Written Answers Nos. 559-578
559. Deputy Richard O'Donoghue asked the Minister for Education the reason that children who attend an independent, co-educational, multi-denominational primary school will be discriminated against when it comes to a home tuition service as part of the July Provision (details supplied); and if she will make a statement on the matter. [37748/22]
View answerIn May 2022 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.
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 to support schools run a summer programme. It is accepted that a school-based programme provides a more holistic experience for the students and helps retain the important connection with school and peers.
It is acknowledged that not all schools will be in a position to provide a school-based programme, so students with complex needs for whom there is no school-based programme available are eligible for the 2022 Home-Based Programme. For the purposes of the Home-Based Programme students with complex needs are defined as:
1. Any student enrolled in a special school or a special class - primary and post primary
2. Students presenting with the most significant needs in mainstream classes in primary or post-primary schools who are accessing the highest level of the Continuum of Support (School Support Plus). This will include a small number of students with enduring needs which significantly affect their capacity to learn, to function independently and to participate in education. These students require highly individualised and differentiated learning programmes that are significantly different to their peers. These students may present with the following:
- Significant needs with physical and/or sensory functioning (including students who are Deaf or have severe to profound hearing loss and students who are blind or have a severe to profound visual impairment)
- Significant needs in cognitive functioning and independence/daily living skills (including students who have moderate to severe/profound learning disability)
- Significant needs in social communication, social interaction combined with rigid repetitive patterns of behaviour (including students with Autism)
- Students with Down syndrome
- Students with severe emotional behavioural needs, to the extent that these behaviours of concern are impacting on a student’s ability to learn, to function independently and to participate fully in school life
Children in the above categories entering primary school in September 2022 are also eligible for the programme. Where a pupil who meets the eligibility criteria and was in their final year of school in the 2021/22 school year, they may participate in the 2022 Home Based Summer Programme if a school based programme is unavailable.
I can confirm that school refers only to a school as recognised under Section 10 (3) of the Education Act. 1998.
560. Deputy Brendan Griffin asked the Minister for Education if she will extend eligibility for school transport to the second nearest post-primary school to primary school students; and if she will make a statement on the matter. [37749/22]
View answer571. Deputy David Stanton asked the Minister for Education further to Parliamentary Question No. 412 of 31 May 2022, if a decision has been taken which will allow for the provision of school transport for post-primary students who were otherwise eligible for transport but are attending their second nearest school and had applied and paid on time; and if she will make a statement on the matter. [37962/22]
View answerI propose to take Questions Nos. 560 and 571 together.
The 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.
I know what a hugely important service school transport is for families and children. As you are aware 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.
The review encompasses the School Transport Scheme for Children with Special Educational Needs and the Primary and Post-Primary School Transport Schemes in terms of how each element of the schemes currently operate, to include eligibility criteria, trends, costs and cost drivers, and overall effectiveness in meeting the objectives of the schemes.
The review will also examine the potential for integration of different strands of the scheme and a more co-ordinated approach with other Government Departments that also use transport services. The review will consider issues such as climate action, supporting rural development and promoting where possible initiatives that encourage walking and cycling to school.
In June 2021, the Steering Group presented me with an initial interim report. Following consideration of this report, I approved temporary alleviation measures for the 2021/2022 school year which allowed for the provision of transport for post-primary students who were otherwise eligible for school transport but were attending their second nearest school and had applied and paid on time.
Wider considerations relating to operation of the scheme are now taking place in the second phase of the review. The Technical Working Group has undertaken extensive consultation over the last number of months; including running a public survey for parents/guardians and students who use the service and those who do not use the service but who would like to. The Group has also consulted with a broad array of stakeholders including schools, special education interest groups, industry representatives and other Government Departments,
A number of meetings have been convened in recent weeks with both the Technical Working Group and the Steering Group with a view to finalising phase 2 of the review.
Decisions in regard to measures for the 2022/23 school year will be made shortly.
The Steering Group will continue to report to me on an interim basis as the review progresses.
561. Deputy Alan Dillon asked the Minister for Education if he will provide details of the school transport provisions that are in place for children clinically diagnosed with autism in County Mayo; if school transport capacity has been improved; and if she will make a statement on the matter. [37773/22]
View answerSchool Transport is a significant operation managed by Bus Éireann on behalf of the Department of Education. 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. The cost in 2021 was over €289m.
Under the terms of my Department's School Transport Scheme for Children with Special Educational Needs, children are eligible for transport where they are attending the nearest recognised school that is or can be resourced to meet their special educational needs.
The National Council for Special Education acts in an advisory role to the Department of Education on the suitability of placements for children with special educational needs. Under the terms of the School Transport Scheme for Children with Special Educational Needs, the Department will consider the report of the Special Education Needs Organiser (SENO).
School transport is provided to children with special educational needs who are attending the nearest school to their place of residence that is or can be resourced to meet their educational needs, as identified by the SENO.
Bus Éireann have advised that 68 school transport services for children with special educational needs operate in County Mayo, carrying 314 pupils to their school of attendance. All 314 pupils have a home address in County Mayo.
In addition, 25 families avail of a special transport grant to assist in transporting their children who have been deemed eligible for school transport under the above scheme, to school in County Mayo.
It is not possible to provide the diagnosis of the children on these services but all children have been deemed eligible for transport under the school transport scheme for children with special educational needs.
562. Deputy Neale Richmond asked the Minister for Education her plans to alleviate the cost of private school bus fees in view of her Department’s recent announcement that school bus fees will be waived for the academic year 2022/2023; and if she will make a statement on the matter. [37776/22]
View answer575. Deputy Peter Burke asked the Minister for Education if consideration will be given to partly subsidising those children who travel to school on private buses given the recent announcement on free bus transport for those in the school transport scheme for 2022; and if she will make a statement on the matter. [37997/22]
View answerI propose to take Questions Nos. 562 and 575 together.
School Transport is a significant operation managed by Bus Éireann on behalf of the Department of Education. 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.
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.
Children who are not eligible for school transport may apply for transport on a concessionary basis only. Concessionary transport is subject to a number of terms and conditions including the availability of spare seats on an existing service. The availability of concessionary transport may vary from year to year and cannot be guaranteed for the duration of a child’s education cycle.
Routes will not be extended or altered, additional vehicles will not be introduced, nor will larger vehicles or extra trips using existing vehicles be provided to cater for children travelling on a concessionary basis.
Commercial contractors who provide transport for schools on a private hire or commercial basis but who are not contracted by Bus Éireann to operate on the Department’s School Transport Scheme do not fall under the remit of the Department of Education.
564. Deputy Cathal Crowe asked the Minister for Education if she will examine the system under which licences are granted for online books (details supplied) with a view to having no time limits placed on the usage under the licences, with particular emphasis for families with more than one child in the same school year; and if she will make a statement on the matter. [37784/22]
View answerThe decision to use technology including e-books is a matter for the Board of Management of a schools. Where the introduction of new technology is planned, consultation with members of the school community including parents is advised. The cost and other implications must be fully considered by the Boards of Management before a decision is made. Schools, in conjunction with parents and the wider school community, retain local autonomy for decisions on the use of digital technologies in the context of their digital learning planning, and how to embed their use to enhance teaching and learning. In making this decision each school should consider all the available information.
The Professional Development Service for Teachers Technology in Education (PDST-TIE) offers advice to schools and have developed an advice sheet, on the adoption of tablets in schools, on it's website which covers areas such as what tablets can offer a school, educational and purchasing considerations, and software.
I am keenly aware of the challenges faced by educators and parents, in relation to costs of digital devices including eBooks, and my Department continues to work to help support schools and families meet these costs. In 2017 a circular letter issued to schools with measures to be adopted to reduce the cost of school uniforms and other costs. This circular also instructed schools to consult with parents and their school community on the issue of ensuring costs are reasonable for parents, and how to avoid costs acting as a barrier. This circular specified that wherever possible, generic rather than branded items should be specified (e.g. uniform, clothing, IT tablets, sports equipment etc.). The issue of costs to parents will also be included in the Guidelines that will issue with the Education (Student and Parent Charter) Bill 2018.
My Department currently provides a book grant of over €17.2 million to all recognised primary and post primary schools within the Free Education Scheme in order to provide assistance for books, including book rental schemes (which can include ebooks), and all schools are encouraged to operate book rental schemes to help alleviate costs to parents. It is a matter for the board of management of each individual school to decide on its own policy in relation to the use of this funding in the school, but they are expected to adopt a cost-conscious approach to the selection of books for use in their classes.
Additional funding of €1million was provided under Budget 2020 to provide free books in DEIS primary schools on a pilot basis. This funding was allocated to 102 DEIS primary schools for a new pilot programme for the 2020/21 school year. The aim of this pilot is to provide free school books for students in the schools involved, and to support these schools in eliminating the cost of school books for parents.
Under Circular 46/2013, DEIS primary schools receive a book grant of €21 per pupil. This pilot provided an additional €64 per pupil to increase the overall book grant rate to €85 per pupil enrolled in the school. This is in line with the costings as set out in the 2019 Barnardos report on the Real Cost of School which states that €85 is the average cost of school books at primary school.
Funding continued for the 2021/22 and 2022/23 school year and the effectiveness and impact of the pilot will be evaluated before any decision is made as regards its possible extension or continuation.
School book rental schemes have an important role to play in reducing the cost of school books for parents. In order to support the establishment of book rental schemes, my Department provided €15.7 million seed capital in 2014, 2015 and 2016 to primary schools. Some 96% of primary schools and 68% of post-primary schools currently operate a book rental scheme.
In addition, the Digital Strategy for Schools to 2027 was published in April 2022 and builds on the achievements of the previous Digital Strategy for Schools 2015-2020. It aims to further support the school system so that all students across our schools have the opportunity to gain the knowledge and skills they need to navigate an ever-evolving digital world successfully. The strategy was developed following an extensive consultation process with all relevant stakeholders including students, parents/guardians, teachers and industry and sets out the various supports and resources available to schools in this important area.
The strategy is underpinned by an overall investment of €200m, €50m of which has already issued directly to schools. In addition, €50m in grant funding was issued to schools in November 2021 as part of Ireland’s National Recovery and Resilience Plan (NRRP) to address the needs of their learners at risk of educational disadvantage through the digital divide. Again this builds on the overall investment of €210m under the previous strategy.
Most publishers issue eBooks free of charge with the purchase of their text books, but this is at the publisher’s discretion. Curriculum specifications and prescribed syllabus material are determined by the NCCA and it is the responsibility of each individual school to select the resources, if any, that it will use to support its implementation of the curriculum. The NCCA and the Department does not endorse or recommend particular materials. This includes text books, and it is a matter for each school to consider all relevant issues, including discussing license requirements for eBooks with the publishers.
Scoilnet, the Department funded website, provides open access to the Irish education system to rich appropriate content including Encyclopaedia Britannica, Irish newspaper archives, and other curated sites.
565. Deputy Donnchadh Ó Laoghaire asked the Minister for Education the average, median, maximum and minimum primary school class sizes for each council area in the State from 2017 to date in 2022, in tabular form. [37843/22]
View answerPlease find attached requested information for Primary Schools for the years 2017-2020 inclusive.
Please note we expect to publish the final enrolment figures for 2021-2022 shortly and we will update the table once the final enrolments data, including class size tables, are published.
The figures are based on mainstream classes in mainstream schools and were collated from the relevant Class Size tables published on the DE website and can be found at the link below;
gov.ie - Class Size Information at Individual Primary School Level (www.gov.ie)
566. Deputy Paul Kehoe asked the Minister for Education the current status of the application for the backdating of the remote area grant for persons (details supplied); when a decision will be made; and if she will make a statement on the matter. [37880/22]
View answerSchool Transport is a significant operation managed by Bus Éireann on behalf of the Department of Education. 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.
The purpose of my Department's School Transport Scheme is, having regard to available resources, to support the transport to and from school of children who reside remote from their nearest school.
Children are eligible for transport where they reside not less than 3.2 kilometres from and are attending their nearest national school as determined by my Department/Bus Éireann, having regard to ethos and language.
An eligible child for whom no transport service is available may, following an application for transport within the prescribed time limits, receive a Remote Area Grant towards the cost of private transport arrangements.
Bus Éireann has advised that the child to whom the Deputy refers is eligible for school transport, however, as no transport service is available they are eligible for a Remote Area Grant. The grant has been processed by officials in School Transport Section of my department and will issue to the family shortly.
567. Deputy Duncan Smith asked the Minister for Education the location and the timeline for the delivery of a new and permanent school building for a school (details supplied); and if she will make a statement on the matter. [37900/22]
View answerA preferred site has been identified to meet the needs of the school referred to by the Deputy.
My Department has instructed the officials in Fingal County Council, under the Memorandum of Understanding for the acquisition of school sites, to commence negotiations for the acquisition of this preferred site.
Once a site has been acquired the project will then progress to the architectural design & planning stages.
While a site acquisition process is underway, given the commercial sensitivities associated with land acquisitions generally, I am not in a position to comment further at this time.
568. Deputy Mick Barry asked the Minister for Education if provision will be made for Leaving Certificate students who plan to study abroad in 2022 and who require their exam results for their chosen university before the results date of 3 September. [37929/22]
View answerThe State Examinations Commission (SEC), has statutory responsibility for operational matters relating to the Leaving Certificate examinations. and they confirmed in June that it intends to issue the Leaving Certificate 2022 results on Friday, 2 September.
The intended date is in line with the date that Leaving Certificate results issued to students in both 2020 and 2021.
In similar fashion to the past two years, contacts with international counterparts are underway and will continue over the summer to ensure Irish students continue to have all options available to them in relation to studying abroad in 2022/2023.
I have also written to my European counterparts to seek support and flexibility from universities on the admission dates process for Irish students who are awaiting their Leaving Certificate 2022 results and are applying for university places in 2022/2023.
569. Deputy Anne Rabbitte asked the Minister for Education if a family can be paid the remote area transport grant retrospectively for the 2017/2018, 2018/2019 and 2020/2021 school years having already received approval for 2021/2022 school year if the family's circumstances and transport options have not changed over any of those school years; and if she will make a statement on the matter. [37943/22]
View answerSchool Transport is a significant operation managed by Bus Éireann on behalf of the Department of Education. 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. The cost in 2021 was over €289m.
The purpose of my Department's School Transport Scheme is, having regard to available resources, to support the transport to and from school of children who reside remote from their nearest school.
An eligible child for whom no transport service is available may, following an application and payment for transport within prescribed time limits, receive a Remote Area Grant towards the cost of private transport arrangements. This grant is also payable for eligible children who may have to travel 3.2 kms or more to or from a designated pick up/set down point.
The family referred to by the Deputy resides 7.7 km from home to their school of attendance and closest school. A transport application was received from the family on 25th February 2021 for the 2021/22 school year. As there is no school transport service in the area, the family is eligible for the Remote Area Grant for the school year 2021-22, payment of which is made during the summer months.
In the case the Deputy referred to, the first application was made in 2021 for the 2021-2022 school year. It is not the policy of the Department to make retrospective payments where no application was made for the years in question.
570. Deputy David Stanton asked the Minister for Education if she has considered increasing the special needs school transportation grant given the increased cost of petrol and diesel; and if she will make a statement on the matter. [37960/22]
View answerSchool Transport is a significant operation managed by Bus Éireann on behalf of the Department of Education. 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.
The purpose of the Department's School Transport Scheme for Children with Special Educational Needs is, having regard to available resources, to support the transport to and from school of children with special educational needs arising from a diagnosed disability.
In general, children with special educational needs are eligible for school transport if they are attending the nearest school that is resourced to meet their special educational needs. Eligibility is determined following consultation with the National Council for Special Education through its network of Special Education Needs Organisers (SENO).
A Special Transport Grant (STG) towards the cost of private transport arrangements may be provided to families of eligible children in certain situations.
The rate of grant payable is calculated at 39.12 cent per kilometre from home to school for the first 6,437 kilometres and 21.22 cent per kilometre thereafter. Payment is based on the number of days that the families provided transport for their children.
While there are no plans currently to increase the rate of payment for the STG, the Deputy will be aware, that Government announced a reduction in excise on fuel will result in a decrease in the cost of fuel. The reduction of 20 cent per litre on petrol and 15 cent per litre on diesel will be in place until 31 August at an estimated cost of €320m. This is a national measure aimed at easing the financial burden on families at this time.
572. Deputy Kathleen Funchion asked the Minister for Education if there are plans to invest money to create a space in which non-mainstream qualifications for special skills can be developed for students; and if she will make a statement on the matter. [37965/22]
View answerThere are a number of options open to students across Senior Cycle that provide students with the opportunity to develop their skills and reach their full potential.
Transition Year (TY) is a one-year programme between Junior Cycle and Senior Cycle. It is designed to act as a bridge between the two by facilitating the smooth transition from the more dependent learning of the Junior Cycle to the more independent self-directed learning required for the Senior Cycle. All Second-Level schools have the option of offering the Transition Year programme to their students and most do offer it.
The established Leaving Certificate programme is a two-year programme that covers a wide range of subjects. Subjects are normally studied at either Ordinary or Higher Level. Two subjects, Irish and Mathematics, can be studied at Foundation Level. Foundation Level is geared to the needs of students who might have difficulty with those subjects at Ordinary or Higher Level.
The Leaving Certificate Applied is a distinct, self-contained two-year Leaving Certificate programme aimed at preparing students for adult and working life. The programme sets out to recognise the talents of all students and to provide opportunities for developing personal responsibility, self-esteem and self-knowledge. The programme focuses on the talents of each student and helps students apply what they learn to the real world. The two-year programme consists of four half-year blocks called sessions. Achievements are credited in each session.
The Leaving Certificate Vocational Programme (LCVP) is a Leaving Certificate with a strong vocational aspect. The programme consists of Leaving Certificate subjects, together with three compulsory link modules on enterprise education, preparation for work and work experience. Students must take at least 5 Leaving Certificate subjects, one of which must be Irish and a continental language or vocational language module.
On 29 March I announced an ambitious programme of work for a reimagined Senior Cycle of education where the student is at the centre of their Senior Cycle experience. The three tenets of Senior Cycle redevelopment are to:
- Empower students to meet the challenges of the 21st century
- Enrich the student experience and build on what’s strong in our current system
- Embed well-being and reduce student stress levels
The approach to Senior Cycle redevelopment is informed by and builds upon the National Council for Curriculum and Assessment’s (NCCA’s) Advisory Report on the review of Senior Cycle. The redeveloped Senior Cycle will involve the creation and development of more flexible learning pathways within school.
In a redeveloped Senior Cycle, real opportunities to progress, consolidate and transfer learning should be available for students of Level 1 and Level 2 Learning Programmes, for those who can currently access these programmes at Junior Cycle. In my announcement I stated that a new qualification will be introduced at level one and two on the National Qualification framework to provide an appropriate level of assessment to some students with special educational needs, building on the equivalent programme at Junior Cycle level.
I intend to make these opportunities available as soon as possible. I have requested the NCCA to begin work immediately with schools to work towards developing a Level 1/Level 2 Learning Programme for those currently in first year. To commence this process, the NCCA has initiated a review of the L1/L2 Learning Programmes at Junior Cycle and is seeking to learn more from schools about their curriculum provision for students in Senior Cycle who followed L1/L2 Learning Programmes at Junior Cycle. To support this work, the NCCA recently invited schools to express their interest in participating in the school-based component of the review. Following a selection process, nine schools will participate in the review with school visits taking place when schools reopen in September.
Work has also commenced on the development of a background paper and brief for developing the follow-on programmes. The outcomes from the review will feed into the background paper and help to inform the brief both of which will be discussed by the NCCA Council in Q4 this year. Following Council approval, the paper will be published for public consultation. In preparation for work on the follow-on programmes, NCCA is currently establishing a development group.
The redeveloped Senior Cycle will involve the creation and development of more flexible learning pathways within school. For students commencing fifth year in the coming school year (September 2022), students in schools providing the LCVP will be able to access the Link Modules without the requirement to meet vocational subject grouping criteria set out in Circular Letter 0040/2013. These groupings will no longer apply for students opting in to the LCVP programme commencing fifth year in the coming school year.
In addition, students will no longer have to meet the modern European language requirements to access the LCVP programme. However, all other requirements for participation in the LCVP as set out in circular 0040/2013 continue to apply, including the Irish language requirement.
Further guidance for schools and students on the plans for Senior Cycle redevelopment is available at www.gov.ie/SeniorCycle.
573. Deputy Kathleen Funchion asked the Minister for Education the two-year forecast for special class places that will be required in counties Carlow and Kilkenny; the number of spaces by school that currently exist in the counties; and if she will make a statement on the matter. [37966/22]
View answerEnabling children with special educational needs to receive an education is a priority for this Government.
In 2022, we will spend over 25% of our total educational budget on providing additional supports for children with SEN. This represents an increase of over 60%, in total expenditure, since 2011.
We are committed to delivering an education system that is of the highest quality and where every child and young person feels valued and is actively supported and nurtured to reach their full potential.
Continuing to add capacity in schools to support SEN provision is a key priority with a particular emphasis at post-primary level.
The Department’s Geographic Information Management System (GIS) will continue to support a strategic and coordinated approach to planning and delivery of SEN provision. This includes “real-time” data on capacity across the school system.
I can assure the Deputy that my Department is working actively with the NCSE and other key stakeholders including School Patrons and Management Bodies to provide additional special classes and special school places for the 2022/23 school year and beyond.
574. Deputy Patrick Costello asked the Minister for Education the status of the proposed implementation of ASD classes and units in Dublin 12 in the schools currently without any (details supplied); and if she will make a statement on the matter. [37991/22]
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 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 over 300 special classes, providing over 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.
I can confirm that the NCSE is aware of an identified need for additional special classes for students with autism in the Dublin 12 area as referenced by the Deputy. Work has been underway with stakeholders for a number of years in this area to meet the demand for 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.
NCSE Special Educational Needs Organisers (SENOs) are liaising with schools and patrons in Dublin 12 to establish new special classes for the 2022/23 school year and beyond.
If the NCSE has not been able to secure the necessary placements in an area, it can activate a statutory provision contained in Section 37A of the Education Act 1998. Under this provision, and after a period of engagement, the Minister can direct a school to open a special class.
As the Deputy is aware I recently initiated the Section 37a process for a third time. The NCSE have written to me to advise that they have formed an opinion that there is insufficient special class capacity in primary schools and special school capacity in Dublin The NCSE report to the Minister on the matter, which will consider existing provision, any relevant proposed building works and which schools may be able to provide additional provision is currently being finalised. I am not in a position to elaborate further until this report is finalised.
As the Deputy is aware, my Department is currently progressing emergency legislation through the Houses. The Education (Provision in Respect of Children with Special Educational Needs) Bill 2022 provides for a truncated Section 37A process. It is envisaged that this new process can lead to a Ministerial direction to be served on school within 6 to 8 weeks of receiving a report from the NCSE setting out their opinion that there is insufficient schools places in a certain area.
I look forward to seeing this urgent legislation progressing over the coming weeks, being enacted and being available as another measure to ensure that we can continue to work to forward plan and provide an adequate number of special class and special school places for children.
My Department is committed, in conjunction with the NCSE, to continue to work with parents, schools, patrons and all stakeholders to ensure that there are sufficient appropriate places for students with additional needs and to support all students to achieve their potential.
I want to reassure the Deputy also 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.
576. Deputy Niall Collins asked the Minister for Education if her Department is dealing with a funding application for works at a school (details supplied); and if she will make a statement on the matter. [38043/22]
View answerI can confirm to the Deputy, that my Department is in receipt of an application under the Additional School Accommodation (ASA) Scheme, from the school in question.
The application is being assessed by my officials and the school authorities will be contacted directly with a decision when the assessment process has been completed.
577. Deputy Jennifer Carroll MacNeill asked the Minister for Education if she will provide a detailed update on any audits carried out by the National Council for Special Education of all schools in the Dún Laoghaire area since 2020; the outcome of these audits; the impact that these audits will have on the 2022/2023 and 2023/2024 school years; and if she will make a statement on the matter. [38051/22]
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 nationwide.
I want to reassure you 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.
As Minister for Special Education and Inclusion, I recently announced that the Section 37A process to compel schools to increase SEN provision has been initiated for a third time and that this process is now underway.
The NCSE have written to me to advise that they have formed an opinion that there is insufficient special class capacity in primary schools and special school capacity in Dublin. In accordance with the legislation, the NCSE are in the process of providing a detailed report on the provision of special class places, which will consider existing provision, any relevant proposed building works and which schools may be able to provide additional provision.
The Section 37 process is one of the tools available to the Department to ensure that adequate suitable education provision is made for children with special needs and it is not a substitute for advance planning.
All parties would prefer to see schools volunteer to provide more places, rather than places being secured on the back of an order or a direction from the Minister. The evidence available in this school year is that schools are willing to work collaboratively with the Department and the NCSE on the provision of new school places for children with special educational needs.
I am grateful to all concerned for their ongoing work in this regard.
578. Deputy Marian Harkin asked the Minister for Social Protection the timeline for a decision on an application by a person (details supplied) for a State pension (non-contributory); and if she will make a statement on the matter. [38062/22]
View answerState pension non-contributory is a means-tested payment for people aged 66 and over, legally and habitually residing in the State, who do not qualify for a state pension contributory, or who only qualify for a reduced rate contributory pension based on their social insurance record. For the purposes of the means-test, at application stage and through the lifetime of a claim, an applicant must provide full and up to date details of any income(s), asset(s), savings and investment(s) held and inform the Department of any relevant changes in their circumstances that may affect their pension entitlement.
An application for state pension non-contributory by the person concerned was received on 15 February 2021. The application was disallowed on 6 May 2021, due to the person's non-disclosure of means following three requests by an Inspector of my Department.
The person concerned re-applied for pension on 3 December 2021. On 9 December 2021, the case was again referred to an Inspector to investigate the applicant's means. Relevant financial documentation has been requested on a number of occasions by the Inspector, most recently from the person's accountant on 31 May 2022. As the requested documentation has not been provided, it has not been possible to accurately assess the person’s weekly means required to determine their state pension (non contributory) entitlement, if any.
On 4 July 2022, the Deciding Officer sent a further request for the outstanding information to the person concerned and has arranged for an Inspector to again contact the person's accountant to seek the outstanding information. On receipt of the Inspector’s report, the Deciding Officer will finalise their decision on pension entitlement without delay and notify the person of the outcome in writing.
I hope this clarifies the matter for the Deputy.
