Tuesday, 22 Jun 2021

Written Answers Nos. 370-389

School Equipment

Questions (375)

Donnchadh Ó Laoghaire

Question:

375. Deputy Donnchadh Ó Laoghaire asked the Minister for Education the estimated cost of installing an air monitor in every school classroom. [33166/21]

Written answers

Minister for Education

The importance of good ventilation is an increasing and important aspect of public health advice on managing Covid-19 risks and this led to the establishment of an Expert Group by the Department of Health.

 A sub-group of the main Expert Group focussed exclusively on the issue of improving and monitoring ventilation in schools.   

This report formed the based for the most recent updating of the ventilation guidance for schools and included recommendations in relation to strengthening the message about the importance of good ventilation, the use of CO2 monitors and, where considered necessary, air cleaners.

A link to the published guidance and the associated background information is available at:

- www.gov.ie/en/publication/ad236-guidance-on-ventilation-in-schools/.

- www.gov.ie/ga/foilsiuchan/aerala-i-scoileanna/.

The use of CO2 monitors can provide a useful general indication that areas/rooms within a building may not be adequately ventilated and can enable occupants to become familiar with the impact that activities, outdoor weather and window openings have on levels of good ventilation within a room. This information can be used to inform strategies for improving ventilation and in that regard the Department of Education has funded the provision of a number of portable CO2 monitors for schools at an estimated overall cost of circa €4 million. The portable units can facilitate measurements in a wide range of locations in schools.

Pupil-Teacher Ratio

Questions (376)

Donnchadh Ó Laoghaire

Question:

376. Deputy Donnchadh Ó Laoghaire asked the Minister for Education the estimated cost of reducing the pupil-teacher ratio at post-primary level by one point. [33169/21]

Written answers

Minister for Education

Teacher allocations to all schools are approved annually by my Department in accordance with established rules based on recognised pupil enrolment. The criteria for the allocation of posts are communicated to school managements annually and are available on the Department website.

Teachers are currently allocated to post primary schools at a ratio of 19:1 in the free education system and 23:1 to schools in the fee charging sector. Each 1 point adjustment to the pupil teacher ratio at post primary level would result in an additional 1150 teaching posts at an estimated cost of €56.5m per annum.

School Enrolments

Questions (377)

Gino Kenny

Question:

377. Deputy Gino Kenny asked the Minister for Education if her attention has been drawn to the fact that there are currently 18 children who cannot secure a place in secondary school in Clondalkin; her views on whether this is an unacceptable situation for these children and their families; her further views on the fact that six schools (details supplied) are currently full to capacity meaning that these children cannot be accommodated locally; her plans to address this urgent issue; and if she will make a statement on the matter. [33196/21]

Written answers

Minister for Education

I wish to advise the Deputy that my Department is aware of increasing pressures and demand for additional post-primary school places in a number of school planning areas for the 2021/2022 school year, including the school planning area to which the Deputy refers.

Where capacity issues arise it may not 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 there are not available to all pupils

- External draw –  pupils coming from outside the local area

Until these issues are discussed with the relevant school authorities, the true extent of any capacity issue will only become known.

Similar to the process adopted in advance of the current academic year, my Department is engaging with patron bodies, including patrons in the school planning area in question, to identify particular capacity requirements for the forthcoming year(s) which may necessitate action including, where required, the provision of modular accommodation solutions.

Schools Building Projects

Questions (378)

Thomas Pringle

Question:

378. Deputy Thomas Pringle asked the Minister for Education the status of the provision of a primary and secondary school for the Finglas East area including Jamestown Road, McKee Avenue, Hampton Woods and Lansborough especially given the recent rezoning of lands on Jamestown Road to Z14. [33230/21]

Written answers

Minister for Education

As 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 uses a Geographical Information System, using data from a range of sources, including Child Benefit and school enrolment data, to identify where the pressure for school places across the country will arise and where additional school accommodation is needed at primary and post-primary level. Jamestown Road, McKee Avenue & Lansborough are located in the FinglasEast_BallymunD11 school planning area. 

The most recent analysis undertaken by my Department projects that over 60% of the 314 school planning areas at primary level have stable or decreasing projected enrolments for the period to 2024, whereas some 90% of the school planning areas at post-primary level are anticipated to have increased enrolments for the period to 2027.

The level of demand volume across school planning areas with an increasing net requirement ranges from small to medium increases that are likely to be accommodated by existing schools through to significant projected growth that may require additional provision. 

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,

- Provision of a new school or schools. 

In  the short-term, the most recent projections for FinglasEast_BallymunD11 school planning area indicate increased requirements only at post primary level.  My Department is currently working to examine the capacity of the schools in the area to meet this projected demand.   

In regard to the longer term, at primary level my Department requested that a site be zoned for a future primary school in the rezoning plans in order to cater for projected potential future requirements in the area.  Additionally, my Department will continue to engage with both Fingal County Council and Dublin City Council to ensure sufficient long-term provision is in place at post primary level.

Covid-19 Pandemic

Questions (379)

Carol Nolan

Question:

379. Deputy Carol Nolan asked the Minister for Education if she will address concerns being raised by some schools (details supplied); and if she will make a statement on the matter. [33263/21]

Written answers

Minister for Education

The response to confirmed cases or outbreaks of COVID-19 in the community or in a school is the responsibility of, and will be led and managed by, Public Health HSE. My Department has confirmed with Public Health that the enhanced Public Health schools teams are available to fully support schools, with full contact tracing and bulk fast-track testing provided within the school setting.

In all instances where COVID-19 is positively confirmed in a school age child in community testing (referred by G.P) or as part of close contact testing in the community, Public Health are immediately notified and a Public Health Risk Assessment(PHRA) is initiated with the school by local HSE public health Schools Teams.

The findings of the Public Health Risk Assessment (PHRA), which is undertaken by a Public Health Doctor, where a confirmed case has attended school whilst infectious, assesses many different aspects of disease transmission as laid out in the Schools Pathway document and this determines the identification of close contacts and the course of action a school is required to take. This enables the most accurate and effective determination of the relevant information allowing tailored, measured protection and prevention of Covid-19 in schools.

State Bodies

Questions (380)

Noel Grealish

Question:

380. Deputy Noel Grealish asked the Minister for Education the State agencies, organisations or boards under the responsibility of her Department or that receive funding from her Department that have been charged interest for savings on deposit in Irish banks since negative interest rates were introduced; the amount of interest that has been charged to each State agency, organisation or board; and if she will make a statement on the matter. [33310/21]

Written answers

Minister for Education

The information sought by the Deputy is not held by my Department.

Contact details for the State Bodies under the aegis of my Department are set out in the attached document should the Deputy wish to contact them directly with his query. 

Contact E-Mail Addresses for State Bodies under the Remit of the Department of Education as at 11 May 2021

Name of Body	Dedicated Email address for the Members of the Oireachtas	Designated Official Responsible for assisting Oireachtas Members
An Chomhairle um Oideachais Gaeltachta agus Gaelscolaíochta Note 1	[e-mail]	[e-mail]
Educational Research Centre	[e-mail]	[e-mail]
National Centre for Guidance in Education	[e-mail]	[e-mail]
National Council for Curriculum and Assessment Note 2	[e-mail]	[e-mail]
State Examinations Commission	[e-mail]	[e-mail]
The Teaching Council	[e-mail]	Tomás Ó Ruairc
National Council for Special Education	[e-mail]	[e-mail] and [e-mail]
Residential Institutions Statutory Fund – Caranua Note3	[e-mail]	[e-mail]

Note 1 – The designated officer responsible within An Chomhairle um Oideachais Gaeltachta is Muireann Ní Mhóráin

Note 2 - The spelling of the NCCA e-mail address to which Oireachtas queries may be addressed has been verified with the NCCA as being accurate

Note 3 –The Executive Office of Caranua (Residential Institutions Statutory Fund) has completed its work, work is now underway to address the winding up of Caranua. In the interim queries in regard to Caranua are being addressed by the Department of Education, pending the passing of legislation to address the windup. Contact details for a Departmental official is provided above.

Departmental Expenditure

Questions (381, 382)

Donnchadh Ó Laoghaire

Question:

381. Deputy Donnchadh Ó Laoghaire asked the Minister for Education the breakdown of Vote 26 for Education with headings and subheadings for 2020, in tabular form. [33351/21]

Donnchadh Ó Laoghaire

Question:

382. Deputy Donnchadh Ó Laoghaire asked the Minister for Education the breakdown of Vote 26 for Education with headings and subheadings for 2021, in tabular form. [33352/21]

Written answers

Minister for Education

I propose to take Questions Nos. 381 and 382 together.

The allocations for my Department’s Vote for 2020 were set out in the Further Revised Estimate approved by Dáil Éireann on 18 November 2020 while the allocations for 2021 were set down in the Revised Estimate which was considered by the Select Committee on Education, Further and Higher Education, Research, Innovation and Science, on 23 March last. These allocations set out the programmes under which the subheads for this Vote will be accounted for by the Department. These Estimates currently consist of two programmes: expenditure on first, second and early years’ education; and Appropriations in Aid.

The Further Revised Estimate for 2020 replaced the original Revised Estimate for Vote 26 (Education and Skills) to reflect the transfer of the financial allocations associated with the functions that transferred to the newly established Department of Further and Higher Education, Research, Innovation and Science (Vote 45) and additional allocations to the Vote including funding to meet Covid related expenditure. 

The table below sets out the allocations for the individual subheads in the Vote for the years in question.

The amounts set out in the table are those allocations approved for the purposes referred to and do not represent actual expenditure. Details of the expenditure against the amounts allocated will be set out in the Appropriation Accounts for my Department’s Vote which will be published in due course following the conclusion of the audit of the accounts by the Comptroller and Auditor General.

			2020	2021
			Further Revised Estimate	Revised Estimate
Ref	Programme A: First, Second and Early Years' EducationSub Head Title		€'000	€'000
A.1	Administration (Pay)		79,326	84,789
A.2	Administration (Non-Pay)		16,645	18,639
A.3	Salaries, Wages and Allowances (Including Incidental Payments) of Primary School Teachers		2,617,895	2,727,777
A.4	Salaries, Wages and Allowances (Including Incidental Payments) of Secondary, Community & Comprehensive School Teachers		1,449,242	1,492,837
A.5	Grants to Education and Training Boards (ETBs) in respect of ETB Teachers’ Salaries		632,789	666,810
A.6	Salaries and Wages (Including Incidental Payments) of Special Needs Assistants in Primary and Post-Primary Schools		619,054	650,134
A.7	Salaries and Wages (Including Incidental Payments) of Non-Teaching Staff in the Primary and Post-Primary Sectors		113,917	106,869
A.8	Superannuation etc. in respect of Teaching and Non-Teaching Staff		1,271,288	1,304,925
A.9	School Transport Services		245,669	321,469
A.10	Grants (Including Capitation) payable to Primary and Post-Primary Schools, Education and Training Boards and other Educational organisations and institutions		535,911	567,254
A.11	Grants to Education Bodies Working in the Primary and Post-Primary Sectors		87,078	155,895
A.12	Teacher Education		38,095	38,974
A.13	Payments in Respect of Residential Institutions Redress and costs associated with the Child Abuse Commission		3,329	2,550
A.14	Miscellaneous Grants and Services		150,547	59,479
A.15	Primary and Post Primary Infrastructure		780,000	694,500
A.16	Public Private Partnership Costs		69,700	68,000
	Total Gross Allocation		8,710,485	8,960,901
	Less Appropriations in Aid		331,931	317,191
	Total Net Allocation		8,378,554	8,643,710

Question No. 382 answered with Question No. 381.

Special Educational Needs

Questions (383)

Seán Canney

Question:

383. Deputy Seán Canney asked the Minister for Education the person or body that is responsible for creating a school placement for children with autism as the support from Tusla only extends to examining nearby schools to determine if there are spaces and the National Council for Special Education’s help to parents is also limited; and if she will make a statement on the matter. [33366/21]

Written answers

Minister of State at the Department of Education

The National Council for Special Education (NCSE) has responsibility for coordinating and advising on the education provision for children nationwide.

NCSE is planning a further expansion of special class and special school places nationally, to meet identified need. This process is ongoing. Through better planning at both national and local level, it is my objective that specialist education places should come on stream to meet emerging demand on a timely basis.

Planning for future needs takes into consideration the current availability of such places and focuses on those locations where additional provision is required. However, the active collaboration of school communities is essential in this regard. 

It is open to any school to make an application to the NCSE for the establishment of a specialised provision and where sanctioned, a range of supports, including capital funding, is made available to the school.

In establishing new special classes, the NCSE is required to satisfy itself that the class is both sustainable and available to all of the students who may need special class placements in a particular area.

Enabling children with special educational needs to receive an education appropriate to their needs is a priority for this Government. 

This year, just under 25% of the total Education budget or €2bn will be invested in supporting children with special educational needs.  As a result, the numbers of special education teachers, SNAs and special class and school places are at unprecedented levels. 

For the coming school year there will be over 13,600 Special Education Teachers allocated to mainstream schools, who will support class teachers to address the special educational needs and learning needs of pupils who attend mainstream schools.

This year we are also providing for two new special schools and 269 new special classes. We will have a total of 2,118 special classes in 2021/22, which is the largest number of special classes that we have ever had, and compares to 548 classes available in 2011.

18,000 Special Needs Assistants will be available to support the care needs of pupils with special educational needs in our schools.

I can assure the Deputy that my Department will continue to prioritise investment in special education.

The local Special Educational Needs Organisers (SENOs) are available to assist and advise parents of children with special educational needs. Parents may contact SENOs directly using the contact details available at: https://ncse.ie/regional-services-contact-list.

Departmental Correspondence

Questions (384)

Aindrias Moynihan

Question:

384. Deputy Aindrias Moynihan asked the Minister for Education her views on correspondence (details supplied) and the points raised; and if she will make a statement on the matter. [33381/21]

Written answers

Minister for Education

The key factor for determining the level of staffing resources provided at individual school level is the staffing schedule for the relevant school year and pupil enrolments on the previous 30 September. The staffing schedule operates in a clear and transparent manner and treats all similar types of schools equally irrespective of location.

For the 2021/22 school year, an improvement of one point in the appointment threshold in primary schools has been introduced and schools will be provided with class teachers on the basis of an average of 1 teacher for every 25 pupils.  A three point reduction in the retention scale has also been introduced for September 2021.  These measures will help to ensure that less pupils are required to recruit or retain a teacher.  These improvements reduced the appointment figure for a 3rd teacher to 52, while schools that currently have a 3rd teacher will retain their staffing with an enrolment of 49 pupils.

The staffing process contains an appeals mechanism for schools to submit a staffing appeal under certain criteria, including a specific appeal measure for small schools, to the Primary Staffing Appeals Board.

Any further improvement in the staffing schedule will be considered in the context of the annual budgetary process.

Special Educational Needs

Questions (385)

Aodhán Ó Ríordáin

Question:

385. Deputy Aodhán Ó Ríordáin asked the Minister for Education if she will request her officials to investigate, review and assist in the case of a child (details supplied) in order to examine a mechanism to meet the child’s need for assistive technology by her Department. [33388/21]

Written answers

Minister of State at the Department of Education

Under the Assistive Technology scheme, as set out in my Department’s Circular 0010/2013, funding is provided to schools towards the cost of computers and specialist equipment, which are required for educational purposes. Equipment is provided under this scheme for children with more complex disabilities who, in order to access the school curriculum, require essential specialist equipment which they do not already have, or which cannot be provided for them through the school’s existing IT provision.

The National Council for Special Education (NCSE), through its network of Special Education Needs Officers (SENOs), is responsible for processing applications from schools for assistive technology support.

Schools make applications directly to the SENO, providing details of the student’s special educational needs or disability, including details of the approach taken by the school in making relevant interventions.

SENOs will review the application and professional reports, in order to establish whether the criteria of the scheme have been met. They will then make a recommendation to my Department as to whether or not assistive technology is required; and based on this recommendation, my Department’s officials will decide on the level of grant, if any, to be provided. The NCSE operates within my Department's criteria in making such recommendations, as set out in Circular 0010/2013.

While the qualifying criteria for Assistive Technology support are set out in the Department’s Circular 0010/2013, the Report of the Special Education Review Committee - also known as the SERC Report - and the Department’s Circular 08/02 provide the basis on which the Department sets the criteria for special education supports for children with special educational needs.

Circular 08/02 has been superseded by more recent circulars with regard to the allocation of Special Education Teaching support, but the criteria in relation to the categorisation of pupils with a Specific Learning Disability, contained in Appendix II of that circular, remain unchanged.

My officials have reviewed the case referenced by the Deputy and noted that the pupil’s literacy and numeracy scores are not at or below the 2nd percentile on a standardised norm referenced tests, as set out in the circular and that the test used  does not meet the requirements set by my Department for this scheme.

Please note that should additional information become available, which provides further clarification regarding the requirement for assistive technology for in accordance with the terms of the scheme, it will be open to the school to resubmit an application for consideration.

Teaching Council of Ireland

Questions (386)

John Lahart

Question:

386. Deputy John Lahart asked the Minister for Education if she will address a matter regarding a person (details supplied) who has applied to the Teaching Council for recognition; and if she will make a statement on the matter. [33389/21]

Written answers

Minister for Education

Under the Teaching Council Acts 2001-2015 the Teaching Council is the body with statutory authority and responsibility for the regulation of the teaching profession in Ireland including the registration of teachers in the State. 

The Teaching Council registers teachers in line with the requirements set out in the Teaching Council Act 2001-2015 and the Teaching Council (Registration) Regulations 2016.

Given the importance and impact of teaching which affects the lives of learners, the Teaching Council has a responsibility to safeguard entry to the profession in a way that supports quality teaching and learning. Therefore, the qualifications of teachers who qualified out-of-state are assessed to ensure they are of a comparable standard to those achieved by graduates of accredited programmes in Ireland. To enable such assessments, there is a requirement for all applicants to submit specific documentation. Once all documents have been received by the Teaching Council, the assessment process is carried out within a 12-week timeframe which is in line with the EU Directive 2005/36/EU. This information on timeframes is included on application forms and is also available on the Teaching Council website.

Sometimes applicants submit applications that are incomplete which is the most common cause of delay in processing.  Therefore, the Teaching Council advise all applicants that it is really important to check that all required information and documents are included with the form.

The person referred to by the Deputy should be advised to contact the Qualifications Assessment Manager in the Teaching Council and they will liaise directly with the applicant to ensure the progression of the application as swiftly as possible.

Schools Building Projects

Questions (387)

John Lahart

Question:

387. Deputy John Lahart asked the Minister for Education if she will announce the commencement of a project for a school (details supplied). [33390/21]

Written answers

Minister for Education

The Letter of Intent (LOI) issued on 23rd April 2021 to the preferred tenderer.  This allows the preferred bidder to put in place the Bond, Insurances and confirmations of all legal arrangements required under the Contract.  

Following receipt of all the necessary documentation, the Department will be in a position to issue the Letter of Acceptance (LOA), which will allow the contractor to mobilise on site.

My Department will advise the Board of Management when the Letter of Acceptance issues.

Special Educational Needs

Questions (388)

Francis Noel Duffy

Question:

388. Deputy Francis Noel Duffy asked the Minister for Education if she will give consideration to awarding accreditation to those enrolled in the National Training Programme for SNAs: Certificate in Inclusive School Support; and if she will make a statement on the matter. [33426/21]

Written answers

Minister of State at the Department of Education

Special Needs Assistants (SNAs) play a huge role in helping to ensure the inclusion of pupils with significant care needs in education and in school life.  This was acknowledged in the Comprehensive Review of the Special Needs Assistant Scheme (SNAs) published by the National Council for Special Education (NCSE) in 2018. 

The Review made a number of recommendations regarding SNAs and the need for a more broadly based set of supports including therapeutic supports for pupils with complex needs.  The Review also referenced the training needs of SNAs.  In this regard, the NCSE recommended that a new national training programme at Level 5 of the National Qualification Framework be developed for existing SNAs who do not have the requisite level of training and for new SNAs on appointment.  The NCSE also recommended that training tailored to the specific complex needs of some students being cared for by SNAs would also be provided.

The policy advice has been considered by the Department. It was decided that priority should be given to the development of a training programme for SNAs who may not have had a recent opportunity to access a training programme tailored to their role.

A public procurement competition was held for the development and delivery of a new national training programme for SNAs. A detailed specification of need and learning outcomes was developed and published for the competition. Formal accreditation to the National Qualifications Framework was not a requirement for the programme. Following evaluation of the tenders received, the contract was awarded to University College Dublin (UCD) School of Education, in conjunction with UCD School of Nursing, Midwifery and Health Systems. 

UCD has a strong reputation in the world of education and training.  It brings with it a wealth of experience and research knowledge in the training and has very strong quality assurance arrangements for its programmes.  Feedback from programme participants is a key feature of this quality assurance process.

This new programme aims to enhance the knowledge, skills and expertise of SNAs whose work is central to the inclusion of students with additional care and complex needs in school life.

The programme consists of five modules, delivered online over a 10-month period. Flexibility is a key part of the approach to the delivery of the programme and participation is voluntary.

The programme is fully funded by the Department and delivered at no cost to the SNA.

Completion of the programme may serve as a stepping stone to further education opportunities in the area.

Each participant who completes the programme successfully will receive a certificate from UCD School of Education which may be of assistance in pursuing further education. 

€2.45m will be allocated to this programme over the next 4 year period based on a full uptake of 3,500 SNAs. The first cohort of 500 SNAs enrolled in January and this phase was oversubscribed. 

This is the first national training programme for SNAs employed in our schools and is tailored to their needs.  The programme will be evaluated and the outcome will inform the approach to the training of SNAs in the future. There is no cost to serving SNAs working in schools. This course is fully funded by the Department of Education.

The Department recognises that a more strategic approach is required for the training of SNAs.  This would deal with a number of matters including the identification of need and the provision of appropriate training programmes.  The issue of programme accreditation will be considered further in this context.

Special Educational Needs

Questions (389, 390)

Catherine Connolly

Question:

389. Deputy Catherine Connolly asked the Minister for Education the number of children in the primary school system who have been diagnosed as dyslexic; the number of children in the primary school system in respect of whom a recommendation for attendance at a reading unit has been made by an educational psychologist; the way in which her Department collects data on dyslexia in the primary school system; and if she will make a statement on the matter. [33429/21]

Catherine Connolly

Question:

390. Deputy Catherine Connolly asked the Minister for Education the number of children in the secondary school system who have been diagnosed as dyslexic; the way in which her Department collects data on dyslexia in the secondary school system; and if she will make a statement on the matter. [33430/21]

Written answers

Minister of State at the Department of Education

I propose to take Questions Nos. 389 and 390 together.

I wish to advise the Deputy that Special Education teachers support the mainstream class teacher by providing additional teaching support for pupils with special educational needs, or additional learning needs, in schools.

DES Circular 007/2019 for primary schools and 008/2019 for post primary schools set out the details of the model for allocating special education teachers to schools.

The Special Education Teaching allocation provides a single unified allocation for special educational support teaching needs to each school, based on each school’s educational profile. This model has replaced the previous model of allocating resource teaching support and learning support to schools.

The 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.

It gives greater flexibility to schools as to how they can deploy their resources, to take account of the actual learning needs pupils have, as opposed to being guided by a particular diagnosis of disability, and schools are guided as to how they should make such allocation decisions.

The school will take account of learning needs of children as evidenced by performance in schools but also supported where relevant by information provided regarding the nature of a condition that a pupil may have.

The Department of Education and Skills has published guidelines for schools as to how they should utilise and deploy their resources under the new allocation model, which are available at www.education.ie.

The guidelines support schools in how they identify pupils for additional teaching support and decide how much support to provide for pupils who need it.

Under the special education teacher allocation model schools are frontloaded with resources, based on each schools profile, to provide supports immediately to those pupils who need it without delay.

Children who need support can have that support provided immediately rather than having to wait for a diagnosis.

Children do not have to be labelled with a particular condition to qualify for extra teaching assistance.

The model gives greater freedom to schools to give extra teaching help to the pupils who most need it, regardless of their diagnosis.

Schools also do not have to give a set amount of time to pupils based on their disability category. They can give the most assistance to the pupils who need the support most and allocate resources based on needs.

Children who have additional learning needs in school, including those children who have additional learning needs associated with attainment in literacy, can receive additional teaching support in schools, regardless of wheter the child has a diagnosis of dyslexia or not.

As decision on the allocation of additional teaching support is made locally by schools, based on learning need as opposed to being based on a diagnosis of dyslexia, my Department does not have details of the number of pupils in primary or post primary schools who have been diagnosed as having dyslexia or who have been recommended to receive additional support by an educational psychologist. No reading classes have been established following the introduction of the new special education teacher allocation model.