Written Answers Nos. 473-495
474. Deputy Pádraig Mac Lochlainn asked the Minister for Education if a library will be returned to its original location in a school (details supplied) in County Donegal; and if she will make a statement on the matter. [23428/22]
View answerI wish to advise the Deputy that my Department has no current record of receiving an application for additional accommodation from the school in question.
The purpose of the Additional School Accommodation scheme (ASA) scheme is to ensure that essential mainstream classroom and Special Education Needs (SEN) accommodation is available to cater for pupils enrolled each year, where the need cannot be met by the school’s existing accommodation.
At primary level, this situation generally arises to cater for a school’s accommodation requirements where an additional teaching post has been sanctioned by Teacher Allocation Section, or a new SEN class has been sanctioned by the NCSE, and all available alternative accommodation within the school is already being used for classroom purposes.
It is open to the school authority to make an application for additional accommodation through the ASA scheme which is available at www.gov.ie.
475. Deputy Patrick Costello asked the Minister for Education the annual funding allocated to and staffing levels in the National Educational Psychological Service in each of the years from 2005 to date in 2022. [22559/22]
View answerThe funding allocation and staffing levels of the National Educational Psychological Service (NEPS) for each of the years from 2005 is set out in tabular form. The annual funding allocation includes a pay provision for both psychologist and administrative staff and a non-pay element to cover all other service support costs. The staffing level reflects both psychologist and administrative staff on a whole-time equivalent basis.
National Educational Psychological Service (NEPS)
|
Year |
Funding allocation (m) |
Staffing (psychologist & administrative staff, wte) |
Year |
Funding allocation (m) |
Staffing (psychologist & administrative staff, wte) |
|
2005 |
15.323 |
141 |
2014 |
18.124 |
192 |
|
2006 |
15.425 |
144 |
2015 |
18.075 |
194 |
|
2007 |
17.7 |
152 |
2016 |
18.25 |
184 |
|
2008 |
17.9 |
173 |
2017 |
18.385 |
198 |
|
2009 |
21.662 |
174 |
2018 |
19.795 |
214 |
|
2010 |
22.414 |
183 |
2019 |
20.756 |
235 |
|
2011 |
18.629 |
192 |
2020 |
21.717 |
237 |
|
2012 |
18.719 |
187 |
2021 |
22.774 |
241 |
|
2013 |
18.368 |
194 |
2022 |
24.061 |
258 |
476. Deputy Michael Healy-Rae asked the Minister for Education the status of an application by a student (details supplied); and if she will make a statement on the matter. [22562/22]
View answerUnder 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.
All equipment provided under this scheme supports children with more complex disabilities who, in order to access the school curriculum, require essential specialist equipment.
It must be clear that the existing I.T. equipment in the school is insufficient to meet the child's needs. Where necessary, schools may also purchase new or additional equipment or software for students from normal school resources or funds.
An investment programme of €210m has been delivered to schools under the Digital Strategy for Schools 2015 –2020. Additionally, the first tranche of the successor Digital Strategy for schools to 2027, ICT grant funding of €50m has recently issued to schools. Decisions regarding the use and deployment of digital technology in schools is a matter for the Board of Management of each school, as schools are best placed to determine the most appropriate solution to adopt in terms of supporting the learning needs of their students based on school's own context and circumstances, and in accordance with their Digital Learning Plan. The grant funding allocation issues directly to schools and can be used to provide devices for use by students and teachers, for learning platforms, software and overall digital technology infrastructure development in the school. In addition, my Department as part of Ireland’s National Recovery and Resilience Plan (NRRP) under Next Generation EU funding facility, to provide for a scheme for learners at risk of educational disadvantage through the digital divide, issued a once-off grant in December 2021 to recognised primary and post-primary schools in the free education scheme. This funding also issued directly to schools as they are best placed to determine the needs of their own cohort.
Where children with more complex disabilities require essential specialist equipment to access the school curriculum, which they do not already have, or which cannot be provided for them through the schools existing provisions, schools may make an application for such equipment to the National Council for Special Education (NCSE) under the terms of this scheme.
The NCSE through its network of local Special Educational Needs Organisers (SENOs) is responsible for processing applications from schools for special educational needs supports. SENOs also make recommendations to my Department where assistive technology/specialised equipment is required. The NCSE operates within my Department's criteria in making recommendations for 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.
In order to qualify for equipment under the Assistive Technology Scheme, a student must have been diagnosed with a physical or communicative disability and must also have a recommendation in a professional assessment that the equipment is essential in order to allow the student to access the curriculum.
SENOs will review the application, and professional reports provided in support of same, 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 will decide on the level of grant, if any, to be provided.
The type of equipment provided under the Assistive Technology Scheme is varied, and includes audiological supports for students with hearing impairment, braille equipment for children with visual impairment, and computer equipment with associated modified software for students with physical or severe communicative disabilities.
Communication devices or medical or therapy related devices which are not specific educational interventions or equipment specifically required as essential for school educational access, and which have a general application outside of school, are not provided for under the Assistive Technology scheme, however. Such equipment is normally provided for children with disabilities by the Health Service Executive (HSE).
Based on the professional information provided to the SENO and in line with criteria set out in Circular 10/2013, the SENO was not in a position to recommend an assistive technology grant for the school concerned on behalf of the student.
I can confirm that an appeal for assistive technology for the pupil named by the deputy was received in my Department and a decision has issued to the school concerned on the 4th of May 2022.
477. Deputy Cian O'Callaghan asked the Minister for Education the steps that she will take to ensure that the date of the leaving certificate 2022 results is announced as soon as possible; and if she will make a statement on the matter. [22593/22]
View answerThe State Examinations Commission has statutory responsibility for operational matters relating to the certificate examinations.
In view of this I have forwarded your query to the State Examinations Commission for direct reply to you.
478. Deputy Alan Farrell asked the Minister for Education her views on the recent decision to reject planning permission for a primary school (details supplied); the next steps for her Department; and if she will make a statement on the matter. [22681/22]
View answerThe school referred to by the Deputy is currently located in interim accommodation in the former Teagasc Building at Malahide Rd, Kinsealy, Dublin 17, which in in my ownership.
The local authority identified the site for the new school in Broomfield under the Memorandum of Understanding (MoU) between my Department and the City and County Management Association (CCMA) for the identification of new school sites. The site was recommended by the local authority as suitable for the development of school facilities and was acquired in conjunction with the local authority under the Fingal Model agreement.
Planning permission was submitted to the Local Authority on March 4th for the development of a new two-storey, 16 classroom primary school, including a multi-purpose hall, 2 educational classrooms for children with special education needs, associated staff car park, ball courts and ancillary accommodation. My Department received notification that the Planning permission application was refused by the Local Authority on the 27th April 2022.
My Department is currently reviewing the reasons given by the Local Authority for refusal of the planning application and is also preparing a submission for the draft Development Plan in relation to the re-zoning of the site in question.
479. Deputy Niall Collins asked the Minister for Education the status of an application by a school (details supplied); and if she will make a statement on the matter. [22695/22]
View answerI wish to inform the Deputy that, in relation to the school to which he refers, approval has been given to provide for 3 x 80m² Mainstream Class Rooms under the Department's Modular Framework as a matter of urgency and in advance of the next academic year.
The first step in progressing this project is to identify a contractor to deliver the project in accordance with the framework rules. We expect to be in a position to confirm this in the coming days and an approval letter confirming same will then issue.
480. Deputy Eoin Ó Broin asked the Minister for Education if her attention has been drawn to the difficulties faced by parents in securing secondary school placements for children in Rathcoole, County Dublin; the plans of her Department to increase secondary school placements to meet demand in this area; and if she will make a statement on the matter. [22701/22]
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 (SPA's) including the school planning area of Newcastle/Rathcoole.
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 enrolment year for the Newcastle/Rathcoole SPA is 2025 with 1,544 post primary school places required. The combined current 2021 enrolment in the two post primary schools in the SPA is 1,200 pupils. Major building projects are in train in both schools, which when completed, will provide capacity for 2,000 pupils.
The building project for Holy Family Community School, Rathcoole is currently at tender stage with a target date of Quarter 4 of 2022 to commence on site.
The building project for Coláiste Pobail Fola, Saggart is currently at Stage 2b (detailed design) of the architectural planning process. My Department is currently considering the timeline for the progression to tender of a number of Design and Build projects, including the permanent accommodation for Coláiste Pobail Fola and will advise the school's patron body of further developments. Pending delivery of the permanent building project, my Department will continue to address the interim accommodation needs in conjunction with the school patron.
It is expected that the building projects, when completed in both schools, will meet the projected demand for post primary provision in the SPA.
481. Deputy Jackie Cahill asked the Minister for Education if geography will be made a compulsory core subject at junior cycle in all post-primary schools given it is the stated intention of her Department to introduce climate change and sustainable development as a new leaving certificate subject in 2024 (details supplied); and if she will make a statement on the matter. [22732/22]
View answerMy Department has every confidence that, through the implementation of the Framework for Junior Cycle the place of Geography will be retained and given a new impetus across the Junior Cycle curriculum. As part of the rollout of the Framework for Junior Cycle, Geography was one of five new subject specifications that were introduced to schools in September 2018.
The Junior Cycle has been developed over several years with the final phase of new subject specifications introduced to schools in September 2019. The Framework for Junior Cycle gives students the opportunity to develop a wider range of knowledge and skills – to equip them for further learning, for work, for responsible and active citizenship, and for healthy living. It gives students better learning opportunities, and rewards and recognises non-academic performance and achievements, with a central focus on the student’s quality of life, wellbeing and mental health.
The Framework for Junior Cycle focuses on active and collaborative learning. It gives greater flexibility and autonomy to schools in terms of subject selection, and short courses, to tailor a student’s learning to achieve better outcomes for that student. Students are able to study up to 10 subjects for certification through the Junior Cycle Profile of Achievement.
We have a dedicated cohort of Geography teachers in our post-primary schools, who are promoting the inclusion of their subject within programmes provided to students by their schools. Through the implementation of the Framework for Junior Cycle 2015 the curricular significance of Geography has been retained and given a new impetus across the Junior Cycle curriculum.
As the Deputy is aware, as part of the reforms I announced on 29 March two new subjects ‘Drama, Film and Theatre Studies’ and ‘Climate Action and Sustainable Development’, will be introduced for Leaving Certificate students, starting in September 2024 in network schools.
Both subjects were raised as suggested subjects at different stages of the review of Senior Cycle carried out by the National Council for Curriculum and Assessment (NCCA). I have requested the NCCA to develop these new subject areas as a matter of priority.
I can advise the Deputy that my Department, together with the Department of Further and Higher Education, Research, Innovation and Science and the Department of Children, Equality, Disability, Integration and Youth, are currently finalising the 2nd National Strategy for Education for Sustainable Development – ESD to 2030. A joint public consultation has been conducted and the results have informed the direction of ESD to 2030 which will also have an accompanying implementation plan for 2022 to 2026.
Education for Sustainable Development (ESD) has three strands: Environmental, Political and Social and is both a target in itself under the Sustainable Development Goals (SDG 4.7), and also acknowledged as a key enabler for achievement of all 17 SDGs.
Under the first ESD strategy 2014 – 2020, significant work was done integrating ESD themes and principles into the curriculum at all levels, into the assessment and inspection processes and into Initial teacher education and continuing professional development. ESD to 2030 will build on this work ensuring that the 2030 target is met. This work also contributes to SDG 13 - Climate Action, and to Ireland's Climate Action Plan.
ESD to 2030 will be built on the UNESCO framework for ESD for 2030 and will be built on the five key priority areas set out therein, i.e. policy alignment, transforming learning environments, capacity building, empowering and mobilising youth and community engagement.
It will aim to extend ESD beyond the classroom into non-formal and informal education settings, it will aim to empower learners to take action individually and in their communities for sustainable development, it will map ESD related CPD, programmes and resources to identify and address any gaps in order to further support the teaching and learning of ESD, it will work with a wider range of Departments, organisations and NGOs to ensure policy alignment and to develop tools to capture, monitor and report on progress. ESD to 2030 will also seek to increase opportunities for learners to develop skills by taking action e.g. through project work at individual and community level.
It is expected that ESD to 2030 and its accompanying implementation plan 2022 - 2025 will be published in Q2 2022
482. Deputy Catherine Murphy asked the Minister for Education her plans for the July Provision in special needs schools; if her attention has been drawn to the difficulties facing students and their families by not providing services over the summer months; and her plans to remedy same. [22733/22]
View answerEarlier this month, the Government announced this year's Summer Programme to allow all primary and post-primary schools to offer a summer programme for students with complex special educational needs and those at greatest risk of educational disadvantage.
The total funding available to provide summer programmes this year is up to €40 million. The programme was developed following extensive engagement with education stakeholders, parent and disability advocacy groups.
The programme aims are to support pupils to maintain their connection with education, to build their confidence and increase their motivation, promote wellbeing and for those who are at key transition stages, helping to ensure they continue their education journey in September either in school or in further/higher education or training.
In 2021, due to the ongoing pandemic, the government announced a expansion to the summer programme. Under this expansion, students with complex special educational needs and those at greatest risk of educational disadvantage had access to an enhanced summer programme of education. The total provisional spend across the school and home-based elements for 2021 was €36m.
While, it is critically important to support a summer based programme in our special schools and special classes, it is also essential to ensure that the children with complex special educational needs (SEN) who are in our mainstream settings also have access to this critical support. At the time when the ‘July Provision’ was established, the concert of learning loss during school holidays was something which may have been considered to impact only those students in special schools and special classes. As our system has become more inclusive and many of these children with more complex needs now attend mainstream settings, it is recognised that they too will be impacted by school holidays and require that additional support to ensure they achieve their potential.
My Department held consultations with education stakeholders and advocacy groups, following this, steps were taken to encourage more schools to participate including the following: the provision of paid overseeing and preparation time for schools, a reduction in the administrative burden for schools, arrangements to pay staff sooner, greater guidance, an online payments portal for schools, and greater flexibility in the timing of the programme.
The complexities of organising a summer programme in special school environments is recognised and further enhanced funding for special schools is being provided this year including increase capitation and preparation to support these schools.
Concerns around availability of staff have been further addressed with the provision to recruit final year student teachers and student teachers registered with the Teaching Council under Route 5. To support and facilitate schools and principals with organising and running the programme, principals may delegate these functions to other members of staff through the Overseer role and preparation hours. Overseers, teachers and SNAs who work on the programme will be paid for this work based on what they are normally paid during the school year in addition to their normal salary.
In 2021 377 special schools and schools with special classes ran a programme, with in the region of 5,587 pupils attending. For context in 2011 there were 149 schools and 2,461 pupils attending the ‘July provision’ programme. The number of special schools running a programme under the ‘July provision’ scheme had fallen from 54 in 2011 to 34 in 2019. It is important to note that we have actually seen an increase in the number of special schools running a programme in both 2020 and 2021 with 39 special schools taking part in 2021.
While the number of special schools and classes taking part has risen over the last 2 years we want to continue this growth in participation further. The Department will continue to work with all stakeholders to support parents in accessing summer provision and with schools to ensure that they have the resources and supports necessary to successfully run these programmes.
It is acknowledged that not all schools will be in a position to provide a school-based programme, so a home-based programme continues to be available for students with complex needs where the school-based programme is unavailable. It is important that the home-based programme provides support for the education and/or care needs of students with complex needs during the summer break period.
Under the home-based programme grant funding is made available so that parents/legal guardians can engage the services of a teacher or an SNA to provide tuition or care support as appropriate in the child’s home. Schools are requested to provide parents with the contact details of a teacher/SNA where possible.
483. Deputy Catherine Murphy asked the Minister for Education the terms and conditions since 2013, that include a requirement that a person must be registered on the Teaching Council’s register of teachers in order to be eligible to become an examination superintendent. [22769/22]
View answer484. Deputy Catherine Murphy asked the Minister for Education her plans to allow persons who are not teachers but who meet all the other criteria to become examination superintendents. [22770/22]
View answerI propose to take Questions Nos. 484 and 483 together.
The State Examinations Commission has statutory responsibility for operational matters relating to the certificate examinations.
In view of this I have forwarded your query to the State Examinations Commission for direct reply to you.
485. Deputy Pauline Tully asked the Minister for Education if guidelines have been issued to schools with regard to the summer (July) provision scheme 2023; if not, the reason therefor; the timeframe for issuing guidelines to schools; and if she will make a statement on the matter. [22813/22]
View answer492. Deputy Pauline Tully asked the Minister for Education the timeframe for the payment of teachers participating in the school-based summer (July) provision scheme 2023; the timeframe for the payment of teachers participating in the home-based summer (July) provision scheme 2023; and if she will make a statement on the matter. [22820/22]
View answer493. Deputy Pauline Tully asked the Minister for Education the funding that has been allocated for the summer (July) provision scheme 2023; and if she will make a statement on the matter. [22821/22]
View answer494. Deputy Pauline Tully asked the Minister for Education if enhanced measures have been put in place to encourage schools to offer the summer (July) provision scheme in 2023; the details of these enhanced measures; and if she will make a statement on the matter. [22822/22]
View answerI propose to take Questions Nos. 485, 492, 493 and 494 together.
The information in this response relates to the 2022 programme. Last week the Government announced an expanded summer programme to allow primary and post-primary schools to offer a summer programme for students with complex special educational needs and those at greatest risk of educational disadvantage. An information pack has issued to all schools now, and an online registration portal for schools opened on 04 May 2022.
The total funding available to provide summer programmes this year is up to €40 million.
The programme was developed following extensive engagement with education stakeholders, parent and disability advocacy groups.
The programme aims are to support pupils to maintain their connection with education, to build their confidence and increase their motivation, promote wellbeing and for those who are at key transition stages, helping to ensure they continue their education journey in September either in school or in further/higher education or training.
The programmes on offer this summer include:
- Inclusion Programme (Primary) for all primary schools (2-3 weeks programmes) for mainstream pupils with complex needs and those at greatest risk of educational disadvantage.
- Special Classes and Special School Programme in primary (2-5 weeks programmes)
- DEIS Numeracy and literacy Camps/Campaí Samhraidh in DEIS primary schools (one week per camp)
- Inclusion Programme (Post-Primary) for all post-primary schools (2 weeks) for students with complex needs and those at greatest risk of educational disadvantage
- Home based provision for students with complex needs where no school-based programme is available (4 weeks – 40 hours)
A key objective of this year’s scheme is to increase the number of schools offering the Summer Programme to their students. Steps have been taken to afford schools as much flexibility as possible, and to ease administrative requirements. This year there is provision to recruit newly qualified teachers graduating this summer as well as undergraduate student teachers who have registered with the Teaching Council under Route 5.
To support and facilitate schools and principals with organising and running the programme, the 2022 Summer Programme allows principals to delegate these functions to other members of staff through the Overseer role and preparation hours. The Overseer and preparation roles provide an exciting personal opportunity for teachers to develop their leadership skills and experience with recognition at a whole-school level.
Enhanced measures have been put in place to encourage participation of schools.
These include
- A Centralised Application Process to reduce admin burden on schools.
- Provision of funding to schools towards preparation and overseeing of the programmes.
- Provision to recruit final year student teachers graduating this summer and Route 5 undergraduate student teachers.
- Guidance, Information and support will be provided to schools to help design and deliver the programmes.
- Capitation Grant Funding will be provided to cover the running costs of the scheme including enhanced capitation for special schools and classes.
This year for the first time there will be an online claims system for schools to submit payments details for those staff taking part in the school based summer programme. This will provide for faster and more streamlined payments to staff. The Department is also working on improving the payment timelines for the home-based programme and further information will be issued on this in due course.
Through the National Association of Boards of Management in Special Education (NABMSE) the Department and Inspectorate recently hosted a webinar for special schools and provided a presentation on supports and benefits of running a school based summer programme including the positive outcomes for students that participated in the 2021 programme.
486. Deputy Pauline Tully asked the Minister for Education the number of special schools here in 2017, 2018, 2019, 2020 and 2021, in tabular form; the names and locations of these schools; and if she will make a statement on the matter. [22814/22]
View answer487. Deputy Pauline Tully asked the Minister for Education the number of mainstream schools with an ASD unit here in 2017, 2018, 2019, 2020 and 2021, in tabular form; the names and locations of these schools; and if she will make a statement on the matter. [22815/22]
View answerI propose to take Questions Nos. 486 and 487 together.
Enabling 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 additional teaching and care supports for children with special educational needs.
The National Council for Special Education (NCSE) has responsibility for coordinating and advising on the education provision for children with special educational needs nationwide.
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.
Parents seeking special class or special school placements for their children are advised to contact NCSE locally so that their needs can be taken into account for planning purposes.
The NCSE through their network of SENOs (Special Educational Needs Organisers) are currently engaged in a process of establishing new classes for the 2022/2023 school year and beyond. They are looking at local information in relation to projected demand for future special class places.
The Deputy will also be aware of increased special school provision generally with two new special schools opened in Cork and Dublin in the current school-year and further expansion planned in 2022/23 which Minister Foley and I were pleased to announce on 23 March last.
The local SENOs remain available to assist and advise parents of children with special educational needs. Parents may contact SENOs directly using the contact details available at: ncse.ie/regional-services-contact-list.
The information requested by the Deputy in relation to special schools is available on the NCSE website at the following link:
ncse.ie/wp-content/uploads/2020/06/NCSE-Teaching-SNA-Allocation-Special-Schools-20.21-12.06.2020.1.pdf.
and for special classes at ncse.ie/wp-content/uploads/2022/04/Final-2021_2022-Sp-Class-list-25_03_22.pdf.
488. Deputy Pauline Tully asked the Minister for Education the number of special schools to participate in the summer (July) provision scheme here in 2017, 2018, 2019, 2020 and 2021; the number of pupils with additional needs that participated in the summer (July) provision scheme here in 2017, 2018, 2019, 2020 and 2021, in tabular form; and if she will make a statement on the matter. [22816/22]
View answer489. Deputy Pauline Tully asked the Minister for Education the number of mainstream schools with ASD units to participate in the summer (July) provision scheme here in 2017, 2018, 2019, 2020 and 2021; the number of pupils attending an ASD Unit in a mainstream school that participated in the summer (July) provision scheme here in 2017, 2018, 2019, 2020 and 2021, in tabular form; and if she will make a statement on the matter. [22817/22]
View answer495. Deputy Pauline Tully asked the Minister for Education the total number of teachers to participate in the summer (July) provision scheme in 2017, 2018, 2019, 2020 and 2021; the total number of special needs assistants to participate in the summer (July) provision scheme in 2017, 2018, 2019, 2020 and 2021, in tabular form; and if she will make a statement on the matter. [22823/22]
View answer496. Deputy Pauline Tully asked the Minister for Education the funding allocated to the summer (July) provision scheme in 2017, 2018, 2019, 2020 and 2021; the funding allocated to the school-based scheme in each of these years; the funding allocated to the home-based scheme in these years, in tabular form; and if she will make a statement on the matter. [22824/22]
View answer504. Deputy Pauline Tully asked the Minister for Education the number of pupils attending a special school here in each of the years 2017 to 2021; the number of pupils who attend a special school that participated in the school-based summer July provision scheme here in the same period in tabular form; and if she will make a statement on the matter. [22985/22]
View answerI propose to take Questions Nos. 488, 489, 495, 496 and 504 together.
Earlier this month, the Government announced the Summer Programme to allow all primary and post-primary schools to offer a summer programme for students with complex special educational needs and those at greatest risk of educational disadvantage.
The total funding available to provide summer programmes this year is up to €40 million.
The programme was developed following extensive engagement with education stakeholders, parent and disability advocacy groups.
The programme aims are to support pupils to maintain their connection with education, to build their confidence and increase their motivation, promote well-being and for those who are at key transition stages, helping to ensure they continue their education journey in September either in school or in further/higher education or training.
The programmes on offer this summer include:
- Inclusion Programme (Primary) for all primary schools (2-3 weeks programmes) for mainstream pupils with complex needs and those at greatest risk of educational disadvantage.
- Special Classes and Special School Programme in primary (2-5 weeks programmes)
- DEIS Numeracy and literacy Camps/Campaí Samhraidh in DEIS primary schools (one week per camp)
- Inclusion Programme (Post-Primary) for all post-primary schools (2 weeks) for students with complex needs and those at greatest risk of educational disadvantage
- Home based provision for students with complex needs where no school-based programme is available (4 weeks – 40 hours)
Similar to last year children with complex needs entering primary school next September are also eligible to participate in summer programmes.
The supports to support this range of programmes builds on the success last year and incorporates feedback from education stakeholders as to how to better support the programme for all involved in summer 2022.
The Department has addressed concerns previously raised by stakeholders by introducing measures to support schools to encourage schools to offer the programme; funding for a Programme Overseer, preparation time, faster payments of staff, ease of administrative burden on schools and greater guidance materials on programme content.
The programmes can be run at any time over the summer providing schools with autonomy to split the programme weeks to best meet the needs of pupils and staff participating in the programme.
A home-based summer programme will be available for students with complex special educational needs where schools are not providing a school-based programme.
The information requested is not readily available and will have to be collated. We will provide this information directly to the Deputy when available.
490. Deputy Pauline Tully asked the Minister for Education the total number of students with a disability, including those attending special schools and mainstream schools with ASD units, to participate in the summer (July) provision scheme here in 2017, 2018, 2019, 2020 and 2021; the number of these pupils to participate in the school based scheme in 2017, 2018, 2019, 2020 and 2021; the number of these pupils to participate in the home based scheme in 2017, 2018, 2019, 2020 and 2021, in tabular form; and if she will make a statement on the matter. [22818/22]
View answer491. Deputy Pauline Tully asked the Minister for Education the total number of students without a disability to participate in the summer (July) provision scheme here in 2017, 2018, 2019, 2020 and 2021; the number of these pupils to participate in the school-based scheme in 2017, 2018, 2019, 2020 and 2021; the number of these pupils to participate in the home-based scheme in 2017, 2018, 2019, 2020 and 2021, in tabular form; and if she will make a statement on the matter. [22819/22]
View answer507. Deputy Pauline Tully asked the Minister for Education the percentage of children attending the school-based summer July provision scheme in each of the years 2017 to 2021 who had a disability and did not have a disability, respectively; the percentage of children attending the home-based summer July provision scheme in the same period who had a disability and did not have a disability, respectively; and if she will make a statement on the matter. [22987/22]
View answerI propose to take Questions Nos. 490, 491 and 507 together.
The purpose of the July Provision Scheme was to provide an extended school year for children with a severe or profound general learning disability or children with an Autism Spectrum Disorder (ASD).
The scheme was developed to reduce potential regression in learning associated with these specific categories of special education needs over the summer holidays. The programme was only offered in special schools and schools with special classes. Where an eligible child’s school was not offering a programme funding was provided for parents to engage a teacher to provide tuition in the child’s home.
In 2020 a significantly expanded summer programme was established as a response to COVID-19 with the eligibility criteria widened to include approximately 9,000 additional children with complex needs.
The programme aims were to ensure, in so far as possible, that these children could reintegrate/transition into their planned education setting for the next school year with their peers. As part of this expansion, the Department’s existing Literacy and Numeracy camps for DEIS Primary Band 1 schools was included in the Summer Programme and extended to all DEIS Primary schools. Furthermore, DEIS post-primary schools were given the option of running an inclusion programme for the first time.
In 2021, due to the ongoing pandemic, the government announced a further expansion to the Summer Programme. Under this expansion, students with complex special educational needs and those at greatest risk of educational disadvantage had access to an enhanced summer programme of education. For the first time, all primary schools were given the opportunity to run a 2-3 week inclusion programme, and the inclusion programme that ran in DEIS post-primary schools in 2020 was expanded to include all post-primary schools.
The information below relates to the Special Class and Special School programme and the Home-Based Summer Programme over the years 2016-2021:
|
Special Class and Special School Programme |
2017 |
2018 |
2019 |
2020 |
2021 |
|
Number of Schools with Special Classes. |
177 |
200 |
201 |
220 |
338 |
|
Number of Special Schools |
42 |
41 |
31 |
35 |
39 |
|
Children with Autism |
2,939 |
3,063 |
2,922 |
* |
* |
|
Children with Severe & Profound GLD |
483 |
493 |
483 |
* |
* |
|
Total number of Children who participated in Special Class and Special School Programme |
3,422 |
3,556 |
3,405 |
3,892 |
5,587 |
|
Home Based Programme |
2017 |
2018 |
2019 |
2020 |
2021 |
|
Children with Autism |
5,717 |
6,563 |
7,068 |
* |
* |
|
Severe & Profound |
205 |
109 |
90 |
* |
* |
|
Total no. of children participating in Home Based July Provision |
5,922 |
6,672 |
7,158 |
9,716 |
13,321 |
|
Total no. of children (Home Based & Special Class and Special School Programme |
9,344 |
10,228 |
10,563 |
13,608 |
18,908 |
*As the scheme was expanded in 2020 to become the Summer Programme, which had broader eligibility criteria, the number of children participating with ASD or a severe/profound general learning difficulty for 2020 and 2021 are included in the overall total of eligible children.
Information on the percentages of pupils who had or did not have disabilities is not available.
