Danny Healy-Rae (Kerry, Independent)
Link to this: Individually | In context | Oireachtas source

218. To ask the Minister for Education and Skills if she will provide on update on a matter (details supplied) regarding Leaving Certificate students; and if she will make a statement on the matter. [18125/25]

Helen McEntee (Meath East, Fine Gael)
Link to this: Individually | In context | Oireachtas source

Following the implementation of calculated grades in 2020 and the dual approach of examinations and accredited grades in 2021, two types of intervention have been implemented in recent years: adjustments to examination and assessments arrangements, and a post-marking adjustment to outcomes. This post-marking adjustment has ensured that results in the aggregate have remained the same on average since 2021.

As is widely recognised, it is appropriate to return over time to normal arrangements for Leaving Certificate outcomes and on 17 April 2024, it was announced by the then-Minister that the return to normal Leaving Certificate outcomes would begin in 2025.

It was announced that this would be done gradually in line with the commitment that there would be no “cliff edge” in overall results.

I am very conscious of the stress of the exam period on students and do not want to add to this stress. While grade inflation must be reduced, it must be done in a way that’s as fair as possible.

The then-Minister announced a gradual reduction in line with the commitment that there would be no “cliff edge” in overall results. The aim is to minimise, in so far as possible, the impact on students. The State Examinations Commission (SEC) will again apply a post-marking adjustment after all marking is complete, which, this year, will bring results in the aggregate to a point broadly midway between the 2020 and 2021 levels. Results in the aggregate in 2025 are expected to be above 2019 levels by at least 5.5 percentage points on average.

In addition, the examinations and assessment adjustments that have applied in recent years continue to apply for students in 2025. These assist students by leaving intact the familiar overall structure of the examinations, while incorporating additional choice for students in the examinations. In some cases, the adjustment measures provide more time for tuition by, for example, reducing preparatory work for practical examinations.

Access to higher education is a matter for the Department of Further and Higher Education, Research, Innovation and Science (DFHERIS). This Department is working closely with DFHERIS, which has emphasised it is strongly committed to supporting students as evidenced in the creation of additional places in a number of high-demand courses over the past number of years. These additional places have been created in medicine, nursing, pharmacy, and therapy disciplines among others. Further additionality is in place for 2025, including a new programme in dentistry.

This Department has been advised that the proportion of higher education entrants who completed their Leaving Certificate the previous year is typically around 13% and that there are no indications at this time that the proportion of students applying with pre-2025 Leaving Certificate results varies significantly this year compared to previous years.

Michael Cahill (Kerry, Fianna Fail)
Link to this: Individually | In context | Oireachtas source

219. To ask the Minister for Education and Skills if urgent assistance will be provided to a school in County Kerry (details supplied); and if she will make a statement on the matter. [18140/25]

Helen McEntee (Meath East, Fine Gael)
Link to this: Individually | In context | Oireachtas source

Tackling educational disadvantage and supporting students to fulfil their full potential in life is a key priority for me as Minister for Education, and for the Government. The DEIS programme is a key policy of Government to tackle concentrated educational disadvantage at school level. It provides a targeted range of supports and is additional to the universal supports provided to all schools, such as the introduction of free school books and free hot school meals.

My department invests over €180 million annually to provide additional supports to almost 1,200 schools in the DEIS programme which supports approximately 260,000 students.

The DEIS programme is targeted at schools with the highest levels of concentrated disadvantage. Schools that were included in the most recent expansion of 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.

It is possible for two neighbouring schools to have a different profile in terms of proportion of students from disadvantaged backgrounds and the relative weighting of disadvantage apportioned in each. The designation of neighbouring schools to different DEIS status does not mean that there is no educational disadvantage present in one school, but that the concentrated level of educational disadvantage of the two schools is different.

The DEIS programme is based on the premise that in order to have the maximum possible impact on providing opportunities for students most at risk of educational disadvantage, extra resources must be targeted as closely as possible at those students with the greatest level of need.

As Minister, I am determined to close the performance gap between DEIS and non-DEIS schools and introduce more innovative solutions to tackle disadvantage. A new DEIS Plan will be published in 2025. This plan will focus on improving the opportunities and achievement levels of children at risk of educational disadvantage, developing more innovative approaches to tackling educational disadvantage, and working towards a more flexible system of supports to ensure that a school can receive the right support at the right time.

Meeting the educational needs of children and young people arriving from Ukraine and other countries is a priority for the Government, and my department is determined to support the efforts of school communities across the country who have shown huge commitment and generosity.

Under the special education model, schools are provided with a baseline teaching allocation to assist with learning and literacy difficulties, including those arising from English Additional Language (EAL) needs. This support is available to all schools, irrespective of their DEIS status.

For schools experiencing an influx of students from Ukraine or other countries, the Additional Temporary Special Education Support Scheme has been established. This scheme is designed to provide schools with additional SET based on graduated thresholds of additional enrolments, ensuring that the educational needs of these students are met in the most inclusive manner possible.

My department also provides specific English Language support to schools with pupils newly arrived into the country that have English as an additional language. Approximately 1,000 additional teaching posts have been allocated to support schools with newly arrived entrants.

Schools may also apply for further language support through the staffing appeals process. Having considered the circumstances outlined by the school and having regard to the high number of pupils requiring EAL support, additional support may be approved to meet the educational needs of such pupils.