Written Answers Nos. 354-370
354. Deputy Michael Creed asked the Minister for Education the reason a school (details supplied) which applied for additional accommodation for two SET rooms in 2019 and additional classroom accommodation in 2020 is still awaiting sanction from her Department to proceed with this construction project. [29881/24]
Amharc ar fhreagraThe school referred to by the Deputy was approved to enter the departments pipeline of school buildings for a project to provide 2 SET rooms in 2019 and 1 mainstream classroom and in 2020.
The project has been devolved for delivery to the school authority. A Stage 3 (tender report) has been received by my Department which is currently being reviewed. All projects, including this one, will undergo the necessary due diligence outlined in the public Infrastructure Guidelines. Managing timing, scope, and cost is crucial to staying within budgetary limits for the overall ASA program.
Upon completion of this review process my Department officials will communicate with the school authority regarding the next steps to advance this significant project.
355. Deputy Mary Lou McDonald asked the Minister for Education the criteria on which a DEIS application for a school (details supplied) was not successful. [29884/24]
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 was pleased to announce 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. This expansion added an additional €32million to my Department`s expenditure on the DEIS programme from 2023, bringing the overall allocation for the programme to over €180million.
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. In accordance with Circular 0019/22, schools that were not satisfied with the outcome following the application of the DEIS identification model to their school enrolment data were provided with the opportunity to have that outcome reviewed. The DEIS appeals process was applied fairly across all appellants, the window for appeals has now closed and the results are final. Regrettably the school to which the Deputy refers was unsuccessful in its appeal. My Department will continue to support schools to deliver high quality, inclusive teaching and learning to students and young learners.
The extension of the DEIS programme to new schools is just one component of work in my vision for an inclusive education system which supports all learners to achieve their potential. While the DEIS programme supports those schools with the highest levels of concentrated educational disadvantage, I also recognise that there are students at risk of educational disadvantage in all schools.
Since June 2020, and over the last four budgets, I have secured funding to provide measures to support children in this regard. These measures include reducing class sizes and the allocation of free schoolbooks to students up to Junior Cycle.
To support this work, I invited the OECD Strength Through Diversity: Education for Inclusive Societies project to review Ireland’s current policy approach for the allocation of resources to support students at risk of educational disadvantage. 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.
The OECD review is being complimented by a programme of work by my Department which will consider current allocation approaches and the recommendations from the OECD review. Consultation with a range of relevant stakeholders is an important part of this work. This work aims to develop future resource allocation policies that ensure that every child has an equal opportunity to achieve their potential.
The review of the resource allocation model for the DEIS programme is currently being finalised and the OECD estimates that it will be completed this summer.
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.
356. Deputy Mary Lou McDonald asked the Minister for Education if she will outline, where a school secretaries new contract stipulates 52 weeks and not 41; the additional funding that is made available to the school to cover this additional cost; and the additional funding available to cover employer PRSI contributions. [29885/24]
Amharc ar fhreagraMy Department recently issued a survey to all schools with grant-funded secretaries who originally opted-out of the agreement detailed in Circular 0036/2022 - Revision of Salaries and Annual Leave Arrangements for School Secretaries employed in Recognised Primary and Post-Primary Schools and who are now being given a further chance to accept the agreement and to join my Department's payroll from September 2024 onwards.
In line with the original cohort who came on payroll in September 2023, the previously opted-out secretaries will be assimilated to payroll on the hours that they are currently working in the school, but are being given the opportunity to have salary payments spread out over the entire year. For example, where a grant-funded secretary now accepts the agreement and is currently being paid for 41 weeks of the year, they will be given the option to have the payment annualised and spread out over 52 weeks.
In this scenario, and should they opt to have their pay annualised, a secretary may also be entitled to an onboarding allowance.
The onboarding allowance is given to school secretaries working less than 48 weeks per year who transfer to the Department's payroll on an annualised basis, rather than continuing to sign on with the Department of Social Protection (DSP) for the summer months and other periods of school closure.
Where a secretary moves to the Department's payroll, the school's Ancillary Grant will be reduced by the amount it cost the school to employ the secretary. The salary and employers' PRSI costs are now borne by the Department. As such there should be no additional costs to the school.
357. Deputy Mary Lou McDonald asked the Minister for Education the number of review or appeal requests that have been submitted by schools in relation to the new SET allocation models, per county, in tabular form. [29886/24]
Amharc ar fhreagraI would like to thank the deputy for the question.The NCSE have received a total of 220 SET review applications from schools and the following table is the county breakdown as requested.
|
County |
No of Schools who submitted SET review application to NCSE |
|
Carlow |
4 |
|
Cavan |
3 |
|
Clare |
4 |
|
Cork |
27 |
|
Donegal |
11 |
|
Dublin |
55 |
|
Galway |
17 |
|
Kerry |
12 |
|
Kildare |
6 |
|
Kilkenny |
2 |
|
Laois |
4 |
|
Leitrim |
2 |
|
Limerick |
10 |
|
Louth |
7 |
|
Mayo |
11 |
|
Meath |
6 |
|
Monaghan |
1 |
|
Offaly |
3 |
|
Roscommon |
10 |
|
Sligo |
1 |
|
Tipperary |
7 |
|
Waterford |
8 |
|
Westmeath |
4 |
|
Wexford |
2 |
|
Wicklow |
3 |
|
Grand Total |
220 |
358. Deputy Mary Lou McDonald asked the Minister for Education the criteria assessed when choosing the location of the pilot schemes for school transport. [29887/24]
Amharc ar fhreagraThe School Transport Scheme is a significant operation managed by Bus Éireann on behalf of the Department of Education. In the current school year over 161,600 children, including over 135,000 pupils travelling on primary and post primary services, 19,800 pupils with special educational needs, and 6,800 pupils who have arrived to Ireland from Ukraine are transported on a daily basis to primary and post-primary schools throughout the country.
The total cost of the scheme in 2023 was €382.02m.
Children are eligible for transport at primary level where they reside not less than 3.2 kilometres from and are attending their nearest national school, and at post primary level where they reside not less than 4.8 kilometres from and are attending their nearest post primary school/education centre as determined by the Department/Bus Éireann, having regard to ethos and language.
The School Transport Scheme 2030 report has now been published. It marks the largest review of the School Transport Scheme since it was established in 1967. The Government is committed to working to achieve the report’s recommendation of expanding access to the scheme so that an additional 100,000 pupils can be carried by 2030.
Throughout the review, the value of the School Transport Scheme to both families and in supporting wider Government policies has been very apparent. School transport not only plays an important part in supporting children's access to education, but it also aligns to wider Government objectives.
Overall, the recommended changes to the future operation of the Scheme concern: expansion of the current eligibility criteria, addressing current operational challenges, charges and grants, and, over time, moving towards better integration with public transport to ensure the best value for money to the Exchequer.
A phased implementation of the review’s recommendations will begin in September 2024. This will include a shared effort between the Department of Education and the Department of Transport to pilot and introduce greater integration of transport networks with school transport routes.
The planned pilot projects in the 2024/2025 school year will provide valuable insights on the impact increased demand will have on the scheme, the potential to integrate public transport services with school transport services, and the facilitation of more sustainable modes of transport. These insights will give an indication of the scale of planning and implementation required for a national roll out of a revised School Transport Scheme, to include the integration of public transport and school transport services.
The pilot areas were chosen because of the many advantages as pilot areas: For the first pilot area, it is a busy public transport corridor, it had already been earmarked by the NTA for capacity enhancements; there are a number of post-primary schools on the route, and dedicated school transport services are operating in parallel along the corridor.
This pilot will examine the potential for re-routing to accommodate additional post-primary schools, and ensure capacity meets demand for eligible school transport scheme students. It affords the opportunity to integrate school transport and public transport services to support with some of the existing market supply constraints and to ensure maximum utilisation of public transport and school transport services in the area.
Building on a concept developed on the alignment of school transport with governmental policy on sustainability and connectivity, it utilises the cross functional experience and knowledge that Bus Éireann has developed from its years of administration and operation of the School Transport scheme, alongside its network of commercial and PSO services nationwide.
The second location was chosen as it builds on an existing proposal from the community. To this end, it is proposed that the pilot will support wider community travel/ mobility effort.
The School Transport Scheme and Public Transport integration project is a joint effort between the Department of Education and the Department of Transport, supported by the National Transport Authority and Bus Éireann.
359. Deputy Mary Lou McDonald asked the Minister for Education the number of additional SENOs recruited to date, per county, in tabular form. [29888/24]
Amharc ar fhreagraI would like to thank the Deputy for the question and would like to advise the following:
Since the budget announcement in 2023, in which the government provided an additional €13 million for the expansion of services within the NCSE, the NCSE examined the various roles and responsibilities within the organisation. This has culminated in a final workforce & organisational plan underpinning the recruitment of 160 extra staff, (a workforce increase of 50%) and guiding the transformational change in the NCSE structure, to provide more direct and responsive focus within the community.
Currently, the NCSE is undergoing this transformational change by transitioning to a new structure, while simultaneously maintaining the highest of service quality. In the new structure there will be 20 specialist teams, consisting of 120 SENOs, closely aligned with counties. This is increased from the previous 10 team structure, The SENOs are further supported by additional administrative staff, to allow SENOs concentrate on working directly with schools and families, and also by a network of Specialist leads, team managers and national co-ordinators, all reporting to the head of Inclusion & Education Support Services.
This will enable an integrated community based service, which is conducive to the development of key relationships between NCSE staff, parents and schools in the provision of services to students.
There are currently 88 SENOs in place, with a further 23 commencing between July and August 2024. The remaining positions are being recruited currently through open competition, with all SENOs being in place for the new academic year.
Special Education Needs Organisers recruited to date by County – Table.
|
County |
SENOs required per county |
SENOs in place per county - May '24 |
Offered positions. Commencing - July - August |
|
Carlow |
2 |
2 |
0 |
|
Cavan |
2 |
0 |
1 |
|
Clare |
3 |
2 |
1 |
|
Cork |
18 |
9 |
8 |
|
Donegal |
3 |
2 |
1 |
|
Dublin |
28 |
18 |
2 |
|
Galway |
7 |
6 |
1 |
|
Kerry |
4 |
3 |
1 |
|
Kildare |
6 |
4 |
2 |
|
Kilkenny |
2 |
2 |
0 |
|
Laois |
2 |
2 |
0 |
|
Leitrim |
1 |
1 |
0 |
|
Limerick |
6 |
7 |
0 |
|
Longford |
1 |
0 |
1 |
|
Louth |
3 |
4 |
0 |
|
Mayo |
3 |
3 |
0 |
|
Meath |
5 |
4 |
1 |
|
Monaghan |
2 |
0 |
2 |
|
Offaly |
2 |
3 |
0 |
|
Roscommon |
1 |
2 |
0 |
|
Sligo |
2 |
2 |
0 |
|
Tipperary |
3 |
3 |
0 |
|
Waterford |
3 |
3 |
0 |
|
Westmeath |
2 |
1 |
1 |
|
Wexford |
4 |
3 |
1 |
|
Wicklow |
5 |
2 |
0 |
|
120 |
88 |
23 |
360. Deputy Mary Lou McDonald asked the Minister for Education the number of children the NCSE is currently assisting in sourcing a school place for next September, per county, in tabular form. [29889/24]
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).
My department and the NCSE work closely in relation to the forward planning of new special classes and additional special school places, work which is close to finalisation for the 2024/25 school year. While my department are heavily involved in forward planning and the forecasting of future demand for special educational places, the NCSE, through its network of local special educational needs organisers (SENOs), advise and support the families of students seeking special educational placements. Therefore, the NCSE as the statutory agency is best placed to provide the information requested. I have advised the NCSE of the Deputy's request and they will reply directly.
Significant additional resources and funding of €13 million have been allocated to the NCSE to allow for the expansion of its services, which will bolster the level of service and provide effective structures to relieve pressure on parents.
This funding has allowed for, among other things, a significant increase in the number of SENOs which will increase from 73 to 120 by next September. These SENOs will work closely with children, their families and schools on the ground in order to provide the necessary supports.
Additional administrative support staff, team managers and other professionals are also being employed to allow SENOs concentrate on working directly with schools and families. These additional resources will bolster the level of service the NCSE provides and will make it an all round more responsive service.
361. Deputy Mary Lou McDonald asked the Minister for Education the number of teachers currently on temporary contracts, per county, in tabular form. [29890/24]
Amharc ar fhreagraPlease see attached the number of teachers on fixed term contracts in Primary and Post Primary schools (excludes ETB Post Primary). This data is point in time data taken from March 2024 Payroll. Figures may differ slightly throughout the school year. Please note this data does not include substitutes.
|
COUNTY |
FIXED TERM TEACHERS HEAD COUNT MARCH 24 |
|
Carlow |
70 |
|
Cavan |
84 |
|
Clare |
143 |
|
Cork |
710 |
|
Donegal |
150 |
|
Dublin |
1974 |
|
Galway |
255 |
|
Kerry |
169 |
|
Kildare |
299 |
|
Kilkenny |
90 |
|
Laois |
95 |
|
Leitrim |
31 |
|
Limerick |
238 |
|
Longford |
64 |
|
Louth |
172 |
|
Mayo |
157 |
|
Meath |
272 |
|
Monaghan |
61 |
|
Offaly |
111 |
|
Roscommon |
64 |
|
Sligo |
60 |
|
Tipperary |
179 |
|
Waterford |
138 |
|
Westmeath |
108 |
|
Wexford |
177 |
|
Wicklow |
197 |
362. Deputy Mary Lou McDonald asked the Minister for Education the number of teaching principals, per county, in tabular form. [29891/24]
Amharc ar fhreagraAttached are the details of the number of teaching principals, per county as requested.
My department provides time away from teaching duties in the classroom, known as principal release days, to assist principals to fulfil other aspects of their principal duties. Under these arrangements my department pays for a substitute teacher to be employed by a school to facilitate administrative functions to be undertaken by the teaching principal.
In Budget 2022, I ensured that each teaching principal with a minimum of one release day per week became a permanent feature in all our schools. Schools with one special class received 4 additional release days, while schools with 2 special classes have administrative principal status.
Schools may employ a substitute teacher for the day to facilitate the principal’s release day or alternatively, schools may cluster their release days with other schools to create a full-time fixed term post. The inclusion of principal release days in cluster posts allows for consistency in the teaching cover provided to schools.
Schools with Teaching Principals.
In the 2023/24 school year, there are 1558 schools with teaching principals out of a total of 3088 schools.
|
COUNTY |
Total Number of schools in 2023/24 |
Number of schools with a Teaching Principal 2023/24 |
|
CARLOW |
41 |
16 |
|
CAVAN |
74 |
50 |
|
CLARE |
109 |
78 |
|
CORK |
340 |
156 |
|
DONEGAL |
173 |
133 |
|
DUBLIN |
459 |
43 |
|
GALWAY |
222 |
142 |
|
KERRY |
131 |
92 |
|
KILDARE |
101 |
28 |
|
KILKENNY |
71 |
42 |
|
LAOIS |
63 |
30 |
|
LEITRIM |
37 |
26 |
|
LIMERICK |
133 |
71 |
|
LONGFORD |
37 |
22 |
|
LOUTH |
70 |
16 |
|
MAYO |
153 |
123 |
|
MEATH |
115 |
43 |
|
MONAGHAN |
62 |
39 |
|
OFFALY |
66 |
32 |
|
ROSCOMMON |
87 |
74 |
|
SLIGO |
62 |
44 |
|
TIPPERARY |
152 |
99 |
|
WATERFORD |
73 |
34 |
|
WESTMEATH |
73 |
43 |
|
WEXFORD |
101 |
50 |
|
WICKLOW |
83 |
32 |
|
3,088 |
1,558 |
363. Deputy Mary Lou McDonald asked the Minister for Education for an update on an application for additional classrooms by a school (details supplied). [29892/24]
Amharc ar fhreagraThe school referred to by the Deputy was approved to enter the departments pipeline of school buildings for a project to provide 8 general classrooms (1 prefab replacement), 1 Science lab with prep area, 1 DCG room, 1 Music room, 1 SET room, 1 textiles room, 1 Construction room with prep area (prefab replacement), 1 GP Dining (prefab replacement) and a 2 classroom Special Education Needs (SEN) base. The project was devolved for delivery to Longford and Westmeath Education and Training Board (LWETB).I can confirm that this project received my departments approval to go to Stage 2a (detailed design) of the architectural planning design process in January 2024. This stage must include the development of the design along with an accurate cost plan which best meets the design as agreed at Stage 1. Once the Stage 2a submission is submitted and reviewed by my Department, the next step for the Design Team will be to obtain the statutory planning approvals. When these are in place, tender and construction stages will follow. It is now a matter for LWETB and the school authority to progress this very important project to the next stage.
364. Deputy Mary Lou McDonald asked the Minister for Education to provide an update on the arrangements being made to ensure that the parents of children with autism in the Taghmon area of Westmeath will have an appropriate school place for September. [29893/24]
Amharc ar fhreagraI understand that this is an anxious time for parents who are seeking a school place for their child for September and I would like to assure the Deputy that this government is determined to alleviate the pressures faced by parents when seeking a special educational placement.
My department and the NCSE work closely in relation to the forward planning of new special classes and additional special school places, work which is close to finalisation for the 2024/25 school year.
383 new special classes have been sanctioned by the NCSE for the 2024/25 school year, 266 at primary and 117 at post primary level. Of these, 9 are in Westmeath, 7 at primary and 2 at post primary level. This brings the overall number of classes in the county to 68.
The NCSE is confident that through the provision of these new classes and vacancies in existing classes there is sufficient places to meet the needs of all children known to them for September 2024.
I referenced earlier that this government is committed to alleviating the pressures faced by parents seeking a special educational placement.
Significant additional resources and funding of €13 million have been allocated to the NCSE to allow for the expansion of its services, which will bolster the level of service and provide effective structures to relieve pressure on parents.
This funding has allowed for, among other things, a significant increase in the number of SENOs which will increase from 73 to 120 by next September. These SENOs will work closely with children, their families and schools on the ground in order to provide the necessary supports.
Additional administrative support staff, team managers and other professionals are also being employed to allow SENOs concentrate on working directly with schools and families.
365. Deputy Anne Rabbitte asked the Minister for Education the process for enabling works as quickly as possible for a school (details supplied); and if she will make a statement on the matter. [29922/24]
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 2 mainstream classrooms, 1 special education teaching room and the refurbishment of 4 existing classrooms into 2 mainstream classrooms. The responsibility for delivery of the project has been devolved to the school authority.
The initial architectural design stage of the project was approved following a review by professional and technical officials in my Department. The restricted nature of the site posed challenges and the department were ultimately informed that the school authority had acquired additional land which prompted a request for a revised Stage 1/2a architectural report to be submitted outlining alternative options to be considered.
My Department is anxious to provide as much practical assistance and advice to the school as possible in order to deliver the best long term accommodation for the school community while minimising the acknowledged disruption to any school undergoing such large capital investment. My professional and technical officials have already met the school and its design team twice in this regard. This engagement is now ongoing with the school’s design team in order to obtain an updated cost plan and detailed design from the school. The school's shorter-term requirements to facilitate the permanent accommodation will also be considered in this context.
366. Deputy Gary Gannon asked the Minister for Education the reason the time allocation for teaching Irish in primary schools from first class to sixth class, is to be reduced by 30 minutes a week. [29931/24]
Amharc ar fhreagraThe Primary Curriculum Framework supports the development of a primary curriculum which builds on the successes and strengths of previous curricula while recognising and responding to challenges, changing needs and priorities. This approach provides agency and flexibility in schools enabling school leaders and teachers to identify and respond to priorities and emerging priorities for children’s learning. The process of developing the Primary Curriculum Framework for all primary and special schools engaged stakeholders from across the system. It was developed through four interconnected areas of activity including:
Research: contemporary national and international research located here on the NCCA website and the Children’s School Lives longitudinal study.
Networks: consisting of 57 schools to tease out ideas from research, bringing their school experiences to discussions.
Deliberations: close work with the education partners and with wider stakeholders
Consultation: findings from the extensive consultation on the Draft Primary Curriculum Framework,
Clarifications on the suggested allocations of time
The Primary School Curriculum (1999) provided minimum time allocations on a weekly basis with the language of instruction L1 being 4 hours per week or 3 hours per week for infants and the second language L2 being 3.5 hours per week or 2.5 hours per week for infants. Under The National Strategy to Improve Literacy and Numeracy among Children and Young People 2011-2020 , the time allocations for literacy and numeracy were increased with schools asked to give an additional hour per week to literacy (English and Irish) and in particular to the language of instruction.
Under the Primary Curriculum Framework (2023), English is reduced in English-medium schools and Irish in Irish-medium schools. For Language 1 (language of instruction) the time is being reduced by:
• 45 minutes a week in stage 1 (This is an additional 15mins in comparison to the original time allocations pre-Literacy and Numeracy Strategy)
• 15 minutes a week in stage 2 (This is an additional 45mins in comparison to the original time allocations pre-Literacy and Numeracy Strategy)
• 60 minutes a week in stages 3 and 4 (A reduction of 15mins in comparison to the original time allocations pre-Literacy and Numeracy Strategy)
Language 2 (Irish in English-medium schools, and English in Irish-medium schools) of the school remains unchanged for stage 1 (2.5 hours a week) and is reduced by 30 minutes in stages 2 – 4 (from 3.5 hours to 3 hours a week).
I further wish to advise the Deputy that:
• The language of instruction is used across all the curriculum, for all subjects, so the learning of the language of instruction is not just during the language lesson.
• The Primary Curriculum Framework provides an increase of the weekly time allocation for Wellbeing (PE and SPHE) from 1.5 hours to 3 hours from 1st – 6th class. It also provides an hour per week for the introduction of foreign languages from third class upwards, which gained strong support during consultations with children, parents, teachers and school leaders and the wider public. To make these changes, all other areas of the curriculum relinquished some time.
• The Primary Curriculum Framework presents time allocations in two categories: Minimum Curriculum Time (weekly and monthly) and Flexible Time (monthly). These are intended to be used flexibly, in order to embrace integrative learning, avail of unexpected learning opportunities, pace learning in response to children’s needs, and support immersive and engaging learning experiences.
• The reduction in Language 1 considers the children’s experience of the two free preschool years as part of the Early Childhood Care and Education (ECCE) programme. Recent figures indicate that approximately 97% of children avail of this programme and benefit from their language learning experiences through Aistear– the Early Childhood Curriculum Framework .
• In Irish-medium schools, Irish is the medium through which the entire curriculum is accessed, apart from the English language curriculum. In order to support the acquisition of Irish the introduction of formal English learning can be delayed until first class, supporting a strong foundation in the language.
• The Primary Language Curriculum/Curaclam Teanga na Bunscoile (PLC/CTB) (2019) is an integrated language curriculum, which draws on contemporary research and supports the transfer of skill from one language to the next through its shared structure and supportive approaches to teaching and learning. The PLC/CTB is founded upon a substantial research base all of which can be accessed here: ncca.ie/en/primary/primary-developments/language/the-primary-language-curriculum/.
Finally, the restoration of Flexible Time provides schools with the opportunity to use this time for extended periods of in-depth learning in one or more of the five curriculum areas including in the area of languages. Across a year, a school may decide to use Flexible Time for one, some or all of the following to respond to needs/challenges in relation to teaching and learning in Irish:
• extra weekly allocation at school level for Irish for a term/school year as teachers prepare appropriate, rich learning experiences and respond to the learning needs of their children
• extended periods of in-depth learning in aspects of their learning in Irish (Seachtain na Gaeilge, teanga ó bhéal, poetry, story, place names)
• whole-school activities or participation in local, regional, and national initiatives and events relating to Irish (dramas, story-telling, competitions, links with scoileanna lán-Ghaeilge, visits from Irish speakers, Irish music and song, Cúla 4, Foghlaim TG4) using particular pedagogical approaches that benefit from extended periods of time (CLIL- where teachers teach another curricular area in Irish over a period of time).
367. Deputy Gary Gannon asked the Minister for Education if she intends to set up an expert group to develop the Governments promised programme of a policy for the Irish language in the education system from preschool to third level. [29932/24]
Amharc ar fhreagraSignificant progress has been made by my Department in implementing the Policy on Gaeltacht Education, and the Department is now progressing work on the development of a new policy on Irish-medium education outside of the Gaeltacht. In addition to this work, a new unit has been established within the Department recently to develop a policy framework and action plan to support the teaching of Irish in English-medium schools.
Since its publication, the Policy on Gaeltacht Education has contributed to strengthening the delivery of Irish-medium education in Gaeltacht areas. Under this policy, significant support has been provided to Gaeltacht schools through the Gaeltacht School Recognition Scheme. Language-based criteria are set out for schools within this Scheme to ensure they are providing a high standard of education through the medium of Irish. An Irish-medium B.Ed. and an M.Ed. in Irish-medium and Gaeltacht education have also been established under this Policy.
The new policy on Irish-medium education outside of the Gaeltacht will build on the achievements of the Policy on Gaeltacht Education. A public consultation process has been conducted to gather the views of stakeholders, and Sealbhú, a research centre in DCU, has carried out an analysis of the information gathered throughout the consultation. Sealbhú was also commissioned to undertake a review of international literature which focused upon teaching through minority languages. Insights gleaned from the consultation process and from the research undertaken will inform the development of the new policy on Irish-medium education outside of the Gaeltacht.
The policy framework and action plan to be developed by the Department’s newly established Irish Language Unit for English-medium schools will address particular key strategic challenge points where immediate and tangible action is likely to make a difference in a reasonable period of time. The policy framework and action plan will be informed by national and international research and by extensive consultation with stakeholders at national and school level.
In parallel to the work being carried out by my Department, the Department of Children, Equality, Diversity, Inclusion and Youth is currently developing a national plan on Irish language provision in early learning and care and school-age childcare. The Departments are working closely together to ensure all policies are in alignment.
Taken together, these policies and initiatives are important steps towards achieving the Programme for Government commitment of providing a comprehensive policy for the Irish language from pre-primary education to teacher education for all schools. Expert advice has been sought to inform the development of each of these policies – research has been commissioned and steering groups with relevant stakeholder organisations have guided policy development and implementation.
I look forward to continued collaboration with relevant stakeholders on this important work of strengthening the teaching of Irish in our schools, and developing and promoting Irish-medium education, both within and outside of the Gaeltacht.
368. Deputy Joe Flaherty asked the Minister for Education to provide an update on a request for an exceptional teaching post (details supplied). [29969/24]
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 has the responsibility for planning and coordinating school supports for children with special educational needs.
The NCSE has advised my department that the correspondence referred to by the Deputy has been received from the school and is currently being considered. A decision will be notified to the school during the week of 15 July.
My department and the NCSE are committed to delivering an education system that is of the highest quality and where every child and young person feels valued and is actively supported and nurtured to reach their full potential.
369. Deputy Holly Cairns asked the Minister for Education to provide the number and detail of the public helplines operated by her Department; whether calls are recorded on each helpline; and if not, whether she would consider recording calls for transparency and training purposes. [29990/24]
Amharc ar fhreagraContact details for my department’s business units are detailed at gov - About the Department of Education (www.gov.ie). 27 business units have been identified as operating 52 helplines and general contact numbers that are used to process requests for information and follow up on applications.
The departments main switchboard numbers in the three sites, Dublin, Athlone and Tullamore, are operated by the Customer Support Unit and can also assist customers to contact the relevant business unit.
There are currently no plans to record calls on helplines to the department.
The information as requested by the Deputy is set out in the attached table.
|
Business unit |
Helpline/helpdesk/contact no. |
Number |
|
1. Customer Support Unit at main department switchboard |
General contact numbers |
01 889 6400 Dublin 090 648 3600 Athlone 057 932 4300 Tullamore |
|
2. Minister’s Office |
General contact number |
01 889 2335 |
|
3. Data Protection Unit |
General contact number |
090 648 3908 |
|
4. An tAonad um Oideachas Gaeltachta |
General contact number for queries relating to Gaeltacht School Recognition Scheme |
01 889 6408 |
|
General contact number |
057 9325466 |
|
|
Sligo, Limerick, Mayo |
057 9324482 |
|
|
Dublin |
057 9325461 057 9324414 057 9324459 |
|
|
Cork |
057 9325462 057 9324397 |
|
|
Monaghan, Wexford |
057 9325436 |
|
|
Carlow, Laois, Wicklow |
057 9325458 |
|
|
Donegal, Kerry, Longford |
057 9325465 |
|
|
Kilkenny, Roscommon |
057 9325457 |
|
|
Galway |
057 9324397 |
|
|
Offaly, Clare, Cavan |
057 9324454 |
|
|
Kildare, Louth, Waterford |
057 9324360 |
|
|
5. School Transport and specific contact numbers for staff in the section who deal with a particular county. |
Leitrim, Westmeath, Meath, Tipperary |
057 9325455 |
|
6. Strategic Capacity Planning |
School Capacity Survey Helpline number |
057 932 4461 |
|
7. Statistics Section |
Helpline - Primary Online Database Support |
01 889 2311 |
|
8. Residential Institutions Redress Unit |
Survivor Engagement line for Scoping Inquiry |
090 6483610 |
|
9. Social Inclusion Unit |
Helpline - Procurement Support for Junior Cycle Schoolbooks Scheme and Primary Schoolbooks Scheme |
01 8892089 |
|
10. Inspectorate |
General contact number |
01 8896553 |
|
11. ESBS Finance Helpdesk |
Helpdesk |
01 8892156 |
|
12. ETB Payroll |
ETB Payroll Helpdesk |
01 889 2398 |
|
13. Curriculum and Assessment Policy (CAP): Irish Exemption Policy |
General contact number |
01 889 2257 01 889 2384 |
|
14. Schools Division: Irish Exemption Appeal |
General contact number |
090 648 3999 090 648 3896 090 648 4030 |
|
15. Parents & Learners Unit - Child Protection |
Helpline |
090 648 4099 |
|
16. Parents & Learners Unit - Parental Complaints |
Helpline |
090 648 3660 |
|
17. Parents & Learners Unit - Home Tuition |
Helpline - following up on applications |
090 648 4108 |
|
18. Teacher/SNA Terms and Conditions Section |
General contact number |
090 648 3734 |
|
19. Pensions Customer Service Unit |
General contact number 2:30pm - 5:30pm (Monday to Friday) |
090 6484189 |
|
20. Pensions Finance Unit |
Helpline - Public Service Pension Reduction recoupments 10am - 12pm (Monday to Thursday) |
090 6484173 |
|
21. Teacher Education Section |
General contact number |
090 648 3786 |
|
22. Special Education |
General contact number |
090 648 4187 |
|
23. SNA Workforce Development Unit |
General contact number |
090 645 1357 |
|
24. Special Education Summer Programme |
General contact number |
090 648 4292 |
|
25. Communications Unit |
Press office contact number |
01 889 6400 |
|
26. Schools Financial and Database Section |
PPOD Helpdesk |
090 648 4128 090 648 3870 090 648 4279 090 648 4286 090 648 3668 090 645 1372 090 648 3897 |
|
27. Special Needs and Tuition Grants Unit |
General contact number |
090 648 3996 |
370. Deputy Sorca Clarke asked the Minister for Education when a special school in Monaghan will be established. [29923/24]
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.
My department and the NCSE continue to monitor and review the need for further new special schools and the expansion of existing special schools in all areas of the country including County Monaghan.
The Department of Education and National Council for Special Education is working to increase special school capacity for the 2025/2026 school year and beyond. Where additional special school places are needed, the preference is generally to expand capacity in existing schools. However, consideration is being given to whether further new special schools, in addition to the 11 recently established or those currently being established, are required in certain locations. As part of this work, the NCSE is examining known demand in areas, the distances children are travelling to special schools and capacity in an area to expand special schools which already exist. This work is ongoing and is expected to be substantially completed in late autumn. A number of regions are under consideration for special school provision, including Monaghan
My department and the NCSE are progressing this review work ahead of determining where additional capacity is required in existing special schools or in what regions a new special school may need to be established for the 2025/26 school year.
It is estimated that a further 300 new special school places may be required nationwide each year for the coming years. When looking to provide additional capacity the department’s preferred option is to increase provision in existing special schools if possible.
An important consideration when deciding to establish or expand provision in an existing special school is the distances that some students are travelling in order to access a special school placement.
My department and the NCSE are continually reviewing where additional capacity is required in existing special schools or in what regions a new special school may need to be established over the coming years.
