Brendan Griffin
Question:576. Deputy Brendan Griffin asked the Minister for Education if the SNA allocation will be increased for a school (details supplied) in County Kerry; and if she will make a statement on the matter. [54827/22]
View answerSchool Staff
Questions (576)
Written answers
I would like to thank the Deputy for the question and would like to advise the following:
The NCSE has responsibility for planning and coordinating school supports for children with special educational needs including the allocation of SNAs and reviews and the school should liaise with the NCSE directly in the event that additional supports are required. My 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.
SNA support is allocated to special classes and special schools by the National Council for Special Education (NCSE). The NCSE have published the SNA allocations on their website www.ncse.ie.
Under the allocation model for special classes and special schools, the SNA allocation can change from year to year as children with care needs leave the school, as new children with care needs enrol in a school and as children develop more independent living skills and their care needs diminish over time. There is a prescribed special class to SNA ratio.
Additional SNA support may also be sanctioned by the NCSE where there are individual children who have significant care needs which require support above the level of support already sanctioned to the school. In such circumstances, the school may apply to the NCSE for access to additional care supports, clearly outlining the reason why the additional support is necessary.
All schools have the contact details of their local SENO, and the SENO is available to offer assistance and advice to the school. The school should contact the SENO when it considers that additional SNA support is required, the SENO will clarify to the school the information that is required for a review its SNA allocation. Further information on the application process is published on the NCSE website ncse.ie/guidelines-and-applications-forms-for-special-schools.
School Staff
Questions (577)
Danny Healy-Rae
Question:577. Deputy Danny Healy-Rae asked the Minister for Education if consideration will be given to an issue (details supplied); and if she will make a statement on the matter. [54837/22]
View answerWritten answers
I would like to thank the Deputy for the question and would like to advise the following:
The NCSE has responsibility for planning and coordinating school supports for children with special educational needs including the allocation of SNAs and reviews and the school should liaise with the NCSE directly in the event that additional supports are required. My 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.
SNA support is allocated to special classes and special schools by the National Council for Special Education (NCSE). The NCSE have published the SNA allocations on their website www.ncse.ie.
Under the allocation model for special classes and special schools, the SNA allocation can change from year to year as children with care needs leave the school, as new children with care needs enrol in a school and as children develop more independent living skills and their care needs diminish over time. There is a prescribed special class to SNA ratio.
Additional SNA support may also be sanctioned by the NCSE where there are individual children who have significant care needs which require support above the level of support already sanctioned to the school. In such circumstances, the school may apply to the NCSE for access to additional care supports, clearly outlining the reason why the additional support is necessary.
All schools have the contact details of their local SENO, and the SENO is available to offer assistance and advice to the school. The school should contact the SENO when it considers that additional SNA support is required, the SENO will clarify to the school the information that is required for a review its SNA allocation. Further information on the application process is published on the NCSE website ncse.ie/guidelines-and-applications-forms-for-special-schools.
Departmental Reviews
Questions (578)
Neasa Hourigan
Question:578. Deputy Neasa Hourigan asked the Minister for Education when the review of the Education for Persons with Special Educational Needs Act 2004 is likely to be completed; when the review will be published; the stakeholders that were consulted as part of the review; and if she will make a statement on the matter. [54884/22]
View answerWritten answers
As the Deputy will be aware, as announced in December 2021, I have sought a review of the Education for Persons with Special Educational Needs Act, 2004, which provides for the education of children aged under 18 years with special educational needs. The EPSEN Act 2004, is now in place for more than 18 years and there have been many significant changes and developments to policy relating to the education of children with special needs in that time.
The purpose of the review is to ensure that legislation on education for students with additional needs is up-to-date, fully operational, and reflective of the lived experiences of students and families.
A number of steps have been taken by my Department in relation to this important review of legislation. Establishment of a Steering Group, Working Group and Advisory Group have been completed and in-depth consultation has occurred with all groups.
The advisory group contains 20 various groups representing stakeholders for this important review. Full membership of the groups will be published on the department website.
A full stakeholder engagement took place on the 21st of June last, to discuss concerns and proposals in relation to this review, which was very positive. A large amount of work has occurred over the summer months to prepare categories of public surveys and a consultation paper to inform members of the public of the review.
It is intended to launch the public survey within the coming weeks. Focus groups will be organised at the conclusion of the public survey to explore key themes that arise as result of the survey analysis.
A full open policy day shall also be held at the conclusion of the focus groups to allow for further stakeholder engagement.
In depth engagement has also occurred with the NCSE in relation to specific research that shall assist with this review.
Open collaboration and consultation will be at the heart of the review and all stakeholders will be invited to engage with the process.
I wish to reassure the Deputy that the Government is committed to ensure that every child receives an education to help him/her achieve his/her potential. To this end, the state has made very significant investment in a range of education supports for these children. The state has also put in place a comprehensive legislative framework to protect and support the educational rights of these children and their families.
I wish to assure the Deputy that the purpose of the review is to ensure that there is an adequate legislative basis for the educational provision, both current and planned, for children with special educational needs in order to protect the interests of the children concerned and their families and those of the state.
This important review will be concluded in mid 2023 with delivery of a report including full analysis of the stakeholder and public engagement, focus groups feedback and the evidence-based research.
Departmental Properties
Questions (579)
Emer Higgins
Question:579. Deputy Emer Higgins asked the Minister for Education the way in which the future educational needs of children in Newcastle, County Dublin, will be catered for; if a post-primary school could be accommodated on Department-owned land next to a school (details supplied); and if she will make a statement on the matter. [54888/22]
View answerWritten answers
I 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 range 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 (SPAs) 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 they 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.
Recent projections for the Newcastle/Rathcoole School Planning Area (SPA) indicate a slight increase in requirements at primary level up to 2024 followed by a projected reduction in enrolments thereafter.
In relation to post primary level for the Newcastle/Rathcoole SPA, recent projections indicate a slight increase in requirements up to 2025, followed by a projected reduction in enrolments thereafter.
A number of major building projects for primary and post primary schools in the Newcastle/Rathcoole SPA are at various stages of the design and building process and these projects, when completed, will cater for the demand for school places in the area, including:
Primary Schools:
R.N.19503H Scoil Chronain - Project to deliver a 16-classroom school with accommodation for pupils with special education needs is at Stage 2b
R.N.20531T Gaelscoil Lir - Project to deliver a 16-classroom school with accommodation for pupils with special education needs is at Stage 2b
R.N. 20549P Rathcoole ETNS - Project to deliver a 16-classroom school with accommodation for pupils with special education needs is at Stage 2b
Post Primary Schools:
R.N. 76594L Coláiste Pobail Fola Community College - Project to deliver a 1,000 pupil school with accommodation for pupils with special education needs is at Stage 2b.
R.N. 91301D Holy Family Community School - Project to deliver a 1,000 pupil school with accommodation for pupils with special education needs is at Stage 3.
The requirement for additional school places in the Newcastle/Rathcoole school planning areas is kept under on-going review. Additionally, my Department will continue to liaise with the local Council in respect of its review of the Development Plan with a view to identifying any potential long-term school accommodation requirements. New schools are established by my Department on the basis of identified demographic demand in an area, and only after consideration of the capacity of existing schools to absorb the expected school place demand.
School Enrolments
Questions (580)
Danny Healy-Rae
Question:580. Deputy Danny Healy-Rae asked the Minister for Education if she will provide an update on a matter (details supplied); and if she will make a statement on the matter. [54892/22]
View answerWritten answers
My Department's main responsibility is to ensure that schools in an area can, between them, cater for all pupils seeking school places in the area. In relation to school admissions, it is the responsibility of the managerial authorities of all schools to implement an enrolment policy in accordance with the Education Act, 1998.
The Capital Programme details the school projects that are being progressed under Project Ireland 2040. The current status of large-scale projects being delivered under Project Ireland 2040, including projects in the area in question, may be viewed on my Department's website at, www.gov.ie and this information is updated regularly. In addition, a list of large-scale projects completed from 2010 to date may also be viewed on the website.
The Capital Programme also provides for devolved funding for additional classrooms, including accommodation for pupils with special educational needs, if required, for schools where an additional enrolment need has been identified or where an additional teacher has been appointed. Details of schools listed on this programme (the Additional Accommodation Scheme) can also be found on my Department's website at www.gov.ie and this information is also updated regularly.
Parents have the right to choose which school to apply to and where the school has places available the pupil should be admitted. However, in schools where there are more applicants than places available a selection process may be necessary. This selection process and the enrolment policy on which it is based must be non-discriminatory and must be applied fairly in respect of all applicants. However, this may result in some pupils not obtaining a place in the school of their first choice.
Where a board of management make a decision to refuse admission, a parent/guardian can appeal that decision under section 29 of the Education Act, 1998, and an independent appeals committee will be appointed to consider the appeal. The role of the section 29 hearing committee is to examine the application for enrolment and consider if it was correctly processed by the school, in accordance with the school’s Enrolment Policy. The section 29 appeals committee cannot consider matters that are not provided for within the school’s Enrolment Policy. If the parent considers that a school has erred in their processing of the enrolment application, a section 29 appeal committee can examine how the application was processed by the school and identify if the school did not follow its Enrolment policy. In cases where an error occurred the section 29 appeal committee will consider if the error had a material effect on the application. Where an error had a material effect on the enrolment application, the section 29 appeal committee can direct the school to enrol the student or adjust the students ranking on the waiting list. My Department has no authority to compel a school to admit a student, except in circumstances where an appeal under section 29 of the Education Act, 1998 has been allowed and the appeals committee directs that the school admit the child concerned.
A section 29 appeal must be made no later than 63 calendar days from the date of the school’s decision to refuse admission.
It is important to note that if a parent has been refused admission due to the school being oversubscribed, and the parent wishes to appeal this decision, the parent must firstly make a written request to the school seeking a review of the board of management’s decision. This request for a review to the board of management is time bound and must be made within 21 calendar days from the date of the decision by the school to refuse admission to the child.
If the parent has been refused admission for a reason other than the school being oversubscribed, the parent, may but is not required to, request a review by the board of management within 21 calendar days from the date of the decision by the school to refuse admission to the child. Where the parent has been refused admission for a reason other than the school being oversubscribed and does not choose to seek a review by the board of management the parent may make an appeal to an independent appeals committee no later than 63 calendar days from the date of the school’s decision to refuse admission.
Full details on the section 29 appeals process for refused enrolment are available on the Gov.ie website at the links below:
www.gov.ie/en/publication/8248c-appeals-in-relation-to-refusal-to-admit-a-student-due-to-a-school-being-oversubscribed/.
www.gov.ie/en/publication/31c4f-appeals-in-relation-to-refusal-to-admit-a-student-for-a-reason-other-than-the-school-being-oversubscribed/.
In addition, Tusla Education Support Services (TESS) the Educational Welfare Service is the legal body which can assist parents who are experiencing difficulty in securing a school placement for their child. Contact details for TESS are available at the following link www.tusla.ie/tess/get-in-touch/ or by email at tessinfo@tusla.ie.
Departmental Funding
Questions (581)
Michael Lowry
Question:581. Deputy Michael Lowry asked the Minister for Education if concerns regarding funding provided to a school (details supplied) for summer projects to improve its exterior environment can be resolved to the satisfaction of the school and her Department, in a timely manner; and if she will make a statement on the matter. [54895/22]
View answerWritten answers
I wish to advise the Deputy that an official from my department recently spoke with the consultant appointed by the school on this project. The school were advised that the proposed works are not in line with the Department's Technical Guidance Documents and are outside the scope of works originally approved, and therefore, the proposed tender must be reviewed and resubmitted to the Department for consideration. The Department are awaiting this submission from the school authority.
Disability Services
Questions (582)
Michael Lowry
Question:582. Deputy Michael Lowry asked the Minister for Education the status of the delivery of the autism unit at a school (details supplied); and if she will make a statement on the matter. [54922/22]
View answerWritten answers
I would like to thank the Deputy for the question and would like to advise the following:
The NCSE is currently collating the demand for ASD classes for the 23/24 school year in the area.
Should a need be established for the 23/24 school year, this school is one of three that has expressed an interest and is under consideration by the NCSE.
All three schools in the area will be considered before a decision is made.
Enabling children with special educational needs to receive an education is a priority for this Government.
For 2022, my Department will spend in excess of €2.3 Billion, or over 25% of the Department’s budget on providing a wide range of schemes and supports for children with special educational needs.
For 2023, this spend will be substantially increased by over 10%, meaning that for 2023 my Department will spend over €2.6 billion on special education.
This level of educational funding and support is unprecedented and represents in excess of 27% of the Department’s total allocation for 2023.
This includes additional teaching and care supports. It also includes funding for the National Educational Psychological Service (NEPS) for an additional 54 psychologists to provide services to special schools and special classes.
In 2022, funding for an additional 980 teachers and 1,165 special needs assistants was provided. For 2023, the number of teaching and SNA posts in our schools will increase with an additional 686 teachers and a further 1,194 special needs assistants in our schools next year.
For the first time ever we will have over 19,000 teachers working in the area of special education and over 20,000 Special needs assistants. Together we have almost 40,000 qualified and committed people in our schools who are focused wholly and exclusively on supporting children with special educational needs.
The National Council for Special Education (NCSE) has responsibility for coordinating and advising on the education provision for children nationwide.
In 2023, there will be a significant investment in the expansion of the National Council for Special Education, with a total full-year investment of €13 million, in over 160 additional staff. This investment is being undertaken so that the NSCE can respond effectively, compassionately and quickly to the increased need in our education system so that children and their families are fully supported and achieve the best possible education outcomes.
My Department and the NCSE continue to work very closely in planning for the delivery of new places required to meet forecasted demand.
I am satisfied that this approach is delivering. We have seen 393 new special classes open, bringing the total of special classes to 2,545 opened nationwide for the 2022/23 school-year. The 393 new special classes for 2022/23 is broken down by 260 at primary level and 133 at post primary level.
For 2023, a further 370 special classes will open, taking the total number of special classes to over 2,900 in 2023.
Information on the list of schools with special classes, the types and locations of these classes is published on the NCSE website and is available at www.ncse.ie.
NCSE is continuing to engage with schools regarding the establishment of additional special classes for the next school year 2023/2024. Every support will be made available to schools to progress the opening of special classes in the shortest possible timeframe
It is of course open to any school to engage with the NCSE to establish a special class.
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 you 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.
Departmental Reviews
Questions (583)
Jennifer Whitmore
Question:583. Deputy Jennifer Whitmore asked the Minister for Education when the results of the school transport scheme review that closed on 10 February 2022 will be published; the way in which the results of the public consultation will be implemented to improve this service; and if she will make a statement on the matter. [54948/22]
View answerWritten answers
The School Transport Scheme is a significant operation managed by Bus Éireann on behalf of the Department. In the last school year over 121,400 children, including over 15,500 children with special educational needs, were transported on a daily basis to primary and post-primary schools throughout the country at a cost of over €289m in 2021.
The 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 and how it currently operates, its broader effectiveness and sustainability and that it adequately supports the provision of services to students and their families.
The review encompasses the School Transport Scheme for Children with Special Educational Needs. The review of the Primary and Post-Primary School Transport Schemes will examine each element of the schemes and include eligibility criteria, trends, costs, 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.
Wider considerations relating to operation of the scheme are taking place in the current phase of the review. As part of this phase, the Technical Working Group undertook extensive consultation 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. These engagements have yielded extensive data for consideration. The Group has also consulted with a broad array of stakeholders including schools, special education interest groups, industry representatives and other Government Departments.
While work on the review was impacted somewhat by the challenges of the pandemic and the impact of the current conflict in Ukraine, it is anticipated that the final phases of the review will be completed shortly with recommendations on the future operation of the Department’s School Transport Scheme. The Steering Group will continue to report to the Minister on an interim basis as the review progresses.
Departmental Data
Questions (584)
Seán Sherlock
Question:584. Deputy Sean Sherlock asked the Minister for Education the number of schools that have received disability intervention programmes for students and are expected to run such programme without professional training. [54951/22]
View answerWritten answers
I would like to thank the Deputy for the question and would like to advise the following:
The 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.
The deployment of SNAs within schools is a matter for the individual Principal/Board of Management of the school. When appointing an SNA, it is a matter for the Board of Management to ensure that SNAs are in a position to effectively meet the care needs of the pupil(s) for whom SNA support has been allocated in the school.
Where specific training is required, the Board of Management should liaise with the Health Service Executive (HSE) in order to ensure that the HSE provides guidance and training that enables the SNA to meet the care needs of the pupil in an appropriate manner. As it is a matter for individual school authorities to make such arrangements locally the information requested is not held by the Department of Education.
SNAs are recruited specifically to assist in the care needs of pupils with disabilities in an educational context. The role of the SNA is to support the care needs of a child.
Therapy interventions such as speech and language and occupational therapy services are often provided by HSE medical professionals. While it is appropriate for SNAs to assist students to access therapy support in schools, or to assist a therapist in providing support for a child or assist the child to preform therapy tasks directed by a therapist, the SNA is not responsible for the management or provision of therapy services in view of the particular skill-set required to deliver therapeutic interventions.
The availability and provision of health-related therapy services for children with disabilities, including speech and language therapy and occupational therapy, is a matter for the Health Service Executive (HSE). Queries in relation to the provision of health-related services should therefore be directed to that body or to the Department of Health.
Question No. 585 answered with Question No. 567.
Question No. 586 answered with Question No. 567.
Departmental Funding
Questions (587)
Paul Murphy
Question:587. Deputy Paul Murphy asked the Minister for Education if her Department will make family-tracing funds available to survivors of industrial schools; and if she will make a statement on the matter. [55031/22]
View answerWritten answers
The Origins Tracing Service is for individuals who spent all or part of their childhood in an Irish industrial school and are interested in tracing information about their parents, siblings or other relatives.
The service, which is operated by Barnardos, is available free of charge to people in Ireland and abroad. My Department has fully funded the service since 2002.
Psychological Assessments
Questions (588)
Niall Collins
Question:588. Deputy Niall Collins asked the Minister for Education when a child (details supplied) will be seen to; and if she will make a statement on the matter. [55060/22]
View answerWritten answers
The National Educational Psychological Service (NEPS) of my Department provides a school-based psychological service to all recognised primary and post-primary schools through the application of psychological theory and practice to support the well-being, and the academic, social and emotional development of all learners.
The NEPS service provides access for all schools to:
- Psychological support in the event of a Critical Incident
- A Casework Service for individual children where there is a need for intensive consultation and assessment
- A school staff Support and Development Service, to build school capability to provide a comprehensive continuum of support in schools and
- Ongoing access to advice and support for schools.
This overall approach allows psychologists to give early attention to urgent individual cases and, through supporting school staff, to benefit many more children than could be seen individually.
In 2021 the NEPS casework service extended to over 8500 students. Additionally, under the Scheme for Commissioning Psychological Assessments (SCPA) process, private psychologists provided assessment to schools for over 900 students. Furthermore, the NEPS Support and Development service reaches an estimated 25,000 teachers annually.
Two SCPA assessments were recently granted to the school to which the Deputy refers.
School Transport
Questions (589)
Michael Healy-Rae
Question:589. Deputy Michael Healy-Rae asked the Minister for Education if she will review an application by a person (details supplied) for the special education school grant; and if she will make a statement on the matter. [55102/22]
View answerWritten answers
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, were 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 “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.
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 has confirmed that the pupil to which the Deputy refers is eligible under the terms of the scheme and on the 16th of August 2021, the pupil was sanctioned to be accommodated on an existing school transport service for the 2021/22 School Year.
Families of children who are eligible for these services may in exceptional circumstances apply to be considered for the Special Transport Grant, which is a once off payment, paid retrospectively to families who cannot utilise an existing available service.
The School Transport Section of my Department has received a request from the family referred to by the Deputy for consideration of Special Transport Grant in lieu of the available service in respect of the 2021/22 School Year. This matter is currently under consideration and a decision will be made following consultation with Bus Eireann and a thorough assessment of the circumstances.
School Transport Section have contacted the family in this regard and will revert to the family directly once a determination has been made.
Departmental Funding
Questions (590)
Emer Higgins
Question:590. Deputy Emer Higgins asked the Minister for Education if she will provide a list of approved funding for capital works that has been made available to a school (details supplied) over the past five years; if she will provide an update on the need for a new school building; and if she will make a statement on the matter. [55136/22]
View answerWritten answers
I can confirm to the Deputy that my Department is engaging with the school authorities regarding the long term needs of the school in question, including consideration of the demographic requirements for post primary school places in the area.
Information relating to the capital funding provided to the school has been included for the Deputy's information.
Departmental Funding
Questions (591)
Niall Collins
Question:591. Deputy Niall Collins asked the Minister for Education if she will advise a school (details supplied) in respect of funding for its second ASD unit; and if she will make a statement on the matter. [55165/22]
View answerWritten answers
I would like to thank the Deputy for the question and would like to advise the following:
St Kevin’s Girls National School (19466E) opened a second special class for children with a diagnosis of ASD in September 2022.
This class is based in a small room so can only cater for three pupils at present, but the school has submitted an Additional School Accommodation application for an extension so that the class can be increased to full enrolment.
This application has been approved for a 2 Class SEN Base and staff room extension.
The brief has been accepted by the school and its currently with the technical team who are preparing a brief.
The National Council for Special Education (NCSE) has responsibility for coordinating and advising on the education provision for children nationwide.
In 2023, there will be a significant investment in the expansion of the National Council for Special Education, with a total full-year investment of €13 million, in over 160 additional staff. This investment is being undertaken so that the NSCE can respond effectively, compassionately and quickly to the increased need in our education system so that children and their families are fully supported and achieve the best possible education outcomes.
My Department and the NCSE continue to work very closely in planning for the delivery of new places required to meet forecasted demand.
I am satisfied that this approach is delivering. We have seen 393 new special classes open, bringing the total of special classes to 2,545 opened nationwide for the 2022/23 school-year. The 393 new special classes for 2022/23 is broken down by 260 at primary level and 133 at post primary level.
School Transport
Questions (592)
David Stanton
Question:592. Deputy David Stanton asked the Minister for Education when the special transport grant rate was last increased; the details of such an increase; and if she will make a statement on the matter. [55170/22]
View answerWritten answers
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, were 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 situations where:
- Bus Éireann is not in a position to provide a transport service
- a child's age, behavioural difficulties or medical needs are such as to make the provision of a transport service impracticable;
- an escort is considered necessary and the provision of such support is not feasible;
- the cost of establishing/maintaining a service is considered prohibitive.
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 the Special Transport Grant rate has not been amended in recent years, these grants will be considered in the review of the School Transport Scheme. The review is being conducted with a view to examining the current scheme and how it currently operates, its broader effectiveness and sustainability and that it adequately supports the provision of services to students and their families.
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.
Wider considerations relating to operation of the scheme are taking place in the current phase of the review which is now underway. The Steering Group will continue to report to me on an interim basis as the review progresses, with a view to presenting a final report with recommendations on the future operation of the Department’s School Transport Scheme.
School Staff
Questions (593)
Darren O'Rourke
Question:593. Deputy Darren O'Rourke asked the Minister for Education the measures that her Department is taking to address the shortage of primary school teachers; and if she will make a statement on the matter. [55171/22]
View answerWritten answers
My Department runs a comprehensive programme of work to support the supply of teachers at primary level.
Significant additional posts have been allocated to the primary substitute teacher supply panels in areas where significant challenges in sourcing substitution continue, bringing the total to 610 posts on 151 panels, covering approximately 2,800 schools.
The supply panels work alongside the existing methods of sourcing substitute teachers and schools can also make local arrangements to have their own regular substitutes to call on if needed.
Newly qualified teachers (NQTs) represent an additional source of supply in 2022/23. In excess of 1,870 primary NQTs have had their registrations finalised by the Teaching Council to date in 2022 with further applications being processed.
Sub Seeker, a central portal for short-term substitute vacancies, was jointly developed by IPPN / NAPD in accordance with my Department's Teacher Supply Action Plan and launched in December 2019. The portal matches available primary and post-primary teachers with short-term substitute vacancies. Almost 12,000 teachers have registered with Sub Seeker to date.
On a temporary basis for the 2022/23 school year, job sharing teachers may be employed to work in a substitute capacity during the period they are rostered off, in their own or in other schools
The limits on substitute work applying to teachers on career break have also been temporarily suspended for the 2022/23 school year.
The Teaching Council made regulations allowing for the registration of 3rd and 4th year undergraduate student teachers under a new registration route, Route 5 (Student Teachers). Approximately 1,300 student teachers applied for registration under the first cycle of Route 5 registrations. The second cycle of Route 5 registrations commenced in early October. Once registered with the Teaching Council, student teachers can be employed by a school to cover substitutable vacancies.
The various measures to support teacher supply are underpinned by the Teaching Transforms campaign, which promotes the teaching profession and encourages students to follow a career in teaching. The campaign uses digital, radio and video media, and is supported by a dedicated webpage, www.gov.ie/teachingtransforms.
My Department will continue, with the co-operation of the education partners, to develop and implement measures to address challenges faced by schools and to support the supply of teachers.
Departmental Data
Questions (594)
Darren O'Rourke
Question:594. Deputy Darren O'Rourke asked the Minister for Education if she will outline the staffing complement at primary schools in County Meath; for the number of schools days lost in Meath primary schools as a result of teacher absence and lack of substitute teachers in the 2022/2023 school year to date in tabular form; and if she will make a statement on the matter. [55172/22]
View answerWritten answers
At primary level, the annual staffing schedule determines the allocation of teachers to schools. The staffing schedule has been improved under both Budgets in the past two years. For the 2022/23 school year, the schedule has been improved by one point and schools are provided with class teachers on the basis of 1 teacher for every 24 pupils which means that our primary schools are currently staffed at the most favourable level ever seen. There are currently 1,702 posts allocated to 115 schools in county Meath.
My Department runs a comprehensive programme of work to support the supply of teachers at primary level.
Significant additional posts have been allocated to the primary substitute teacher supply panels in areas where significant challenges in sourcing substitution continue, bringing the total to 610 posts on 151 panels, covering approximately 2,800 schools, including 114 primary schools in Co. Meath.
The supply panels work alongside the existing methods of sourcing substitute teachers and schools can also make local arrangements to have their own regular substitutes to call on if needed.
Newly qualified teachers (NQTs) represent an additional source of supply in 2022/23. In excess of 1,870 primary NQTs have had their registrations finalised by the Teaching Council to date in 2022 with further applications being processed.
Sub Seeker, a central portal for short-term substitute vacancies, was jointly developed by IPPN / NAPD in accordance with my Department's Teacher Supply Action Plan and launched in December 2019. The portal matches available primary and post-primary teachers with short-term substitute vacancies. Almost 12,000 teachers have registered with Sub Seeker to date.
On a temporary basis for the 2022/23 school year, job sharing teachers may be employed to work in a substitute capacity during the period they are rostered off, in their own or in other schools
The limits on substitute work applying to teachers on career break have also been temporarily suspended for the 2022/23 school year.
The Teaching Council made regulations allowing for the registration of 3rd and 4th year undergraduate student teachers under a new registration route, Route 5 (Student Teachers). Approximately 1,300 student teachers applied for registration under the first cycle of Route 5 registrations. The second cycle of Route 5 registrations commenced in early October. Once registered with the Teaching Council, student teachers can be employed by a school to cover substitutable vacancies.
My Department will continue, with the cooperation of the education partners, to develop and implement measures to address challenges faced by schools and to support the supply of teachers.
The data sought by the Deputy in relation to the number of schools days lost in Meath primary schools is not readily available and further information will issue to him under separate cover.