Written Answers Nos. 206-225
206. Deputy Patrick Costello asked the Minister for Education her views on the situation whereby several children are due to repeat sixth class due to the lack of secondary school places in special education schools in Dublin 8, 10 and 12; the measures she is taking to tackle this shortage; and if she will make a statement on the matter. [27926/24]
Amharc ar fhreagraEnabling 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.
383 new special classes have been sanctioned by the NCSE for the 2024/25 school year, 114 of these are at post primary level. The NCSE continue to engage with some schools to ensure that a sufficient level of provision is available for September, this includes some post-primary schools in South Dublin.
The NCSE is confident that through the provision of the newly sanctioned classes and vacancies in existing classes there is sufficient places to meet the needs of all children known to them for September 2024.
Parents seeking special class placements for their children are advised to contact the NCSE locally for planning purposes. Local special educational needs organisers (SENOs) are available to assist and advise parents and can provide details on schools with available special educational places. Parents may contact SENOs directly using the contact details available on the NCSE website.
I have asked the NCSE to ensure any remaining classes are established as a matter of urgency and to keep all families seeking class places updated on an ongoing basis to ensure their children can access the provision to which they are entitled.
Looking forward 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 school management bodies in relation to the provision of special classes in these schools. In October 2022, my department wrote to all post-primary schools asking them to begin to prepare on average 4 special classes each over the next few years.
In addition, significant additional resources and funding of €13 million has been allocated to the NCSE to allow for the expansion of its services, which will bolster the level of service and provide effective structures to relieve pressure on parents when seeking a special educational placement.
207. Deputy Seán Canney asked the Minister for Education the status of the contract for a school (details supplied); when a contractor will be appointed; when work will commence on site; and if she will make a statement on the matter. [27939/24]
Amharc ar fhreagraThe school referred to by the Deputy was approved to enter the Department’s pipeline of school buildings for a project to provide 6 mainstream classrooms and 5 SET rooms plus 1 admin/office.The project has been devolved for delivery to the school authority.
My Department received a Stage 3 (tender report) which was reviewed from both a technical and cost perspective. All projects, including this one, are subject to required due diligence as specified in the Public Infrastructure Guidelines.
I am pleased to advise that following the completion of this review process, officials from my Department have confirmed that the project has been approved to progress to the next stage, which involves approval to construction.
Official communication will be issued to the school authority in the coming days advising them of this, and It is then within the remit of the school authority to progress this project accordingly.
208. Deputy Cathal Crowe asked the Minister for Education the main policy achievements of her Department since 27 June 2020; and if she will make a statement on the matter. [27958/24]
Amharc ar fhreagraThis year my Department published “Forbairt 2024 Annual Statement of Priorities”, a statement of priority actions to be delivered in 2024 that elaborates upon and develops the strategic actions set out in the Statement of Strategy 2023-2025, which sets out the vision, mission and strategic goals that guides the Department’s work programme for the 2023-2025 period. The Department's Annual Reports have also been published and outline the significant work undertaken since June 2020. My Department’s goal has been to deliver high quality and inclusive education for all children and young people that addresses their needs, interests and ambitions.
Significant achievements to date include:
Investment
• As part of Budget 2023 over €50 million was allocated to provide free schoolbooks to all pupils in recognised primary schools, including special schools. More than 563,000 pupils enrolled in approximately 3,230 primary schools, including over 130 special schools benefited from the new scheme from September 2023. Funding of over €47 million was secured in 2024 to further embed the free primary schoolbooks scheme, which will continue to provide schoolbooks, workbooks and copybooks for the 2024/2025 academic year.
• As part of Budget 2024 funding of over €68 million was allocated for the extension of the scheme to provide free schoolbooks and core classroom resources to Junior Cycle students in post-primary schools in the Free Education Scheme. More than 213,000 students enrolled in approximately 670 post-primary schools and over 65 special schools, will benefit from the new scheme in the coming school year.
• Since 2020 €21 million has been made available in additional capitation funding to assist schools now and longer term with increased day-today running costs. This will support a permanent restoration of funding for all primary and post-primary schools, bringing the basic rate of capitation to €200 per student in primary schools and to €345 in post-primary schools.
• My Departments budget has included provision of €323 million in education measures over a wide range of temporary measures to assist with increased cost of living pressures.
• Continued investment in new teaching posts has seen the general average primary staffing schedule reduce by three points, to a historically low level of 23:1 in 2023. This was the first time such a reduction was made in three consecutive Budgets.
• The Digital Strategy for Schools to 2027 was published in April 2022 and builds on the achievements of the previous Digital Strategy for Schools 2015-2020. The strategy is underpinned by an overall investment of €200m, €100m of which has already issued in grants to schools.
• In February 2024, the Department published the review of the School Transport Scheme – School Transport 2030. A phased implementation of the review’s recommendations will commence in September 2024 including a shared effort between my Department and the Department of Transport to pilot and introduce greater integration of the roll out of transport networks with school transport routes, with a view to expanding provision of transport and reducing the reliance over time on individual car trips for school journeys.
Capital works
• Since 2020, my Department has invested capital funding in the region of €4.8 billion in our schools throughout the country, involving the completion of over 900 school building projects and with construction currently underway at approximately 300 other projects, which includes 30 new school buildings. These 300 projects currently at construction involve a total State investment of over €1.2bn.
• I also recently announced 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.
• This includes a total of €280m which has issued to schools under the Minor works grant since 2020, of which €29 million in minor works funding for primary and special schools issued in April 2024. Schools had the autonomy to use this funding for maintenance and small-scale improvements to school buildings and grounds.
• The Schools PV Programme was launched in November 2023 This will assist schools in reducing their costs and their carbon footprint as part of the response to meeting the 2030 and 2050 Climate Action Plan targets.
• The ‘Procedures on the use of School Buildings and School Sports Facilities outside of School Hours’ were published in June 2024 highlighting the value and importance of school buildings and school sports facilities being used outside of school hours.
Special Education
• Since 2020 the budget for special educational needs has increased from €1.9bn to €2.7bn for 2024. Funding of €13m has been secured for the expansion of the National Council of Special Education (NCSE) to allow for an additional 161 staff. Almost 3,000 special classes are now in operation nationwide. These classes can provide for over 18,000 students. In addition, 7 new special schools have been established and 4 more have been announced for the 2024/25 school year. The number of special education teaching and special needs assistant posts has increased to over 40,000.
• In 2022, an enhanced scheme of Irish Sign Language (ISL) provision commenced. The scheme is targeted at children and young people attending primary, special and post-primary school.
• In December 2022 my Department established a Special Needs Assistants Workforce Development Unit (SNAWDU) to deliver a strategic approach to SNA policy development with the objective of developing an enhanced SNA service which delivers the best outcome for children with significant care needs in our schools.
• An additional €11 million has been provided specifically targeted at special schools from September 2024 for the removal of the 15-teacher threshold for the appointment of Administrative Deputy Principals in special schools and a further 100 teaching posts targeted at special schools with post-primary aged students. The annual budget to fund the Summer Programme has risen from €20m to €40m since 2021.
• €6 million in one off funding to support a campaign to design and promote attendance in primary, post-primary and special schools. This campaign ran throughout the 2023/24 school year with the support of Tusla Education Support Services.
Teacher education
• In 2022, I announced the provision of a new postgraduate programme to upskill registered Post Primary teachers teaching Social, Personal and Health Education/Relationships and Sexuality Education (SPHE/RSE).
• The Initial Teacher Education (ITE) Policy Statement was published in March 2023 of. The policy statement recognises that ITE is the first step on the continuum of teacher education and acknowledges the commitment to excellence from all involved in preparing teachers of the future, while recognising the benefit that greater clarity will provide to all in the system.
• A new Integrated Teacher Education Support Service (Oide) launched in September 2023. This system sets out a new vision to support the Professional Learning of teachers and school leaders in Ireland through the development of high quality, innovative and responsive Professional Learning.
Curriculum development
There have been a number of initiatives progressed:
• Since 2021, partnership between my Department and Science Foundation Ireland, has facilitated the contribution of over €1.8 million by to support successful projects under the SFI Discover Programme.
• In March 2022, I committed to the introduction of Senior Cycle Level 1 and Level 2 Learning Programmes for those then in first year to build on the equivalent Junior Cycle programmes for students with special educational needs. The new Programme Statement and initial modules have been developed by the NCCA. These are expected to be available for implementation in schools from September 2024.
• In June 2022, my Department published the 2nd National Strategy on Education for Sustainable Development. ESD aims to ensure that all learners have the knowledge and skills needed to promote sustainable development and is a key enabler for the achievement of the UN’s Sustainable Development Goals and agenda 2030 and our National Climate Action Plan 2023. This includes the new Leaving Certificate subject “Climate Action and Sustainable Development” to be rolled out in schools from September 2025 and a new area of learning “Social and Environmental Education” will also be introduced from September 2025 under the Primary Curriculum Framework. A Sustainability Toolkit for Schools was published in September 2023, supporting schools in implementing the School Sector Climate Action Mandate and in adopting a Sustainability Policy Statement for their school. This is co-sponsored by the Department of Further and Higher Education, Research, Innovation and Science and the Department of Children, Equality, Disability, Integration and Youth
• In March 2023, the new Primary Curriculum Framework for all primary and special schools was launched. This is the first curriculum framework for primary education in Ireland and will shape the work of all primary and special schools for the coming years.
• Also in March 2023, the STEM Education Implementation Plan to 2026, was launched jointly with the Department of Children, Equality, Disability, Integration and Youth.
• March 2023 also saw the launch of the new Creative Youth Plan 2023-2027 for children and young people was launched jointly with the Department of Children, Equality, Disability, Integration and Youth, the Department of Further and Higher Education, Research, Innovation and Science and the Department of Tourism, Culture, Arts, Gaeltacht, Sport and Media.
• In May 2023 the NCCA published the redeveloped Junior Cycle SPHE specification, rolled out in schools from September 2023.
• In September 2023 the new Primary Mathematics Curriculum was launched.
• Also in September 2023, I announced a significant acceleration of parts of the reimagined Senior Cycle programme, with national introduction of the first tranche of revised Leaving Certificate subject specifications in schools in 2025, two years earlier than previously planned. Draft specifications for six of the subjects in this first tranche, including Biology, Physics, Chemistry, Arabic, Latin, and Ancient Greek, were published on 7 December 2023 and a public consultation on the drafts is open until 23 February 2024. Tranche 1 will also include the introduction of 2 new subjects (Drama, Film and Theatre Studies and Climate Action and Sustainable Development), to be rolled out on a phased basis from the beginning of the 2025/26 school year.
• In March 2024 interim progress report and second Implementation Plan for Languages Connect, Ireland’s Strategy for Foreign Languages in Education 2017 – 2026 was published. Four new Leaving Certificate curricular languages were introduced to schools in September 2020 (Lithuanian, Mandarin Chinese, Polish and Portuguese) and were examined for the first time in summer 2022 with circa. 1,500 students sitting one of the four exams.
• In May 2024 Ireland’s Literacy, Numeracy and Digital Literacy Strategy 2024-2033: Every Learner from Birth to Young Adulthood, and a supporting five-year implementation plan was published.
• Foreign Languages are to be introduced in senior classes at primary level on a phased basis from September 2025 under the new Primary Curriculum Framework. In advance of that, 1,410 primary schools have applied to participate in the 10-week sampler module in 2024/25 for year 4 students.
Social Inclusion
• The Supporting Traveller and Roma in education pilot project (STAR) was established in 2019, under the National Traveller and Roma Inclusion Strategy, with the aims of improving attendance, participation and retention in specific Traveller and Roma communities regionally. There are four pilot areas: Galway, Wexford, Dublin and Cork. Additional resources provided include an additional Educational Welfare Officer (EWO), an additional Home School Community Liaison coordinator (HSCL) and two Traveller/Roma community education workers from the local communities employed by local Traveller/Roma support groups.
• In January 2021, responsibility for the administration of the Schools Completion Programme (SCP) transferred back to my Department. Additional funding was secured to provide for an extension of SCP supports to 28 additional schools that were included in DEIS for the first time in September 2017, and a 5% overall increase in funding for the School Completion Programme. In addition, a further increase of 5% for SCP was negotiated under Budget 2023.
• The single largest expansion of the DEIS programme announced in 2022, which 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 the Department’s expenditure on the DEIS programme from 2023, bringing the overall allocation for the programme over €180 million.
• A separate initiative, funded under Dormant Account Funds provides for 10 new Home School Community Liaison (HSCL) coordinators in 14 non-DEIS post-primary schools with high numbers of Traveller and Roma students. In addition, continued funding has allowed the creation of a new coordinator post with responsibilities across the four STAR pilot sites and for facilitating effective information-sharing between STAR teams and the 10 new HSCL coordinators.
• A programme of work to explore the allocation of resources to schools to address educational disadvantage is currently being undertaken. To support this work, the OECD have been invited to review the current policy approach. 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.
Wellbeing
• Cineáltas: Action Plan on Bullying was published on 1 December 2022. It is the Department’s whole-education approach to preventing and addressing bullying in schools. Cineáltas is dedicated to the prevention and addressing of bullying, cyber bullying, racist bullying, gender identity bullying and sexual harassment, among other areas, in schools. The Implementation Plan for the Cineáltas: Action Plan on Bullying, which commits to implementing the 61 actions contained in Cineáltas within a five-year period, commenced in Q2 2023 and a number of actions have been progressed over the last year. Bí Cineálta procedures to prevent and address bullying behaviour for primary and post-primary schools” was published in June 2024.
• Establishment of a landmark programme of counselling and mental health supports, piloted in a series of primary schools from September 2023. In 2024 a tender was published to procure services to further support wellbeing and mental health in post-primary schools.
Response to emerging issues
• In 2022, as a response to the Russian invasion of Ukraine my Department established Regional Education and Language Teams, known as REALT, to support existing services in responding to the needs of Ukrainian and children seeking International Protection in accessing education. Their primary role is to assist in securing school places for children and to support schools in meeting the needs of children as they arise.
• My Department has prioritised enhancing English as an Additional Language (EAL) support, recognising the critical role of language proficiency in successful integration and academic achievement. 1,743 primary schools and 493 post primary schools are now receiving EAL teaching resources.
• In 2023 a scoping inquiry was established, to shape Government’s response to revelations of historical sexual abuse in schools run by religious orders. The scoping inquiry has been informed by reports and inputs from experts across a range of areas, including child protection, restorative justice and, most importantly, survivor engagement as well as analysis of previous. In June 2024 the report was received by my Department.
209. Deputy Claire Kerrane asked the Minister for Education if court order child maintenance only extends to dependents until they reach the age of 18 years; and if she will make a statement on the matter. [28002/24]
Amharc ar fhreagraThis is not a matter for the Minister of Education.
211. Deputy Cian O'Callaghan asked the Minister for Education if measures are in place to address the overcrowding and lack of access to appropriate facilities for the students at a school (details supplied); and if she will make a statement on the matter. [28005/24]
Amharc ar fhreagraAs the Deputy may be aware, the primary school referenced is accommodated in a property leased by the Department of Education. The school was approved as a single-stream, eight class primary school.
In all instances, the Department works to ensure that school accommodation capacity is maximised to meet requirements in an area. In that context, the Department-leased property at is also facilitating the special school while its new school building is delivered.
This special school has grown over almost sixty years, and had an enrolment in the last school year of 65 pupils. These children have particular needs, significantly over and above the typical requirements of children in mainstream classes and this is reflected in a much greater proportion of teaching and support staff, and the provision of specific facilities and equipment. Access to a GP room (or “hall”) is an important element of this provision. To meet that need the hall within the building was shared between the schools until October 2022.
Although sanctioned as an eight class room school, the primary school in question grew its enrolments to nine mainstream classes. My Department approved the provision of modular accommodation on the school site to meet this additional need as well as to support the establishment of a special class at the school. At the primary school's request, the Board of Management of the special school agreed to allow the primary school full use of the school hall as an interim solution pending the installation of this modular accommodation. The primary school confirmed to the special school that full access to half of the hall would be restored to the special school upon installation of that modular accommodation. The modular accommodation in question has since been installed.
My Department has requested the patron of the primary school to work with the school to fulfil the agreement made with the special school. The Department-supported Buildings Officer within that patron body has been asked to work through an appropriate solution in this respect. Engagement between my Department and patron is ongoing. I can confirm that, on foot of this engagement, the special school in question has access to the hall for the Summer Programme provision.
My Department is also continuing to work to ensure the completion of the new building for the special school as soon as possible. I can confirm to the Deputy that the building project for the special school referred to is at Stage 4 - Construction. Works commenced on site in June 2023 with an estimated completion timeframe of 18 months. However, due to unforeseen site issues at the outset, completion is now estimated at Quarter 2 of 2025. The Design Team and my Department's Planning and Building Unit are monitoring progress closely and every effort will be made to mitigate any further delay.
212. Deputy Bríd Smith asked the Minister for Education if she is aware of the situation regarding the ending of a shared access arrangement of a school hall between schools (details supplied); if an immediate solution will be provided to resolve the situation; her views on the fact that many of the children in the school have never had physical education indoors and this important part of the curriculum can only be delivered depending on the weather; the status of the construction of the new urgently-needed building; when it will be completed; and if she will make a statement on the matter. [28013/24]
Amharc ar fhreagraAs the Deputy may be aware, the primary school referenced is accommodated in a property leased by the Department of Education. The school was approved as a single-stream, eight class primary school.
In all instances, the Department works to ensure that school accommodation capacity is maximised to meet requirements in an area. In that context, the Department-leased property at is also facilitating the special school while its new school building is delivered.
This special school has grown over almost sixty years, and had an enrolment in the last school year of 65 pupils. These children have particular needs, significantly over and above the typical requirements of children in mainstream classes and this is reflected in a much greater proportion of teaching and support staff, and the provision of specific facilities and equipment. Access to a GP room (or “hall”) is an important element of this provision. To meet that need the hall within the building was shared between the schools until October 2022.
Although sanctioned as an eight class room school, the primary school in question grew its enrolments to nine mainstream classes. My Department approved the provision of modular accommodation on the school site to meet this additional need as well as to support the establishment of a special class at the school. At the primary school's request, the Board of Management of the special school agreed to allow the primary school full use of the school hall as an interim solution pending the installation of this modular accommodation. The primary confirmed to the special school that full access to half of the hall would be restored to the special school upon installation of that modular accommodation. The modular accommodation in question has since been installed.
My Department has requested the patron of the primary school to work with the school to fulfil the agreement made with the special school. The Department-supported Buildings Officer within that patron body has been asked to work through an appropriate solution in this respect. Engagement between my Department and patron is ongoing. I can confirm that, on foot of this engagement, the special school in question has access to the hall for the Summer Programme provision.
My Department is also continuing to work to ensure the completion of the new building for the special school as soon as possible. I can confirm to the Deputy that the building project for the special school referred to is at Stage 4 - Construction. Works commenced on site in June 2023 with an estimated completion timeframe of 18 months. However, due to unforeseen site issues at the outset, completion is now estimated at Quarter 2 of 2025. The Design Team and my Department's Planning and Building Unit are monitoring progress closely and every effort will be made to mitigate any further delay.
213. Deputy Patrick Costello asked the Minister for Education to provide a list of all second-level education institutions aided by her Department in which there was no provision of a laboratory technician for the teaching of leaving certificate science subjects, for each year since 2005, in tabular form. [28016/24]
Amharc ar fhreagraI assume the Deputy is referring to recognised schools under the Education Act, 1998 and the reference to science subjects means primarily Biology, Chemistry and Physics.
These three science subjects are optional subjects which students opt to take at Leaving Certificate level and significant numbers of students choose these subjects currently. The current syllabi for Chemistry and Physics were introduced in 2000 and first examined in 2002, while the syllabus for Biology was introduced in 2002 and first examined in 2004.
Over this period and up to 2023 the number of candidates sitting Biology has increased by from 24,060 candidates in 2001 to 34,603 in 2023; the numbers sitting Chemistry have risen from 6,355 candidates in 2001 to 9,750 in 2023 whilst the number sitting Physics has decreased marginally over the same period from 8,411 in 2001 to 7,767 in 2023.
In March 2022, I announced an ambitious programme of redevelopment of Senior Cycle, under which all Leaving Certificate subjects and modules would be revised in annual tranches. All new and revised subject specifications will include additional assessment components (AACs) worth at least 40% of the overall marks.
Biology, Chemistry and Physics are part of the first tranche of revised subjects, to be introduced in schools nationally in the 2025/2026 school year.
The NCCA Councill at its June meeting approved the revised specifications which were developed by a Subject Development Group whose membership included practising science teachers and which included a comprehensive consultation process. Those draft specifications will now be considered by my Department and myself ahead of their final approval and introduction. The introduction of the revised curriculum and assessment arrangements will be supported by a strong programme of teacher professional learning to be delivered by Oide, and the provision of an expanded package of sample assessment materials by the SEC at a significantly earlier date than has previously been the case.
My Department in allocating staff to schools does not provide for a grade of laboratory technician and consequently the data sought by the Deputy is not available from, or held by, my Department. It is important to note that the current specifications or curriculum contain a number of experiments which are to be conducted in schools by teachers and students and a similar approach is being taken in the revised specifications. Therefore, I would point out that the curriculum has not been written on the basis that laboratory technicians are available in schools.
214. Deputy Patrick Costello asked the Minister for Education to provide a list of all second-level education institutions aided by her Department in which there was no provision of a laboratory for the teaching of leaving certificate chemistry, for each year since 2005, in tabular form. [28017/24]
Amharc ar fhreagra215. Deputy Patrick Costello asked the Minister for Education to provide a list of all second-level education institutions aided by her Department in which there was no provision of a laboratory for the teaching of leaving certificate physics, for each year since 2005, in tabular form. [28018/24]
Amharc ar fhreagraI propose to take Questions Nos. 214 and 215 together.
I can assure the Deputy that with regard to the new science curricula, I acknowledge that hands-on experience and access to appropriate facilities and time in laboratories is an important part of the science curriculum. My Department and I will continue to examine how schools can be supported in the introduction of the new science curricula. The appropriate scheduling of laboratory time within schools will also be important.
In the first instance I wish to clarify that science labs are designed to meet the broad science curricula across the Junior and Senior Cycle and are not specific to an individual science subject.
My Department provides science labs with the construction of all new post-primary schools respectively (6 science labs plus 3 prep areas for a 1,000 pupil post-primary school). These facilities may also be provided where a major building or refurbishment project is being delivered for an existing school. It is also open to a school to make an application through the ASA scheme for a science lab, where required. 219 science labs were delivered through large scale and additional accommodation and modular projects since 2020, there are 86 currently under construction and 61 in the next phase of projects going to construction.
Furthermore, the upgrade of laboratory facilities is a category which has been supported through the summer works scheme.
My Department does not hold the specific data requested by the Deputy, however, in 2020, as part of the annual Schools Data Collection, post primary schools reported on whether or not they had a science lab. Of 715 schools, 8 indicated that they did not have at least one science lab. Of these 8, 5 were newly established schools which have new school building projects in train that will deliver state-of-the-art science facilities. All of these schools have also since been provided with science lab facilities as part of their interim accommodation. One more of the eight has since amalgamated with other schools and now has science lab facilities, one has a project in train that is delivering science lab accommodation, and the final one has a made an application for science lab accommodation. This application is at an advanced stage of assessment.
I can assure the Deputy that my Department will continue to support schools with respect to the provision of required science labs through the various capital funding schemes referenced.
216. Deputy Cathal Crowe asked the Minister for Education if a student (details supplied) will be entitled to 20 hours of SNA support when they start secondary school, on the basis that it has been advised by their care team that they will need full-time SNA hours; and if she will make a statement on the matter. [28021/24]
Amharc ar fhreagraEnabling 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.The NCSE is responsible for planning and coordinating school supports for children with special educational needs including the allocation of Special Needs Assistants (SNAs). SNAs are allocated to schools as a school based resource and schools deploy SNAs in a manner which best meets the care support requirements of their students.
Any school who feels that their allocation is insufficient to meet the needs of its students can apply to the NCSE for a review. Detailed information on the NCSE exceptional review process is published on the NCSE website.
My department will continue to support the NCSE and schools to ensure each child is is actively supported and nurtured to reach their full potential.
217. Deputy Martin Kenny asked the Minister for Education to provide information on section 29 school expulsion appeals undertaken at post-primary level in each of the past five years, including details of the outcomes (details supplied). [28025/24]
Amharc ar fhreagraThe information requested by the Deputy in relation to parts i, ii and iii is outlined in the table below at heading, ‘Permanent Exclusions: All Post Primary.’
Section 29 of the Education Act 1998 provided that the outcome for appeals lodged were required to be determined as upheld, upheld in part or not upheld. It also allowed for appeals to be resolved under a ‘Local’ or ‘Facilitator Resolution’ process. The figures for permanent exclusions before the Education (Admissions to Schools) Act was amended in 2018 are as follows:
|
Permanent Exclusions_All Post Primary |
|||||||
|
Went to Hearing |
|||||||
|
Year |
Withdrawn |
Local Resolution |
Facilitator Resolution |
Upheld at Hearing |
Not Upheld |
Upheld in Part |
Totals |
|
2019 |
5 |
0 |
1 |
18 |
55 |
1 |
80 |
|
*2020 |
5 |
0 |
0 |
8 |
19 |
0 |
32 |
The Education (Admission to Schools) Act 2018, which amended the 1998 Act, provided for a Section 29 Appeals hearing committee to allow, disallow or refuse to hear or determine an appeal. A refusal to hear or determine an appeal can occur in instances but not exclusively, whereby an appeal is received late the appeals committee must refuse to hear / determine it. The appellant can seek a review of this decision.
This change took affect from 12 November 2020. Therefore, the figures for 2020 are split to reflect this change.
The figures for permanent exclusions since the Education (Admissions to Schools) Act was amended in 2018 are as follows:
|
Year |
Allowed |
Disallowed |
Refuse to Determine |
Withdrawn |
Totals |
|
*2020 |
3 |
6 |
0 |
10 |
19 |
|
2021 |
8 |
17 |
3 |
34 |
62 |
|
2022 |
8 |
23 |
2 |
29 |
62 |
|
2023 |
11 |
51 |
8 |
8 |
78 |
Under Section 29(9) of the Education Act 1998, in the case of a school which is established or maintained by a vocational education committee an appeal against a decision of the board of such school shall lie, in the first instance, to the vocational education committee and thereafter to the Secretary General. However, this requirement is not included in the 2018 Act.
I regret to advise that this department does not hold records regarding Section 29 appeals made to Education and Training Boards.
The figures provided in the first table above, include all appeals relating to exclusions in post-primary schools applied for under Section 29 of the Education Act 1998 which were lodged to the Secretary General of the Department of Education. The Education (Admissions to Schools Act) 2018 does not include reference to the Secretary General of the Department, and all appeals since then (included in the second table) are made to the Minister for Education.
218. Deputy Martin Kenny asked the Minister for Education to provide information on courtroom challenges to section 29 expulsion appeal decisions at post-primary school level in each of the past five years, be that by way of judicial review or other courtroom proceedings; the number of challenges lodged by parents; the number lodged by the school board of management; and details of the outcomes of these challenges. [28026/24]
Amharc ar fhreagraThe information requested by the Deputy is outlined in the table below:
|
Year |
Courtroom Challenges to Section 29 Expulsion Appeal Decisions Post-Primary Schools |
Section 29 Appeal Committee Decision |
Challenge Lodged by |
Outcome |
|
2019 |
1 |
Appeal to overturn Board's decision to expel not upheld |
Parent |
Committee’s decision not to uphold the appeal was quashed. Appeal was heard by a new committee which determined not to uphold the appeal |
|
2020 |
1 |
No section 29 appeal received by the Department |
Parent |
Challenge withdrawn by parent |
|
2021 |
0 |
- |
- |
- |
|
2022 |
1 |
Appeal to overturn school’s decision to expel was allowed |
School |
Case conceded by the Department. Appeals Committee decision was quashed. Appeal was heard before a new committee and appeal was allowed. Student was readmitted to school |
|
2023 |
0 |
- |
- |
- |
219. Deputy Martin Kenny asked the Minister for Education the number of school attendance notices issued by the Educational Welfare Service on an annual basis for the past five years. [28027/24]
Amharc ar fhreagra220. Deputy Martin Kenny asked the Minister for Education the number of legal proceedings commenced on foot of failure to comply with the requirement of school attendance notices in each of the past five years. [28028/24]
Amharc ar fhreagra221. Deputy Martin Kenny asked the Minister for Education the number of court-imposed penalties imposed on foot of failure to comply with the requirement of school attendance notices in each of the past five years. [28029/24]
Amharc ar fhreagraI propose to take Questions Nos. 219, 220 and 221, inclusive, together.
In line with the arrangements set out as part of the current Government formation, since January 2021 Tusla Education Support Service (TESS) is under the remit of my Department.
TESS has three strands namely the statutory Educational Welfare Service (EWS) and the two school support services, the Home School Community Liaison Scheme and the School Completion Programme. The three TESS strands work together collaboratively with schools, families and other relevant services to achieve the best educational outcomes for children and young people.
The EWS operates under the Education (Welfare) Act, 2000, a piece of legislation that emphasises the promotion of school attendance, participation and retention. This is a statutory service and its primary role is to ensure that every child either attends school regularly or otherwise receives a certain minimum education; to ensure and secure every child’s entitlement to education. Educational Welfare Officers (EWO's) work with families and children in a child-centered way to overcome barriers to their school attendance, participation and retention. They also work closely with schools, educational support services and other agencies to support school attendance and resolve attendance problems for the benefit of children and families.
Legal action for non-attendance at school is only taken by the Educational Welfare Service when all other steps have failed and following consultation with the school and other services. Court action must ultimately be in the best interests of the child.
A School Attendance Notice (SAN) is the first step in enforcing the law. When a school attendance notice is issued, the situation is monitored and the parent or guardian is given every opportunity to address the underlying issues.
Occasionally, the involvement of other services with the family may be sufficient to bring about change. In exceptional cases, where there is no change and the child remains out of school, the EWS will consider taking a prosecution.
The information sought by the Deputy is contained in the tables below.
Number of court-imposed penalties on foot of failure to comply with the requirement of school attendance notices in each of the past five years.
|
2019 |
2020* |
2021* |
2022 |
2023 |
|
|
Convictions recorded |
39 |
13 |
4 |
38 |
1 |
|
Probation Act |
6 |
2 |
0 |
29 |
0 |
|
Bench Warrants |
4 |
2 |
1 |
2 |
11 |
|
Adjourned |
0 |
1 |
0 |
15 |
57 |
|
Withdrawn |
2 |
0 |
1 |
2 |
23 |
|
Struck out |
79 |
22 |
13 |
39 |
14 |
Legal proceedings commenced on foot of failure to comply with school attendance notices in each of the past five years
|
2019 |
2020* |
2021* |
2022 |
2023 |
|
|
Summonses Issued |
139 |
40* |
19* |
125 |
106 |
|
Individual children |
98 |
25 |
10 |
81 |
61 |
Where both parents have parental rights, both parents are served separate summons’s which accounts for a larger number of summonses issued versus the individual children numbers. In addition there may also be more than one summons issued to the same parents/s in relation to the same child’s non-attendance, where the case is re-entered.
Number of school attendance notices issued for the past five years
|
2019 |
2020 |
2021 |
2022 |
2023 |
|
|
SAN’s Issued |
630 |
142* |
232* |
653 |
414 |
|
Individual Children |
398 |
98 |
142 |
418 |
268 |
*These numbers are influenced by the consequences of the COVID 19 pandemic and school closures.
222. Deputy Martin Kenny asked the Minister for Education her Department's plans and intentions for formal recognition by her Department of post-primary parental representation at a national level (details supplied). [28030/24]
Amharc ar fhreagraThe Department has an obligation to ensure that all Exchequer funds are accounted for and properly managed and that there is transparency and accountability in the management of public money. The Department contracted a company with governance expertise to conduct a review of the governance and financial arrangements applying in the National Parents’ Council post-primary (NPCPP). The NPCPP's Board consistently declined to engage with this review process. The final report, which was undertaken without the co-operation of the NPCPP, has now been published and is available at gov.ie - Governance and Financial Review - National Parents Council - Post Primary (NPCpp) (www.gov.ie)..
It is an extremely serious matter that a body in receipt of grant payments from Exchequer Funds would refuse to engage in such a review. The Department formed the view that to make any further grant payments to the NPCPP would be a breach of its financial oversight obligations and, in these circumstances, the Department also advised the NPCPP that it is no longer a body recognised as a ‘national association of parents’ under the Education Act 1998 Act. Individual parent councils or associations in schools are not impacted by this decision.
My Department is in the process of arranging a meeting with the National Parents Council Post Primary to finalise a number of outstanding issues. Once these matters are resolved, the Department intends to meet, - as appropriate, - with other parties, including the ETBsNPA.
The voice of parents is of critical importance to the Department of Education. In December 2022, in order to ensure continuity of support for parents, the Department of Education requested the National Parents Council Primary to extend its remit and support to post-primary parents.
I understand the National Parents Council Primary is actively working to ensure that post-primary parents receive a comprehensive support service and is reaching out to post-primary parents and other interested stakeholders, - including former constituent bodies of the NPCPP, - such as the ETBsNPA, - in this respect. The Department urges everyone with an interest in the voice of the parent (and student) in Irish education to engage positively with this new arrangement in the interest of ensuring a strong parent voice in education.
223. Deputy Martin Kenny asked the Minister for Education to provide information on the authorised staffing complement of the Educational Welfare Service of Tusla, including details of the number of persons in roles (details supplied). [28031/24]
Amharc ar fhreagraIn line with the arrangements set out as part of the current Government formation, since January 2021 Tusla Education Support Service (TESS) is under the remit of my Department.
TESS has three strands namely the statutory Educational Welfare Service (EWS) and the two school support services, the Home School Community Liaison Scheme and the School Completion Programme. The three TESS strands work together collaboratively with schools, families and other relevant services to achieve the best educational outcomes for children and young people.
The EWS operates under the Education (Welfare) Act, 2000, a piece of legislation that emphasises the promotion of school attendance, participation and retention. This is a statutory service and its primary role is to ensure that every child either attends school regularly or otherwise receives a certain minimum education; to ensure and secure every child’s entitlement to education. Educational Welfare Officers (EWO's) work with families and children in a child-centered way to overcome barriers to their school attendance, participation and retention. They also work closely with schools, educational support services and other agencies to support school attendance and resolve attendance problems for the benefit of children and families.
In Budget 2024 I increased the funding to TESS which allowed for an increase in the staffing compliment of the EWS. This has resulted in the recruitment of an additional 50 staff. The additional staff are primarily at EWO level. The total staffing of TESS, including the additional posts from 2024, is set out in the tables below.
|
TESS HQ |
WTE |
WTE New 2024 Posts in recruitment |
Total |
|
Director |
1 |
0 |
1 |
|
National Manager |
1 |
0 |
1 |
|
EWS Practice Development Manager |
1 |
0 |
1 |
|
Business Manager |
1 |
0 |
1 |
|
Business Support Manager |
1 |
0 |
1 |
|
Business Support Staff |
6 |
0 |
6 |
|
Grade VIII |
0 |
1 |
1 |
|
Grade VI |
0 |
2 |
2 |
Education Welfare Services are provided across 5 regions with an average of 24 EWO's per region. The total regional staffing of TESS is set out below.
|
Regional Staffing |
WTE |
WTE New 2024 Posts in recruitment |
Total |
|
Regional Managers |
5 |
1 |
6 |
|
Senior Education Welfare Officers |
21.46 |
5 |
26.46 |
|
Education Welfare Officers |
120 |
34 |
154 |
|
Business Support Staff |
11 |
7 |
18 |
As of the end of June 2024 there are no vacancies within the EWS service. Some newly recruited staff are currently onboarding. There is also an open and active EWO panel in place.
The most recent job specification for an EWO highlights the purpose of the role, the duties and responsibilities of an EWO and eligibility criteria. A copy of the job specification will be sent to the Deputy.
School enrolment figures for the 2023/2024 school year can be found on my Department's website at the following links (Primary gov - Primary schools enrolment figures (www.gov.ie) and Post-Primary (gov - Post-primary schools enrolment figures (www.gov.ie).
224. Deputy Pearse Doherty asked the Minister for Education to provide an update on the progress that has been made in 2024 regarding the post-primary-level teacher relocation scheme including engagements with the teachers’ unions; and if she will make a statement on the matter. [28035/24]
Amharc ar fhreagraMy Department received a report of a Teachers’ Union of Ireland (TUI) working group in March 2023 that proposed the creation of a national relocation scheme. The proposed scheme envisages that teachers could identify the locations that they would like to relocate to through a portal and then effectively “swap” with teachers in that location.
Officials of my Department subsequently met with TUI representatives to discuss this proposal, and a response issued to the TUI in November 2023. Further correspondence from the TUI in February this year with a reply issuing to the TUI in April 2024. The reply from my department acknowledged that some issues raised in the TUI’s original correspondence had been addressed. The reply also highlighted key areas that remained to be addressed including engaging with other stakeholders in the sector to agree a proposal.
It should be noted that an existing voluntary redeployment pilot operates that is distinct from the relocation scheme proposed by the TUI. The key purpose of the pilot voluntary redeployment scheme is to assist the Department to achieve its objective of redeploying all surplus permanent teachers.
My Department meets regularly with the teacher unions on many issues relating to teachers. The Department will continue to work intensively with all stakeholders to develop and implement creative solutions to address the needs of teachers and teacher supply challenges facing schools including this proposal for a teacher relocation scheme.
225. Deputy Catherine Murphy asked the Minister for Education the schedule of the projects contained within ‘Project Boyne’; the corresponding stage they are at to date; the estimated year in which they will be delivered; and the budget allocated to each project. [28037/24]
Amharc ar fhreagraAs the Deputy is aware, the six large scale projects being delivered for Project Boyne will be delivered across schools in counties Carlow, Kildare, Meath and Wicklow by the National Development Finance Agency (NDFA) on a devolved basis for the Department.
These six projects for Project Boyne are currently at Stage 2b. The Department has issued authorisation to NDFA for the completion of the remaining work on the preparation of tender documents required for public procurement of building contractors for all six schools for the end of the year.
Given the scale of the six projects involved the procurement strategy involves this being done for the end of the year through two bundles. One bundle involves Coláiste Chraobh Abhann in Kilcoole, Cross and Passion College in Kilcullen and the Patrician Secondary School in Newbridge. The other bundle involves the Franciscan College in Gormanston, Presentation De La Salle College in Bagenalstown and St. Mary’s College in Naas.
Given the stage the projects are currently at, it is not possible to provide information on the cost of the projects or an estimated timeline for their completion. Both bundles are very important projects for delivery, and the procurement strategy is aimed at delivering these flagship projects in an effective and efficient manner that reflects the scale of investment involved. The NDFA will be engaging directly with the individual schools in regards to progressing these very important projects.
