Brendan Griffin
Question:300. Deputy Brendan Griffin asked the Minister for Education if a school in County Kerry will be granted an additional room (details supplied); and if she will make a statement on the matter. [18996/24]
View answerSchool Accommodation
Questions (300)
Written answers
I can confirm to the Deputy that the school in question has been granted funding through my Department's Additional Schools Accommodation (ASA) scheme to provide 1 SET (Special educational tuition) room.
The project has been devolved to the school authority for delivery and a design team has been appointed.
A Stage 1/2a report was submitted but further details were required. The additional information required has now been provided to my Department and is currently being reviewed.
My Department officials will be in contact with the school directly once this review has been completed.
School Accommodation
Questions (301)
Duncan Smith
Question:301. Deputy Duncan Smith asked the Minister for Education to outline any provision made for additional primary school classroom facilities, that is, prefabs, which may be introduced to increase capacity for third- and fourth-class students in the Lusk and Rush area of Dublin for the 2024-2025 school term; and if she will make a statement on the matter. [19007/24]
View answerWritten answers
I can confirm to the Deputy, that my Department in not in receipt of any applications for the Additional School Accommodation (ASA) scheme, from schools in the Rush and Lusk school planning area for mainstream classrooms.
The purpose of my Department’s Additional School Accommodation (or ASA) scheme is to ensure that essential mainstream classroom accommodation and accommodation for pupils with special education needs is available to cater for pupils enrolled each year, where the need cannot be met by the school’s existing accommodation.
At primary level, this situation generally arises to cater for a school’s accommodation requirements where an additional teaching post has been sanctioned by Teacher Allocation Section, or the requirement for a new class for pupils with special education needs has been identified by the NCSE, and all available alternative accommodation within the school is already being used for classroom purposes.
The main focus of the Department’s resources over the last decade and for the coming period is on the provision of critical additional capacity to cater for increasing demographics.
It is also open to the schools authorities to submit an Additional accommodation application; further information can be found on the Departments website: www.gov.ie/en/service/563cae-additional-accommodation-scheme. My officials are available to work with any schools who wish to apply for the ASA scheme and help them through this process.
I can assure the Deputy that the provision of school places to meet the needs of children and young people at primary and post primary level, including children and young people with special educational needs is an absolute priority for my Department.
My Department's main responsibility is to ensure that schools in an area can, between them, cater for all pupils seeking school places in the area. In relation to school admissions, it is the responsibility of the managerial authorities of all schools to implement an enrolment policy in accordance with the Education Act, 1998.
Parents have the right to choose which school to apply to and where the school has places available the pupil should be admitted. However, in schools where there are more applicants than places available a selection process may be necessary. This selection process and the enrolment policy on which it is based must be non-discriminatory and must be applied fairly in respect of all applicants. However, this may result in some pupils not obtaining a place in the school of their first choice.
Pension Provisions
Questions (302)
Cathal Crowe
Question:302. Deputy Cathal Crowe asked the Minister for Education if her Department will reconcile the service of a group of teachers (details supplied) who spent a number of years working in the School Competition Programme, with their pensionable service with her Department; and if she will make a statement on the matter. [19012/24]
View answerWritten answers
My Department has responsibility for the administration of pension schemes for teaching and non-teaching pensionable employees of schools in the primary, voluntary secondary, and community & comprehensive sector paid on the payrolls of the Department of Education.
In this regard, officials in my Pension Unit will review the list submitted by the Deputy with a view to establishing the teachers concerned entitlement to pension benefits under these schemes, and will arrange, if appropriate, for a pension statement to issue to the relevant teacher.
Those, listed by the Deputy, who were teaching in a school under an Education & Training Board( ETB) should contact the relevant ETB directly for assistance in relation to their pension benefits.
I also note the Deputy refers to service in the School Competition Programme, however I believe the reference was intended to be the Schools Completion Programme (SCP) and the response below address matters relating to this programme.
The Department fund the Schools Completion Programme through grant funding to Tusla's Education Support Service, (TESS). TESS have operational responsibility for the programme, but the employment arrangements lie with the Local Management Committee (LMC) who run the programme at local level and on most programmes act as employer.
The terms and conditions of employment, including pension entitlements are the responsibility of the employer.
Special Educational Needs
Questions (303, 304, 306, 307)
Sorca Clarke
Question:303. Deputy Sorca Clarke asked the Minister for Education the average teacher to pupil ratio in special schools in Ireland. [19017/24]
View answerSorca Clarke
Question:304. Deputy Sorca Clarke asked the Minister for Education the recommended class size average in special schools in Ireland.; and if she will make a statement on the matter. [19018/24]
View answerSorca Clarke
Question:306. Deputy Sorca Clarke asked the Minister for Education the average teacher-pupil ratio in special classes in Ireland. [19025/24]
View answerSorca Clarke
Question:307. Deputy Sorca Clarke asked the Minister for Education the recommended class size average in special classes in Ireland. [19026/24]
View answerWritten answers
I propose to take Questions Nos. 303, 304, 306 and 307 together.
Enabling 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.
For 2024, €2.7 billion is being spent on special education, an increase of €113 million, and this is dedicated to providing supports for children with special educational needs.
This includes funding to support children with special educational needs in mainstream classes; funding for new special classes and new special school places; additional special educational teachers, special needs assistants (SNAs) and funding for the National Educational Psychological Service (NEPS).
In 2024, the number of teaching and SNA posts in our schools will increase with an additional 744 teachers and 1,216 SNAs added to deliver up to 2,700 new places for children with special educational needs. This will mean we will have over 41,500 qualified and committed people in our schools who are focused wholly and exclusively on supporting these children.
The NCSE is responsible for determining the appropriate staffing levels in relation to the support of students with special educational needs in special schools, in accordance with the policies of my department.
Special school staffing allocations are reviewed and updated each year by the NCSE and special schools are staffed on the basis of each year’s current school enrolments. Staffing arrangements for special schools are in line with policy advice provided by the NCSE in 2013, which did not recommend alteration to staffing ratios established under the Special Education Review Committee (SERC) Report in 1993.
Enhanced student/teacher and SNA ratios are provided to special schools to support their students' educational and care needs. These schools are staffed on the basis of individual student profile and the disability categorisations of those students, as opposed to being based primarily on school designation, in accordance with my department's circular 0032/2019 - Appointment of Administrative Deputy Principal and Staffing in Special Schools.
The staffing levels for special schools and classes are set out in circular 0038/2010 as follows:
|
Disability |
Ratio of SNA to class group |
Student/Teacher ratio |
|
Physical Disability |
1:1 |
10:1 |
|
Hearing impairment |
1:4 |
7:1 |
|
Visual Impairment |
1:4 |
8:1 |
|
Emotional Disturbance |
1:4 |
8:1 |
|
Severe Emotional Disturbance |
1:1 |
6:1 |
|
Mild General Learning Disability |
1:4 |
11:1 |
|
Moderate General Learning Disability |
1:2 |
8:1 |
|
Severe/Profound General Learning Disability |
2:1 |
6:1 |
|
Autism/Autistic Spectrum |
2:1 |
6:1 |
|
Specific Learning Disability |
--------- |
9:1 |
|
Specific Speech and Language Disorder. |
1:3 |
7:1 |
|
Multiple Disabilities |
1:1 |
6:1 |
Where a school deems that a student requires additional support above the SERC level, they can make an application to the NCSE. The Special Educational Needs Organiser (SENO) will clarify to the school the information that is required for a review its SNA allocation.
As the allocation of teaching and SNA supports to an individual special class and special school is dependant on the needs of the students in the setting information on average supports is not available. Schools should liaise with the NCSE directly in the event that additional supports are required. The NCSE would advise my Department that on average the allocation of SNAs in special schools is higher that the basic ratios provided for and set out in the table above. There has been a significant increase in the number of SNAs assigned to special schools in recent years.
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.
Question No. 304 answered with Question No. 303.
School Accommodation
Questions (305)
John Lahart
Question:305. Deputy John Lahart asked the Minister for Education her plans for mixed post primary schools in the general Greenhills area; and if she will make a statement on the matter. [19023/24]
View answerWritten answers
I wish to advise the Deputy that requirements for school places is kept under on-going review in the context of available information on population, enrolments and residential development activity.
In order to plan for school provision and analyse the relevant demographic data, my Department divides the country into 314 school planning areas and uses a Geographical Information System, using data from a range of sources, including CSO Census data, Child Benefit and school enrolment data, to identify where the pressure for school places across the country will arise and where additional school accommodation is needed at primary and post-primary level.
Major new residential developments have the potential to alter the demand for school places at a local level. In that regard, as part of the demographic demand analysis, my Department monitors planning and construction activity in the residential sector. This involves the analysis of data sources from Local Authorities and the CSO along with the engagement with local authorities and the construction sector. In this way, up-to-date information on significant new residential developments is obtained and factored into the demographic analysis exercise. This is necessary to ensure that schools infrastructure planning is keeping pace with demographic changes, at a local level, where there is a constantly evolving picture with planned new residential development.
The 2023 demographic exercise indicates that 79% of the 314 school planning areas at primary level show static or decreasing enrolments for the period to 2027 compared with 2022. At post-primary level some 78% of school planning areas are anticipated to have increased enrolments for the period to 2030, with most expected to reach a peak within the next two or three years.
Greenhills is found in the Dolphins Barn_D12 school planning area. There are 8 post primary schools in the school planning area. The projected peak year for enrolments was 2018 with enrolments decreasing thereafter.
Where demographic data indicates that additional provision is required, the delivery of such additional provision is dependent on the particular circumstances of each case and may, be provided through:
• Utilising existing unused capacity within a school or schools,
• Extending the capacity of a school or schools,
• Provision of a new school or schools.
If additional accommodation is required, the aim to try and facilitate this, as much as possible, by way of expansion of existing schools rather than establishing new schools. The expansion of existing schools is consistent with wider Government objectives under Project Ireland 2040 for an increased emphasis on compact growth. In respect of post primary schools, new post primary schools must have a student enrolment capacity of 600-1,000 students and must be co-educational. A lower threshold of 400 students may apply to Gaelcholáistí, having regard to the alternative of establishing an Irish-medium unit (Aonad) in an English-medium school.
New schools are only established in areas of demographic growth as the resources available for school infrastructure have to be prioritised to meet the needs of areas of significant population increase so as to ensure that every child has a school place.
The Department will continue to liaise with Local Authorities in respect of their County Development Plan and any associated Local Area Plans with a view to identifying any potential long-term school accommodation requirements across school planning areas.
Question No. 306 answered with Question No. 303.
Question No. 307 answered with Question No. 303.
School Staff
Questions (308)
Aodhán Ó Ríordáin
Question:308. Deputy Aodhán Ó Ríordáin asked the Minister for Education if her Department will consider allowing teachers previously registered with the Teaching Council to make an application for incremental credit assessment before they have obtained a teaching job (details supplied). [19036/24]
View answerWritten answers
The criteria for the award of incremental credit are set out in the Department of Education’s Circulars 10/2001 for Primary teachers, 29/2007 and 29/2010 for Post-Primary teachers. The criteria for the award of incremental credit to recognised teachers was agreed under the auspices of the Teachers Conciliation Council (TCC).
These circulars require a teacher to be in an appointed post in either a Department or ETB school. With regard to those teachers directly paid by the Department, an application form for incremental credit is checked when it is received by the Department to ensure that it is fully completed. Applications are managed in date received order.
There is no provision within the existing incremental credit circulars to allow for the recognition of prior service ahead of a teacher taking up an appointment in either a Department or an ETB school. It may not be known either if a teacher was registered with the Teaching Council or not.
When a teacher returns to a school, they may opt to work in either a Department paid teaching position, or an ETB paid position. Also if a teacher worked previously in a school in Ireland, they would return unto the same point of the pay scale as when they left their previous appointment.
Teachers who were first appointed to a Department paid teaching position prior to 1st January 2011 are paid according to a common basic salary scale plus qualification allowances.
Teachers who were first appointed to a Department paid teaching position on or after 1st January 2011 are paid in accordance with the revised salary scale.
Circular letter 0027/2016 allows for previous teaching service in an analogous teaching position in the public service of another EU member state to be recognised on the same basis as if the service was given in Ireland when determining the appropriate salary scale (and allowances where applicable) payable to the teacher.
In addition, my Department receives a large volume of applications for incremental credit which are received from teachers who have returned to Ireland and who have taken up teaching positions in Oireachtas funded teaching positions as required under the relevant circulars. It would not be practical for my Department to also accept applications from teachers who have not obtained a teaching job, who may not have returned to Ireland and who may decide not to return to Ireland at all.
Special Educational Needs
Questions (309)
Cathal Crowe
Question:309. Deputy Cathal Crowe asked the Minister for Education if she will address a number of issues (details supplied) with regard to services for children within the education system with mental health and neurodivergent conditions; and if she will make a statement on the matter. [19041/24]
View answerWritten answers
Enabling 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 provision of health-related therapy services to children with special educational needs is a matter for the Health Service Executive (HSE) and queries in relation to those services should be directed to the HSE or to the Department of Children, Equality, Disability, Integration and Youth. Matters in relation to the HSE’s Children's Disability Network Teams, primary care service and adult day services should also be directed to the HSE.
For 2024, €2.7 billion is being spent on special education, an increase of €113 million, and this is dedicated to providing supports for children with special educational needs.
This includes funding to support children with special educational needs in mainstream classes; funding for new special classes and new special school places; additional special educational teachers, special needs assistants (SNAs) and funding for the National Educational Psychological Service (NEPS).
The NEPS service provides access for all schools to:
• Psychological support in the event of a critical incident
• A casework service for individual children where there is a need for intensive consultation and assessment via a NEPS psychologist or through the Scheme for the Commissioning of Psychological Assessments (SCPA).
• A school staff Support and Development Service, to build school capability to provide a comprehensive continuum of support in schools and
• Ongoing access to advice and support for schools.
My department has initiated a range of measures to help support the care needs of children in primary, post-primary and specialist school settings, in both mainstream and specialist education settings.
For example, my department established a working group to develop guidelines for schools on the prevention and management of behaviour that challenges, where such behaviour poses imminent danger of serious physical harm to self or others within the school environment.
The guidelines place a strong focus on prevention and early intervention strategies for the management of crisis situations. Development of the guidelines has been informed by evidence showing that whole school positive behavioural approaches and early and ongoing engagement with the school community, including parents/guardians, are necessary for the development of effective school policy and practice. In developing the guidelines, the expert working group reviewed national and international legislative requirements, school governance structures and duty of care considerations directly related to supporting the wellbeing and safety of students and staff.
The guidelines have been developed in the context of the department’s Wellbeing Policy Statement and Framework for Practice (2018, revised 2019), which acknowledges the role of schools in the promotion of wellbeing.
The guidelines focus on creating inclusive environments which can respond to need and build on good practice including prevention and de-escalation. A range of training options will be available to schools once the guidelines are published, including procured training on understanding behaviours of concern and responding to crisis situations. It is expected the guidelines will be finalised and published before the new school year.
These guidelines will support existing guidance available to schools in relation to behaviour, such as The Department of Education’s Autism guidance, Tusla's Educational Welfare Service guidelines for schools on Codes of Behaviour and NEPS' ‘Guidelines for Supporting Pupils with Behavioural, Emotional, and Social Difficulties’.
At a ground level, the government provided an additional €13 million in budget 2023, in order to expand the services within the NCSE. Special educational needs officers (SENO) play a crucial function within the framework of special education to ensure that students with special educational needs receive individualised support and services.
Part of the NCSE expansion will include a substantial increase – from 73 to 120 – in the number of SENOs operating nationwide. This increase in posts paired with a new model of distribution of SENOs on a county basis will reduce a SENO’s caseload considerably and will allow for 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.
I want to assure the deputy that 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.
School Staff
Questions (310)
Donnchadh Ó Laoghaire
Question:310. Deputy Donnchadh Ó Laoghaire asked the Minister for Education what protections are in place for teachers who suffer an injury at work and their ‘assault leave’ has expired, but they still remain certified as unfit to work; and if she will make a statement on the matter. [19045/24]
View answerWritten answers
The Leave of Absence following Assault Scheme is contained in the Department’s Circular Letter 0061/2017 for teachers and 0062/2017 for SNAs. It provides for special leave with pay (subject to specified limits) to a teacher or special needs assistant who is unable to perform their duties due to a physical injury following an assault that happened in the course of their duties and during approved school activities.
The leave available under the Scheme for Leave of Absence following Assault is 3 months (92 days) at full pay in a rolling 4-year period. In exceptional cases, such as where a significant period of hospitalisation is required or in situations of a second or subsequent incident of assault, the leave may be extended for a further period not exceeding 3 months (91 days) at full pay, subject to an overall limit of 6 months (183 days) at full pay in a rolling 4-year period.
Any subsequent absence will be dealt with under the Sick Leave Scheme. When calculating a teacher’s entitlement, any Assault Leave/Leave of Absence following Assault granted in the previous four years from the current absence will be taken into account in determining access to leave under this scheme.
A Leave of Absence following Assault ends on:
• The ceasing of the certification by a duly qualified medical practitioner of the physical injury; or
• the maximum leave limits available under this scheme being exhausted;
• or certification of fitness to return to duties.
A Teacher/SNA who has exhausted the maximum period of paid leave under the Scheme for Leave of Absence following Assault and who is still medically unfit to resume duty may avail of Sick Leave under the Sick Leave Scheme, subject to the normal rules of that scheme. Circular 0013/2024 sets out the details of the Sick Leave scheme for teachers. Circular 0014/2024 sets the details of the Sick Leave scheme for SNAs.
The Employee Assistance Service is available as a supportive resource for teachers and SNAs. The freephone confidential helpline is 1800 411 057 and is available 24 hours a day, 365 days a year. Supportive resources may include short term counselling (up to six sessions). If the EAS recommends additional short-term counselling sessions with the teacher or SNA, the Department can facilitate this request.
The Leave of Absence following Assault Schemes for teachers and SNAs are currently the subject of review, to which the Department of Education, management representatives and Unions are all party.
School Facilities
Questions (311)
Aodhán Ó Ríordáin
Question:311. Deputy Aodhán Ó Ríordáin asked the Minister for Education her Department’s views on whether guidelines on the use of school buildings outside of school hours prohibit the provision of sibling hour and afterschool facilities in a school building, as per the decision of the board of management at a school (details supplied); and if she will make a statement on the matter. [19055/24]
View answerWritten answers
My Department supports and encourages the use of school buildings for community and recreational purposes, where feasible, including childcare and after school uses. However, the decision on the use of school property is a matter for the property owner taking into considerations the requirements of the school, students and staff. Also it is important that any proposed arrangement does not impede upon the future development of the school, given that the priority for schools is educational provision for its pupils.
My Department has published Guidelines for the Use of School Buildings outside of School Hours. These Guidelines are available for each school to refer to for guidance in relation to the use of school buildings outside of school hours, including any planned after school and childcare arrangements. These Guidelines are not intended to be exhaustive or prescriptive but are provided to assist schools in considering applications for the use of their facilities.
The Guidelines (or Procedures as they are now called) are in the process of being updated and these Procedures are expected to be published very shortly.
Special Educational Needs
Questions (312)
Cathal Crowe
Question:312. Deputy Cathal Crowe asked the Minister for Education if she will urgently revise the SET allocation for a school (details supplied), in light of its extenuating circumstances; and if she will make a statement on the matter. [19063/24]
View answerWritten answers
Enabling children with special educational needs to receive an education is a priority for this government. The vast majority of children with special educational needs are supported to attend mainstream classes with their peers.
For 2024, €2.7 billion is being spent on special education, an increase of €113 million, and this is dedicated to providing supports for children with special educational needs. This will allow for, amongst other things, the opening of up to 400 new special classes in mainstream schools and 300 additional special school places.
Special Education Teaching (SET) hours is one component of support for children in mainstream classes, the most important support is the mainstream class teacher. The student/teacher ratio at primary level is now 23:1 which means there are more mainstream teachers than ever before in our educational system.
In 2024, the number of teaching and SNA posts in our schools will increase with an additional 744 teachers and 1,216 SNAs added to deliver up to 2,700 new places for children with special educational needs. This will mean we will have over 41,500 qualified and committed people in our schools who are focused wholly and exclusively on supporting these children.
The 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.
The 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 the department, working with the NCSE has streamlined the review process for SET hours and schools who have any concerns can engage with the NCSE on their allocation.
Reviews are being conducted by the NCSE, between March and May, to better enable schools to plan for the following September. An internal NCSE review panel will consider the application ensuring that the school have clearly evidenced that the overall level of SET allocation in this school does not have capacity to meet this additional identified need.
Additional resources will be provided to schools in cases where the NCSE have identified that this is required.
In relation to the school referred to by the Deputy, the reduction in SET hours is directly related to reduced enrolment numbers, there has been a 10% reduction since the school's profile was last updated. However, 7.5 SET hours have been allocated to the school to support Ukrainian enrolments. These students are resourced through the supports for children from Ukraine and International Protection process separate to the SET allocation model.
The department has adapted to the dynamic landscape of student enrolment. This has been particularly effective in the context of the pace and volume of newly arrived students fleeing the war in Ukraine and the ongoing increase in students, who require English as an Additional Language (EAL) supports to fully access the curriculum.
The department has prioritised enhancing EAL support, recognising the critical role of language proficiency in successful integration and academic achievement.
These supports to schools, which are based on a application process, are provided for new-entrant students (i.e., students who arrived in the country in the last 2 years with an EAL requirement). Similar to previous years, supports may also be provided for schools with a high concentration of students that are not classified as new-entrant students but who have an EAL need i.e., students with less than 3 years EAL support and are registered as having less than a B1 level of English proficiency in a proficiency test.
The department’s Inspectorate report ‘Meeting Additional Language Needs: Whole-school and Classroom Approaches for Inclusive Language Learning’ outlines the best practice approaches in the teaching and learning of EAL involving mainstream teachers. The report underscores the importance of English language provision for educational equity and wellbeing and applauds schools for promoting diversity and belonging. The department will use its recommendations to enhance learning experiences across all schools.
All schools are advised in the first instance to review whether the needs of newly enrolled students can be met from within existing allocations. Language supports are also included through SET which encompasses an element of language support allocation. Under this SET model, schools are frontloaded with resources to provide support immediately to those students who need it without delay.
The department's policies enable flexible resource allocation to ensure that the resources follow children in the event of them changing schools. Schools may also apply for further language support by an application process during the school year, should their circumstances change.
In relation to the school referred to by the deputy, The school submitted an application for EAL support for the 2024/25 school year and have been provisionally allocated 15 part-time language support hours for eligible new entrant students.
Schools who are unhappy with their EAL allocation following consideration of their application can appeal to the Primary Staffing Appeals Board.
Schools can contact their local NCSE Special Educational Needs Organiser (SENO) where they believe that they do not have sufficient resources to meet the needs of students with special educational needs.
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.
Teaching Qualifications
Questions (313)
John McGuinness
Question:313. Deputy John McGuinness asked the Minister for Education if she will expedite an application for teaching recognition in the name of a person (details supplied); and if she will make a statement on the matter. [19083/24]
View answerWritten answers
The criteria for the award of incremental credit are set out in the Department of Education’s Circulars 10/2001 for Primary teachers, 29/2007 and 29/2010 for Post-Primary teachers. The criteria for the award of incremental credit to recognised teachers was agreed under the auspices of the Teachers Conciliation Council (TCC).
Teachers applying for incremental credit under any of the above schemes shall be responsible for obtaining all the information requested by the Department as set out in the application forms, including details relating to the prior service for which they are submitting a claim for an award of incremental credit.
When an application form for incremental credit is received in my Department, it is checked to ensure that it is fully completed. Applications are managed in date received order.
The person named submitted a number of applications for incremental credit, along with supporting documentation in relation to these applications. The person named also submitted additional documentation relevant to her pay and her pension entitlements, which are required by my Department to confirm that the details held by my Department are correct and that those individuals are on the correct pay scale and the correct pension arrangements are in place.
Staff of my Department have contacted the person named in regards to the incremental credit applications and supporting documentation they have submitted. Staff of my Department have confirmed that the applications for incremental credit, supported by the documentation provided by the person named, will be processed by my Department and the additional supporting information regarding her pay and pension entitlements have been forwarded to the relevant Payroll and Pension Units of my Department for processing.
Special Educational Needs
Questions (314)
Matt Carthy
Question:314. Deputy Matt Carthy asked the Minister for Education further to Parliamentary Question No. 474 of 17 January 2023, the current status regarding the proposed permanent extension at a school (details supplied) to comprise of a three-classroom SEN base, five additional classrooms, two special education tuition rooms, one music room, one textiles room, one science laboratory and preparation room, associated circulation and WC and ancillary areas; if she will expedite the process to ensure that works commence without delay; and if she will make a statement on the matter. [19127/24]
View answerWritten answers
I can confirm that the school referred to by the Deputy was approved under the Additional School Accommodation (ASA) Scheme to enter my Department’s pipeline of school buildings. The school authority is being assisted by Cavan and Monaghan ETB (CMETB) in the delivery of this project.
A Stage 2A Addendum report has been submitted and is currently being reviewed from both a technical and cost perspective in accordance with the requirements of the Public Spending Code. 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 program.
The Department will be in contact with Cavan and Monaghan ETB and the school directly once this review has been completed.
Special Educational Needs
Questions (315)
Joe Flaherty
Question:315. Deputy Joe Flaherty asked the Minister for Education if she will consider the development of a dedicated special education school for County Leitrim (details supplied). [19128/24]
View answerWritten answers
Enabling 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.
For 2024, €2.7 billion is being spent on special education, an increase of €113 million, and this is dedicated to providing supports for children with special educational needs. This will allow for, amongst other things, the opening of up to 400 new special classes in mainstream schools and 300 additional special school places.
In 2024, the number of teaching and SNA posts in our schools will increase with an additional 744 teachers and 1,216 SNAs added to deliver up to 2,700 new places for children with special educational needs. This will mean we will have over 41,500 qualified and committed people in our schools who are focused wholly and exclusively on supporting these children.
The NCSE has the responsibility for planning and coordinating school supports for children with special educational needs.
Over the last number of years, my department and the NCSE have introduced a number of strategic initiatives to plan for and provide sufficient special class and special school places.
These initiatives are bearing fruit with almost 1,300 new special classes sanctioned and seven new special schools established over the last four years.
My department engages intensely with the NCSE in relation to the forward planning of new special classes and additional special school places. This forward planning work is well underway ahead of the 2024/25 school year. This work involves a detailed review of statistical data in relation to forecasting demand for special class places, an analysis of available school accommodation, consideration of improved data sharing arrangements and a particular focus on the provision of special classes at post-primary level.
As a result of this forward planning, two new special schools have been established for this current school year in Cork and Dublin, with further capacity being expanded in 11 other special schools.
Along with the two new special schools opening this school year, 390 new special classes – 254 at primary and 136 at post-primary level – have been sanctioned by the NCSE for opening this current school year.
The new special schools established over recent years have focused on providing additional places in our largest urban areas: Dublin and Cork. The department and NCSE have already begun planning in relation to further expanding special school capacity for the 2024/25 school year and beyond.
It is estimated that a further 300 new special school places may be required 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.
In 2021, a major extension and refurbishment project was completed in the school referred to by the Deputy. This project delivered nine classrooms with a range of ancillary accommodations. Where it is not possible to increase provision in a region, the department and NCSE will consider the need to establish a new special school.
Four new special schools will be established for the 2024/25 school year in Meath, Kildare, Wexford and Limerick. The schools will be under the patronage of the local Education and Training Boards.
In planning for increased special school places, the department and NCSE review all of the available data on the growing need for special school places across the country. This involves a detailed analysis of enrolment trends and the potential for existing special schools in a region to expand.
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.
I want to assure the Deputy that both my department and the NCSE will continue to monitor and review the need for further new special schools or the expansion of existing special schools to ensure that sufficient special education placements will be available for this coming school year and future years.
Special Educational Needs
Questions (316)
Joe Flaherty
Question:316. Deputy Joe Flaherty asked the Minister for Education if she will consider a change in the application of the capitation grant for special schools (details supplied). [19129/24]
View answerWritten answers
My Department is committed to providing funding to recognised primary and post-primary schools in the free education scheme by way of per capita grants. The two main grants are the Capitation grant to cater for day to day running costs such as heating, lighting, cleaning, insurance, general up-keep etc. and the Ancillary grant to cater for the cost of employing ancillary services staff. Schools have the flexibility to use capitation funding provided for general running costs and ancillary funding provided for caretaking and secretarial services as a common grant from which the Board of Management can allocate according to its own priorities.
The current standard rate of Capitation grant is €183 per pupil at Primary level and this year's grant is being paid, as usual, in 2 instalments, - the first in January and the second in June, for the 2023/24 academic year. Enhanced rates of capitation are also paid in respect of pupils with Special Educational Needs and Traveller pupils.
Primary schools with less than 60 pupils are paid the Capitation and the Ancillary grants on the basis of having 60 pupils.
In addition to these grants, €20 million in funding was issued in October 2023, to support all recognised primary and post-primary schools in the free education scheme. This funding is the first tranche of an overall additional €60 million funding announced as part of Budget 2024 measures designed to assist schools with increased day-to-day running costs such as heating and electricity. A further €40 million in funding was delivered in early 2024.
As part of the capitation package in Budget 2024 I am pleased to have secured €21 million as a permanent increase in capitation funding to assist schools now and longer term with increased day-to-day running costs. This will support a permanent restoration of funding for all primary and post-primary schools from September 2024. This will bring the basic rate of capitation grant to the pre-2011 level of €200 per student in primary schools. Enhanced rates of capitation will also be paid in respect of pupils with Special Educational Needs and Traveller pupils. This represents an increase of circa 9.2% of current standard and enhanced capitation rates.
The school may wish to make contact with the National Association of Boards of Management in Special Education (NABMSE) in relation to insurance. NABMSE facilitate a group insurance scheme on behalf of special schools. NABMSE can be contacted at info@nabmse.ie.
Special Educational Needs
Questions (317)
Joe Flaherty
Question:317. Deputy Joe Flaherty asked the Minister for Education if she will consider a change in the application of the minor works grant for special schools (details supplied). [19130/24]
View answerWritten answers
Since 2020, the Department of Education has invested in the region of €4.5 billion to add capacity and develop and upgrade school facilities across the country for the almost one million students and over 100,000 staff that learn and work in our schools every day.
The Minor Works Grant is one important element of this record level of capital investment in school infrastructure with significant funding provided to schools through the Minor Works Grant. Since 2020, €280m has issued to schools, of which circa. €9m relates to Special Schools.
Key priorities for the Department's work programme include continuing strong delivery to support the operation of the school system regarding planning ahead for the 2024/25 school year and beyond and regarding supporting special needs provision.
The Department recognises the importance of the Minor Works Grant to primary and special schools. Under Project Ireland 2040, a commitment was given that the Minor Works Grant would be paid in either December or January of the school year to all primary and special schools. In recent years my Department’s approach has been to pay the Minor Works Grant to primary and special schools in advance of the start of the following school year to facilitate a better lead in period for schools to plan any maintenance or minor works during the summer period.
The Minor Works Grant for the current school year 2023/2024 was paid in April 2023. The Minor Works Grant for the school year 2024/2025 issued this week.
Primary and special schools need not apply for minor works grant aid. Under the scheme, funding is made available to all primary and special schools on the following basis:
€5,500 basic grant plus €18.50 per mainstream pupil and €74 per special needs pupil enrolled in the school on the 30th of September of the year prior to the issue of the grant. The €74 rate applies to a special needs pupil attending a special school or attending a special class attached to a mainstream school.
Schools have the autonomy to use this funding for maintenance and small-scale improvements to school buildings and grounds. Given that each school setting is different, individual schools are best placed to decide how best to use this funding to address their particular needs.
The works that can be undertaken under the Minor Works Grant Scheme include maintenance and small-scale improvements to school buildings and grounds, improvement or replacement of mechanical and electrical services, the purchase of standard furniture and educational equipment, the purchase of floor coverings and window blinds, the purchase of IT related equipment, ventilation improvements, and enhancements to outdoor learning environments.
The Minor Works Grant is not for items of a non-capital nature. This includes payment of wages or salaries, payment of bills such as ESB and telephone accounts, water rates, purchase of oil etc.
In this regard, my Department is committed to providing funding to recognised primary and post-primary schools in the free education scheme by way of per capita grants. The two main grants are the Capitation grant to cater for day to day running costs such as heating, lighting, cleaning, insurance, general up-keep etc. and the Ancillary grant to cater for the cost of employing ancillary services staff. Schools have the flexibility to use capitation funding provided for general running costs and ancillary funding provided for caretaking and secretarial services as a common grant from which the Board of Management can allocate according to its own priorities.
The current standard rate of Capitation grant is €183 per pupil at Primary level and this year's grant is being paid, as usual, in 2 instalments, - the first in January and the second in June, for the 2023/24 academic year. Primary schools with less than 60 pupils are paid the Capitation and the Ancillary grants on the basis of having 60 pupils.
As part of the capitation package in Budget 2024 I am pleased to have secured €21 million as a permanent increase in capitation funding to assist schools now and in the longer term with increased day-to-day running costs. This will support a permanent restoration of funding for all primary and post-primary schools from September 2024. This will bring the basic rate of capitation grant to the pre-2011 level of €200 per student in primary schools. Enhanced rates will also be paid in respect of traveller pupils and pupils with Special Educational Needs. This represents an increase of circa 9.2% of current standard and enhanced capitation rates.