Paul Kehoe
Question:395. Deputy Paul Kehoe asked the Minister for Education the status of an application for a sports hall by a school (details supplied); and if she will make a statement on the matter. [43251/21]
View answerSchools Building Projects
Questions (395)
Written answers
The school referred to by the Deputy was approved funding in September 2019 for the provision of 4 General Classroom, Technical Graphics/Design & Communications room, Home Economics room, SET room and ancillary accommodation under my Department’s Additional Accommodation Scheme (ASA).
In relation to the school’s application for a Sports Hall, as the Deputy is aware, the main focus of resources over the last decade and for the coming period is on the provision of additional capacity to cater for increasing demographics. The second half of the NDP (from 2023 onwards) will see an increasing focus on the upgrade and refurbishment of the existing school stock. This will include a PE Hall build and modernisation programme to ensure that students in all schools have appropriate facilities to support PE provision.
School Staff
Questions (396)
Michael Healy-Rae
Question:396. Deputy Michael Healy-Rae asked the Minister for Education if the case of a school (details supplied) will be reconsidered; and if she will make a statement on the matter. [43255/21]
View answerWritten answers
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. Budget 2021 implemented a 1 point reduction in the staffing schedule for primary schools which has brought the teacher allocation ratio to the lowest ever seen at primary level. In addition, there has been a three point reduction in the retention schedule, which will assist schools that would otherwise be at risk of losing teaching posts.
Staffing arrangements for primary schools also include a staffing appeal process. The school referred to by the Deputy was allocated a teaching post on appeal, pending confirmation of enrolments on 30th September. After that date, my Department will be able to confirm the school's staffing. Schools will have an opportunity to submit a staffing appeal to the final meeting of the Primary Staffing Appeals Board in October.
Schools Building Projects
Questions (397)
Paul Kehoe
Question:397. Deputy Paul Kehoe asked the Minister for Education the status of a building project (details supplied); and if she will make a statement on the matter. [43258/21]
View answerWritten answers
As the Deputy is aware this project has been devolved for delivery to Waterford and Wexford Education and Training Board (WWETB).
I can confirm that the Design Team to deliver this project was appointed by WWETB in April 2021. The Design Team is now preparing the Stage 1 report (preliminary design).
While at this early stage it is not possible to provide a timeline for completion of the project, WWETB will be engaging directly with the school authority to keep it informed of progress.
Schools Building Projects
Questions (398)
Catherine Murphy
Question:398. Deputy Catherine Murphy asked the Minister for Education further to Parliamentary Question No. 139 of 2 June 2021, the position regarding the acquisition of lands for the provision of additional school buildings dedicated to the needs and education of children with autism at a school in Celbridge, County Kildare; if her Department has provided funding and or assistance to the school in respect of this project; and if she has had contact from the school authority regarding the issue of title to the property. [43271/21]
View answerWritten answers
As previously outlined to the Deputy in my response to Parlimentary Question No. 139 of 2 June 2021, my Department understands from the school authority that there is an issue around title to the property/lands and that the local authority is working with a private individual to address this issue. As both the school site and the land in question are not in state ownership, my Department has no role in this matter. However, the information provided by the school authority has been forwarded to the CSSO.
My Department has again been in recent contact with the school authorities in relation to this matter and the school confirmed that my Department has no role in this matter. Once the matter of the acquisition of lands has been resolved, it is open to the school authorities to submit an application to my Department for funding for additional accommodation.
Energy Conservation
Questions (399)
Réada Cronin
Question:399. Deputy Réada Cronin asked the Minister for Education the reason her Department has not fast forwarded funding for energy retrofitting of schools already committed to under the EU Energy Performance in Buildings Directive given the urgent need for the ventilation-for-health component to keep schools safe and open in the pandemic; and if she will make a statement on the matter. [43281/21]
View answerWritten answers
My Department is at the forefront of design with respect to sustainable energy in school buildings and this performance has been recognised at both National and International level with sustainable energy awards for excellence in Design and Specification.
My Department’s Technical Guidance Documents set the benchmark for sustainable design in school buildings with a clear focus on energy efficiency and they are based on solid energy research projects.
All new technologies and approaches are tested to ensure compatibility with school design and operational requirements. Successful and repeatable results are then incorporated into all new school designs and refurbishments. The Departments policy is supported by a strong research programme with fifty three research projects at various stages including the energy website www.energyineducation.ie. which is a joint partnership with the Sustainable Energy Authority of Ireland (SEAI).
Schools that are designed and built in accordance with the Department’s schools technical guidance documents have been achieving A3 Building Energy Ratings (BER) since 2009 with current school designs built in accordance with the Department’s Guidance having:
- A3 BER
- Modelled ventilation and overheating analysis
- CO2 monitors in classrooms
- 20% higher performance than required by the current Building Regulations
- 10% of primary energy provided via photovoltaics
- Infrastructure provision for electric vehicle charging
My Department and the Department of Environment, Climate and Communications established a jointly funded pathfinder programme with the SEAI, testing and demonstrating energy efficiency and decarbonisation retrofit approaches. This pathfinder is a great example of collaboration ensuring the deployment of new design approaches and technologies, that are introduced to the educational environment on an evidence based approach.
The longer-term outcome of the pathfinder will be to create an accurate and scalable model for energy efficient retrofits of schools across Ireland. It is facilitating research on a range of typical retrofit options, which will have been tried and tested prior to the roll out of a deep energy retrofit programme for schools built prior to 2008 as included for in the NDP. This programme will incorporate the outcomes from the Government’s Climate Action Plan which will outline how energy efficiency and greenhouse gas emissions targets are to be achieved. This is due to be published later this year.
Covid-19 Pandemic
Questions (400)
Emer Higgins
Question:400. Deputy Emer Higgins asked the Minister for Education the latest guidance for schools and parents on when a student should or should not attend school based on their symptoms (details supplied); and if she will make a statement on the matter. [43296/21]
View answerWritten answers
Each school is required to have a COVID-19 Response Plan for the safe operation through the prevention, early detection and control of COVID-19 in line with public health advice. This guidance is focused on the practical steps schools must take to minimise the risk of transmission of infection, including physical distancing measures, and reducing the risk of congregation of pupils/students.
The HSE provide detailed information on Covid 19, including symptoms of Covid 19 here . Pupils/students who have symptoms of COVID 19, should not attend school. This helps ensure the safe operation of schools and that the infection prevention and control measures, are implemented correctly and adhered to, and continue to keep the school community safe
My Department has provided information on what to do if your child has symptoms of coronavirus, how to get urgent medical help if your child is unwell and how to protect your child from the coronavirus can be found here.
Schools Building Projects
Questions (401)
David Stanton
Question:401. Deputy David Stanton asked the Minister for Education the progress of the tendering process and the appointment of a contractor for the construction of schools (details supplied); and if she will make a statement on the matter. [43303/21]
View answerWritten answers
The school building projects referred to by the Deputy are being delivered under my Department’s Design and Build Programme.
On June 14th 2021, these projects were included in a bundle of projects which were tendered to a newly established Design & Build Contractors Framework.
Once a Contractor has been appointed, my Department will keep the schools informed of the construction programme underpinning the contract.
Child Safety
Questions (402)
David Stanton
Question:402. Deputy David Stanton asked the Minister for Education the steps being taken for the care of children with allergies at primary and post-primary level; her Department’s plans to introduce further measures in this regard; and if she will make a statement on the matter. [43308/21]
View answerWritten answers
The Board of Management of each school is responsible for the care and safety of all pupils. It is important that the school management authority requests parents to ensure that the school is made aware of any medical condition suffered by any pupils attending. Where the school is aware of potential difficulties that may arise as a consequence of a medical condition suffered by one or more pupils, it may be possible for the management authorities, working in conjunction with parents, teachers and children to put preventative measures in place to lessen the possibility of any difficulties arising or to ensure that, if a pupil suffers from an illness requiring, for example, the administration of medication, that appropriate treatment is available.
The administration of medicines in primary schools is the subject of an agreement between the Irish National Teachers Organisation and the organisation representing school management at primary level. While this agreement specifies that no teacher can be required to administer medicine or drugs to pupils, it also sets out procedures that must be followed where a teacher or teachers agree to do so. The position is that either the parents of the child should make themselves available to administer medication as required, or where they wish the staff in the school to administer it, they should indemnify the school.
My Department cannot direct any member of the Board of Management or the teaching staff of the school to administer medical treatment to pupils, action and procedures which are normally carried out by medical professionals such as doctors and nurses.
Where a child requires adult assistance to assist in the administration of medicine and where the extent of assistance required would overly disrupt normal teaching time, SNA support may be allocated for this purpose.
It is a matter for the Board of Management to ensure that SNAs are in a position to effectively meet the care needs of pupils for whom SNA support has been allocated in the school, when appointing an SNA.
Where specific training is required, the Board of Management should liaise with the Health Service Executive (HSE) in order to ensure that the HSE provides guidance and training that enables the SNA to meet the care needs of the pupil in an appropriate manner. It is a matter for individual school authorities to make such arrangements locally.
Covid-19 Tests
Questions (403)
Brendan Griffin
Question:403. Deputy Brendan Griffin asked the Minister for Education if antigen testing will be recognised in schools (details supplied); and if she will make a statement on the matter. [43314/21]
View answerWritten answers
The Department of Education is working with the HSE Testing Pathways Working Group which is examining the use of antigen testing in education settings. A number of pilot projects are underway in childcare and third level settings in recent weeks. The approach to antigen setting in education settings, including in schools will be informed by these pilots.
The Department of Education will continue to work with the group as it is considered important that any data collected from a pilot of antigen testing within the wider education sector is available to inform decisions on the appropriateness of more widespread deployment of such tests within the schools sector and the potential to scale to the sector.
The Department has an ongoing close working relationship with the Department of Health and the HSE throughout the period of the pandemic in the context of implementing important infection prevention control measures in schools to ensure that they can operate safely.
Covid-19 Pandemic
Questions (404)
Brendan Griffin
Question:404. Deputy Brendan Griffin asked the Minister for Education if matter (details supplied) in relation to the wearing of masks for physical education will be given consideration; and if she will make a statement on the matter. [43316/21]
View answerWritten answers
Physical activity (PE) is important and students should be encouraged to participate in PE in schools.
My Department has published guidance for practical subjects in Post Primary Schools, including guidance for PE. This guidance is based on Health Protection Surveillance Centre (HPSC) guidance for the return to sports activities for children and adolescents. The guidance provides that, where practical, PE lessons should take place outdoors. If this is not possible, the external PE hall doors should be opened. Face coverings do not have to be worn outdoors.
The COVID-19 Response Plan for the safe and sustainable reopening of Post Primary Schools makes it clear that, apart from particular exceptions, face coverings should be worn in post primary schools. This guidance should be adhered to for activities that take place indoors.
The HPSC keeps infection prevention and control measures under review on an ongoing basis. The advice regarding face masks has not changed for the new school year.
The Department will continue to engage regularly with public health officials in respect of the safe operation of schools during Covid-19.
School Staff
Questions (405)
Richard Boyd Barrett
Question:405. Deputy Richard Boyd Barrett asked the Minister for Education if advice will be provided in the case of a person (details supplied); and if she will make a statement on the matter. [43318/21]
View answerWritten answers
I wish to advise the Deputy that my Department's Circular 0042/2021 sets out the current leave arrangements for teachers and special needs assistants in the context of COVID-19. Paragraph 4.2.3 advises as follows:
An employee who has been categorised by the occupational health service (OHS) (as described in Chapter 4 paragraph 4.1) and considers that the OHS ‘COVID-19 Health Risk Categorisation Report’ places him/her in an incorrect risk category, may request a review. The employee can e-mail the OHS directly (cork@medmark.ie) who will re-evaluate the medical evidence provided. The employee may provide additional medical evidence as part of the review process. In a situation where the review outcome is that the COVID-19 health risk categorisation remains the same, a further review will only be undertaken, where additional medical evidence indicates there has been a change in the employee's medical status or where there is a change in the HSE guidelines for the ‘high risk’ group.
Pupil-Teacher Ratio
Questions (406)
Cian O'Callaghan
Question:406. Deputy Cian O'Callaghan asked the Minister for Education if she will reduce class sizes in primary schools in line with the European average as part of Budget 2022; and if she will make a statement on the matter. [43324/21]
View answerWritten answers
Under the Programme for Government there is a commitment to make further progress in reducing the pupil teacher ratios in primary schools and supporting small schools.
As part of the Budget 2021 measures, the Government have sought to deliver on this commitment by the announcement of a 1 point change to the primary staffing schedule and the introduction of a three point reduction in the number of pupils needed to retain a teacher. For the 2021/22 school year the staffing schedule is on the basis of 1 teacher for every 25 pupils.
The staffing schedule which now stands at a new historical low will help ensure better teacher retention in primary schools while also ensuring that less pupils are required to retain or recruit a teacher.
The latest figures in relation to pupil teacher ratio shows an improved ratio of teachers to pupils from 16:1 to 14.5:1 at primary level when comparing the 2015/16 school year to the 2020/21 school year. Average class sizes improved from 24.9 to 23.3 in the same period. The most recent budget announcement will continue the positive trend of improving class sizes.
Any further improvement will have to be considered in the context of the annual budgetary process.
School Funding
Questions (407)
Cian O'Callaghan
Question:407. Deputy Cian O'Callaghan asked the Minister for Education if she will restore funding to primary schools to pre-recession levels as part of Budget 2022; and if she will make a statement on the matter. [43325/21]
View answerWritten answers
My aim for Budget 2022 is to continue to deliver on the commitments set out in the Programme for Government, to meet demographic and other pressures in the school sector and to support and sustain our schools, their staff and our students in the face of the ongoing significant challenges posed by COVID-19.
Over recent budgets, additional resources have been made available to our schools, including through the delivery of thousands of extra teaching and Special Needs Assistant posts, increased capitation in schools, enhanced supports for school leadership and an improved staffing schedule in primary schools. This is in addition to the significant COVID-19 financial resources provided to allow schools to operate in accordance with the latest public health guidance.
In looking at the competing demands for Budget 2022, I will have regard to the level of resources which will be available to my Department, in the context of the continuing need for the Government to manage the economy and the public finances particularly in the context of the challenges posed by COVID-19. I will formulate specific budgetary priorities, having regard to the views of the education partners and all concerned stakeholders.
School Management
Questions (408)
Cian O'Callaghan
Question:408. Deputy Cian O'Callaghan asked the Minister for Education if there is a formal process by which parents of children in a school which is in receipt of public funds can request the school to introduce co-education; if not, her plans to develop such a process; and if she will make a statement on the matter. [43334/21]
View answerWritten answers
As the Deputy is aware the decision-making authority for any change of status application is the patron/trustees of the school concerned and it is open to any patron to submit proposals to my Department for consideration in this regards.
Any proposed change involves extensive negotiations at local level and must be well planned and managed in a manner that accommodates the interests of students, parents, teachers, local communities and contributes to an inclusive education system.
The Patron and relevant stakeholders are also advised to consider the implications that any change of status proposal may have on items such as school accommodation, so that an informed decision can be made.
School Staff
Questions (409)
Pa Daly
Question:409. Deputy Pa Daly asked the Minister for Education if she will approve the retention of a primary school teacher at a school (details supplied). [43341/21]
View answerWritten answers
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. Budget 2021 implemented a 1 point reduction in the staffing schedule for primary schools which has brought the teacher allocation ratio to the lowest ever seen at primary level. In addition, there has been a three point reduction in the retention schedule, which will assist schools that would otherwise be at risk of losing teaching posts.
There is no change to the staffing of the school referred to by the Deputy this year. The school had an enrolment of 120 pupils on 30th September 2020. In line with the current staffing schedule, the enrolment is sufficient to retain the school’s current mainstream staffing of Teaching Principal and 4 classroom teachers for the 2021/22 school year.
Staffing arrangements for the 2022/23 school year will be finalised over the coming months and will be published early next year.
Special Educational Needs
Questions (410)
Marc Ó Cathasaigh
Question:410. Deputy Marc Ó Cathasaigh asked the Minister for Education if the policy advice from the NCSE regarding educational outcomes for students with special educational needs has been finalised in relation to special classes and special schools; and if she will make a statement on the matter. [43344/21]
View answerWritten answers
The Deputy will be aware of my belief that children with special educational needs should receive their education in placements which are appropriate to their needs alongside their peers wherever possible unless such an approach would be inconsistent with the best interests of the individual child or other children in the school.
This inclusive approach is consistent with the provisions of the Education for Persons with Special Educational Needs (EPSEN) Act 2004.
Only where it has been assessed that the child is unable to be supported in mainstream education, are special class placements or special school placements recommended and provided for.
Most children with special educational needs receive their education in mainstream classes, many with additional teaching and care supports.
The National Council for Special Education (NCSE) has responsibility for coordinating and advising on the education provision for children nationwide. It has well established structures in place for engaging with schools and parents. The NCSE seeks to ensure that schools in an area can, between them, cater for all children who have been identified as needing special education placements.
The NCSE was requested to develop Policy Advice on Education Provision in Special Classes and Special Schools to examine whether placement in specialist settings brings about improved educational outcomes and experiences, relative to their ability, for students with special educational needs.
This Policy Advice is expected to be completed before the end of this year.
School Curriculum
Questions (411)
Marc Ó Cathasaigh
Question:411. Deputy Marc Ó Cathasaigh asked the Minister for Education when the review of the policy on reading classes and schools will be completed; and if she will make a statement on the matter. [43345/21]
View answerWritten answers
The Deputy will be aware that in May 2021 I requested my Department to arrange for a review of the policy on reading classes and schools.
The review will be informed by the Department's Inspectorate’s research and development work which facilitates thematic review of provision and practice in schools. The work will involve visits to a number of education settings for children with specific learning disabilities and the gathering of evidence in line with the normal Inspectorate inspection model.
It is expected that the Inspectorate's work will be completed during the period October to December 2021, with composite findings becoming available thereafter which will be published.
These findings, together with any relevant recommendations emerging from the NCSE Policy Advice on Special Classes and Special Schools currently in development, will be considered at that stage to determine the actions required to finalise the review.
The outcome of this work will inform future Department policy on supporting children with special educational needs particularly in relation to reading and literacy.
Covid-19 Pandemic
Questions (412)
David Stanton
Question:412. Deputy David Stanton asked the Minister for Education her Department’s position with regard to the wearing of face coverings for second-level students in school settings; and if she will make a statement on the matter. [43358/21]
View answerWritten answers
My Department has been guided by Public Health as to the mitigation measures needed to prevent the spread of Covid-19 in our schools. The aim of all of the Covid-19 infection prevention and control measures that have been put in place for schools is to support schools to operate safely and prevent the introduction of Covid-19 and also the onward of transmission of Covid-19 among the school community. These measures protect students, their parents and school staff and are very effective when adhered to.
Current public health advice makes it a requirement for a face mask to be worn by teachers, staff in schools and students attending post-primary school.
The HPSC keeps infection prevention and control measures under review on an ongoing basis. The advice regarding face masks has not changed for the new school year.
The Department will continue to engage regularly with public health officials in respect of the safe operation of schools during Covid-19.
School Transport
Questions (413)
Mattie McGrath
Question:413. Deputy Mattie McGrath asked the Minister for Education if the steering group reviewing the school transport scheme has examined the possibility of issuing school bus tickets earlier than present, in July for example, which would allow for concessionary tickets to be processed before the school term resumes in order that parents can make alternative travel arrangements if necessary. [43359/21]
View answerWritten answers
The School Transport Scheme is a significant operation managed by Bus Éireann on behalf of the Department. In the 2020/2021 school year over 114,100 children, including over 14,700 children with special educational needs, were transported on a daily basis to primary and post-primary schools throughout the country at a cost of over €224.7m in 2020.
All children who are eligible for school transport and who complete the application and payment process on time for the 2021/22 school year will be accommodated on school transport services where such services are in operation. In addition all post-primary pupils who are otherwise eligible for school transport but are attending their second nearest school and who have applied and paid on time will be accommodated on school transport services where such services are in operation. This arrangement is in place for current school year pending completion of the full review of the School Transport Scheme.
Children who are not eligible for school transport may apply for transport on a concessionary basis only and are offered seats where capacity exists after all eligible children have been catered for.
My Department commenced a review of the School Transport Scheme in February 2021. The review is being conducted with a view to examining the current scheme, its broader effectiveness and sustainability, and to ensure that the it serves students and their families adequately.
Following commencement of this review the Steering Group recently presented me with an initial interim report on eligibility with an examination of issues for mainstream pupils relating to the nearest and next nearest school. Following consideration of this report, I approved the extension of temporary alleviation measures for transport for post-primary students who are otherwise eligible for school transport but are attending their second nearest school and have applied and paid on time.
Wider considerations relating to operation of the scheme will take place in the next phase of the review which is now underway. The Steering Group will continue to report to me on an interim basis as the review progresses, with a view to presenting a final report with recommendations on the future operation of the Department’s School Transport Scheme.
Special Educational Needs
Questions (414)
Aengus Ó Snodaigh
Question:414. Deputy Aengus Ó Snodaigh asked the Minister for Education the supports that are available for children with severe dyslexia. [43378/21]
View answerWritten answers
The Department provides for a range of placement options and supports for schools, which have enrolled pupils with special educational needs, including pupils with Specific Learning Disability (SLD); of which Dyslexia is one such SLD, in order to ensure that wherever a child is enrolled, s/he will have access to an appropriate education.
The National Council for Special Education (NCSE), which is a separate statutory agency, through its network of local Special Educational Needs Organisers (SENOs), is responsible for the provision of special educational needs supports to schools. The NCSE operates within the Department's criteria in allocating such support.
All Primary schools have been allocated additional teaching resources to cater for children with special educational needs, including pupils with dyslexia. In September 2017 the Department introduced a new model to support pupils with special educational needs in our schools. It is a matter for schools to monitor and utilise their allocation of additional teaching support to best support the needs of identified pupils, in accordance with the Department's guidance. The teaching time afforded to each individual pupil is decided and managed by schools, taking into account each child's individual learning needs.
Guidelines for schools on the organisation, deployment and use of their special education teachers have been published on the Department’s website, at www.education.ie/en/The-Education-System/Special-Education/Guidelines-for-Primary-Schools-Supporting-Pupils-with-Special-Educational-Needs-in-Mainstream-Schools.pdf Schools are supported in this regard by the National Educational Psychological Services.
Educational Psychologists from the Department’s National Educational Psychological Service (NEPS) work with schools using a problem solving model to help schools identify need and interventions to support those needs. Under the new model, NEPS encourages schools to use a continuum based assessment and intervention process whereby each school takes responsibility for initial assessment, educational planning and remedial intervention for pupils with learning, emotional or behavioural difficulties. Teachers may consult their NEPS psychologist should they wish to for advice.
NEPS understands dyslexia in the context the severity and persistence of an individual’s needs over time and their response to intervention. This approach aligns with the new Special Educational model in schools which focuses on the identification of need and the matching of specific interventions to that need. Specific interventions are therefore tailored, by the school, to the individual’s observed needs by the school, rather than being generic to a specific difficulty or disability.
The Department also provides for special schools and special class placements where more intensive and supportive interventions are provided. Special classes attached to mainstream primary schools also support the needs of pupils with dyslexia. Such classes have a reduced pupil/teacher ratio of 9:1 and an increased level of capitation grant.
Funding is available to schools under the assistive technology scheme for the purchase of specialised equipment such as computers and/or software to assist children with special educational needs, including children with dyslexia.
Schools apply to the NCSE, through their local Special Educational Needs Organiser (SENO) for such support. SENOs make recommendations to the Department where assistive technology is required, in accordance with the criteria set out in the Department's Circular 0010/2013.
Further resources provided for pupils with dyslexia include reasonable accommodations in State Examinations such as the provision of a reader, use of a tape recorder or scribe, or a spelling and grammar waiver; further details are available on the State Examinations Commission website at www.examinations.ie/schools/circulars/reasonable-accommodations/.
The Department encourages parents and school authorities to engage locally regarding pupils' education. Should a parent be dissatisfied with the manner in which supports have been provided to support their child's education they should raise this matter directly with their school Principal or the Board of Management of the school. Parents may also contact their local SENO directly to discuss their child's present or future educational needs, using the contact details available on www.ncse.ie.
Special Educational Needs
Questions (415)
Aengus Ó Snodaigh
Question:415. Deputy Aengus Ó Snodaigh asked the Minister for Education the plans there are to increase schools specifically for those with dyslexia in Dublin. [43379/21]
View answerWritten answers
There are no plans to expand Reading Schools at this time.
The National Council for Special Education (NCSE) is currently undertaking Policy Advice on Education Provision in Special Classes and Special Schools to examine whether placement in specialist settings brings about improved educational outcomes and experiences, relative to their ability, for students with special educational needs.
This Policy Advice is to be completed shortly and will then be considered by my Department.
The Deputy will be aware that in May 2021, I requested my Department to arrange for a review of the policy on reading classes and schools. When received, this report will also be considered in the context of planning future provision.
It is a priority of my Department that every child receives an education. A continuum of education provision is in place covering the full range of need spanning placement in mainstream classes with supports through to more specialist placements either in a special class or a special schools depending on the level of complexity of need. My Department spends in excess of €2m annual in supporting this continuum.
Available supports include provision to meet care needs and provide additional teaching support where this is required required. In addition, there are specialist educational supports provided by the National Educational Psychological Services and the National Council for Special Education to help schools provide an appropriate education for pupils with special educational needs including reading difficulties.