life, property or the environment, which is sudden, unforeseen and requires immediate action and, in the case of a school, if not corrected would prevent the school or part thereof from opening. The scheme does so by ensuring the availability of funding for urgent works to those schools that are in need of resources as a result of an emergency situation.
Applications for funding under the scheme must serve one or both of these purposes and meet the criteria for funding as set out in the relevant circular, 0068/2020, and its appendices. All relevant and supporting information in relation to such an Emergency Works Grant Scheme application must be provided in order to support a claim for emergency grant aid.
320. Deputy Niamh Smyth asked the Minister for Education the full amount of funding awarded for the extension of a school (details supplied); and if she will make a statement on the matter. [22924/24]
Amharc ar fhreagraThe school to which the Deputy refers was granted funding through my Department's 2019 Additional Schools Accommodation (ASA) scheme for a project to include 2 general classrooms and 1 Science lab with preparatory area.
The school received the following funding from the Department of Education, under the ASA Scheme for this project, within the period of 2021-2023.
|
Scheme |
Funding |
Nature of works |
|
ASA |
€1,293,477.06 |
2 General Classrooms, 1 Science Lab, 1 Science and Prep area |
|
F&E |
€ 20,400.00 |
Furniture & Equipment grant |
|
Total Cost |
€1,313,877.06 |
321. Deputy Éamon Ó Cuív asked the Minister for Education to provide an update on the DEIS status of a school (details supplied) in Galway; the funding that has been awarded to support this status; and if she will make a statement on the matter. [22934/24]
Amharc ar fhreagraMy 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. In March 2022, I announced the single largest expansion of the DEIS programme. This benefited 361 schools. The programme now includes in the region of 1,200 schools and supports approximately 260,000 students. 1 in 4 students and 30% of schools are now supported in the programme. This expansion added an additional €32million to my Department’s expenditure on the DEIS programme from 2023, bringing the overall Department of Education allocation for the programme to over €180million.
The school to which the Deputy refers benefited from the expansion of DEIS and was assigned DEIS Post-Primary status from September 2022.
Schools that were identified for inclusion in the programme were those with the highest levels of concentrated disadvantage as identified through the refined DEIS identification model, which is an objective, statistics-based model. Schools were not required to apply for inclusion in the DEIS programme and the model was applied fairly and equally to all schools. The DEIS Identification process is based on the principle of concentrated disadvantage and the proportion of students from disadvantaged backgrounds within a school. The DEIS identification model aimed to identify those schools with the highest levels of disadvantage or the highest proportion of students from disadvantaged backgrounds within a school using the school’s enrolment data and national census data as represented by the Pobal HP Deprivation index which is publicly available.
A detailed paper on the refined DEIS identification model is available on gov.ie.
Inclusion in the DEIS programme provides DEIS post primary schools with access to a wide range of additional supports including:
• Home School Community Liaison (HSCL) and School Completion Programmes (SCP)
• Curriculum supports and access to planning supports.
• Priority access to continuing professional development.
• Access to Inspectorate School Self- Evaluation Advisory visits.
• DEIS Grant.
• Access to the School Meals programme.
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 past four budgets, I have secured funding to provide measures to support children in this regard. My Department recognises the need to target resources to those schools who need them most and the next phase of work will explore the allocation of resources to all schools to tackle educational disadvantage. The DEIS Plan is based on the premise that in order to have the maximum possible impact on providing opportunities for students most at risk of educational disadvantage, then extra resources need to be targeted as closely as possible at those students with the greatest level of need. This will involve further development of the existing DEIS programme, to create a more dynamic resource allocation model where levels of resources more accurately follow the levels of need identified by objective data. To support this work my Department has invited the OECD Strength Through Diversity: Education for Inclusive Societies Project to review the current policy approach for the allocation of resources to support students at risk of educational disadvantage in Ireland. This review is ongoing and the OECD team estimate that the review will be complete in Q2 of 2024. This review will provide an independent expert opinion on the current resource allocation model for the DEIS programme and, drawing on international examples, inform a policy approach for an equitable distribution of supplementary resources to support students at risk of educational disadvantage attending all schools, both DEIS and non-DEIS. In addition to this, following the National Census conducted in April 2022, an updated HP Deprivation Index has now been generated by Pobal. My Department is engaging with Pobal regarding this development and this, along with other data, will be thoroughly reviewed to inform future resource allocation aimed at tackling educational disadvantage.
322. Deputy Éamon Ó Cuív asked the Minister for Education to provide an update on funding for a new school (details supplied); and if she will make a statement on the matter. [22935/24]
Amharc ar fhreagraThe Major Building Project for the school referred to by the Deputy is part of joint project for the development of 2 new replacement 24 classroom school, plus classrooms for pupils with special educational needs for both the Junior and Senior schools at the current site in Renmore. The brief is to demolish the existing schools, and replace them with new school buildings, and all associated site works.
This joint major project will be delivered under my Department's ADAPT Programme. The ADAPT Programme uses a professional external Project Manager to co-ordinate and drive the Design Team to achieve the best possible timeframe for the project through the stages of Architectural Planning to Tender and Construction.
The project is currently at the initial stage of Architectural Planning, Stage 1 – Preliminary Design, where the Design Team assess the site and current school buildings and prepare their initial sketch schemes.
A preferred design option, including the scope and extent of works to be carried out will be established during this early stage.
On receipt and review of the Stage 1 Report, the Stage 1 Stakeholders meeting will be arranged between the School Authorities, Programme Manager, Design Team and my Department.
323. Deputy Ged Nash asked the Minister for Education if schools in Drogheda, County Louth, will be included in the comprehensive system of student support called the City Connects pilot project, which is becoming operational with the support of the North East Inner City Implementation Board, Dublin; if the opportunity for the inclusion of relevant schools in Drogheda has been raised with the Drogheda Implementation Board; and if she will make a statement on the matter. [22939/24]
Amharc ar fhreagraIn July 2016, the Government launched a major initiative for Dublin’s North East Inner City (NEIC) to oversee the long term, social and economic regeneration of the area. The Mulvey Report entitled “Dublin’s North East Inner City – Creating a Brighter Future” was published in February 2017 and made a number of recommendations. As part of this response, the City Connects pilot programme was launched within 10 DEIS Band 1 primary schools in the NEIC.
The NEIC City Connects Pilot Project commenced in 10 NEIC primary schools in October 2020. The pilot is led by my Department and Tusla Education Support Service (TESS), in conjunction with Mary Immaculate College and Boston College. City Connects is a system originally developed by Boston College that organises student support and leverages existing school and community-based resources in order to improve students’ academic and social-emotional outcomes.
My Department is committed to supporting a quality and inclusive school system that provides an equal opportunity at success for all children, including those at risk of educational disadvantage. In line with the Programme for Government, the Government is continuing to examine how the model of intervention in the north-east inner city (NEIC) could be extended to other comparative areas experiencing disadvantage, such as Drogheda.
