Tuesday, 28 Jun 2016

Written Answers Nos. 141-159

Schools Building Projects

Questions (141)

Denise Mitchell

Question:

141. Deputy Denise Mitchell asked the Minister for Education and Skills his plans for a permanent school building for a school (details supplied). [18347/16]

Written answers

Minister for Education and Skills

I can confirm to the Deputy that the school to which she refers currently has a major building project at construction. This project is for a new school building and is devolved to the OPW for delivery. It is anticipated that the project will be completed in October 2016.

Schools Building Projects Status

Questions (142)

Shane Cassells

Question:

142. Deputy Shane Cassells asked the Minister for Education and Skills the status of the processing of the brief formulation document and schedule of accommodation for a school (details supplied) following the board of management's meeting with his Department on 18 February 2016; when he will commence the next stage, given the complexity of the work; and if he will make a statement on the matter. [18385/16]

Written answers

Minister for Education and Skills

The Deputy will be aware that a building project for the school to which he refers was included in the Department's 6 Year Capital Programme announced last November. The project is being progressed with a view to proceeding to tender / construction in 2017, as outlined in the programme.

My Department is currently finalising the project brief and once this process is complete, the project will be progressed into the architectural planning process.

Site Acquisitions

Questions (143)

Shane Cassells

Question:

143. Deputy Shane Cassells asked the Minister for Education and Skills the status of the site acquisition for a new school (details supplied) which is included in the school building programme for commencement in 2017; when he will progress this project to the brief formulation document and schedule of accommodation stage; and if he will make a statement on the matter. [18386/16]

Written answers

Minister for Education and Skills

Officials from my Department have worked closely with officials from Meath County Council under the Memorandum of Understanding for the acquisition of a site for this building project. A suitable site has been identified and negotiations with the Vendor of this site are underway.

Due to commercial sensitivities relating to site acquisitions generally I am not in a position to provide further details at this time. I can, however, assure you that the site acquisition for the school is being advanced by my Department.

Schools Building Projects Status

Questions (144)

Shane Cassells

Question:

144. Deputy Shane Cassells asked the Minister for Education and Skills the status of the planned construction of a school (details supplied) which is included in the school building programme for commencement in 2016; when will construction be completed; and if he will make a statement on the matter. [18387/16]

Written answers

Minister for Education and Skills

The major building project for the school referred to by the Deputy is at stage 2(a) of architectural planning, Developed Design Stage. Statutory approvals have been obtained for this project.

Upon successful completion of Stage 2(a), the project will progress to complete Stage 2(b), Detailed Design, which will include the preparation of Tender Documents for Contractors.

Until such time as the project has progressed to and completed tender stage and the appointment of a building contractor, it will not be possible to provide an indicative timeframe for the completion of the construction stage of the project.

School Curriculum

Questions (145)

Mary Lou McDonald

Question:

145. Deputy Mary Lou McDonald asked the Minister for Education and Skills the importance he places on pupils being taught about national and international events of an historic and significant nature and if he will consider assigning History as a compulsory subject at junior certificate level. [18409/16]

Written answers

Minister for Education and Skills

Currently, over 90% of students choose history although it is compulsory in only half our schools. Curriculum choice and flexibility is important in motivating students to learn and to remain in school to completion of senior cycle.

It is important that our pupils are taught about significant national and international events in history. This underlies the emphasis on History in the primary schools curriculum, and on a broad and balanced understanding of the past. There is also an important place in our schools for local historical studies, and for social and cultural history. The primary curriculum stresses that studying History is important in assisting children to become confident, informed, critical and responsible adult members of society and in contributing to developing their literacy skills.

Schools across all sectors offer History. History teachers attract students to their subject through their own love and passion for History, and by engaging the natural curiosity of their students in, for example, the lives of people, the origins of the modern world and in objects and documents from the past. History is the 5th most popular subject in the Junior Certificate examination. The Decade of Centenaries is giving added interest to History, especially the 1916 - 2016 celebrations this year, and has seen high levels of engagement by many schools, including around Easter of this year. Great credit is due to students, teachers, school leaders, parents and other education staff for making the education elements of the Ireland 2016 commemorative programme such a success.

I have every confidence that through the implementation of the Framework for Junior Cycle the place of history will be retained and given a new impetus across the junior cycle curriculum. Such an impetus should help to improve take up of History at senior cycle also. In fact, a new specification for Junior Cycle History will shortly be developed by the NCCA. This will involve intensive consultation whereby all interested parties will be able to provide their views. The new specification will be available for implementation in all schools from September 2018.

Special Educational Needs Service Provision

Questions (146)

Michael Healy-Rae

Question:

146. Deputy Michael Healy-Rae asked the Minister for Education and Skills the status of a school (details supplied) which wishes to open a preschool specifically for children with autism spectrum disorders; and if he will make a statement on the matter. [18420/16]

Written answers

Minister for Education and Skills

I wish to advise the Deputy that the National Council for Special Education (NCSE) is responsible, through its network of Special Needs Organisers (SENOs) for allocating Special Needs Assistants (SNAs) support to mainstream Primary, Post Primary and Special Schools, to assist children with special educational needs who also have additional and significant care needs. The NCSE makes such allocations in accordance with my Departments criteria for the scheme.

I am advised that the school to which the Deputy refers includes a Special Class for children with Autism which is staffed by 1 teacher and 2 Special Needs Assistants. I am also advised that the school has applied to the NCSE for the establishment of an Early Intervention Unit. The NCSE are currently considering this request and are assessing the need for such a unit in this school. A reply will issue to the school in due course.

In addition I am also advised that a pre-school is located on the campus of this school. This pre-school is operated separately to the school and is primarily funded under the ECCE scheme operated by the Department of Children and Youth Affairs. This scheme is the principal vehicle for the delivery of pre-school education. I understand that the staffing of this pre-school is the focus of the Deputy's question.

Children with disabilities will now have better access to pre-school services under a new Access and Inclusion Model (AIM) programme of supports, which was recently announced, on 15th June 2016, by the Minister for Children and Youth Affairs. AIM is a child-centred model, involving seven levels of progressive support, moving from the universal to the targeted, depending on the needs of the child and the preschool.

The supports include: A new Inclusion Charter for the Early Years sector, alongside updated and strengthened Diversity, Equality and Inclusion Guidelines for Early Childhood Care and Education. A new higher education programme for early years practitioners (LINC) which will commence from September 2016. A new national specialist service which is based in the Better Start National Early Years Quality Development Service will provide expert advice, mentoring and support to preschool providers from a team of 50 specialists in early years care and education for children with disabilities. A new national scheme will provide specialised equipment, appliances and minor alterations which are necessary to support a child's participation in the ECCE programme. A new national scheme will also provide additional capitation to pre-school providers where this is critical to fund extra support in the classroom and enable a child's participation in preschool. It is estimated that only 1% to 1.5% of children in pre-school will require, and therefore be eligible for, this scheme of additional capitation.

Details of the supports which will be available under AIM can be found at www.preschoolaccess.ie which contains comprehensive information on the access and inclusion model and on how to apply for the new schemes and supports.

Questions relating to provision of such services in pre school settings should be addressed my colleague, the Minister for Children and Youth Affairs.

School Transport Eligibility

Questions (147)

Ruth Coppinger

Question:

147. Deputy Ruth Coppinger asked the Minister for Education and Skills his plans to ensure transport to and from a school for pupils from Dublin 15 who attend a school (details supplied). [18428/16]

Written answers

Minister of State at the Department of Education and Skills

Under the terms of my Department's Post Primary School Transport Scheme children are eligible for transport where they reside not less than 4.8 kilometres from and are attending their nearest education centre as determined by my Department/Bus Éireann, having regard to ethos and language.

Bus Éireann has advised that children residing in the Dublin 15 area are not eligible for school transport to the school in question as it is not their nearest secondary school.

Children who are not eligible for school transport may avail of transport on a concessionary basis only. Transport on a concessionary basis is subject to a number of terms and conditions including that there are spare seats available on an existing school bus service and on payment of the annual charge. Families wishing to avail of transport on a concessionary basis should liaise with their local Bus Éireann office regarding the availability of such transport.

The terms of the Post Primary School Transport Scheme are applied equitably on a national basis.

Schools Establishment

Questions (148)

Seán Fleming

Question:

148. Deputy Sean Fleming asked the Minister for Education and Skills the status of a project (details supplied); and if he will make a statement on the matter. [18431/16]

Written answers

Minister for Education and Skills

My Department carries out demographic analyses at primary and post-primary level using the Department's Geographical Information System to identify areas under increased demographic pressure nationwide. The system uses data from the Central Statistics Office, Ordnance Survey Ireland, the Department of Social Protection and information from my own Department's databases.

Arising from the outcome of these demographic analyses, it was confirmed that four new primary schools and nine new post-primary schools would open in 2017 and 2018, including a new post-primary school for the area referred to by the Deputy which will open in September 2017.

In April this year, my Department issued an invitation to all school patron bodies and prospective patron bodies to apply for the patronage of the nine new post-primary schools, including the school to serve the area referred to by the Deputy. As part of the application process, prospective patrons must submit completed parental preferences, including whether parents wish their child(ren) to be educated through the medium of Irish or of English. The closing date for receipt of applications to my Department was Wednesday 8th June.

My Department is currently assessing the applications received from the prospective patrons and an assessment report will be prepared for the consideration of the New Schools Establishment Group (NSEG). The Group will then submit a report with recommendations to me for consideration and final decision. I will announce the patronage of the schools in due course and the patronage assessment report will be published on my Department's website.

Special Educational Needs Service Provision

Questions (149)

Michael McGrath

Question:

149. Deputy Michael McGrath asked the Minister for Education and Skills if he is satisfied with the number of second level schools with special autism spectrum disorder classes; if he believes there are adequate places in these special classes for the number of children coming through the primary system with autism spectrum disorder; the steps he is taking to deal with this; and if he will make a statement on the matter. [18443/16]

Written answers

Minister for Education and Skills

The Deputy will be aware that this Government is committed to ensuring that all children with Special Educational Needs, including those with autism, can have access to an education appropriate to their needs, preferably in school settings through the primary and post primary school network.

Such placements facilitate access to individualised education programmes which may draw from a range of appropriate educational interventions, delivered by fully qualified professional teachers, with the support of Special Needs Assistants and the appropriate school curriculum.

In respect of children with ASD who cannot be accommodated in mainstream education, they may be enrolled in special classes or special schools where more intensive and supportive interventions are provided.

The Deputy will also be aware that the National Council for Special Education (NCSE) is responsible, through its network of local Special Educational Needs Organisers (SENOs), for allocating resource teachers and special needs assistants to schools to support students with Special Educational Needs, including Autism.

It is also the role of the NCSE to make appropriate arrangements to establish special classes in schools in communities where the need for such classes has been identified.

SENOs engage with schools annually in order to plan for, and to open, new special classes each year in order to ensure there are sufficient special class placements available at primary and post primary school level to meet demand in a given area.

Special classes within mainstream schools are intended for children who, by virtue of their level of Special Educational Needs, cannot reasonably be educated in a mainstream class setting, but who can still attend their local school in a special class with a lower pupil–teacher ratio of 6:1.5 at post primary level, and also have Special Needs Assistant support normally amounting to 2 SNAs for a class of 6 children.

Progress in developing this network has been significant and in addition to the special school placements there are currently over 1,000 special classes throughout the country at primary and post primary level of which 762 are for children with Autism and 194 of these classes for children with autism are at post primary level.

With regard to the requirement for post primary school places for children with autism, the NCSE, through its network of local SENOs, have been engaging with schools for 2016 - 2017 school year in order to plan for, and to open, new special classes, in order to ensure there are sufficient placements available to meet demand in an area.

The NCSE recently published a list of special classes for the 2016 -2017 school year. In total there will be 1,153 special classes available next year, which is an increase of over 100% in the number of special classes which were available in 2011, which was 548. A total of 237 of these classes will be for pupils with autism at post primary level, which represents an increase of 22% on the 2015 - 2016 academic year.

Details of all of the special classes for children with special educational needs which are attached to mainstream schools are published each year on the NCSE website at www.ncse.ie.

Special Educational Needs Service Provision

Questions (150)

Thomas P. Broughan

Question:

150. Deputy Thomas P. Broughan asked the Minister for Education and Skills if he is aware of the shortage of autism spectrum disorder special second level classes in County Cork; his plans to provide additional classes; and if he will make a statement on the matter. [18452/16]

Written answers

Minister for Education and Skills

I wish to advise the Deputy that the policy of my Department is that children with special educational needs, including children with autism, should be included where possible and appropriate in mainstream placements with additional supports provided. In circumstances where children with Special Educational Needs require more specialised interventions, special school or special class places are also available.

The Deputy will be aware that the National Council for Special Education (NCSE), through its network of local Special Educational Needs Organisers (SENOs), is responsible for processing applications from primary and post primary schools for special educational needs supports, including the establishment of special classes in various geographical areas as required. The NCSE operates within my Department's criteria in allocating such support.

SENOs are currently liaising with schools in Cork City and County regarding the establishment of classes for the 2016/17 school year.

The NCSE has advised that for the coming school year there will be an additional 7 new ASD classes in Cork City and County, bringing the total number of ASD classes to 41 at post primary level in mainstream schools in Cork city and County. Each post primary special class for autism has a 6:1.5 pupil-teacher ratio. A full list of special classes is available on the NCSE website www.ncse.ie.

The enrolment of a child to a school is a matter, in the first instance, for the parent of the child and the Board of Management of a school. The NCSE have advised that places are available in some of the new classes and any parent who has concerns about a place for their child for September should contact their local SENO as soon as possible for information on available places.

School Transport Expenditure

Questions (151)

Robert Troy

Question:

151. Deputy Robert Troy asked the Minister for Education and Skills further to Parliamentary Question No. 177 of 2 June 2016, if he has specifically asked the auditors of Bus Éireann's statement of account to certify that the revenue he provides to Bus Éireann for school transport services is not used to cross-subsidise its other transport activities. [18522/16]

Written answers

Minister of State at the Department of Education and Skills

Bus Éireann has provided assurances to my Department that any surplus that may arise in the operation of school transport services in any one year is ring-fenced exclusively for reinvestment in the school transport scheme.

The Department is satisfied that the financial accounting for Bus Éireann's operation of the School Transport Scheme, including the Bus Éireann Annual Report and the annual independently audited account of the school transport scheme is in full compliance with the 1975 Summary of Accounting Arrangements and with all relevant accounting standards and guidelines.

School Placement

Questions (152)

Bernard Durkan

Question:

152. Deputy Bernard J. Durkan asked the Minister for Education and Skills the extent to which he expects to be in a position to address any outstanding school place shortages resulting in overcrowded classrooms and high pupil-teacher ratios; if he expects to deal with the most urgent in 2016; and if he will make a statement on the matter. [18531/16]

Written answers

Minister for Education and Skills

My Department uses a Geographical Information System (GIS) to identify where the pressure for school places across the country will arise. The GIS uses data from the Central Statistics Office, Ordnance Survey Ireland, the Department of Social Protection and my Department's own databases. With this information, my Department carries out nationwide demographic exercises at primary and post primary level to determine where additional school accommodation is needed at primary and post-primary levels. The outcome of the latest demographic exercises was that in November 2015, 13 new schools were announced to open nationwide in 2017 and 2018.

The November 2015 announcement also detailed the major school projects that will commence construction from 2016 - 2021 as part of my Department's Six -Year Capital Programme. The programme aims to prioritise new building projects and major extensions, including special schools, in areas where significant demographic need has been established. The Deputy will also be aware that the Capital Programme is also progressing school projects that were announced under my Department's 5 Year Plan (2012-16). In addition, the Capital Programme also provides for devolved funding for additional classrooms for schools, where an immediate accommodation requirement has been identified, such as the appointment of an additional teacher. In that regard, it is open to schools to apply for funding for additional classroom accommodation, where required.

My Department's Forward Planning section will continue to analyse demographic trends and monitor enrolments, to determine the level of additional school provision which may be required to ensure that every child will have access to a physical school place.

School Staff

Questions (153, 162)

Bernard Durkan

Question:

153. Deputy Bernard J. Durkan asked the Minister for Education and Skills the extent to which he has evaluated the need for provision of extra career guidance officers to meet current and future needs; if he expects to meet the most urgent requirements at an early date; and if he will make a statement on the matter. [18532/16]

Bernard Durkan

Question:

162. Deputy Bernard J. Durkan asked the Minister for Education and Skills the total current number of career guidance teachers and the likely increase over the coming years; and if he will make a statement on the matter. [18541/16]

Written answers

Minister for Education and Skills

I propose to take questions 153 and 162 together. Up until September 2012, an ex-quota allocation was provided for guidance in addition to the standard teacher allocation to post primary schools. This resource was allocated in accordance with pupil enrolment. Some 42% of second-level schools at the time were allocated at least 22 hours per week in respect of guidance (22 hours being the equivalent of one teaching post) while the remainder of the schools were allocated between 8 and 17 hours of guidance per week.

Since September 2012 at post primary level guidance provision is now being organised by school management from within the staffing schedule allocation. Guidance is a whole school activity and schools have autonomy on how best to prioritise their available resources to meet the requirements in relation to guidance and the provision of an appropriate range of subjects to students. This operates at local school level and therefore the information requested by the Deputy on the number of guidance counsellors in secondary schools is not available centrally within my Department.

The current budget provides an improved staffing allocation to second level schools for the purpose of enhancing guidance provision. This improvement takes effect from next September. It brings the basis of allocation from 19:1 to 18.7:1 for the 2016 - 2017 school year. This improvement of 0.3 in PTR allocation is a restoration of 50% of the teaching resources that were removed when the allocation of guidance posts was brought within quota.

The delivery of the 50% restoration through a change in the staffing schedule will allow each school to determine how best to allocate the additional resources to meet the guidance needs of the school. The circular issued earlier this year by my Department outlining the allocation of teaching resources clearly stated that this additional resource is to complement existing resources in order to best meet the guidance needs of the school in line with the school's guidance plan.

It is important to note that in previous changes to guidance counselling allocations in 2012, as a consequence of the Budget adjustment which had to be made at the time, all 195 DEIS schools were effectively sheltered from these changes as a result of the more favourable staffing schedule of 18.25:1. This was a 0.75 point improvement compared to the current PTR of 19:1 that applies in non-fee-paying second-level schools.

That was a very important protection for the cohort of our schools in DEIS most in need of support. DEIS schools will also further benefit from the 0.3 improvement to the staffing schedule which will give them an enhanced allocation on the basis of 17.95:1 in respect of the 2016/17 school year.

In the next Budget I will consider the best approach to further meeting commitments in the Programme for Government.

Special Educational Needs Staff

Questions (154)

Bernard Durkan

Question:

154. Deputy Bernard J. Durkan asked the Minister for Education and Skills the extent to which he expects to continue to facilitate the special needs teaching requirements at primary and second level with particular reference to autism needs at an early date; and if he will make a statement on the matter. [18533/16]

Written answers

Minister for Education and Skills

The policy of my Department is that children with special educational needs, including children with autism, should be included where possible and appropriate in mainstream placements with additional supports provided. In circumstances where children with special educational needs require more specialised interventions, special school or special class places are also available.

Children, therefore, have a number of placement options including mainstream placement with support, placement in a special class in a mainstream school or placement in a special class in a special school.

We now have the highest level of Special Needs Assistant (SNA) support, Resource Teaching allocations and Special Class provision that we have ever had, which will ensure that children with special educational needs can continue to participate in education and be supported in a manner appropriate to their needs.

I recently announced that from September next 12,900 Special Needs Assistants (SNAs), at a total gross annual cost of €425 million will be available for allocation to primary and secondary schools. This is 860 more posts, or a 7% increase, in the number of posts over which were available last year. In total the number of SNA posts available has increased by almost 22% from 10,575 posts available in 2011.

There are currently over 11,800 Learning Support and Resource Teacher posts in mainstream primary and post primary schools providing additional teaching support to pupils with special educational needs.

In May of this year the National Council for Special Education (NCSE) allocated 7,015 Resource Teaching posts to mainstream schools for September 2016, which is an increase of approximately 9% over the number allocated at September 2015.

In total, 7,452 Resource Teacher posts will be available for allocation to schools for 2016 -2017, which represents an increase of 41% from 5,265 posts available in 2011.

In addition, approximately 150 new Special Classes will be opened for the 2016/17 school year, which means there will be over 1,150 special classes in place, compared to 548 special classes in 2011. Of these 1153 classes, there will be 237 post primary, 525 primary and 127 Early Intervention classes for children with autism, in mainstream schools.

Each special class for autism at primary level has a 6:1 pupil teacher ratio and at post-primary level has a 6:1.5 pupil teacher ratio. These classes also have Special Needs Assistant support normally amounting to 2 SNAs for a class of 6 children.

The Deputy will be aware that the NCSE was requested to prepare updated policy advice on the Educational Provision for Children with Autism Spectrum Disorders. In developing this policy advice, the NCSE consulted widely with parents, professionals and other stakeholders and interested parties while also conducting research.

The advice is intended to identify the nature and extent of educational intervention/s, teaching practices and other supports which should be provided to enable children with autism to achieve educational outcomes appropriate to their needs and abilities.

An implementation group has now been established to review the recommendations of this policy advice. Any recommendations which relate to the issues raised by the Deputy will be fully considered by this group which will prepare an implementation plan for my consideration.

Question No. 155 answered with Question No. 133.

Schools Building Projects Status

Questions (156, 161)

Bernard Durkan

Question:

156. Deputy Bernard J. Durkan asked the Minister for Education and Skills the extent to which he expects to meet in full all projects outlined in the capital programme for the current and subsequent years; and if he will make a statement on the matter. [18535/16]

Bernard Durkan

Question:

161. Deputy Bernard J. Durkan asked the Minister for Education and Skills the schools building programme for County Kildare over the next four years in respect of primary and second level schools, new and refurbishments; and if he will make a statement on the matter. [18540/16]

Written answers

Minister for Education and Skills

I propose to take questions Nos. 156 and 161 together.

I wish to advise the Deputy that it is my Department's intention to fully implement the Six Year Capital Plan (2016 - 2021).

As the Deputy is aware, the Six Year Capital Plan (2016 - 2021), announced last November, as part of the Government's €2.8 billion schools capital investment programme, details the major school building projects that are scheduled to proceed to tender-construction over the lifetime of the Plan. It is my Department's intention to progress these projects, including those listed for County Kildare, through the various stages of the architectural planning and construction process as outlined in the Plan.

The programme aims to prioritise new building projects and major extensions, including special schools, in areas where significant demographic need has been established. The Deputy will also be aware that the Capital Programme also progresses school projects that were announced under my Department's Five Year Plan (2012 - 2016). In addition, the Capital Programme also provides for devolved funding for additional classrooms for schools, where an immediate enrolment need has been identified, such as the appointment of an additional teacher.

Details of the schools listed on this programme can be found on my Department's website www.education.ie.

Schools Recognition

Questions (157)

Bernard Durkan

Question:

157. Deputy Bernard J. Durkan asked the Minister for Education and Skills the degree to which he expects to ensure the viable operation and retention of smaller rural or urban schools including those with a particular ethos; and if he will make a statement on the matter. [18536/16]

Written answers

Minister for Education and Skills

My Department is very aware of the importance of small schools to rural communities and particularly the most dispersed and remote communities. To sustain primary schools in these communities my Department has a more favourable staffing schedule for small schools that are more than 8km distant from the next nearest school of the same type of patronage and language of instruction. This measure is designed to provide rural communities with security about the future of their small schools. With regard to school ethos, the Government supports the concept of parental choice in our school system, whether that be a choice for denominational or multi-denominational education. In regard to retaining small schools, a specific commitment is given in the Programme for a Partnership Government not to close any small school without the consent of parents. I am mindful of the concerns of small schools and will take these into account in considering any planning for future provision.

Teachers' Remuneration

Questions (158)

Bernard Durkan

Question:

158. Deputy Bernard J. Durkan asked the Minister for Education and Skills the degree to which he can in the short to medium term address the issue of lower pay for younger teachers; and if he will make a statement on the matter. [18537/16]

Written answers

Minister for Education and Skills

The Government has committed to establishing a Public Service Pay Commission to examine pay levels across the Public Service, including entry pay levels. The terms of reference and timescale for the Commission's work are a matter for my colleague, the Minister for Public Expenditure and Reform.

The Government recognises the importance of being able to attract quality new entrants to the Public Service, particularly so in important professional areas like education.

The restrictions in entry pay levels were introduced in 2011 and 2012 across the public service at a time when the pressure in public finances was severe and the scope for new recruitment was very restricted.

Under the Lansdowne Road Agreement the process of restoring public service pay is commencing. An important feature of this is the flat rate increase which is being implemented. This is proportionately more valuable to those early in their careers. Restoration of the supervision and substitution payment is provided for subject to co-operation with the Lansdowne Road Agreement. The Lansdowne Road Agreement did not address the issue of pay of new entrants.

My Department continues to seek to engage with teacher unions on issues of mutual concern and has recently reached agreement with INTO and TUI in respect of: discussions to improve the position of teachers on fixed-term and part-time teaching; a robust review of in-school management structures; and an increase in the quantum of the extra Croke Park hours which do not have to be worked on a "whole school" basis.

The Government has also indicated that it will support the gradual negotiated unwinding of FEMPI measures having due regard to the priority to improve public services and in recognition of the essential role played by public servants.

Special Educational Needs Staff

Questions (159)

Bernard Durkan

Question:

159. Deputy Bernard J. Durkan asked the Minister for Education and Skills if he expects to be in a position to meet the full requirement in respect of special needs assistants in the current and future years; and if he will make a statement on the matter. [18538/16]

Written answers

Minister for Education and Skills

I wish to advise the Deputy that funding for special education provision in 2016 will amount to some €1.5 billion, which is equivalent to over 17% of the gross overall current allocation for education and training. It has increased by 10% in the past two years.

The investment which is being made to support children with special educational needs is an area of spending which has been prioritised above most other areas by this Government.

This investment includes provision for the highest level of Special Needs Assistant (SNA) support that we have ever had.

I recently announced that from September next, 12,900 Special Needs Assistants (SNAs) will be available for allocation to primary and secondary schools, at a total gross annual cost of €425 million. This is 860 more posts, or a 7% increase, in the number of posts over which were available last year.

In total the number of SNA posts available has increased by almost 22% from 10575 posts available in 2011.

The provision which is being made ensures that children with special educational needs can continue to participate in education and be supported in a manner appropriate to their needs.

Funding for the provision of special educational needs supports for future years will be considered annually, as part of the annual estimates process, however, I can confirm that this Government will continue to ensure that the supports required to ensure that all children with special educational needs can continute to participate in education will be provided.