Written Answers Nos. 524-543
524. Deputy Matt Carthy asked the Minister for Education if there is a maximum timeframe that it is considered appropriate for any child to spend on a school bus to travel to and from a special school; and if she will make a statement on the matter. [12943/24]
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.
The National Council for Special Education acts in an advisory role to the Department of Education on the suitability of placements for children with special educational needs. Under the terms of the School Transport Scheme for Children with Special Educational Needs, the Department will consider the report of the Special Education Needs Organiser (SENO). School transport is provided to children with special educational needs who are attending the nearest school to their place of residence that is or can be resourced to meet their educational needs, as identified by the SENO.
Bus Éireann is responsible for the planning and timetabling of school transport routes on behalf of my Department. Bus Éireann endeavours, within available resources, to ensure that each eligible child has a reasonable level of school transport service in the context of the Scheme nationally.
Care is taken to minimise the amount of travel for students, I am aware that it is not always possible to secure a suitable placement in a local school and children and occasionally, the specialist nature of the placement involved requires the child to travel some distance.
If families have any particular queries they can contact School Transport Section directly at school_transport@education.gov.ie where officials in the Department will be happy to assist.
525. Deputy Rose Conway-Walsh asked the Minister for Education to provide in tabular form, the annual expenditure on design teams for capital projects each year since 2016; and if she will make a statement on the matter. [12944/24]
View answerSince 2020, my Department has invested in the region of €4.5 billion in our schools throughout the country, involving the completion of over 800 school building projects with construction currently underway at approximately 300 other projects, which includes 31 new school buildings.
These 300 projects currently at construction involve a total State investment of over €1.2bn.
There are also 90 projects currently at the tender stage including a further 28 new school buildings. All of these new school buildings are flagship projects in their area and transform the education infrastructure for those school communities.
This is a record level of investment in our schools and highlights the Government’s very strong track record of delivery in providing additional capacity and modern facilities for our school communities.
The key drivers of capital investment in the schools sector include:
• demographic growth, particularly at post primary level
• increased demand for special educational needs provision
• alignment of school place provision with new housing development
• climate action objectives including deep energy retrofit.?
The table below details design team fees spend 2016 to date across the school capital building projects.
|
Year |
Annual Expenditure in €m |
|
2016 |
€16.42m |
|
2017 |
€19.18m |
|
2018 |
€20.07m |
|
2019 |
€19.65m |
|
2020 |
€18.33m |
|
2021 |
€34.02m |
|
2022 |
€31.61m |
|
2023 |
€38.93m |
|
2024 |
€12.63m |
|
Total |
€210.84m |
526. Deputy Rose Conway-Walsh asked the Minister for Education if consideration has been given to her Department recruiting on a permanent basis architects, engineers, and quantity surveyors in order to provide in-house design team support for school capital projects; if any analysis has been carried out on the potential savings of such an approach; and if she will make a statement on the matter. [12945/24]
View answerThere are currently 42 professional and technical staff employed in the Planning and Building Unit of my Department. The grades working in this unit consist of Senior Quantity Surveyors, Senior Building Service Engineers, Senior Civil and Structural Engineers, Senior Architects, Architects, Architectural Assistants and Senior Technical Officers who are led by Technical Managers. In 2023, the Department ran three open competitions for the grades of Senior Quantity Surveyor, Senior Building Services Engineer and Architect. In 2024, it is planned that the Department will run additional professional and technical competitions via the Public Appointments Service in order to strengthen and enhance the existing capacity of the Planning and Building Unit in response to the growing demand of services required to support the Department’s School Building Programme under its National Development Plan commitments.
527. Deputy Matt Shanahan asked the Minister for Education further to Parliamentary Question No. 195 of 7 February 2024, what criteria is actually examined and referenced with respect to this individual case; the depth of analysis that was entered into in terms of examining this claim; if previous employers and employment situations were examined to see how they correspond with known criteria referenced; if the public school system in the UAE is recognised as a corresponding platform to the Irish school system; if it not, when and how was such analysis made; and if she will make a statement on the matter. [12946/24]
View answer528. Deputy Matt Shanahan asked the Minister for Education further to Parliamentary Question No. 195 of 7 February 2024, given the apparent lack of recognition to experience increments raised in in relation to teaching work undertaken in private school settings in the UAE, if and how this policy is communicated to Irish persons who may take up temporary residence and work in this country in the private school sector and may be at economic disadvantage if returning to an educational teaching post in Ireland; and if she will make a statement on the matter. [12947/24]
View answerI propose to take Questions Nos. 527 and 528 together.
As previously advised in PQ number 5262/24 and also PQ number 6258/24, the criteria for the award of incremental credit are set out in the Department’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 provide for the award of incremental credit in respect of overseas teaching service, both within, and without, the EU. Where a school satisfies the criteria set out in the circulars to have service at that school recognised for incremental credit, an award of incremental credit can be made.
Criteria such as state funding and the length of time the school has been in existence must be satisfied in order for service at that school to be recognised for incremental credit. Where schools do not satisfy the required criteria, then service at that school cannot be considered towards incremental credit. Teachers must be on the Department’s payroll or teaching in an Education and Training Board school before an application can be processed.
Irish persons abroad may locate departmental circulars including incremental credit circulars on the Department’s website. Also Teacher Unions are members of the Teachers Conciliation Council who are responsible for incremental credit circulars. When incremental credit circulars are published, management bodies and teacher unions are also advised of their issue date.
With regard to the individual person referred to, two applications for incremental credit have been received from this teacher. An outcome letter has issued with regard to the first application. The second application was received in my Department in the last fortnight and is being processed by the relevant unit of my Department. A decision will issue from my Department once the processing of the application has been completed.
529. Deputy Richard Bruton asked the Minister for Education if she will outline recent allocations to a school (details supplied) for improvements to the buildings; and if she will outline any planned works that she is considering for the school. [12949/24]
View answerI can confirm to the Deputy, that my Department is not in receipt of a current application from the school in question, for the Additional School Accommodation (ASA) scheme.
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 Planning and Building Unit of my Department has no record of an application for emergency funding from the school in question. Should an application be received it will be assessed and the school authorities notified of the outcome without delay
It is also open to the school to use their minor works grant for upgrades to their existing school accommodation.
530. Deputy Steven Matthews asked the Minister for Education the position regarding the temporary accommodation committed to a school (details supplied); the timeline for its handover to school management; and if she will make a statement on the matter. [12954/24]
View answerThe school to which the Deputy refers was approved for a project under my Department's Reconfiguration and Modular Accommodation programme. While the project was devolved to the school authority for delivery, this programme draws on the Department's procurement frameworks which supports accelerated delivery of the accommodation and maximises assistance to the school authority for the delivery of the required accommodation.
The Project Manager has advsied that the project is practically completed and that inspections are currently being finalised for the imminent handover of the accommodation to the school authority.
531. Deputy Steven Matthews asked the Minister for Education the position regarding the permanent school building for a school (details supplied); the timeline for the start date for construction; and if she will make a statement on the matter. [12955/24]
View answerThe project to which the Deputy refers is devolved for delivery to Kildare and Wicklow Education and Training Board (KWETB).
My Department approved a submission from the school authority to increase the original brief in the context of a significant increase in projected new enrolments in the area. This allowed for a project to cater for a 1,000 pupil school plus 6 special education needs classes. This welcomed change to the project brief meant that time was required to amend the detailed drawings before the planning submission.
A planning application was submitted to Wicklow County Council in Q4 2023 who have requested further information, which the Design Team are currently in the process of procuring the additional surveys requested. KWETB will submit the Stage 2b report for review once the necessary statutory planning permissions have been obtained.
Subject to any further issues arising during the planning process, the project will proceed to tender and construction in due course. It is not possible to provide an accurate timeline for the project at this stage.
532. Deputy Paul Donnelly asked the Minister for Education when refurbishment works at a school (details supplied) will be completed; and the estimated cost for these works. [12961/24]
View answerThe contract to build St Patrick's NS in Corduff comprised 2 phases with phase 1 being the construction of 16 classroom senior school and phase 2 being the construction of a 20 classroom junior school and 2 classrooms for children with special educational needs. Substantial Completion of Phase 1 of the project was achieved in January 2023 for the senior school. Following this, the contractor on site informed the Department of Education it was not in a position to complete the remainder of the contract on Phase 2 (construction of the junior school). The Department had no option but to tender for a new contractor. The Invitation to Tender issued in 30th July 2023. Tender returns were received and evaluated, and a contractor identified. Currently, a Letter of Intent has issued to a contractor. As per procurement rules, there is a 14 day standstill period, following which, should the contractor accept, a Letter of Acceptance can issue. Only when the Letter of Acceptance has issued is there a contract in place to enable construction to commence and all the contract terms and conditions apply.
533. Deputy Fergus O'Dowd asked the Minister for Education if she will arrange for a further review of a case (details supplied) in respect of their need for a special education placement; and if she will make a statement on the matter. [12983/24]
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 have been 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 Meath, Kildare, Wexford 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 18 are in Louth, 12 at primary level and 6 at post-primary level. This brings to 88 the number of special classes in County Louth, 67 at primary level and 21 at post-primary level.
There are also four special schools in County Louth.
My department and the NCSE have begun preparatory work in relation to planning for the provision of further new special class and special school places for the 2024/25 school year and beyond. It is envisioned that the allocations of special classes for the 2024/25 school year will be announced in quarter two.
In relation to the student referred to by the Deputy, the NCSE has advised my department that the local special educational needs organiser (SENO) has been in recent contact with the parent and has provided advice and guidance in relation to their specific situation. The SENO remains available to provide assistance.
Parents may contact SENOs directly using the contact details available at: www.ncse.ie/regional-services-contact-list.
My department and the NCSE are committed to ensuring that sufficient special education placements will be available for children for this school year and future years.
534. Deputy Denise Mitchell asked the Minister for Education for an update on the new building for a school (details supplied); and if she will make a statement on the matter. [13005/24]
View answerThe large scale capital project at the school is for the provision of a new 600 pupil school and ancillary accommodation. The project is at Architectural Planning Stage 3 – Tender Action and Award.
The original grant of planning expired in December 2022, but due to changes to the Planning Acts in September 2021, it was no longer possible to apply for an extension to the planning permission for the main building project and a new application was required. The new planning permission application was lodged, and subsequently granted in December 2023, with a number of conditions attached.
The Design Team are examining the implications of these conditions along with reviewing technical design information in relation to statutory and current technical design guidance.
My Department’s planning and building unit is currently assessing its work programme and priorities for 2024 in the context of overall requirements. The large scale capital project remains a priority for delivery.
My Department officials will be in contact with the School authority when the Design Team complete their review.
535. Deputy Thomas Pringle asked the Minister for Education for an update on the prefabricated classroom which was applied for in March 2023 for a school in Donegal town (details supplied); and if she will make a statement on the matter. [13037/24]
View answerI can confirm to the Deputy, that my department received an application in 2023 for capital funding, under the Additional Schools’ Accommodation (ASA) scheme from the school in question.
The purpose of the Additional Schools’ Accommodation (ASA) scheme is to ensure that essential mainstream and special education classroom accommodation is available to cater for pupils enrolled each year and where the need cannot be met by the school’s existing accommodation or at other schools in the area.
My department's focus is on the most critical needs for the next school year and how each individual school’s accommodation can be best utilised and at capacity across schools in each school planning area. In the context of making most effective use of our capital allocation, and mindful of climate action goals, my officials are working to make sure that all school accommodation capacity is being maximised.
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. Unfortunately it is not therefore possible to give an indication at this point in time of the timeframe for the provision of additional accommodation at the school.
The provision of required school places, including for children with special education needs, is a priority for my department.
In general, demographics have been falling at primary level and are due to continue to decrease. Therefore the Department considers it prudent to maximise the use of existing spare accommodation capacity at primary level in the first instance, before considering any applications for further accommodation needs. This is in line with public spending requirements.
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.
536. Deputy Eoin Ó Broin asked the Minister for Education for an update on two new classes in a special school (details supplied); if a timeframe is available for their opening; and if she will make a statement on the matter. [13051/24]
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 have been 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 Meath, Kildare, Wexford 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 71 are in Dublin, 48 at primary level and 23 at post-primary level. This brings to 534 the number of special classes in County Dublin, 408 at primary level and 126 at post-primary level.
In relation to the school referred to by the Deputy, the NCSE has advised my department that they are in contact with the school in relation to the provision of further special school places.
Parents seeking special class or special school 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 special educational needs organisers (SENOs) 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.
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.
537. Deputy Peter Burke asked the Minister for Education if she will progress an application for additional modular classrooms for a school (details supplied); and if she will make a statement on the matter. [13052/24]
View answerI wish to advise the Deputy that my Department is in receipt of an application for additional accommodation from the school in question.
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 or at other schools in the area.
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 National Council for Special Education (NCSE), and all available alternative accommodation within the school is already being used for classroom purposes. The capacity at other schools in the area is also considered as part of the assessment of any accommodation needs.
The National Council for Special Education (NCSE) has the responsibility for planning and coordinating school supports for children with special educational needs.
The 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. In planning and providing for additional school accommodation, the Department must also have regard to construction inflation pressures and competing demands on suppliers of modular accommodation and project management services.
In general, demographics have been falling at primary level and are due to continue to decrease. Therefore the Department considers it prudent to maximise the use of existing spare accommodation capacity at primary level in the first instance, before considering any applications for further accommodation needs. This is in line with public spending requirements. In relation to the provision of primary special classes, the shared preference of both the Department and the NCSE is to use and reconfigure existing school accommodation to provide special classes. Given the number of primary special classes available already and the falling demographics, it is also likely that most of the new additional special classes may be required in larger population centres in a local school planning area.
At local level, the NCSE is currently reviewing the overall demand for such provision in the area alongside the availability of space in local schools. The NCSE and the Department continue to engage on a regular basis in relation to the provision of additional special education placements.
My officials will be in contact with the school in due course following further consultation with NCSE.
538. Deputy Robert Troy asked the Minister for Education to provide an update and timeframe for the delivery of the development works at a school (details supplied). [13057/24]
View answerThe Additional School Accommodation scheme project in relation to the school in question is currently under consideration. A further communication with issue to the School Authority shortly regarding next steps for transition into the delivery phase.
539. Deputy Kathleen Funchion asked the Minister for Education the capacity of the school bus that services a school (details supplied) from the Wood Lane Pollagh Callan County Kilkenny area; and if she will make a statement on the matter. [13058/24]
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 traveling 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.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.
Bus Éireann has advised that the service referred to by the Deputy is operated by a medium 33 seater vehicle. The service currently caters for 29 eligible pupils and 3 concessionary pupils.
540. Deputy Emer Higgins asked the Minister for Education if she will be adding additional places in existing reading schools for the children of Dublin mid-west; in the meantime, what additional supports are available to children who are on the second percentile and currently on the waiting list for a place in a school dedicated to children with reading difficulties; and if she will make a statement on the matter. [13071/24]
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).
It is my department’s policy, in accordance with the principles of inclusive education, that students with additional learning needs are supported in mainstream classes along with their peers, with additional supports provided as necessary.
My department provides for a range of placement options and supports for schools, which have enrolled students with special educational needs in order to ensure that wherever a child is enrolled, they will have access to an appropriate education.
My department has invested considerably in ensuring that all recognised mainstream schools have been allocated additional special education teaching resources to support them in providing optimal learning experiences for children with special educational needs, including students with a specific learning disability such as dyslexia.
Provision for students is governed by the continuum of support and a range of guidance documents, resources and training opportunities is available to schools to inform their approaches in meeting the needs of students with special educational needs. The most significant of these resources are the 14,500 special education teachers who are employed in schools to provide additional support for children with special educational needs, including dyslexia.
The allocation of special education teachers allows schools to provide additional teaching support for all students who require such support and for schools to deploy resources based on each student’s individual learning need.
The NCSE, through its network of local special educational needs organisers (SENOs), is responsible for processing applications from schools for special educational needs supports as required. The NCSE is aware of emerging need from year to year and where additional provision is required to support schools to meet the needs of children with special educational needs, it is planned and established to meet that need.
In addition, there are specialist educational supports provided by the National Educational Psychological Services (NEPS) and the NCSE to help schools provide an appropriate education for students with special educational needs.
Funding is also made available to schools for the purchase of specialised equipment such as computers and/or software to assist children with special educational needs, including children with a specific learning disability such as dyslexia. This is provided where relevant professionals recommend the equipment as being essential for the provision of education. Schools can apply to the NCSE, through their local SENO for such support.
It is important to note that all classroom teachers at primary level and subject teachers at post-primary level have responsibility for the progress of their students. Where necessary, additional support is provided by special education teachers. The majority of students with significant literacy difficulties currently receive additional teaching support from a special education teacher in a mainstream class. This is provided on the basis of the individual student’s learning need, identified in schools, as opposed to being based on a requirement for a child to have a diagnosis, or an assessment, of a particular disability. These supports are intended to provide students with the highest standard of education.
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.
541. Deputy Kathleen Funchion asked the Minister for Education if she will confirm if a child (details supplied) will secure a place in an ASD unit near their home for this coming school year; and what assistance she can provide to their parents. [13116/24]
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 have been 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 Meath, Kildare, Wexford 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 Carlow, 6 at primary level and 2 at post-primary level. This brings to 53 the number of special classes in County Carlow, 36 at primary level and 17 at post-primary level.
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 special educational needs organisers (SENOs) 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.
As your query refers to an individual placement, I will arrange to have it referred to the NCSE for their attention and direct reply.
My department and the NCSE are committed to ensuring that sufficient special education placements will be available for children for this school year and future years.
542. Deputy Patricia Ryan asked the Minister for Education her plans for the provision of a new special school in Monasterevin, County Kildare; the type of special school it is or will be; which locations are being considered for the school; and if she will make a statement on the matter. [13162/24]
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.
Of the 130 special school nationwide, 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. Over 9,100 students are currently enrolled in special schools. The attached document provides a breakdown of the special schools and the number of provisional enrolments in each school for the 2023/24 school year.
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 Counties Meath, Kildare, Wexford and Limerick. This will bring to 11 the number of new special schools established in recent years. The special school in Meath will be located in Enfield and the special school in Wexford in Gorey. The exact locations of the special schools in Limerick and Kildare are expected to be confirmed shortly.
The new special schools are being established under the patronage of the local Education and Training Boards (ETBs) – Limerick and Clare ETB, Louth and Meath ETB, Waterford and Wexford ETB and Kildare and Wicklow ETB. These are the first special schools being established under these ETBs.
Dedicated working groups comprising of department officials, the NCSE and ETB staff have been set up to support the establishment of each new special school. Each working group has already met on a number of occasions. The admission policies of two of the special schools have been published already and the admission policies of the remaining two schools are expected to be published shortly.
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 special educational needs organisers (SENOs) 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.
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.
543. Deputy Patricia Ryan asked the Minister for Education if, with regard to the placement of people seeking temporary international protection in locations in south Kildare, she will outline the provisions she is considering putting in place to cater for primary and secondary school places for those children, in circumstances where south Kildare schools at both primary and secondary level are already oversubscribed and are already operating waiting lists for the 2024-2025 school year; and if she will make a statement on the matter. [13163/24]
View answerI can assure the Deputy 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.
As the Deputy is aware, for school planning purposes my Department divides the country into 314 school planning areas and utilises a Geographical Information System to anticipate school place demand. Information from a range of sources, including Child Benefit data, school enrolment data and information on residential development activity is used for this purpose.
Additionally, Project Ireland 2040 population and housing targets inform the Department's projections of school place requirements.
It is important to note that where enrolment pressures arise, it may not always be as a result of lack of accommodation but may be driven by the following factors:
• Duplication of applications – pupils have applied for a place to a number of schools in the area
• School of choice – pupils can’t get a place in their preferred school while there are places in other schools in the town/area
• Some towns/areas have single sex schools and while places are available in the school they are not available to all pupils
• External draw – pupils coming from outside the local area
Having considered the projected requirements in each school planning area, my Department then makes an assessment of the existing capacity within that particular area and its ability to meet any increased demand. Additional provision is made as necessary, where the existing capacity is insufficient for future needs.
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.
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.
My Department has invested significantly in schools in County Kildare over recent years. Under the National Development Plan, a total of almost €250m has been invested in schools in County Kildare over the last five years. This investment has focused on provision of additional capacity to cater for its increasing population and there are further significant projects in our pipeline including for the South Kildare area.
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. This may result in some pupils not obtaining a place in the school of their first choice, however, the Department's main responsibility is to ensure that schools in an area can, between them, cater for all students in the area seeking school places.
My Department has worked closely with schools and patrons across Kildare to ensure that there is sufficient provision across School Planning Areas to meet school place requirements. While some applicants may not yet have received an offer of a school place, significant progress has been made in making required capacity available and families can be assured that there will be sufficient school places available to meet the needs of children in the area.
Regional Education and Language Teams, or REALTs, were established as part of the Department of Education’s response to the humanitarian crisis arising from the war in Ukraine. REALTs assist Ukrainian families in securing school places.
The remit of the REALTs was extended in November 2022 to include supporting non-Ukrainian IPAS arrivals and children under the Irish Refugee Protection Programme (IRPP) to find school places. The current Tusla Education Support Service (TESS) team continue to operate as normal with new arrivals and work closely with the 16 REALT co-ordinators in the regions and request supports from the REALT when needed to assist with the enrolment in schools. The statutory role of Tusla to ensure that all children aged 6 to 16 are in receipt of an education is not affected.
The requirement for additional school places in the South Kildare area is kept under on-going review. Additionally, the Department will continue to liaise with the local Council in respect of its review of the Development Plan with a view to identifying any potential long-term school accommodation requirements.
