Written Answers Nos. 340-359
340. Deputy Seán Canney asked the Minister for Education if she will reduce the minimum distance for primary school children to be eligible for school transport to ensure as many students as possible are catered for; and if she will make a statement on the matter. [12680/22]
View answerThe School Transport Scheme is a significant operation managed by Bus Éireann on behalf of the Department. In the current school year over 121,400 children, including over 15,500 children with special educational needs, are transported on a daily basis to primary and post-primary schools throughout the country at a cost of over €289m in 2021.
Under the terms of the School Transport Schemes children are eligible for transport at primary level where they reside not less than 3.2 kms from and are attending their nearest national school, and at post primary level where they reside not less than 4.8 kms from and are attending their nearest post primary school/education centre as determined by the Department/Bus Éireann, having regard to ethos and language.
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 it serves students and their families adequately.
Following commencement of this review the Steering Group 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 in the current school year 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 are now taking place in the next phase of the review which is currently underway. As part of this phase of the review, my Department has conducted an extensive stakeholder engagement process. My Department is analysing the views of relevant stakeholders, including parents, guardians, students and other Government Departments, so that they may be considered as part of the assessment and in informing policy on the future operation of the scheme.
The Steering Group will continue to report to me on an interim basis as the review progresses.
341. Deputy Seán Canney asked the Minister for Education if she will extend the rules of eligibility to allow primary school children eligible for school transport to attend their second nearest school. [12681/22]
View answerThe School Transport Scheme is a significant operation managed by Bus Éireann on behalf of the Department. In the current school year over 121,400 children, including over 15,500 children with special educational needs, are transported on a daily basis to primary and post-primary schools throughout the country at a cost of over €289m in 2021.
Under the terms of the School Transport Schemes children are eligible for transport at primary level where they reside not less than 3.2 kilometres from and are attending their nearest national school, and at post primary level where they reside not less than 4.8 kilometres from and are attending their nearest post primary school/education centre as determined by the Department/Bus Éireann, having regard to ethos and language.
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 it serves students and their families adequately.
Following commencement of this review the Steering Group 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 in the current school year 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 are now taking place in the next phase of the review which is currently underway. As part of this phase of the review, my Department has conducted an extensive stakeholder engagement process. My Department is analysing the views of relevant stakeholders, including parents, guardians, students and other Government Departments, so that they may be considered as part of the assessment and in informing policy on the future operation of the scheme.
The Steering Group will continue to report to me on an interim basis as the review progresses.
342. Deputy Michael Ring asked the Minister for Education when an application by a person (details supplied) under circular 0063/2021 will be dealt with to recognise the qualification obtained by the applicant; and if she will make a statement on the matter. [12694/22]
View answerCircular 0063/2021 which issued in December 2021 notified teachers of a revised closing date of the 30th April 2022 to apply for outstanding qualification allowances.
My Department has received an application from the teacher in question. Applications received will be processed in due course, notification will issue to teachers when their application has been processed and where a teacher is eligible for a qualification allowance arrears will be paid retrospectively.
343. Deputy Thomas Pringle asked the Minister for Education the current status of a new school building for a school (details supplied) in County Donegal; the date in which her Department foresees the school building project commencing; the date they foresee the project being completed and the children moved into the new building from the cold and damp prefabs which currently make up the school; and if she will make a statement on the matter. [12858/22]
View answerThe major building project referred to by the Deputy is currently at an advanced stage of architectural planning, Stage 2(b) - Detailed Design, which includes the applications for Planning Permission, Fire Cert and Disability Access Cert and the preparation of tender documents. All statutory approvals have been secured.
The Design Team has just this week submitted the Stage 2(b) report to my Department for review and approval. In order to expedite the project, the Design Team has been authorised to prequalify a shortlist of contractors.
Upon review of the Stage 2(b) report, and the completion of the prequalification process, my Department will be in contact with the school and its Design Team regarding the timeframe for further progression of the project.
344. Deputy Gary Gannon asked the Minister for Education the annual amounts paid to third parties for the rental of properties for school accommodation from 2010 to date broken down by county, year and school in tabular form. [12905/22]
View answerWhere the rental of land and buildings for school accommodation is deemed necessary by my Department, the contract for this is usually between the school authority and the relevant owner of the property in question. The Department then provides grant aid to the school in respect of the rental costs.
I wish to advise the Deputy that the details of amounts paid to all parties including both school authorities and third parties for the rental of land and buildings for school accommodation by county and year from 2013 is currently being compiled and will be forwarded in the coming days. The Deputy should note that payments to individual schools is commercially sensitive and cannot therefore be provided.
While it is the policy of my Department to ensure a high standard of permanent accommodation for all schools, in the context of a rapidly increasing school population over the last decade or more it is sometimes necessary to make use of rental of properties as interim solutions to meet the accommodation needs of schools. Furthermore, it may also be necessary to make use of temporary rented accommodation when an immediate or short term need arises. For example, a school may require a temporary site or building in circumstances where a major school construction project is planned. The rental is terminated when the major project concerned is completed. The length of time it is necessary to make use of the rented property will vary from project to project.
There are approximately 1,200 school building projects within the current pipeline across the various stages of planning, design, tender and construction - most of which are expected to be either under construction or completed in the period 2021 to 2025. The progression and completion of these projects is and will make further inroads on the replacement of rented sites and buildings with knock-on savings on the rental budget.
Many schools based in rented buildings and on rented sites are already part of the pipeline of projects under the school building programme and their longer-term accommodation will be addressed as part of these projects. Maximising the opportunities to achieve value for money involves matching, as best as possible, the accommodation requirement with the appropriate accommodation solution. This is relevant for all accommodation projects progressed by the Department.
The changing landscape in relation to enrolments means that accommodation requirements can vary regionally and between short, medium and long-term and this is a relevant factor considered by the Department in determining the type of accommodation solution to be put in place.
345. Deputy Claire Kerrane asked the Minister for Education further to Parliamentary Question No. 442 of 15 February 2022, the members of the survivor-led consultative forum; the person that chairs this forum; when it was established; the terms of reference; the regularity with which it meets; and if she will make a statement on the matter. [12913/22]
View answerThe second phase of a consultation process with survivors commenced in 2020. The survivor-led consultative forum has met on a regular basis and is comprised of survivors resident in Ireland and the UK. It is facilitated by experienced professionally qualified facilitators.
It serves as a forum to identify specific barriers and difficulties encountered by survivors in accessing mainstream services and how they may be overcome. Reports produced by the consultative forum are currently being considered by my Department with input from colleagues from other Departments and will feed into my consideration of proposals to Government in this context.
346. Deputy Michael Ring asked the Minister for Education if there has been a change in the post-qualification employment requirement to have 200 hours teaching experience for a teacher to be recognised; if so, the reason that it was changed; the effect this will have on Irish teachers working in non-European Union locations such as the United Arab Emirates; and if she will make a statement on the matter. [12941/22]
View answerUnder the Teaching Council Acts 2001-2015 the Teaching Council is the body with the 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.
Droichead, the Teaching Council’s integrated professional induction framework for newly qualified teachers, has been implemented on a phased basis since 2016. Since September 2020, Droichead is the only route of induction for all teachers. Thus, the traditional process of Post Qualification Experience (PQE) for post-primary teachers has been phased out and has not been entered as an option on a teacher’s registration since September 2020. For teachers who are currently registered with the Council with the condition of PQE, this option will remain on their registration.
Teachers intending to work overseas prior to completing their induction requirements should contact the Teaching Council for advice specific to their situation. They are also advised to contact the relevant authority in the country in which they intend to work, to determine the registration requirements in place in that country.
347. Deputy Donnchadh Ó Laoghaire asked the Minister for Education the number of applications that were received by survivors of industrial and reformatory schools for redress under Caranua; the number of these that were successful; the number that were unsuccessful; and the number of applicants who have not received a response to date. [12952/22]
View answer348. Deputy Donnchadh Ó Laoghaire asked the Minister for Education the amount of funding that remains out of the funding allocated to Caranua for redress for victims of industrial and reformatory schools. [12953/22]
View answerI propose to take Questions Nos. 347 and 348 together.
Caranua was established in 2013 with a specific purpose, which was provided for in the Residential Institutions Statutory Fund Act 2012 – to disburse the contributions provided by the religious congregations following the publication of the Ryan Report in 2009, by funding approved services to support the needs of former residents who, as children, suffered abuse in relevant institutions. As is specified in the 2012 Act, the amount of €110m, plus interest of €1.38m, was made available to Caranua, and held in a Statutory Fund managed by the NTMA.
It was not the role of Caranua to provide redress. To be eligible to apply to Caranua for funding supports, applicants had to have been in receipt of an award of redress from the Residential Institutions Redress Scheme, or to have qualified for such an award had they not already received similar awards or settlements in court proceedings.
Given the finite nature of the funding available, Caranua announced in May 2018 that it would cease to accept applications from 1 August 2018. After that date, it focussed on processing
applications on hand. It also undertook targeted outreach to certain groups, including survivors who were in prison. As part of this process, Caranua engaged extensively with applicants who had not completed the application process, and established timelines for the provision of supporting documentation which would enable their applications to be progressed before Caranua was required to wind-down its operations.
All outstanding applications were finalised by Caranua by March 2021. Overall, Caranua received over 62,000 applications for funding supports from 6,181 eligible survivors, of which 92% were approved. Over 57,000 payments were made to survivors.
The very limited funding remaining at this point will be required to discharge legal costs, audit costs and other outgoings.
349. Deputy Donnchadh Ó Laoghaire asked the Minister for Education the status of the work of the Inter-Departmental Committee to address the needs of survivors of industrial and reformatory schools; and if she will make a statement on the matter. [12954/22]
View answerAs the Deputy is aware, a number of reports have highlighted the ongoing needs of survivors and the lifelong difficulties they may experience due to their childhood experiences in residential care. A survivor-led consultative forum was also established and has provided a very good insight into the areas where supports may be provided into the future.
This work is currently being considered by my Department with input from colleagues from other Departments. Significant resources are being devoted to progressing this which will feed into my consideration of proposals to Government in this context.
350. Deputy Imelda Munster asked the Minister for Education the guidance that is given to secondary schools with regard to the charging of non-refundable enrolment and entrance exam fees to secure a student's place on acceptance of an application; and if she will make a statement on the matter. [12956/22]
View answerThe Education (Admission to Schools) Act, 2018, specifically prohibits the charging of fees or seeking payment or contributions for an application for admission to a school or for the enrolment or continued enrolment of a student in a school. This applies to all recognised primary and post primary schools with exceptions only for fee charging secondary schools, boarding schools and schools that provide post leaving courses or courses in further education in respect of these courses.
The Department published guidance and template admission policies to assist schools with implementing new admission policies for the 2020/21 school year onwards. The guidance includes specific references to the requirement under the act prohibiting the charging of fees. The draft admission policy can be found at the following Link
351. Deputy Richard Bruton asked the Minister for Education if her attention has been drawn to the scarcity of school places in the school planning area D13 Donaghmede Howth; if she has collected information on the long waiting lists for some schools particularly those offering non-denominational education; if she has assessed whether all pupils needing a place can be appropriately accommodated; and if she has plans to deliver additional accommodation for the start of the 2022-2023 school year in September 2022. [12989/22]
View answerI wish to advise the Deputy that 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.
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.
My Department is aware of increasing pressures and demand for additional school places in a number of school planning areas including the school planning area Dublin 13 Donaghmede Howth.
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
Similar to the process adopted in advance of the current academic year, my Department is engaging with patron bodies to identify particular capacity requirements for the forthcoming year(s) which may necessitate action including, where required, the provision of modular accommodation solutions.
The projected peak year for the Donaghmede Howth Post-Primary School Planning Area is 2024 with 4,263 places required. The current 2021 enrolment is 4,043 pupils. There are currently 9 post primary schools in this school planning area area, of which one is fee paying.
The opening of a 1,000 pupil school has been deferred from the original planned year of establishment. A further exercise has since been conducted on the necessity for the establishment of a number of planned new schools, taking into account a number of factors, including the pace of delivery of the expected additional residential development in the school planning areas, associated enrolments and the capacity in existing schools in the areas. As a result, the establishment of some of the planned new schools have been deferred. The pace of delivery of additional residential developments, along with updated enrolment data and demographic data will be kept under review and this will inform the timing of school requirements.
A number of school building projects are in train or proposed in the School Planning Area as outlined below:
- St. Mary’s Secondary School, Baldoyle. A refurbishment project is ongoing which also includes the provision of an additional home-economics room. The project is at stage 4.
- Santa Sabina Dominican College. A project which will provide an additional four general classrooms has been approved under the Additional School Accommodation Scheme. The project is at stage one.
- Belmayne Educate Together Secondary School was established in 2019. The school is in interim accommodation on its permanent site and three additional classrooms and one specialist room has been approved for the 2022/2023 academic year. A major project to provide permanent accommodation for the school is currently at tender stage. The school will cater for 1,000 pupils in the long-term.
- Gaelcholaiste Reachrann. A major project to provide permanent accommodation for the school is at tender stage and construction is expected to be completed by mid 2024. This will provide capacity for 600 pupils.
- Grange Community College. There are plans to expand this school to cater for 1,000 pupils and the project is currently at Project Brief stage.
- St. Fintan’s High School. A project is proposed for this school which is currently at Project Brief stage.
The annual admissions notice for each of the schools in the school planning area is available on the individual school website.
Similarly for the primary School Planning Area for Donaghmede Howth, the peak enrolment year is expected to be 2024. There are 16 primary schools in this School Planning Area. Two new primary schools were established in this school planning area recently:
- Stapolin ETNS was established in 2019. A proposed new 16-classroom school is currently at tender stage. The school is currently in interim accommodation pending construction of the permanent new school building. The school is currently a 4-teacher school.
- Killester Raheny Clontarf ETNS was established in 2019. It is currently a 2-teacher school and is operating in interim accommodation. With regard to meeting the school's interim and longer term accommodation needs, the Department is currently engaging with City of Dublin Education & Training Board (CDETB) in respect of property matters generally. As part of these discussions, it has been proposed that Killester Raheny Clontarf ETNS will be permanently located at Killester College of Further Education. This engagement with CDETB is ongoing. The Department is actively working to put both permanent and new interim accommodation arrangements in place for Killester Raheny Clontarf ETNS and will confirm these arrangements to the school patron as soon as it is possible to do so.
It is expected that these new schools together with the existing primary school accommodation will cater for the future primary school demand for Donaghmede Howth school planning area.
352. Deputy Robert Troy asked the Minister for Education if she will provide details of the latest guidance supplied to her Department regarding the wearing of facemasks in primary and post-primary school settings; and her views on whether the publication of detailed medical advice would help to reassure those with doubts. [13022/22]
View answerOn 17 February 2022, NPHET reviewed the remaining public health measures including the infection prevention control measures and restrictions in school settings.
Having closely considered relevant epidemiological data and other matters as set out in their letter of 17 February 2022, the Government accepted the recommendation of the NPHET to remove remaining restriction relating to mask-wearing in schools.
It is no longer a requirement for staff or pupils/students to wear a face mask in schools. Staff and pupils/students can continue to wear a face mask if they wish to do so on a personal basis and schools should continue to make masks available on request as they are currently doing.
353. Deputy Brendan Griffin asked the Minister for Education if a decision has been made on the review of a special needs assistant allocation in respect of a school (details supplied) in County Kerry; and if she will make a statement on the matter. [13024/22]
View answerThe NCSE has responsibility for planning and coordinating school supports for children with special educational needs including the allocation of SNAs and reviews.
The Special Needs Assistant (SNA) scheme is designed to provide schools with additional adult support staff who can assist children with special educational needs who also have additional and significant care needs. Such support is provided in order to facilitate the attendance of those pupils at school and also to minimise disruption to class or teaching time for the pupils concerned, or for their peers, and with a view to developing their independent living skills.
SNAs are not allocated to individual children but to schools as a school based resource. The deployment of SNAs within schools is a matter for the individual Principal/Board of Management of the school. SNAs should be deployed by the school in a manner which best meets the care support requirements of the children enrolled in the school for whom SNA support has been allocated.
It is a matter for schools to allocate support as required, and on the basis of individual need, which allows schools flexibility in how the SNA support is utilised.
In light of the disruption caused by the Covid-19 pandemic, the introduction of the new Frontloaded Allocation Model for SNAs for students in mainstream classes in primary and post -primary schools is to be deferred for a further year to the beginning of the 2022/23 school year.
In order to minimise disruption for schools, in the current circumstances, and to provide for continuity of allocations the following arrangements for the allocation of Special Needs Assistants for mainstream classes for the 2021/22 school year:
- Existing mainstream class SNA allocations in schools on 30 April 2021 will be maintained and will automatically rollover into the 2021/22 school year.
- No school will therefore receive an allocation less than that which they had on 30 April 2021.
- SNAs currently in mainstream settings can continue in post for the next school year in the normal way.
- Priority consideration will now be given by the NCSE to applications for increased support for the 2021/22 school year, in particular, applications from schools with no SNAs and developing schools will be prioritised. Determinations will be made before 30 June. Other applications will be processed in order of date received.
- As in previous years, where circumstances change during the course of the 2021/22 school year that materially increase the level of care need in a school to the extent that the school can clearly demonstrate that it cannot be met within the existing SNA allocation, the school may apply to the NCSE for a review. Detailed information on the NCSE exceptional review process is published on the NCSE website www.ncse.ie/for-schools.
The NCSE has published the SNA allocations on its website www.ncse.ie.
SNA allocations for special classes and special schools are not affected by this arrangement.
Circular 0029/2021 has been published and advises schools of the arrangements for the allocation of SNAs for the 2021/22 school year.
Provisions set out in Circular 0030/2020 has been extended for the 2021/22 school year.
Circulars 29/2021 and 30/2020 are available on the Gov.ie website www.gov.ie/en/circulars/?organisation=department-of-education.
In regards to the school noted in the details suppled, the NCSE have advised that the Exceptional review process was concluded in January and a revised allocation issued on 4th February. The SNA allocation increased from .5 to one SNA post.
The SENO has been engaging with the school since this date and the school have implemented the changed allocation.
My Department does not have a role in making individual school determinations.
354. Deputy Johnny Mythen asked the Minister for Education the number of ASD units that are available in County Wexford; the number of places in each unit; the way that the waiting lists for places is managed; the number of children currently on the waiting list; and if she will make a statement on the matter. [13029/22]
View answerEnabling children with special educational needs to receive an education is a priority for this Government.
This year, my Department will spend in excess of €2 Billion, or over 25% of the Department’s budget on providing a wide range of schemes and supports for children with special educational needs.
This includes additional teaching and care supports.
As a result, the number of special education teachers, special needs assistants and special class and school places are at unprecedented levels.
The National Council for Special Education (NCSE) has responsibility for coordinating and advising on the education provision for children with special educational needs nationwide.
Over the last two years, my Department and the NCSE have worked closely on a more streamlined and joined up planning process which has ensured a targeted approach to meet demand for special needs placements ahead of each new school-year. I am satisfied that this more joined up approach is delivering. Through this intensive intervention, we have seen an additional 300 special classes, providing 1,800 new places, opened nationwide for the 2021/22 school-year.
I also acknowledge that notwithstanding the extent of this investment, there are some parts of the country where increases in population and other issues have led to concerns regarding a shortage of school places.
The NCSE has well established structures in place for engaging with schools and parents and seeks to ensure that schools in an area can, between them, cater for all children who have been identified as needing special class placements.
In terms of County Wexford, I can confirm that the NCSE is aware of an identified need for additional special classes for students with autism in primary and post-primary schools. Work has been underway with stakeholders for a number of years to meet the demand for places.
We are always grateful to those schools that have responded, and continue to respond positively to meet the educational needs of children in their communities.
Currently, a network of 47 primary special classes, including 6 Early Intervention ASD classes and 19 post primary special classes provide specialist placements for students with autism in County Wexford. 5 of these classes were newly established at primary level and 3 at post primary level giving a total of 8 new special classes for the current school year. Each class has placements for up to a maximum of 6 students per class.
The NCSE is continuing to engage with primary and post-primary schools throughout County Wexford regarding the establishment of additional special classes for 2022/23 and beyond. There are specific plans in place to open additional special classes and every support will be made available to progress their opening in the shortest possible timeframe with a particular focus on September next.
It is of course open to any school to engage with the NCSE to establish a special class.
I should also clarify that the NCSE does not maintain waiting lists for schools. Boards of management of individual schools are responsible for such enrolment matters.
I want to reassure the Deputy that my Department will continue to support the NCSE and schools through the provision of the necessary funding and capital investment to ensure all children are successful in accessing an education.
Information on the list of schools with special classes, the type and location of these classes is published on the NCSE website and is available at www.ncse.ie/special-classes.
355. Deputy Catherine Murphy asked the Minister for Education the number of protected disclosures received by her Department in each of the years 2019 to 2021 and to date in 2022, in tabular form; if an external contractor has been engaged regarding a protected disclosure over that time period; if so, the cost of same; and the number of protected disclosures that were rejected, accepted and that remain under review for the time period in question. [13048/22]
View answerThe following table gives a breakdown by year since 2019 of the number of applications made to me under Section 8 of the Protected Disclosures Act, 2014, the number that were rejected, accepted and that remain under review/ongoing for the time period in question.
|
Year |
Applications Received |
Protected Disclosures Rejected |
Protected Disclosures Accepted |
Protected Disclosures that remain under review/ongoing |
Number of Protected Disclosures where an external contractor has been engaged |
|
2019 |
6 |
5 |
1 |
0 |
0 |
|
2020 |
5 |
2 |
3 |
2 |
0 |
|
2021 |
9 |
0 |
9 |
4 |
0 |
|
To date in 2022 |
3 |
0 |
3 |
3 |
0 |
|
Total |
23 |
7 |
16 |
9 |
0 |
There have been a total of 23 applications for protected disclosures made for the period in question. This figure relates to protected disclosures that were made under Section 8 of the Protected Disclosures Act 2014 by workers in the education sector. There were no applications in which an external contractor was engaged regarding a protected disclosure over that time.
356. Deputy Niamh Smyth asked the Minister for Education if matters raised in correspondence by a person (details supplied) will be reviewed; if the issues outlined will be addressed; and if she will make a statement on the matter. [13105/22]
View answerThe 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.
Under the allocation model, schools have been provided with a total allocation for special education needs support based on their school profile.
In order to minimise disruption for schools, due to the Covid pandemic and to provide for continuity of allocations, the Minister for Education and the Minister for Special Education and Inclusion agreed to maintain the existing Special Education Teacher Allocations for schools for the 2021/22 school year, with re profiled allocations now due to be made from September 2022.
Both the Department and the National Council for Special Education (NCSE) are committed to ensuring that all schools are treated equally and fairly in the manner in which their school profiles have been calculated.
Accordingly, a number of review processes have been put in place to support schools.
A process is in place to address circumstances where the school profile significantly changed following the allocation process e.g. a developing school where the net enrolment numbers significantly increased.
The criteria for qualification for mainstream school developing school posts are set out in the Primary and Post Primary School Staffing Schedule for the 2021/22 school year.
Schools who qualify for additional mainstream developing school posts in accordance with these criteria also qualify for additional Special Education Teaching Allocations to take account of this developing status.
It is also acknowledged that there are some circumstances, which may arise in schools, which fall outside the allocations for developing school status.
These relate to exceptional or emergency circumstances which could not have been anticipated e.g. where the school profile changes very significantly, or where other exceptional circumstances have arisen in a school and which may require a review of schools capacity to provide additional teaching support for all pupils who need it in the school, or of their utilisation of their allocations.
A process is available where schools can seek a review of their allocations by the National Council for Special Education (NCSE), including the utilisation of their allocations, in circumstances where a school considers that very exceptional circumstances have arisen subsequent to the development of the profile.
Working is ongoing on the re-profiling for 2022/2023 school year and this will be concluded shortly.
Special Needs Assistants
The NCSE has responsibility for planning and coordinating school supports for children with special educational needs including the allocation of SNAs and reviews. The Department does not have a role in making individual school determinations.
The Special Needs Assistant (SNA) scheme is designed to provide schools with additional adult support staff who can assist children with special educational needs who also have additional and significant care needs. Such support is provided in order to facilitate the attendance of those pupils at school and also to minimise disruption to class or teaching time for the pupils concerned, or for their peers, and with a view to developing their independent living skills.
SNAs are not allocated to individual children but to schools as a school based resource. The deployment of SNAs within schools is a matter for the individual Principal/Board of Management of the school. SNAs should be deployed by the school in a manner which best meets the care support requirements of the children enrolled in the school for whom SNA support has been allocated.
It is a matter for schools to allocate support as required, and on the basis of individual need, which allows schools flexibility in how the SNA support is utilised.
Schools were notified of the arrangements for the allocation of SNA support in respect of students in mainstream classes for the current school year. The arrangements include the following provisions:
- 2019/20 mainstream class SNA allocations were frozen, from the date of issue of Circular 0030/2020, and have automatically rolled over into the current school year. This means that no school will receive an allocation less than that which they have on the date of issue of this Circular and existing SNAs currently in standard SNA posts were allowed to continue in these posts for the current school year in the normal way.
- A diagnosis of a disability, or a psychological or other professional report, is not be necessary for this process.
- The role of the SNA to support the care needs of students in mainstream classes, as set out in Circular 0030/2014, remains unchanged.
It is expected that schools will review and reprioritise the deployment of SNAs within mainstream settings and allocate resources to ensure those with the greatest level of need receive the greatest level of support. Providing access to SNA support continues to be based on primary care needs as outlined in DES Circular 0030/2014.
Schools may apply to the NCSE for additionality where they can demonstrate that the current allocation does not meet additional care needs within the mainstream classes in the school. Applications for additionality arising from significant new or emerging additional care needs, which cannot be catered within existing allocations, are dealt with by way of the exceptional review process.
The exceptional review process for mainstream allocations is available to schools throughout the current school year.
The arrangements for the allocation of SNAs for mainstream classes for the 2022/23 school year are currently under review. An announcement on the matter will be made as soon as possible.
357. Deputy Róisín Shortall asked the Minister for Education the allocation of the approximately 1,100 additional special needs assistants allocated in the current school year by county in tabular form; and if a further breakdown will be provided by postal district for the Dublin area. [13112/22]
View answerI wish to advise the Deputy that this is a matter for the NCSE and your query has been forwarded to it for direct reply.
358. Deputy Róisín Shortall asked the Minister for Education the specific procedures entailed in the appeal process in respect of special needs assistant exceptional review applications for this scheme; if that entails direct communication with the school concerned; if there is additional information requested and the criteria which determine decisions in this regard; and if she will make a statement on the matter. [13113/22]
View answerI wish to advise the Deputy that the appeal process in relation to Special Needs Assistants is a matter for the NCSE and your correspondence has been forwarded to them for direct reply.
359. Deputy Holly Cairns asked the Minister for Education the supports in place to assist persons with disabilities transition from second-level education to third-level education or employment; and if she will make a statement on the matter. [13129/22]
View answerSupporting the transition of young people with a disability right through the education system with a particular focus on enabling young people to make informed life choices is a priority for me.
We are working with colleagues across a number of Departments to ensure that this remains a focus of the Third Action Plan under the Comprehensive Employment Strategy for Persons with Disabilities which will cover the period 2022 to 2024. The Department of Children, Equality, Disability, Integration and Youth is leading out on the work in this regard.
To support young people and their parents in navigating the various transition stages in and from education, the National Council for Special Education (NCSE) has published transition guidelines between all stages of education that are designed to assist successful transitions. A number of resources are also available to support schools in planning for effective transitions.
Additional guidelines providing information on post-school education and training options for people with disabilities provide students and their families with valuable information on the extensive range of post-school options and supports available and guidance to inform individual choice.
These guidelines and resources are available on the NCSE website www.ncse.ie.
My Department has also recently established a cross-government National Policy Group on Guidance to develop a coherent long-term strategy for lifelong career guidance as recommended in the report of the Indecon Review of Career Guidance. The National Policy Group is chaired by the Department of Education and also includes the Department of Further and Higher Education, Research, Innovation and Science, the Department of Children, Equality, Disability, Integration and Youth, the Department of Social Protection and the Department of Enterprise, Trade and Employment.
