Written Answers Nos. 183-202
183. Deputy Cormac Devlin asked the Minister for Enterprise, Trade and Employment the location of the data centre or centres used by his Department; the reason it was chosen; the distance it is from his Department’s offices; if he will identify the centres used by each agency under his Department’s aegis; and the distance these data centres are to their offices; and if he will make a statement on the matter. [9387/24]
Amharc ar fhreagraMy Department hosts the majority of its ICT systems in two of the Department's own buildings in the central Dublin area. It also hosts a very small number of ICT systems in the Revenue Hosting Centre, Dublin 8, which is approximately 4km from my Departments head office in Kildare Street. This was largely chosen for cost and location reasons.
With regard to the Agencies under the remit of my Department, this is an operational matter and I have referred the question to them for direct response to the Deputy.
184. Deputy Michael Ring asked the Minister for Education if she will acknowledge that a rural DEIS school in County Mayo (details supplied) is being unfairly impacted by the methodology change in allocating special education teaching hours; if she will ensure that the children with additional needs in this school are not left without their fair share of special education teaching allocation; and if she will make a statement on the matter. [8632/24]
Amharc ar fhreagraEnabling children with special educational needs to receive an education is a priority for this government. It is also a key priority for me as Minister for Special Education & Inclusion, for my department and for the National Council for Special Education (NCSE).
Approximately 98% of all children, including those with special education needs, are educated in mainstream classes with their peers.
The allocation model for 2024/25 distributes the total available number of SET 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 need. It seeks to distribute teaching resources in the fairest possible manner, taking into account quality, robust evidence in respect of individual schools. This ensures that resources are in the right place at the right time to meet the needs of children in mainstream.
Enabling 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).
Approximately 98% of all children, including those with special education needs, are educated in mainstream classes with their peers.
The allocation model for 2024/25 distributes the total available number of SET 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 need. It seeks to distribute teaching resources in the fairest possible manner, taking into account quality, robust evidence in respect of individual schools. This ensures that resources are in the right place at the right time to meet the needs of children in mainstream.
For the 2024/25 school year nationwide, 67 % of schools have either increased their allocation of hours or retained their previous allocation of hours. Of those schools whose allocation of hours will reduce, 70% will have a reduction of 5 hours or less.
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 are available on the NCSE website from the week. 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.
For the 2024/25 school year nationwide, 67 % of schools have either increased their allocation of hours or retained their previous allocation of hours. Of those schools whose allocation of hours will reduce, 70% will have a reduction of 5 hours or less.
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.
185. Deputy Róisín Shortall asked the Minister for Education further to Parliamentary Question Nos. 196 and 197 of 15 February 2024, to provide further details in respect of her statement (details supplied); the education partners that have been engaged to date; the timeline for completion of these discussions; to explain what she meant by “strengthening of approach” in her previous reply; and if she will make a statement on the matter. [8639/24]
Amharc ar fhreagraThe engagement referred to in the previous pq involves consultation with relevant stakeholders for delivering on the Government’s commitment for increasing multi-denominational provision. This will also involve consideration of how schools adopt good practice for providing for diversity of enrolment. In relation to this matter, the engagement is at initiation stage. Taking this into account, and in the interest of fairness to all parties, it would not be appropriate to make any further comment at this time.
186. Deputy Pa Daly asked the Minister for Education if funding or grants are available for school playgrounds; and if she will make a statement on the matter. [8641/24]
Amharc ar fhreagraIn respect of existing schools the main funding mechanism for upgrades to playgrounds is the Summer Works Scheme (SWS). As the Deputy 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.
It is also open to a school authority to use their capitation grant or their minor work grant for this purpose.
187. Deputy Louise O'Reilly asked the Minister for Education if her Department will consider a review of the wellbeing programme in schools with a view to further helping young people in dealing with mental health and emotional resilience. [8649/24]
Amharc ar fhreagraThe Wellbeing Policy Statement and Framework for Practice was first published in 2018. It provided a definition of wellbeing, and an overarching structure encompassing the existing, ongoing and developing work in the area of wellbeing in education.
The vision and ambition of the Department of Education in relation to Wellbeing Promotion sets out to ensure that:
- the promotion of wellbeing will be at the core of the ethos of every school and centre for education
- all schools and centres for education will provide evidence-informed approaches and support, appropriate to need, to promote the wellbeing of all their children and young people
- Ireland will be recognised as a leader in this area
Since it was published, significant work has taken place to realise the vision set out in the Department’s Wellbeing Policy. To implement this policy every school is required to use the School Self-Evaluation (SSE) process to initiate a wellbeing promotion review and development cycle.
Schools will be supported in this process through using the Wellbeing Framework for practice and online Wellbeing Resources, and by the Department of Education Support Services.
The period also saw major incidents occur that required a significant wellbeing response, namely:
- Responding to the wellbeing challenges of Covid (March 2020 – February 2022)
- Supporting Ukrainian Students arriving in Ireland within the education system (March 2022 – present)
Officials in my department have initiated the first stage of an internal Departmental process to review the implementation plan to ascertain:
- progress and achievements to date
- challenges encountered
- key learnings
- recommendations for next steps
The second stage will involve consultation with key stakeholders. My department aims to produce an updated implementation plan aligned to the continued, adapted or new areas of focus based on the feedback and learnings collected from the review.
Additionally Social, Personal and Health Education (SPHE) is a mandatory part of the Primary and Junior Cycle curriculum, which provide vital opportunities for the development of children’s wellbeing in the physical, social, emotional and intellectual domains.
An updated Junior Cycle SPHE specification was published by the National Council for Curriculum and Assessment (NCCA) in May 2023 and was rolled out for first years in all schools from last September.
The updated Junior Cycle specification provides clear direction on the knowledge, skills, and dispositions that all students should gain during the 3 years of junior cycle SPHE. It places a strong focus on the development of important life skills that young people need growing up in a fast changing and complex world. The SPHE specification is grounded in values of respect, equality, inclusivity, responsibility, dignity, compassion and empathy.
The updated Junior Cycle SPHE specification consists of four strands: ‘Understanding Myself and Others’, ‘Making Healthy Choices’, ‘Relationships and Sexuality’, and ‘Emotional Wellbeing’.
The learning outcomes of the ‘Emotional Wellbeing’ Strand include that students should be able to ‘discuss the fluid nature of emotional wellbeing and ways to nurture and protect it’, to ‘consider the impact of stress and draw upon a variety of techniques to help self-regulate emotions and cope with the day-to-day stresses of life’, and to ‘ discuss ways to support themselves and others in challenging times and where/how/when to seek support, if needed’.
Work is ongoing to update the SPHE specification for Senior Cycle and a draft specification was published for consultation in July 2023, with the consultation running until 3rd November last. The draft specification includes a strand called ‘Health and Wellbeing’. The learning outcomes of this strand include that students should be able to ‘explore the factors that influence mental health and wellbeing, including the influence of family, peers, societal attitudes, media, technology, alcohol and drugs, and one’s sense of self’, to ‘recognise unhelpful thinking patterns and negative self-talk and how these can affect emotions and behaviour’, to ‘recognise the signs and symptoms of stress and anxiety in themselves and others and recognise when help should be sought, where to go and how to access help if needed’, and to ‘discuss healthy and unhealthy ways of responding to stress and anxiety’.
In relation to primary schools, it is expected that the SPHE draft specification will be published in 2024, with a public consultation to follow this. It will be introduced in primary schools in 2025.
Work on a Senior Cycle Post Primary and Primary specification have begun, with primary specification expected to be available for public consultation in 2024, before being finalised in 2025. The new Primary Curriculum Framework will be the foundation for all curriculum specifications including those for SPHE and RSE.
Finally I would like to draw attention to some of my departments dedicated and ongoing supports in the area of wellbeing.
A dedicated wellbeing portal can be accessed via ‘Wellbeing in Education’ on Gov.ie, bringing together all the wellbeing and mental health supports and resources that have been developed by the Department and the Department’s support services.
My Department’s National Educational Psychological Service (NEPS) provides educational psychological support to all primary and post-primary and special schools.
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.
- This approach allows psychologists to give early attention to urgent individual cases and, through supporting school staff, to benefit many more children than could be seen individually.
NEPS teams offer training and guidance for teachers in the provision of universal and targeted evidence-informed approaches and early intervention to promote children’s wellbeing, social, emotional and academic development. In NEPS, Support & Development can be delivered nationally by working groups, and regionally by teams or by an individual psychologist working with an allocated school. For example, Initiatives such as the Incredible Years Social Emotional learning Programmes and the FRIENDS Resilience Programmes which aim to address anxiety reduction have been welcomed by schools and their impact positively evaluated.
On the 31st May 2023 the Cabinet agreed to the establishment of a pilot programme of counselling and mental health supports in a number of primary schools. The pilot includes two Strands:
- Strand 1 - involves one-to-one counselling to support the needs of children in all primary schools in counties Cavan, Laois, Leitrim, Longford, Mayo, Monaghan and Tipperary.
- Strand 2 – involves the establishment of a new type of support to schools from Education Wellbeing Teams and the introduction of Wellbeing Practitioners to provide early intervention and support to clusters of schools in Cork, Carlow, Dublin 7 and Dublin 16.
My Department continues to review our overall approach to fostering good mental health and wellbeing in our schools so that children can be optimally supported to reach their potential.
188. Deputy Michael Healy-Rae asked the Minister for Education when a child will receive an appointment (details supplied); and if she will make a statement on the matter. [8651/24]
Amharc ar fhreagraThe National Educational Psychological Service (NEPS) of my Department provides a school-based psychological service to all recognised primary and post-primary schools nationally through the application of psychological theory and practice to support the wellbeing, and the academic, social and emotional development of all learners.
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
• 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.
All requests for the involvement of a NEPS psychologist are received from the school principal. Therefore, parents should be advised to discuss any concerns they may have with the school principal.
189. Deputy Maurice Quinlivan asked the Minister for Education when a school (details supplied) will receive music or art therapy supports; and if she will make a statement on the matter. [8656/24]
Amharc ar fhreagra190. Deputy Maurice Quinlivan asked the Minister for Education when a school (details supplied) will receive literacy and numeracy therapy supports; and if she will make a statement on the matter. [8657/24]
Amharc ar fhreagraI propose to take Questions Nos. 189 and 190 together.
My Department is deeply committed to ensuring that every child in Ireland receives the education and support they need to thrive, regardless of their background or circumstances. It is with this commitment in mind that we have embarked on a significant expansion of the Delivering Equality of Opportunity in Schools (DEIS) programme. In March 2022, I announced a major expansion of DEIS. An additional €32 million investment in the programme from 2023, increased my Department’s overall spend on the DEIS programme to over €180 million.
There are now approximately 260,000 students or 1 in 4 of all students now supported in the programme. Le Chéile National School, serving the children of the Galvone and Southill area of Limerick, has been categorised under Urban Band 1 within the DEIS programme. Urban Band 1 schools receive the most comprehensive support under the DEIS programme, in recognition of their highest levels of concentrated disadvantage. The literacy and numeracy supports within the DEIS programme are integral to its aim of reducing educational disadvantage. As an Urban 1 school it has priority access to Reading Recovery, Maths Recovery, First Steps, Ready Set Go Maths.
It receives additional time allocation from the National Educational Psychological Service (NEPS) and a psychologist is assigned to the school.
The Primary Curriculum Framework, introduced in March 2023, sets the foundation for quality education in primary and special schools, guiding advancements and addressing children's learning needs. It emphasises the role of diverse pedagogical methods and assessment's in education. Existing curricula in Language and Mathematics will be complemented by new specifications in other areas by 2025/26. A forthcoming strategy on Literacy, Numeracy, and Digital Literacy, due in Q2 2024, aims to support all learners, especially those from disadvantaged backgrounds, to reach their potential.
My Department has a core role in delivering on the actions in the Creative Youth Plan 2023 -2037 through a number of innovative and creative programmes for children and young people, with particular focus on seldom heard children and young people. My Department leads on programmes in the Plan, such as BLAST, Creative Clusters and Local Creative Youth Programmes, which provide creative opportunities for all children and young people across the education system, including those in DEIS.The BLAST Programme provides pupils in schools right across the country with the time and the space to work with a professional artist on creative, imaginative and fun projects. These innovative classes are designed and developed between the artist, teacher and the school under the coordination of the Education Support Centres in Ireland (ESCI) network. In March 2023 I invited primary and post-primary schools to apply for the arts in education initiative, Bringing Live Arts to Students and Teachers (BLAST) 2023. This was the third year running of BLAST, having commenced in 2021. The 2023 programme enabled 425 new arts in education residencies in schools over the course of the year. Le Chéile National School, Limerick was awarded a BLAST residency in 2023.
It has also benefitted from a range of universal supports across both DEIS and non-DEIS schools aimed at fostering an inclusive and supportive learning environment. Le Chéile National School, alongside all primary schools in Ireland, is part of the Free Primary Schoolbooks Scheme. This initiative has significantly relieved families from the costs associated with purchasing schoolbooks, including workbooks and copybooks. Schools have the flexibility to extend the benefits of this scheme to cover some classroom resources as well, enhancing the learning environment for all pupils.My Department is actively exploring more targeted and dynamic approaches to allocate resources effectively, particularly to those schools facing the greatest challenges in addressing educational disadvantage. I have invited the OECD to review our resource allocation model and a report is expected at the end of Q2 2024. It is important that we ensure that we have an appropriate support system for all children and young people in our schools, particularly those facing educational disadvantage.
191. Deputy Pauline Tully asked the Minister for Education if Circular 02/2024 will be revised to permit more than two schools to form a cluster for the purpose of combining principal release hours with SET hours; and if she will make a statement on the matter. [8659/24]
Amharc ar fhreagraThe Special Education Teacher allocation, allows schools to provide additional teaching support for all pupils who require such support in their schools and for schools to deploy resources based on each pupil’s individual learning needs.
The Special Education Teaching allocation for each school has been reviewed for the 2024/25 school year, as per Circular 02/2024.
Due to the new allocation of SET hours, all existing SET clusters will cease at the end of the current school year. Schools have an opportunity to enter into cluster arrangements with neighbouring schools to achieve a full-time post.
Teachers are employed for principal release days in fixed term positions and special education teachers are employed in permanent positions. For the 2024/25 school year, schools with a majority of Special Education Teacher hours available for clustering are permitted to combine those hours with principal release hours to complete the 25 hours required for a special education teaching post. The allocation of principal release hours required for this purpose may come from a school’s own allocation, if sufficient, or be supplemented by principal release hours from other schools, to a maximum of 10 hours principal release in any cluster.
This may benefit schools which may be a significant distance from other schools with part-time hours and so creating a cluster would not be feasible. The measure will also help reduce the number of individual schools that have to come together in the cluster to form a full-time post, thus reducing the number of schools the employed teacher has to teach in. This approach also helps schools to reduce administration in the recruitment and employment of teachers by reducing where possible the number of positons to be filled.
192. Deputy Charles Flanagan asked the Minister for Education if funding will be provided for a hall at a school (details supplied); and if she will make a statement on the matter. [8672/24]
Amharc ar fhreagraThe purpose of my Department's Additional School 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 by available accommodation at other schools in the area.
Investment and expenditure on PE Halls is an element of the overall School Building Programme. The provision of GP rooms and PE Halls, at primary and post primary level respectively, and outdoor hard play areas, form part of the accommodation brief for all new school buildings.
Almost 95% of the post primary schools that made 2020 Annual Schools Returns have indicated to the Department that they either have a PE Hall, access to a nearby PE Hall, or a project in train that will deliver a new PE Hall. Practically all schools have outdoor play areas and many schools use adjacent local facilities, including community halls, public parks, playing fields and swimming pools.
Since 2020, my Department has invested in the region of €4.3 billion in our schools throughout the country, including the completion of over 750 school building projects with construction currently underway at approximately 300 other projects, which includes 34 new school buildings.
School building projects at construction involve an overall State investment of over €1.2 billion. We also have a large modular accommodation programme delivering urgently needed school places.
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.
A future strengthened focus on refurbishment of existing school stock will have different strands and will include a PE build and modernisation programme which will enable students in post-primary schools to have access to appropriate facilities to support PE provision, particularly also in the context of the roll-out of PE as a leaving-certificate subject. Enhanced and modernised PE facilities will also provide important amenities for local communities.
However, the main focus of the Department’s capital funding over the last decade and for the coming period is on provision of critical additional capacity to cater for increasing demographics and children with special education needs.
The Department is required to manage the overall school building programme so that we target and prioritise areas that are under greatest pressure for additional school places. This reflects the Department’s fundamental objective of ensuring the availability of a school place for every child.
The overall position with regard to potential modernisation and replacement of existing school infrastructure will be kept under review as capital funding allocations for future years are clarified.
The Department has to prioritise its limited capital resources, in the context both of the ongoing requirement for additional school places, including Special Education Needs places, and the high construction inflation which has significantly impacted on the cost of projects that we must deliver.
I can confirm to the Deputy, that my Department received an ASA application from the school in question. A project was approved to deliver 4x Mainstream classrooms and 2x Special Education Classrooms under my Department's modular framework. A request for a PE Hall does not come within the remit of the ASA scheme and the school authorities were informed of this.
My officials have met with school representatives regarding the school’s application for a PE Hall. My Department is open to exploring with the patron any alternative funding opportunities for the provision of a PE Hall at the school.
193. Deputy Charles Flanagan asked the Minister for Education if she is aware of the serious shortage of school places for new entrants and primary school students in Portlaoise; if having regard to significant new housing developments in the area, appropriate school places might be facilitated; and if she will make a statement on the matter. [8688/24]
Amharc ar fhreagraAs the Deputy may be aware, in order to plan for school provision and analyse the relevant demographic data, 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 from the Department of Social Protection, and my Department's own school enrolment databases, is analysed to identify where the pressure for school places across the country will arise. Additionally, Project Ireland 2040 population and housing targets inform my Department's projections of school place requirements.
Where data indicates that additional provision is required at primary or post primary level, the delivery of such additional provision is dependent on the particular circumstances of each case and may be provided through either one, or a combination of, the following:
• Utilising existing unused capacity within a school or schools,
• Extending the capacity of a school or schools, or
• Provision of a new school or schools.
My Department is aware of increasing enrolment pressures in some areas, including Portlaoise. It is, however, important to note that where enrolment pressures arise, it may not necessary 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 or area
• Some towns or 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
A critical next step is to acquire clarity on the actual number of additional primary places required for 2024 in order for an appropriate solution to be put in place. The Department is aware of pressures for Primary places within the Portlaoise SPA and will continue to engage with Patrons and School Authorities to ensure there are sufficient school places available.
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.
194. Deputy Mattie McGrath asked the Minister for Education when a decision will be made on a stage 2b report for a schools additional accommodation project that was received by her Department in November 2023 (details supplied); the turnaround time for a decision on such reports; if she will expedite the project, given the long delays already experienced by this project which was sanctioned in 2017; and if she will make a statement on the matter. [8703/24]
Amharc ar fhreagraThe project to which the Deputy refers was approved a project under my Department’s Additional School Accommodation Scheme (ASA) for the provision of 2 SEN base and central activity room.
A Stage 2b Report was received in quarter 4 of 2023 and is being reviewed by officials in my Department. At this stage, It is not possible to give a definitive timeline as to when this review will be complete.
Officials at my Department are liaising with the school authority and will provide guidance on the next stage of the project once the review has been concluded.
195. Deputy Peter Burke asked the Minister for Education if she will acknowledge the concern of parents of children with special needs following the issuing of circular 0002/24 regarding special education teacher hours (details supplied); if the category of complex educational needs is to be removed from the special education teacher hours; and if she will make a statement on the matter. [8704/24]
Amharc ar fhreagraI want to thank the Deputy for raising this issue and for giving me the opportunity to clarify some of the concerns that have been raised regarding the Special Education Teacher Allocations for mainstream schools which issued on the 6th February.
At the outset, I would like to clarify complex needs have not been removed – the data which was used since 2017 from the children's disability network team (CDNT) and which is no longer routinely available is being replaced by high quality, verifiable education data.
To ensure that schools and pupils are not negatively impacted all existing hours assigned for complex needs are being maintained for each school.
Children with complex needs are supported in the model by now using school-level data from standardised tests in order to reflect relative levels of overall needed.
In the review of the model consideration was given to those students with multiple needs and who may not have undertaken standardised testing and this has been incorporated in the model.
The allocation model for 2024/25 distributes the total available number of SET posts in line with each school’s profile of need. It seeks to distribute teaching resources in the fairest possible manner, taking into account quality, robust evidence in respect of individual schools. This ensures that resources are in the right place at the right time to meet the needs of children in mainstream.
There will more Special Education Teachers in our schools in September 2024 than ever before – an increase of 1,000 from 2020/21 school year. This is in addition to a significant reduction in class teachers sizes at primary level over three budgets to where our PTR at primary level is now 23:1. This means, more than ever, children with SEN in our mainstream schools are best supported to meet their needs. In addition the model will now be run annually in line with general teacher allocations. This allows schools to better plan their staffing structures and gives them time to arrange clusters in areas where schools share an SET teacher.
There has been a limited change to the method used to allocate SET to mainstream classes. This review involved extensive consultation and visits to schools by the NCSE to look at the strengths and shortcomings of the allocation model. The feedback has been incorporated into the revised model for 2024/25.
The review of the SET model focused on ensuring that we had the best possible data available to inform the distribution of resources to our schools. Our policy relating to supporting all of our children in our schools based on their level of need remains.
The policy that individual schools are required to adhere to is the principle that the allocation is utilised to ensure that those pupils with the greatest level of need receive the greatest level of support and this remains unchanged.
Therefore the revised profiles are directly correlated to, and focused on, pupils with the greatest level of need in the areas of literacy and numeracy.
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 special education teachers and schools who have any concerns can engage with the NCSE on their allocation.
196. Deputy Robert Troy asked the Minister for Education if she will provide an update on plans for two primary schools in Moate, County Westmeath (details supplied); if amalgamation plans will be progressed to meet the educational needs of the town into the future; and if short term works for the schools will be outlined. [8710/24]
Amharc ar fhreagraI can confirm to the Deputy, that my Department received a request to amalgamate, from the schools in question, in June 2022.
In March 2023 the school authorities were advised that the Department had no objection to the amalgamation, contingent on no capital funding being provided. The school authorities advised that their Boards of Management would give further consideration to the issue and revert to the Department in due course. However, to date there has been no correspondence in relation to the matter.
I can confirm to the Deputy that funding was provided for the provision of 1 x Special Education Modular Classroom, under the Additional School Accommodation (ASA) scheme for one of the schools. This special class has since been opened.
Officials in my Department are available to the school authorities should the school require any further information.
197. Deputy Duncan Smith asked the Minister for Education the reason a pre-school (details supplied) is experiencing significant delays in receiving payments; and if she will make a statement on the matter. [8712/24]
Amharc ar fhreagra218. Deputy Paul Murphy asked the Minister for Education regarding the current funding crisis threatening a preschool for autistic children (details supplied), if she will ensure that her Department responsible for processing the payments processes them promptly; and if she will make a statement on the matter. [8953/24]
Amharc ar fhreagraI propose to take Questions Nos. 197 and 218 together.
The purpose of the Home Tuition Grant Scheme is 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. The terms of this scheme are set out in circular 24/2023 which is available at: www.gov.ie/en/circular/67f37-home-tuition-grant-scheme-20232024-special-education-component/
Payments to group providers of home tuition, such as the facility concerned, are made directly to the provider on a monthly basis in arrears in accordance with my Department’s policy in this regard. Claim forms are to be submitted to my Department at the end of the month in which tuition has been provided and every effort is made to process these claims as soon as possible after the claim form is received from the facility. However, delays may be experienced from time to time if forms are incomplete or not submitted promptly by the provider. I can assure the deputies that every effort is being made to keep any delays to a minimum. The claim submitted by the facility in question in respect of home tuition for December 2023 has been fully processed and paid. The claim for January 2024 was received on February 8th 2024. This will be processed within the standard timeframe for the processing of correctly completed claim forms which is four to five weeks from the date of receipt.
198. Deputy Réada Cronin asked the Minister for Education the urgent steps her Department will take in relation to a school (details supplied); and if she will make a statement on the matter. [8736/24]
Amharc ar fhreagraThe Purpose of the Home Tuition Grant Scheme is to provide a compensatory educational service for children who, for a number of reasons, are unable to attend school. The scheme also provides a compensatory educational service for children with special educational needs seeking an educational placement for whom such a placement is not available. Likewise, provision is made for early educational intervention for children aged from 2.5 years to 3 years with autism.
Home Tuition is provided as an interim measure only for children for whom a placement in a recognised school is sought but is not available and should not be regarded as an optional alternative to a school placement. Ensuring that every child with special educational needs gets a suitable education is a priority for the Department of Education.
Where parents of children, for whom home tuition has been approved, have sought alternative measures to be put in place for the tuition, my Department has an arrangement with certain private pre-school providers to provide group tuition to children in a class type setting. Each pre-school provider is selected by the parents. Blossoms Pre-school in Enfield is one such pre-school provider.
In recognition of the demand for group arrangements for Home Tuition, my Department now advises all parents of eligible children of the option to enter into a group arrangement with other parents of children for whom home tuition has been sanctioned. My Department has no contract with these pre-school providers. The contract is essentially between the parents and the relevant provider. My Department does not provide capital funding to private pre-school providers nor does my Department have any role in providing staff to these facilities.
Nonetheless, my Department does state in the terms and conditions issued to pre-school providers the following:
“The facility will operate at least 1 class on the basis of 6 children per class with 1 qualified teacher and 3 assistants who must be registered and vetted with the Teaching Council of Ireland. A pro-rata reduction will be applied both in terms of the number of tutors/assistants and the payments where the class is not operating at full capacity. In this regard, every effort should be made to have classes operating with the full complement of both students and registered tutors/assistants. The minimum number of children required to operate a class is 3.”
Consent of the parent/guardian of the eligible child must be provided to allow the child attend the facility and to allow the facility to receive the payments which would normally be paid to the parent under the Scheme. These arrangements allow parents to forego the home based provision in favour of the provision in a classroom setting which is supported by a direct payment facility.
Parents wishing to enter into such an arrangement must notify my Department in advance for approval. Funding is provided to these pre-school providers on the basis that they abide by the rules established by the Special Education Section of the Department of Education, as set out in Circular 0024/2023 which can be found at www.gov.ie/en/circular/67f37-home-tuition-grant-scheme-20232024-special-education-component/.
As tuition of the nature which the Deputy refers to takes place outside the usual school structure it is important that the educational programme provided generally reflects that which would be provided in a school environment.
It is appropriate therefore that the qualification standard for Home Tuition generally reflects that required in a school environment. Accordingly, it is a condition of the scheme that parents/guardians must recruit a tutor who is qualified in the relevant sector, and is actively registered with the Teaching Council, similar to the requirement for teachers in schools.
In addition, tutors engaged must be vetted by the National Vetting Bureau via the Teaching Council of Ireland’s online vetting process, prior to the commencement of the delivery of tuition.
The same conditions apply whether Parents use the grant to engage tutors to deliver tuition in their home or private providers to deliver tuition in a group setting.
In the case referred to by the Deputy, I have asked my Officials to engage with the school directly to find a solution to the matter raised.
199. Deputy Michael McNamara asked the Minister for Education when her Department’s technical team will access a site as a matter of urgency (details supplied) in County Clare; and if she will make a statement on the matter. [8746/24]
Amharc ar fhreagraThe site selection process for the new school development for Mary Immaculate Secondary School, Lisdoonvarna is ongoing and a number of site options have been identified and assessed.
These sites have been technically and economically assessed in order to identify the most optimal site in regards to constructability, spatial planning and value for money.
A preferred option has been identified. A meeting has been agreed with the School Patron to discuss this and other school projects under their patronage.
It is anticipated that agreement on the final site will be reached in the coming months.
200. Deputy Matt Carthy asked the Minister for Education if she will ensure that a school (details supplied) will be allocated funding for necessary advance works; and if she will make a statement on the matter. [8760/24]
Amharc ar fhreagraThe school to which the Deputy refers was granted approval for the provision of two Special Education Needs classroom and two Special Education Tuition rooms under my Department's Devolved SEN Reconfiguration and Modular Accommodation programme. The modular units to cater for this accommodation are in place on the school premises and the project is progressing with handover expected in Q1 2024. The school authority are currently 90% funded for this project with a final account expected shortly. Therefore, there is no scope for an increase in the brief at this time.
201. Deputy Verona Murphy asked the Minister for Education if she is aware of the severe shortage of school places for children with moderate to severe profound general learning disabilities in County Wexford; and if she will make a statement on the matter. [8800/24]
Amharc ar fhreagra202. Deputy Verona Murphy asked the Minister for Education what provisions are being made to accommodate the reported 46 children with moderate to severe profound general learning disabilities who have been unsuccessful in their applications for the 2024/2025 academic year to a special school (details supplied) in Enniscorthy; and if she will make a statement on the matter. [8801/24]
Amharc ar fhreagraI propose to take Questions Nos. 201 and 202 together.
Enabling 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, Limerick and Gorey in County Wexford. This will bring to 11 the number of new special schools established in recent years.
A dedicated working group, comprising of officials from my department, the Waterford and Wexford Education and Training Board (WWETB) and the NCSE, has been established to support the opening of the new special school in Gorey. The admission policy for this new special school has recently been published. The new special school will cater for 24 students to begin with.
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 14 are in Wexford, 11 at primary and 3 at post-primary level. This brings to 101 the number of special classes in County Wexford, 73 at primary level and 28 at post-primary level.
Planning for special classes and special school places in Co. Wexford and nationwide is currently underway ahead of the 2024/25 school year.
As demand for new special classes at post-primary level is expected to increase significantly over the next few years, due to increasing demographics and increasing prevalence rates, my department and the NCSE have engaged with post-primary stakeholders in relation to the provision of special classes.
My department has communicated to all post-primary schools of the need to begin planning to provide additional special classes. It is envisaged that all post-primary schools will be required to provide special classes over the next 2 to 4 years, with an approximate average of 4 special classes in each school.
Enrolments to individual schools are a matter for each board of management.
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. 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
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.
