Written Answers Nos. 207-226
207. Deputy Michael Lowry asked the Minister for Education the plans in place for the immediate expansion of the Junior Certificate school programme demonstration library project, by school; how the benefits of dedicated library spaces and professional librarians, particularly in DEIS schools, will be maximised; and if she will make a statement on the matter. [38916/24]
Amharc ar fhreagraThe Junior Certificate School Programme (JCSP) was introduced in 1996, it is a social inclusion programme that is aimed at students who are identified as being at risk of being socially or academically isolated or at risk of early school leaving before the (then) Junior Certificate has been achieved. Currently, 223 schools are within the JCSP.
One of the initiatives under the JCSP is the JCSP Demonstration Library Project. School librarians work as part of a network of librarians in the JCSP Demonstration Library Project. Within the Demonstration Library Project, there are 32 professional librarians employed by the CDETB who are based in 30 schools that operate the library facility. They are managed by the Senior Librarian. Librarians are responsible, together with key school staff, for drawing up and implementing library strategies to tackle the literacy difficulties experienced by many JCSP students.
As part of the implementation of the Framework for Junior Cycle (2015), it was agreed to carry out a review of the JCSP and consider the extent to which the needs of students undertaking the JCSP are met through the Junior Cycle. Work is currently ongoing in this regard.
208. Deputy Michael Lowry asked the Minister for Education how her Department plans to address Ireland’s lag in school library provision compared to European neighbours and other developed countries; whether there will be a commitment to providing necessary funding in Budget 2025 to support school libraries and qualified librarians beyond the €20 million school library book grant of 2022; and if she will make a statement on the matter. [38917/24]
Amharc ar fhreagra'Ireland’s Literacy, Numeracy and Digital Literacy Strategy 2024-2033: Every Learner from Birth to Young Adulthood' and five-year implementation plan was published in May 2024 by the Department of Education and the Department of Children, Equality, Disability, Integration and Youth. This strategy aims to promote the development of essential literacy, numeracy, and digital literacy skills. Consideration of the establishment of a national advisory group on school library provision will be taken in line with action 1.3.5 of the Strategy, ‘Explore the potential for an expanded programme of library support services to ELC settings, primary and post primary schools’.
I wish to advise the Deputy that the estimated costing in relation to the provision of libraries in schools would be substantial. For example the provision of a librarian in each school would have an estimated cost of €212,000,000 per annum. The provision would include many different factors in addition to librarians such as provision of the physical space, fixtures and fittings, IT facilities, librarian assistants, stock (physical and digital), national co-ordinator, professional development etc. In order to have accurate costings an evaluation would be required to include an assessment of the different school structures as each school type would require different works etc.It should be noted that the public library provides access to a wide range of resources, facilities and activities that aim to support schools in developing children's literacy, numeracy, creativity and communication skills. The development of existing partnerships between schools and libraries provides many benefits for both the schools and for public libraries. The Library Service published ‘The Library is the Place: National Public Library Strategy 2023-2027’ in July 2023. Under this strategy and the Department’s ‘Literacy, Numeracy and Digital Literacy Strategy 2024-2033’, the Department will further enhance the partnership with the Library Service to increase school usages of the resources that are available through the public libraries.
Webinars and the Public Library Resource Guide for Schools provides information for primary and post-primary schools to develop and expand reading and literacy collections within the school setting www.librariesireland.ie/services/right-to-read/services-to-school. The Public Library Supports for Schools are jointly agreed by the Department of Education and the Department of Rural and Community Development.
A teacher’s card is made available to every teacher in every school, which enables each teacher to borrow items for his/her class. As no doubt the Deputy is aware, library membership is completely free of charge for everyone in every library in the country. Further information on the services to schools can be found at www.librariesireland.ie/services/right-to-read/services-to-schools. Libraries Ireland also offer a Digital Library Service, and currently anyone with a library card can access the eBooks, Audio books and eLearning Resources.
The Department also issued a grant in 2023 to provide free schoolbooks for all children and young people enrolled in all recognised primary schools, including special schools. This grant has been extended, in 2024, to provide free schoolbooks for all Junior Cycle students in the Free Education Scheme. Where any surplus funding remains after all other schoolbooks and related classroom resources costs have been met, a school has the discretion to purchase library books, audio books and other material to increase the literacy (in English, Irish or other languages) and numeracy resources for their school.
I hope this information is of assistance to the Deputy.
209. Deputy Jim O'Callaghan asked the Minister for Education if she will detail the number of Ukrainian pupils enrolled in Irish schools at primary level, and the number enrolled at post-primary level, as of 15 September 2024 or the latest date available, on a county-by-county basis, in tabular form; and if she will make a statement on the matter. [38920/24]
Amharc ar fhreagraPlease find the requested data of current Ukrainian enrolments in primary and post-primary schools attached.
Please note the data is taken from the primary (POD) and post-primary online databases (P-POD) recorded on Friday the 27th of September.
Approximately 150 primary schools are still in the process of progressing to the new academic year of 2024/25 on POD and the primary data will be incomplete until all schools progress.
|
County |
Primary Enrolment |
County |
Post Primary Enrolment |
|
Cork |
1063 |
Dublin |
823 |
|
Dublin |
1011 |
Cork |
717 |
|
Kerry |
907 |
Kerry |
664 |
|
Donegal |
825 |
Donegal |
641 |
|
Wexford |
588 |
Galway |
387 |
|
Mayo |
525 |
Mayo |
352 |
|
Galway |
489 |
Wexford |
323 |
|
Clare |
462 |
Clare |
310 |
|
Tipperary |
378 |
Limerick |
296 |
|
Wicklow |
308 |
Tipperary |
290 |
|
Sligo |
305 |
Waterford |
223 |
|
Westmeath |
303 |
Wicklow |
213 |
|
Waterford |
295 |
Louth |
204 |
|
Limerick |
291 |
Leitrim |
182 |
|
Meath |
288 |
Sligo |
174 |
|
Cavan |
278 |
Westmeath |
170 |
|
Offaly |
272 |
Kildare |
156 |
|
Leitrim |
254 |
Meath |
151 |
|
Louth |
229 |
Cavan |
147 |
|
Roscommon |
228 |
Laois |
137 |
|
Laois |
203 |
Kilkenny |
135 |
|
Carlow |
175 |
Offaly |
120 |
|
Kilkenny |
162 |
Roscommon |
112 |
|
Kildare |
156 |
Carlow |
97 |
|
Longford |
100 |
Longford |
87 |
|
Monaghan |
76 |
Monaghan |
68 |
|
Total |
10171 |
7179 |
210. Deputy Bríd Smith asked the Minister for Education the number of special needs assistants and special needs teachers working under her Department; and if she will make a statement on the matter. [38923/24]
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.
In 2024, the number of special education teaching posts has been increased and an additional 744 posts have been allocated to schools nationwide, this means there is currently in excess of 14,600 special education teachers supporting children in our mainstream schools and over 5,000 teachers in special classes and special schools nationwide.
In addition, the number of SNA posts in our schools has increased. An additional 1,216 SNAs posts are available for allocation by the National Council for Special Education (NCSE) this year. This will mean we will have over 21,900 SNA posts available to our schools to support the care needs of students with special educational needs.
As the decision to fill a newly created/allocated post with a full-time or part time employee can vary, the figures above are representative of whole time equivalent posts.
211. Deputy Niall Collins asked the Minister for Education if she will report on her contacts with a school (details supplied) in respect of the proposed building programme at the school; and if she will make a statement on the matter. [38947/24]
Amharc ar fhreagraThe Large scale capital project at the school referred to by the Deputy is at an advanced stage of Architectural Planning Stage 3 - Tender Action and Award.
The project brief includes the construction of a new 27 Classroom Junior National School with 3 classrooms for children with special educational needs and a General Purpose Room on the existing site.
The next stage of Architectural Planning – Stage 3 will formalise the appointment of a contractor to build the new school, and construction can then commence.
During Stage 3, my Department were in contact with the school when milestones were reached during the Tender Process – at Letter of Intent Stage and approval to proceed to Award Stage. When this project progresses to the Letter of Acceptance stage, further contact will be made with the school authority.
212. Deputy Cathal Crowe asked the Minister for Education the reason a school (details supplied) does not have DEIS status; and if she will make a statement on the matter. [38950/24]
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.Following the largest expansion of the DEIS programme to date in 2022, benefitting 361 schools, the programme now includes in the region of 1,200 schools and supports approximately 260,000 students. This expansion added an additional €32million to my department’s expenditure on the DEIS programme from 2023, bringing the overall allocation for the programme to over €180million.The DEIS programme is targeted at schools with the highest levels of concentrated disadvantage. Schools that were included in the programme in 2022 were those with the highest levels of concentrated disadvantage as identified through the refined DEIS identification model. Schools were not required to apply for inclusion in the DEIS programme and the model was applied fairly and equally to all schools. A detailed paper on the refined DEIS identification model is available on gov.ie.The extension of the DEIS programme to new schools is just one component of work in my vision for an inclusive education system which supports all learners to achieve their potential. While the DEIS programme supports those schools with the highest levels of concentrated educational disadvantage, I also recognise that there are students at risk of educational disadvantage in all schools. Since June 2020, and over the last four budgets, I have secured funding to provide measures to support children in this regard. These measures include reducing class sizes and the allocation of free schoolbooks to students up to Junior Cycle.To support this work, I invited the OECD Strength Through Diversity: Education for Inclusive Societies project to review Ireland’s current policy approach for the allocation of resources to support students at risk of educational disadvantage. In July this year I welcomed the publication by the OECD Education for Inclusive Societies project of the ‘Review of Resourcing Schools to Address Educational Disadvantage in Ireland'.The review finds that Ireland has an education system that consistently outperforms many other OECD countries but also exhibits relative socio-economic fairness, making it one of the stronger performers globally. It also recognises the positive impact of resources provided universally to all schools, as well as the additional resources provided to schools in the DEIS programme, in addressing educational disadvantage.The review also highlights continued improvements over the past decade in retention and attainment levels between children and young people in DEIS and non-DEIS schools. It notes that, even with these improvements, important differences in outcomes persist between DEIS and non-DEIS schools and for children and young people from disadvantaged backgrounds, and Travellers and Roma. The OECD review sets a number of recommendations for future policy, to bridge those gaps, improve equity and ensure every child and young person at risk of educational disadvantage is supported to achieve their potential in education. Over the coming months my department will work with other government departments and agencies, the education partners, and stakeholders across the education sector to develop tangible actions informed by the recommendations set out. These actions will aim to build on the success of the DEIS programme through the development of a dynamic resource allocation model that can respond to changing levels of need and ensure that all children and young people in both DEIS and non-DEIS schools are supported to achieve in education.My department, together with DCEDIY and DFHERIS, published the Traveller and Roma Education Strategy (TRES) 2024-2030 on 16 July 2023, alongside the Plan for Implementation and Action 2024-2026. This strategy is specifically developed to meet the needs of the children, young people and adults from the Traveller and Roma communities with the aim of enhancing their education experience and success.The strategy was developed through close collaboration with the Traveller and Roma organisations who formed part of the TRES Advisory Group. There was also widespread participation from a range of stakeholders during the consultation process including the children and young people themselves. Their experiences and insights were incorporated into the Strategy and Plan for Implementation and Action.Under the first two-year implementation plan for the strategy, two national Traveller and Roma Education Strategy co-ordinators will be appointed to support the implementation of actions within the Strategy. One of the key objectives of the strategy is to increase the number of young people remaining in school to 6th year and achieving a Leaving Certificate. Actions include promoting training on inclusion and diversity through teacher professional learning, developing more targeted cultural competence training, promoting diversity in the education sector workforce and teaching Traveller culture and history through the curriculum.
The Special Education Teaching allocation provides a single unified allocation for special educational support teaching needs to each school, based on each school’s educational profile and also encompasses the English as an Additional Language (EAL) allocation that schools were allocated in previous years. All schools are advised in the first instance to review whether the needs of newly enrolled pupils can be met from within existing allocations. My department has adapted to the dynamic landscape of student enrolment particularly with the influx of newly arrived students into the country who require EAL. My department's policies enable flexible resource allocation, including additional EAL hours and positions, to meet these varying needs. Schools may also apply for further language support through the staffing appeals process. In relation to the school referred to by the Deputy it is in receipt of .5 permanent WTE for EAL. Special education is a key priority for the Government which has been underpinned by over a quarter of the entire education budget. For 2024, €2.7 billion is being spent on special education, an increase of €113 million. My department provides a system to support all children with special educational needs irrespective of their country of origin. The Special Education Teaching (SET) allocation model for 2024/25 is based on information from all 4,000 schools in the country. The model distributes the total available number of SET posts in line with each school’s profile of need. The model seeks to distribute teaching resources in the fairest possible manner, taking into account as much evidence as possible in respect of individual schools and evidence in respect of the best possible use of resources.? Schools must adhere to the guidance on the use of SET hours and support all children with additional teaching needs using the continuum of support framework. The revised model is providing an annual allocation of SET?hours, using the best possible available data sources and is ensuring that the right resource is available at the right time to meet the needs of children with special educational needs. My department acknowledges that every school is different, and that schools can experience unique circumstances that may be difficult to reflect in any standardised method. This is always a challenge when making allocations in respect of 4,000 schools. It is for this reason that my department, working with the National Council for Special Education (NCSE) has streamlined the review process for SET hours and schools who have any concerns can engage with the NCSE on their allocation.
My department's policies enable flexible resource allocation to ensure that the resources follow children in the event of them changing schools. In 2022, additional temporary special education supports were put in place on a sliding scale to support schools with large enrolments from Ukraine and other countries.
214. Deputy Michael Ring asked the Minister for Education when written confirmation will issue authorising a project (details supplied) to proceed with Stage 2A; and if she will make a statement on the matter. [38963/24]
Amharc ar fhreagraThe school to which the Deputy refers, was approved to enter the Department’s pipeline of school buildings for a project to provide a new primary school building. The project has been devolved for delivery to Mayo Sligo and Leitrim Education and Training Board (MSLETB).
The Department met MSLETB, its design team, and the school authority on 15 January 2024. The purpose of this meeting was to review the Stage 1 architectural report. The outcome of this meeting was that the Department instructed MSLETB and its design team to progress this project to stage 2a of the architectural design process, subject to the incorporation of all comments made by the Department’s professional and technical team. This face to face communication of stage progression is an integral feature of my Department's major devolved projects' process and affords the school authority and its design team an opportunity to clarify any issues directly with my Department's professional officials in particular. For the avoidance of any doubt, my Department has again confirmed and in writing to MSLETB that this important major project was approved to progress to Stage2a of the architectural process.
215. Deputy Pauline Tully asked the Minister for Education the reason a school (details supplied) has not received the Cineáltas flag; if she will ensure the flag is provided without delay; and if she will make a statement on the matter. [38964/24]
Amharc ar fhreagraCineáltas flags were sent to all primary and post-primary schools during Anti-Bullying Week last November. It is unfortunate that this school did not receive their flag.
I am pleased to confirm to the Deputy that a flag has been posted out to them this week.
Should any school not have received their flag they can email antibullyingprocedures@education.gov.ie .
216. Deputy Niall Collins asked the Minister for Education if funding is available to help avoid a potential issue (details supplied); and if she will make a statement on the matter. [38979/24]
Amharc ar fhreagraI wish to inform the Deputy that officials from my Department will make contact with the school with a view to assessing the issue outlined.
This may involve using appropriate qualified persons to assess the trees in order to make a recommendation for future action.
217. Deputy Imelda Munster asked the Minister for Education if she is aware of the significant disparity between primary school special classes and secondary school special classes in terms of school places for children; the actions she is taking to address the issue of school places for children in special classes in secondary schools; to provide a guarantee that there will be sufficient school places for all children in special classes in autumn 2025; and if she will make a statement on the matter. [38983/24]
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 responsibility for planning and coordinating school supports for children with special educational needs.
Over 400 new special classes have been sanctioned by the NCSE for the 2024/25 school year bringing the total number of special classes nationwide to 3,336 - 2,338 at primary level and 998 at post-primary level.
As demand for new special classes at post-primary level is expected to increase significantly over the next few years, due to increasing demographics and increasing prevalence rates, my department and the NCSE have engaged with post-primary stakeholders in relation to the provision of special classes.
In October 2022, my department wrote to all post-primary schools requesting that each school begin planning to provide for up to four special classes to meet the needs of children progressing from primary school. The department and the NCSE continue to have engagement with post-primary school management bodies in relation to the provision of special classes.
The NCSE will be undertaking visits to schools during term 1 of this school year to assist with the forward planning of special class provision for the 2025/26 school year.
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.
My department and the NCSE are committed to ensuring that sufficient special education placements will be available for children for this school year and future years.
218. Deputy Mattie McGrath asked the Minister for Education if she will allocate additional resources to Bus Éireann post-primary school transport scheme to allow a larger bus on a school bus route (details supplied) to accommodate extra students who have not received bus tickets to date due to capacity reasons; and if she will make a statement on the matter. [38991/24]
Amharc ar fhreagraThe School Transport Scheme is a significant operation managed by Bus Éireann on behalf of the Department of Education. In the 2023/24 school year over 163,800 children, including over 136,000 pupils travelling on primary and post primary services, 20,200 pupils with special educational needs, and 7,400 pupils who have arrived to Ireland from Ukraine were transported on a daily basis to primary and post-primary schools throughout the country.
The total cost of the scheme in 2023 was €382.02m.
Over 140,000 mainstream tickets have issued for the 2024/2025 school year, which is already 3% more than the total tickets issued for the full 2023/2024 school year.
The purpose of my Department's School Transport Scheme is, having regard to available resources, to support the transport to and from school of children who reside remote from their nearest school.
Under the terms of the School Transport Schemes, children are eligible for transport at primary level where they reside not less than 3.2 kms from and are attending their nearest national school. At post primary level, they are eligible where they reside not less than 4.8 kms from and are attending their nearest post primary school/education centre. Distance is determined by the Department/Bus Éireann and rules have regard to ethos and language.
Children who are eligible for school transport and who complete the application process on time (apply on time and pay on time) are accommodated on school transport services where such services are in operation and where there is capacity to do so.
Children who are not eligible but who apply for school transport are considered for spare seats that may exist after eligible children have been facilitated; such seats are referred to as concessionary seats.
Because of the nature of concessionary transport for non-eligible children and the priority of providing places for eligible children, there may be an excess of demand over supply for concessionary places. In these cases Bus Éireann will allocate tickets for spare seats using an agreed selection process.
Temporary Alleviation Measures (TAMS) at post primary level are continued for the current school year. Under these measures, transport will be provided where there is a route in operation and where capacity exists for concessionary post primary pupils who are eligible for transport to their nearest school, are attending their second nearest school and who applied and paid on time.
There are three mainstream school transport services operating from the area referred to by the Deputy to the post-primary centre in question. These services carry 71 eligible pupils, 8 concessionary pupils and 10 TAMs pupils. 4 mainstream concessionary pupils did not receive tickets for the services and 1 mainstream eligible pupil did not receive a ticket due to a late payment. All services are currently operating to capacity.
219. Deputy Michael Ring asked the Minister for Education if a school (details supplied) can be included in the schools energy retrofit pathfinder programme, rather than substantial funding being allocated solely for a fire alarm and emergency lighting, in view of the very significant works needed to the school building; and if she will make a statement on the matter. [39004/24]
Amharc ar fhreagraMy Department and the Department of Environment, Climate and Communications have developed a jointly funded school sector decarbonisation pathfinder programme. It is administered by the Planning and Building Unit in my Department and the Sustainable Energy Authority of Ireland in partnership with devolved delivery support from Limerick and Clare Education Training Board, and Longford and Westmeath Education Training Board.
The general principles and approach to school selection includes; schools who comply with their annual reporting obligations to the Sustainable Energy Authority of Ireland (SEAI) with respect to their annual energy usage under the Energy Monitoring and Reporting scheme and secondly schools that demonstrate a strong and holistic commitment to energy management practices through participation in the Energy in Education website portal and advice programme that is operated by the SEAI and my Department.
The programme selection also seeks to enable various cross sections of school types and sizes, energy consumption profiles and different elements of construction type and heritage/ conservation requirements where specific learnings are being targeted.
The pathfinder programme is generally delivered in line with the above considerations and not on an application basis. Schools, such as the school to which the Deputy refers, who wish to be considered should ensure that they are meeting their Energy Monitoring and Reporting requirements and also participating in the Energy in Education Programme.
This Pathfinder programme is paving the way for, and informing, a much larger national decarbonisation school sector programme.
The pathfinder programme is a great example of collaboration ensuring the deployment of new design approaches and technologies are introduced to the school sector on an evidence-based approach. This programme continues to assist my Department to explore options and test various solutions for decarbonised energy efficiency solutions in our broad range of school building types.
It is facilitating research on a range of typical retrofit options for schools, which will be tried and tested. It is providing valuable development information for a solution driven delivery strategy which will be founded on a solid evidence base that has proven the robustness and scalability of renewable solutions within the school sector.
Each school undergoes a comprehensive assessment to ensure that the measures are suitable for that school and will deliver value to both the school and learnings for the national retrofit programme.
The works typically involves upgrades to the building fabric including wall and roof insulation, doors and windows, air tightness improvements, LED lighting and heating upgrades as well as renewable technologies.
This pathfinder programme has completed work to date in 56 schools across Ireland with 26 schools ongoing at various stages of the process.
A Building Energy Rating (BER) of B is the targeted energy rating for all schools included in the programme.
220. Deputy Michael Ring asked the Minister for Education if she will introduce extra time as a reasonable accommodation for certain students (details supplied) in second-level examinations; and if she will make a statement on the matter. [39008/24]
Amharc ar fhreagraThe State Examinations Commission has statutory responsibility for operational matters relating to the state examinations.
In view of this I have forwarded your query to the State Examinations Commission for direct reply to you.
221. Deputy Pádraig Mac Lochlainn asked the Minister for Education if she will reinstate the support services for children in DEIS rural schools. [39016/24]
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.Following the largest expansion of the DEIS programme to date in 2022, benefitting 361 schools, the programme now includes in the region of 1,200 schools and supports approximately 260,000 students. This expansion added an additional €32million to my department’s expenditure on the DEIS programme from 2023, bringing the overall allocation for the programme to over €180million.The DEIS programme is targeted at schools with the highest levels of concentrated disadvantage. Schools that were included in the programme in 2022 were those with the highest levels of concentrated disadvantage as identified through the refined DEIS identification model. Schools were not required to apply for inclusion in the DEIS programme and the model was applied fairly and equally to all schools. A detailed paper on the refined DEIS identification model is available on gov.ie.The impact of socio-economic factors on educational outcomes can be different between urban and rural settings and allocations of resources for DEIS Urban Bands and Rural schools takes account of that.All DEIS schools receive funding through a DEIS Grant which is to be used to support the implementation of the schools’ DEIS Action Plan for Improvement, which sets targets under key themes, such as attendance, retention, progression, literacy and numeracy, partnership, transition, wellbeing and examination attainment (post-primary only). A key focus of these themes is that they are targeted at those pupils most at risk of educational disadvantage.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. In July this year I welcomed the publication by the OECD Education for Inclusive Societies project of the ‘Review of Resourcing Schools to Address Educational Disadvantage in Ireland'.The review finds that Ireland has an education system that consistently outperforms many other OECD countries but also exhibits relative socio-economic fairness, making it one of the stronger performers globally. It also recognises the positive impact of resources provided universally to all schools, as well as the additional resources provided to schools in the DEIS programme, in addressing educational disadvantage.The review also highlights continued improvements over the past decade in retention and attainment levels between children and young people in DEIS and non-DEIS schools. It notes that, even with these improvements, important differences in outcomes persist between DEIS and non-DEIS schools and for children and young people from disadvantaged backgrounds, and Travellers and Roma. This information and data has also informed the Traveller and Roma Education Strategy (TRES), published in July (www.gov.ie/en/consultation/2545f-traveller-and-roma-education-strategy/).The OECD review sets a number of recommendations for future policy, to bridge those gaps, improve equity and ensure every child and young person at risk of educational disadvantage is supported to achieve their potential in education. Over the coming months my department will work with other government departments and agencies, the education partners, and stakeholders across the education sector to develop tangible actions informed by the recommendations set out. These actions will aim to build on the success of the DEIS programme through the development of a dynamic resource allocation model that can respond to changing levels of need and ensure that all children and young people in both DEIS and non-DEIS schools are supported to achieve in education.
222. Deputy Michael Creed asked the Minister for Education her views on the issue of extra time at State examinations for students who have been diagnosed with dyslexia; the reason the State Examinations Commission, in reviewing this process, has a timeline for two to three years minimum; if she will request the commission to have this matter concluded by the next round of State examinations in the early summer of 2025; and if she will make a statement on the matter. [39020/24]
Amharc ar fhreagraThe State Examinations Commission has statutory responsibility for operational matters relating to the state examinations.
In view of this I have forwarded your query to the State Examinations Commission for direct reply to you.
223. Deputy Pádraig O'Sullivan asked the Minister for Education when work will commence on an SEN reconfiguration project for a school (details supplied); and if she will make a statement on the matter. [39031/24]
Amharc ar fhreagraI am pleased to advise the Deputy that approval under the Department's Additional School Accommodation scheme issued to the school in question in May 2025 for reconfiguration of part of the main building to provide 1 x Technology Room/ Prep Area & toilets to facilitate co-education.
The project is being delivered under the Department’s Devolved SEN Reconfiguration and Modular Accommodation programme. The Department has a significant programme in place to assist schools in the provision of additional capacity, including in respect of facilitating the establishment of special classes. This programme involves the use of Project Management supports which is designed to enable the accommodation to be provided as quickly as possible and help ease the administrative workload for school authorities in relation to the management and delivery of projects.
The project is currently at design stage. The detailed design pack has been reviewed by the Department and comments have now issued to the Project Manager for their consideration and progression. The tentative start on-site date is late October 2024 with a tentative completion date expected in Q1 2025. The Department is fully aware of the urgency associated with this project and will continue to work closely with the Project Managers and the School Authority to deliver this project as efficiently as possible.
224. Deputy Jennifer Murnane O'Connor asked the Minister for Education the estimated cost in 2025 to recruit 50 additional WTE psychologists for the National Educational Psychological Service. [39035/24]
Amharc ar fhreagraMy Department’s National Educational Psychological Service (NEPS) provides educational psychological support to all primary and post-primary schools. This involves direct support in the event of a critical incident, access to national and regional support and development work to build school capacity to support students, access to a NEPS psychologist for responses to queries arising, and access to individual pupil casework where there is need via a NEPS psychologist.
The estimated cost in 2025 to employ 50 educational psychologists is €4.5million. This includes employer PRSI costs. It does not include non-pay costs associated with the employment of an educational psychologist.
Many of the educational psychologists joining NEPS have benefited from the introduction of a bursary scheme funded by the Department. Since January 2023, NEPS has supported bursaries for Trainee Educational Psychologists who are enrolled in the University College Dublin Professional Doctorate in Educational Psychology and Mary Immaculate College Limerick’s Professional Doctorate in Educational and Child Psychology. Those in receipt of a bursary commit to joining NEPS upon graduation. There are over 74 Trainee Educational Psychologists in receipt of a bursary who are expected to join NEPS upon graduation including 14 who joined in September 2024. The Deputy may be interested to know that the current funding supports available under the scheme to each student while training to become an educational psychologist come to a maximum sum of €40,000 for each of the three academic years of study.
225. Deputy Jennifer Murnane O'Connor asked the Minister for Education the number of quantity surveyors and senior quantity surveyors employed by her Department in the years of 2023 and to-date in 2024 in tabular form; and if this number will be further increased. [39036/24]
Amharc ar fhreagraThe information requested by the Deputy is contained in the table below.
|
Date |
Quantity Surveyor |
Senior Quantity Surveyor |
|
On 1st Jan 2023 |
0 |
6 |
|
On 31st Dec 2023 |
0 |
6 |
|
On 26th Sept 2024 |
0 |
6 |
My Department is also in the process of recruiting additional Senior QS staff in order to maintain access to the necessary expertise required by the Planning and Building Unit to implement its extensive capital programme.
The Department has recently run a joint competition with the Department of Further and Higher Education, Research, Innovation and Science for Senior Quantity Surveyors via the Public Appointments Service. Arising from that competition, it is anticipated that the number of Senior Quantity Surveyors employed by my Department will increase as candidates are appointed from that panel.
226. Deputy Fergus O'Dowd asked the Minister for Education further to Parliamentary Question No. 34 of 25 September 2024, if she will revisit her response and indicate if the school identified can be individually reviewed, with a view to increasing its available resources considering its very difficult circumstances; and if she will make a statement on the matter. [39045/24]
Amharc ar fhreagraThe DEIS programme is designed to support schools with the highest levels of concentrated educational disadvantage in a targeted and equitable manner. Entry into the DEIS programme was determined by a refined identification model, which was applied uniformly to all schools. Schools were not required to apply for inclusion in the programme. A detailed paper on the refined DEIS identification model is available on gov.ie.
The refined DEIS identification model ensures that all schools are considered fairly and equally based on objective criteria, including socio-economic factors. The model has been applied consistently across the primary and post-primary sectors to determine which schools experience the greatest levels of concentrated disadvantage.
My department provides a wide range of additional supports to all schools, including those outside the DEIS programme, to address the needs of students who may be at risk of educational disadvantage. These supports include reduced class sizes and the provision of free schoolbooks up to Junior Cycle.
My department remains committed to ensuring that all students, regardless of the school they attend, are supported in achieving their full potential, and my officials will continue to monitor and review the effectiveness of the DEIS programme and broader education supports.
In July this year I welcomed the publication by the OECD Education for Inclusive Societies project of the ‘Review of Resourcing Schools to Address Educational Disadvantage in Ireland'. Over the coming months, my department will work closely with government agencies, education partners, and other stakeholders to develop and implement actions based on the OECD’s recommendations.
These efforts will build on the success of the DEIS programme by developing a dynamic resource allocation model that is responsive to changing needs, ensuring that schools, both DEIS and non-DEIS, are adequately supported.
The key factor for determining the level of staffing resources provided at individual school level is the staffing schedule for the relevant school year and pupil enrolments on the previous 30 September. In previous budgets, I have prioritised reducing the pupil teacher ratios in primary schools which has brought the teacher allocation ratio to an average of 1 classroom teacher for every 23 pupils in all primary schools, the lowest level ever seen at primary level. Any further improvement would have to be considered as part of the overall budgetary process.Monastery NS has been allocated an additional teaching post in the current school year. The school’s mainstream staffing has increased from 10 teachers last year to 11 in the 2024/25 school year.
