Written Answers Nos. 124-143
126. Deputy Patrick Costello asked the Minister for Education the number of children in residential care who are without a school place, in tabular form; and the reason these children are without a school place. [7071/24]
View answer127. Deputy Patrick Costello asked the Minister for Education for a breakdown of children excluded from school, and the reason, for both residential and other types of care. [7072/24]
View answer131. Deputy Patrick Costello asked the Minister for Education in relation to the recently released numbers by TESS relating to prolonged school attendance issues, how many of these children are under Tusla care. [7078/24]
View answerI propose to take Questions Nos. 126, 127 and 131 together.
Tusla Education Support Service (TESS) is under the remit of my Department.
TESS operates under the Education (Welfare) Act, 2000, a piece of legislation that emphasises the promotion of school attendance, participation and retention. TESS has three strands namely the statutory Educational Welfare Service (EWS) and the two school support services the Home School Community Liaison Scheme (HSCL) and the School Completion Programme (SCP). The three TESS strands work together collaboratively with schools, parents and guardians and other relevant services to achieve the best educational outcomes for children and young people. All three strands share the same national outcomes:
• improved attendance
• improved participation
• improved retention
The disaggregated data sought by the Deputy is currently neither routinely collected nor published by TESS.
128. Deputy Patrick Costello asked the Minister for Education how many section 29 appeals have been taken on behalf of children refused admission in 2023; the results of these appeals; and what educational provision has been made for the children where the appeals have not been upheld. [7074/24]
View answerThe 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.
Where a board of management makes a decision to refuse admission, a parent/guardian can appeal that decision under Section 29 of the Education Act, 1998, and an independent appeals committee will be appointed to consider the appeal.
This department has no authority to compel a school to admit a student, except in circumstances where an appeal under Section 29 of the Education Act, 1998 has been allowed and the appeals committee directs that the school admit the child concerned.
The number of appeals filed in 2023 under Section 29 where a student was initially refused admission to enrol is as follows:
|
Description |
2023 |
|
No. of Refused Admission Appeals( including Over-subscription) |
286 |
|
Appeals Disallowed |
109 |
|
Single Committee Review_Decision Upheld |
19 |
|
Refusal to Hear |
77 |
|
Appeals Allowed |
24 |
|
Withdrawn |
48 |
|
Appeals Pending Decision |
9 |
No of Refused Admission appeals: appeals where a school board of management, or a person acting on behalf of the board of management (normally the school principal) refuses to admit a student to a school, where the decision to refuse admission is due to the school being oversubscribed or for another reason.. These reasons vary on a case by case basis.
Appeals Disallowed: Appeals where the committee has decided that the school has followed proper procedures in refusing to admit the student.
Refusal to Hear: Where the committee refuses to hear an appeal. This can occur for a number of reasons as listed in Section 29F (1) of the Education Act 1998. These include appeals that were not made in the specified time frame, or where the applicant has failed to provide required information.
Single Committee Review/Decision Upheld: Where a committee has refused to hear an appeal. The applicant can have that decision reviewed by an alternative committee member who was not part of the original decision. Data listed shows the number of appeals where the reviewer agreed that the committee's decision not to hear the appeal was valid.
Appeals Allowed: Number of appeals where the committee determined that the schools decision to refuse admission was incorrect and that the pupil/student should be admitted
Withdrawn : Where the appellant withdraws the appeal. This can happen for various reasons. For example, the student may be offered a place at another school .
Appeals Pending Decision: Appeals received relating to refusal to enroll where the committee has not yet made a decision
If a parent is unsuccessful with a Section 29 appeal they may be able to qualify for home tuition.
The Home Tuition Grant Scheme is available to provide funding towards the provision of a compensatory educational service for children who, for a number of specific reasons, are unable to attend school.
Home tuition is provided as an interim measure only for children for whom a placement in a recognised school is not currently available, for a variety of reasons. It is a short term measure, and should not be regarded as an optional alternative to a school placement. Aspects of the scheme differ, depending on the reason for the application.
The Department of Education operates three categories of home tuition:
1. Home tuition for children with special educational needs and on medical grounds. Further detail is available on gov - Home Tuition (www.gov.ie)
2. Maternity-related absences gov - Home Tuition (www.gov.ie)
3. Reasons other than special educational needs and medical grounds
a. Strand 1 offers a temporary educational measure for a child who is temporarily without a school place, or without the offer of a school place and who is a actively seeking a place in a school recognised by the department. No School Place (NSP) Home Tuition Scheme provides interim provision for children without a school place, without the offer of a school place and for whom a place is being actively sought. Provision of tuition under this scheme is for a maximum of 9 hours per week for a period of 12 weeks or until the end of the school year or until the child in question receives an offer of a school place, whichever occurs first.
b. Strand 2 of this scheme is for children in care, who are without a school place due to emergency placement or placement disruption. The CIC Home Tuition Grant Scheme provides tuition for a maximum of 6 weeks for Children in Care for a maximum of 9 hours per week who are without a school place due to emergency placement or placement disruption. The maximum number of weeks of Home Tuition funding available under this scheme in any school year is 6 weeks. If, following 6 weeks the child is still without a school place, an application for the Department’s NSP Home Tuition Grant Scheme may then be made.
Home tuition is not an alternative to a school placement and is provided in very limited and specific circumstances. By its nature, it is intended to be a short term intervention. There are a variety of reasons why a child may be without a school place such as children moving school mid-year, family relocating, expulsion, children receiving a place further away than they can travel to and HTS as a short-term solution until a transport solution is put in place.
Tusla Education Support Service (TESS) has the responsibility to support a family when applying or home tuition if the child/young person is without a school placement. Home tutors are engaged by the parents/guardian of the child who is to receive tuition and the tutor has no contractual relationship with the Department of Education.
If a parent/guardian is unsuccessful sourcing a tutor for home tuition they should contact Tusla Education Support Service (TESS). Application forms for the home tuition scheme for students who are temporarily without a school place, are without an offer of a school place and are actively seeking a school placement in a recognised school grant scheme are available from the local Educational Welfare Officer (EWO) or the appointed social worker. Educational Welfare Officers are available to assist parents with the application for home tuition, if needed.
129. Deputy Patrick Costello asked the Minister for Education if an EWO been assigned to children currently in State care but excluded from school. [7075/24]
View answer130. Deputy Patrick Costello asked the Minister for Education where an EWO has been assigned specifically to residential care, if they work on a case by case basis or if there is a larger strategic plan being implemented for this role; and what are the goals in this special assignment. [7076/24]
View answerI propose to take Questions Nos. 129 and 130 together.
Tusla Education Support Service (TESS) is under the remit of my Department. TESS operates under the Education (Welfare) Act, 2000, a piece of legislation that emphasises the promotion of school attendance, participation and retention. TESS has three strands namely the Statutory Educational Welfare Service (EWS) and the two school support services the Home School Community Liaison Scheme (HSCL) and the School Completion Programme (SCP). The three TESS strands work together collaboratively with schools, families and other relevant services to achieve the best educational outcomes for children and young people. All three strands share the same national outcomes:
• Improved Attendance
• Improved Participation
• Improved Retention
In September 2023, a specialist post of Educational Welfare Officer (EWO) for children in care was established in TESS. This post is funded by my Department and aims to support the ongoing education of children in care. The EWO for children in care works with Social Workers, Social Care Workers, local TESS staff, and schools, to ensure that young people who move in their care placement are supported to access school places quickly and to minimise gaps in their education.
Where appropriate, the EWO will support applications for Home Tuition under my Department’s Children In Care Home Tuition Grant Scheme which provides tuition as an interim measure for a maximum of 6 weeks for children in care, who are without a school place due to emergency placement or placement disruption.
TESS will develop the EWO for Children In Care role in line with the learning from the publication of the recent report from the Central Statistics Office (CSO) 'Educational Attendance and Attainment of Children in Care, 2018 - 2023' and subsequent data sets published by the CSO.TESS also collaborates with my Department, Tusla colleagues, the Department of Children, Equality, Disability, Integration and Youth, and EPIC (Empowering People in Care) on various initiatives to improve the collection of data in respect of the attendance and attainment of children in care in education and on the development of practice responses to the particular challenges experienced by children and young people in care.
132. Deputy Réada Cronin asked the Minister for Education if her Department will introduce a mechanism, or extend any mechanism extant, as in the case of special needs, to compel schools to accept children who have not been offered a place in secondary school in north Kildare; and if she will make a statement on the matter. [6690/24]
View answerIt is an absolute priority of my Department to ensure that every child in the state has access to a school place that is appropriate to their needs and we are continually investing in existing and new schools to ensure that this is the case.
Tusla Education Support Service (TESS) is under the remit of my Department.
TESS operates under the Education (Welfare) Act, 2000, a piece of legislation that emphasises the promotion of school attendance, participation and retention. TESS has three strands namely the statutory Educational Welfare Service (EWS) and the two school support services the Home School Community Liaison Scheme (HSCL) and the School Completion Programme (SCP). The three TESS strands work together collaboratively with schools, parents and guardians and other relevant services to achieve the best educational outcomes for children and young people. All three strands share the same national outcomes:
• improved attendance
• improved participation
• improved retention
There are a variety of reasons why a child may be without a school place, such as, children moving school mid-year, family relocating, expulsion and children receiving a school place further away than they can travel to.
The EWS can assist parents who are experiencing difficulty in securing a school placement for their child. Referrals to the EWS may be made throughout the school year. Once a referral is made to the EWS in respect of a child or young person with no school place, it will remain an open case until such time as a school place is offered and accepted.
The Home Tuition Grant Scheme is available to provide funding towards the provision of a compensatory educational service for children who, for a number of specific reasons, are unable to attend school. Home tuition is provided as an interim measure only for children for whom a placement in a recognised school is not currently available.
Where all reasonable efforts have been made to secure a school place, consideration can be given to making a Designation under Section 67 of the Education Act 1998.The Section was commenced in 2022 and gives authority to Tusla and to the National Council for Special Education (NCSE) to designate a school place for a child with no school place. A Designation under Section 67 can only be made where there is evidence of a place being available in a school. The Designation directs the Board of Management of the school to enrol the child concerned.
133. Deputy Sorca Clarke asked the Minister for Education when she intends to bring the school transport review to Cabinet. [6708/24]
View answerThe School Transport Scheme is a significant operation managed by Bus Éireann on behalf of the Department of Education. In the current school year over 161,600 children, including over 135,000 pupils travelling on primary and post primary services, 19,800 pupils with special educational needs, and 6,800 pupils who have arrived to Ireland from Ukraine are transported on a daily basis to primary and post-primary schools throughout the country.
The total cost of the scheme in 2023 was €382.02m.
There has been an overall increase in both applications and tickets issued for the 2023/2024 school year in comparison to the 2022/2023 school year.
Under the current terms of the scheme, children are eligible for transport at primary level where they reside not less than 3.2 kilometres from and are attending their nearest national school, and at post primary level where they reside not less than 4.8 kilometres from and are attending their nearest post primary school/education centre as determined by the Department/Bus Éireann, having regard to ethos and language. Any children who do not meet these criteria are deemed not eligible, or otherwise known as concessionary applicants, and are allocated a ticket based on the availability of a seat when all eligible children have been catered for.
Undoubtedly, the School Transport Scheme is of huge importance to families, the review has been conducted with a view to examining the current scheme, its broader effectiveness, and sustainability and to ensure it services students and their families adequately. Considering how to best maximise the benefits now and into the future has been a significant factor in the review of the Scheme which commenced in February 2021.
Following phase 1 of the review, Temporary Alleviation Measures (TAMS) were introduced at post-primary level and are being continued for the current school year. Under these measures, which were initially introduced in 2019, transport is 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 and are attending their second nearest school and who applied and paid on time.There has been an extensive stakeholder engagement process, including consultation with parents, students, providers, and other key stakeholders, as part of this engagement we consulted with families who use the scheme, who would like to use the scheme and also with young people with special educational needs and mainstream students. The results from the stakeholder engagement with parents and children illustrated the importance of school transport to families with most indicating it is a safe and reliable service which helps families to live and work in rural Ireland. Another important finding of the stakeholder engagement process was that the Special Educational Needs Transport Scheme supports many children in attending specialist school placements which they may otherwise may not be able to attend.
An analysis of school transport schemes in other jurisdictions was also conducted as part of this stakeholder engagement and review process including the EU, the UK, the United States and Australia. This research and analysis outlined the evidence in terms of the need for a school transport service in an Irish context compared to some comparative countries as well as an analysis of the costs to users of school transport services in some other jurisdictions.
The Technical Working Group and the Steering Group have recently completed their work on the final report of the review. This final report includes recommendations on the future operation of the scheme.
I am aware that this review is much-awaited, it is recognised that there are improvements which need to be made to the scheme and I know the importance of doing so. I expect to be in a position shortly to bring the review to government, and further to government approval, the review will be published.
134. Deputy David Stanton asked the Minister for Education for an update on an application for additional accommodation for a school (details supplied); and if she will make a statement on the matter. [6716/24]
View answerI wish to confirm to the Deputy that the department is in receipt of an application from the school in question under the Department's Additional School Accommodation (ASA) scheme.
The purpose of the 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.
The consideration of the accommodation requirements for the school in question forms part of the Planning and Building Unit’s overall assessment of its work programme and priorities in the context of available capital funding.
The provision of required school places, including for children with special educational needs, is a priority for the department. The department's focus is on the most critical needs for the next school year and on how each individual school’s accommodation can be best utilised and at capacity across schools in each area. In the context of making the most effective use of the department's capital allocation, and mindful of climate action goals, department officials are working to ensure that all school accommodation capacity is being maximised. The application for Curraghagalla National School is being considered in this context and a decision will be communicated to the school as soon as possible.
I can assure the Deputy that my officials are working to ensure that there is sufficient provision to meet the school place needs in the school in question and the wider area for 2024/25 and future years.
135. Deputy John McGuinness asked the Minister for Education the actions she has taken to ensure that individuals over 70 years of age certified as medically fit to drive are considered for bus driver positions under the school bus scheme; if the contract for the school bus service will be amended to include this condition; if she will further amend the contract to include the use of buses that are over 20 years old that have all of the required certification; if she will insist that the sub contractors to Bus Éireann delivering this service are treated fairly and paid an economic rate; and if she will make a statement on the matter. [6720/24]
View answerThe School Transport Scheme is a significant operation managed by Bus Éireann on behalf of the Department of Education. In the current school year over 161,600 children, including over 135,000 pupils travelling on primary and post primary services, 19,800 pupils with special educational needs, and 6,800 pupils who have arrived to Ireland from Ukraine are transported on a daily basis to primary and post-primary schools throughout the country.
The total cost of the scheme in 2023 was €382.02m.
While over 90% of school transport services are contracted locally, Bus Éireann apply stringent assessments of each individual driver on over 7,000 school routes. This includes vetting and background checks.
It is Bus Éireann company policy that normal retirement age for all Bus Éireann staff is currently 66 years. However, Bus Éireann part-time school bus drivers and drivers nominated by private operators who operate service as part of the School Transport Scheme may continue to perform in the role provided they hold the requisite license and satisfy an annual medical examination until they retire at age 70. This policy and criteria is applied to all drivers who provide school transport services on behalf of Bus Éireann equally.
The age limit on school bus drivers was increased to 70 years a number of years ago. While Bus Éireann have informed the Department there is no plan to increase the age limit further at this time, the matter will continue to be kept under review.
136. Deputy Michael Lowry asked the Minister for Education if she will review the case of a school (details supplied), and consider a request from the board of management and parents for support from her Department to establish an autism-specific special class in the school; and if she will make a statement on the matter. [6726/24]
View answerEnabling children with special educational needs to receive an education is a priority for this government. It is also a key priority for me as Minister for Special Education & Inclusion, 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 2023, my department spent over €2.6 billion on special education and further progress will be made this year as an additional €113 million will be 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 children with special educational needs.
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 engage 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 are being established for this current school year in Cork and Dublin, with further capacity being expanded in 11 other special schools.
In December 2023, I was also very happy to announce with my colleague Minister Foley, the establishment of a further four new special schools for the 2024/25 school year in Enfield, South Kildare, Gorey and Limerick. This will bring to 11 the number of new special schools established in recent years.
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.
Of these 8 are in Laois, 4 at primary and 4 at post-primary level. This brings to 60 the number of special classes in County Laois, 44 at primary level and 16 at post-primary level. The vast majority of these are autism classes and have a teacher/pupil ratio of 1:6.
In relation to the school referred to by the Deputy, the NCSE has advised my department that they received an expression of interest for the establishment of an autism class from the school in November 2023. Any school who express an interest in opening a special class are to be commended.
The NCSE is currently reviewing the overall demand for such provision in the area alongside the availability of space in local schools. The local NCSE SENO remains in contact with the principal of the school and with the parents of children in the area. Parents will be duly notified as new special class placements become available and are sanctioned within the area.
Parents seeking special class placements for their children are advised to contact the NCSE locally so that their needs can be taken into account for planning purposes. The local SENO remain available to assist and advise parents of children with special educational needs. Parents may contact SENOs directly using the contact details available at: www.ncse.ie/regional-services-contact-list
Information on the list of schools with special classes, the types and locations of these classes is published on the NCSE website and is available at: www.ncse.ie/special-classes
I want to assure you that my department will continue to support the NCSE and schools through the provision of the necessary funding and capital investment to ensure all children are successful in accessing an education.
137. Deputy Marian Harkin asked the Minister for Education the date for applications for the summer works scheme; and if she will make a statement on the matter. [6745/24]
View answerAs you may be aware, the purpose of the Summer Works Scheme (SWS) is to enable individual school authorities to undertake small-scale building works on a devolved basis and, ideally, can be carried out during the summer months or at other times that avoid disrupting the operation of the school. The SWS operates on a multi-annual basis for categories of works such as roof works, window replacement, mechanical and electrical works, external works etc. and was last opened for applications in 2019.
The Department is leading an ambitious sustainability agenda and has progressed a wide array of measures to improve the overall sustainability of our school buildings. It is a priority for Government to deliver on Ireland’s ambitious climate agenda and reduce greenhouse gas emissions. This includes targets around the decarbonisation of Ireland’s public buildings.
As part of it’s planning for 2024 and beyond, Department officials are considering and planning for the next phases of the summer works programme and the opportunities this may create to support the sustainability agenda. In this regard, it is envisaged at this stage that, a Multi-Annual SWS with a focus on climate action and energy conservation will be the focus for the next summer works scheme to be opened for applications. The arrangements and timing of that SWS is still under consideration and schools will be updated in due course.
138. Deputy Marian Harkin asked the Minister for Education what works are accepted under the emergency works scheme in schools; and if she will make a statement on the matter. [6746/24]
View answerThe main purpose of the Emergency Works Scheme is to provide for unforeseen emergencies that impact on school buildings. An emergency is a situation which poses an immediate risk to health, life, property or the environment, which is sudden, unforeseen and requires immediate action and, in the case of a school, if not corrected would prevent the school or part thereof from opening. The scheme does so by ensuring the availability of funding for urgent works to those schools that are in need of resources as a result of an emergency situation.
The scheme also provides funding to facilitate inclusion and access for special needs pupils on receipt of an enrolment application from such a pupil and/or for staff members (as set out in Appendix C of the relevant circular).
Applications for funding under the scheme must serve one or both of these purposes and meet the criteria for funding as set out in the relevant circular, 0068/2020, and its appendices. All relevant and supporting information in relation to such an Emergency Works Grant Scheme application must be provided in order to support a claim for emergency grant aid.
139. Deputy Niamh Smyth asked the Minister for Education if she will review the case of a school (details supplied); and if she will make a statement on the matter. [6748/24]
View answerEnabling children with special educational needs to receive an education is a priority for this government. It is also a key priority for me as Minister for Special Education & Inclusion, 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.
The allocation model for 2024/25 distributes the total available number of Special education Teacher posts in line with each school’s profile of need. The model makes an allocation on the basis of a number of inputs, including enrolment numbers. It also uses school-level data from standardised tests in order to reflect relative levels of overall needed.
It 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. Of schools across the country, 67 % of schools have either increased their allocation or retained their previous allocation. Of those schools whose allocation has been decreased, 70 % of these schools have reduced their hours by 5 hours or less.
In addition to the standard allocation of SET hours, your school is also in receipt of a temporary allocation of 7.5 SET hours to support Ukrainian pupils enrolled in your school.
I would be the first to acknowledge 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 we seek to make allocations in respect of 4,000 schools. It is for this reason that we have also streamlined the review process for Special Education Teachers and schools who feel that they have received an inappropriate allocation can make this application to the NCSE.
The Department is cognisant that it is possible that unique circumstances may present in a school which could require an urgent review. In such circumstances, the school may apply for this process through the NCSE. Reviews will be conducted by the NCSE, between March and May each year, to better enable schools to plan for the following September.
Appendix 1 of Circular 002/2024 & 003/2024 clarifies what constitutes unique circumstances and provides further information on the SET Review process.
Application forms for schools to apply for a SET Review will be available on the NCSE website from the week commencing the 19th February 2024.The NCSE will begin accepting applications for SET Reviews on the 1st March 2024 with a closing date for applications of SET Reviews on the 22nd March. Schools must submit their completed application forms through the online portal on the NCSE website.
140. Deputy Carol Nolan asked the Minister for Education the measures she is taking to ensure that organisations, including State bodies under the aegis of her Department as well as non-governmental organisations and charities that are in receipt of funding from her Department, do not use any portion of such funding to campaign or promote a position in favour or against any outcome of the forthcoming referenda on Articles 41.1.1, 41.2.1 and 41.2.2 of the Constitution, thereby breaching the McKenna principles; and if she will make a statement on the matter. [6757/24]
View answerThe Department of the Taoiseach issues guidance to all Ministers and Government Departments in respect of the application of the principles of the various Court judgments relevant to the Government’s role in referendum campaigns .
Officials in my Departments have brought the Department of the Taoiseach’s guidance and information to the attention of the bodies under the aegis.
It is the responsibility of An Coimisiún Toghcháin, under Chapter 5, Part 2 of the Electoral Reform Act 2022, to provide a general explanation of the subject matter of the proposals for the referendums and to promote public awareness and encourage voting at the referendums.’
141. Deputy James Lawless asked the Minister for Education to report on the current oversubscription crisis in schools in County Kildare, and specifically Prosperous and Clane; what her Department is planning to ensure that all children will be educated in a school environment in this area; and if she will make a statement on the matter. [6775/24]
View answerI 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 the Department.
My Department is aware of pressures for school places for the 2024/25 school year in North Kildare School Planning Areas including Prosperous_Clane.
As part of planning for September 2024, data on applications for admission has been received by the department from post-primary schools across these areas of enrolment pressure, and updated data on offers and acceptances continues to be received as admissions processes transact.
The sharing of this data has been very effective in the identification of school place requirements across the areas. In the majority of areas across Kildare, through the work of schools, patrons, management bodies and the Department, there are sufficient school places available to meet the needs of children in the area. The Department is working with schools and patrons to make additional places available in a small number of areas where a need has been identified.
While some applicants may not yet have received an offer of a school place for 2024/25, families can be assured that all children who require a school place will be provided with one. The Department is continuing to work with schools and patrons to ensure that there are sufficient school places available, and to put any required solutions in place.
There will be greater clarity for families over the coming weeks as admissions processes continue to work through and required additional places come on stream.
142. Deputy James Lawless asked the Minister for Education for an update on the current status of the proposed new post primary school (details supplied); the current status of an extension to a school (details supplied); and if she will make a statement on the matter. [6776/24]
View answerThe project in Prosperous to which the Deputy refers is a Major Devolved project and has been devolved for delivery to Kildare and Wicklow Education and Training Board (KWETB).
It is currently at Stage 2b of the process, which allows for detailed design/planning, obtaining the necessary statutory permissions and the preparation of tender documents. When this stage is finalised, the next stage is tendering for a contractor and then onwards to construction, in due course.
While at this early stage it is not possible to provide a timeline for completion of the project, KWETB will be engaging directly with the school to keep it informed of progress.
The project in Clane to which the Deputy refers was approved under my Department’s Additional School Accommodation (ASA) scheme. My Department is awaiting a response to comments issued to school authorities in December 2023 concerning the Stage 1/2a report submitted to the Department for review.
My Department will continue to engage with the school authority to offer any assistance needed to progress this important project.
143. Deputy James Lawless asked the Minister for Education what plans/structures are in place to assist secondary school children that are currently being home schooled in securing a school place as soon as possible; and if she will make a statement on the matter. [6778/24]
View answerIt is an absolute priority of my Department to ensure that every child in the state has access to a school place that is appropriate to their needs. There are a variety of reasons why a child may be without a school place, such as, children moving school mid-year, family relocating, expulsion and children receiving a place further away than they can travel to.
The Educational Welfare Service (EWS) operates under the Education (Welfare) Act, 2000, a piece of legislation that emphasises the promotion of school attendance, participation and retention. It is a statutory service. Its primary role is to ensure that every child either attends school regularly, receives a certain minimum education and secures every child’s entitlement to education. Referrals to the EWS may be made throughout the school year and once a referral is made in respect of a child with no school place, it will remain an open until such time as a school place is offered and accepted.
The Home Tuition Grant Scheme provides funding for the provision of a compensatory educational service for children who are unable to attend school. It is provided as an interim measure only for children for whom a placement in a recognised school is not currently available. It is a short term measure, and should not be regarded as an optional alternative to a school placement. Within the scheme there are three different categories of home tuition:
Home tuition for children with special educational needs and on medical grounds.
• Maternity-related absences.
• Reasons other than special educational needs and medical grounds - this is in turn broken into two different strands (1) the No School Place (NSP) scheme offers a temporary educational measure for a child who is temporarily without a school place, or without the offer of a school place and who is a actively seeking a place. This scheme provides tuition for a maximum of 9 hours per week for a period of 12 weeks or until the end of the school year or until the child in question receives an offer of a school place, whichever occurs first and (2) the Children in Care scheme is for children in care, who are without a school place due to emergency placement or placement disruption. This provides tuition for a maximum of 6 weeks for a maximum of 9 hours per week. If, following 6 weeks the child is still without a school place, an application for the Department’s NSP scheme may then be made.
