Written Answers Nos. 614-628
614. Deputy Verona Murphy asked the Minister for Education when refurbishment works at a school (details supplied) will be completed; the estimated cost of this project; and if she will make a statement on the matter. [55459/22]
View answerA major extension/refurbishment project for the school referred to by the Deputy commenced on site in July 2022. The construction project comprises an extension of 1710sqm consisting of a 4 Classroom SEN base, 4 new mainstream Classrooms plus alterations to existing school to provide a 24 Classroom school with 13 SET rooms.
The contract duration is approximately 18 months.
615. Deputy Fergus O'Dowd asked the Minister for Education if she will urgently review the decision to deny the DEIS appeal from a school (details supplied) despite the school being located beside three other schools which have been designated for DEIS status; if she will seek an urgent meeting between DEIS officials and the school’s management to discuss this matter further, given the vague decision letter issued; and if she will make a statement on the matter. [55464/22]
View answerIn March this year I was glad to be able to announce a major expansion of the DEIS – Delivering Equality of Opportunity in Schools programme. This means that, for the first time since 2017, the programme has been significantly expanded to an additional 322 schools. Those schools are now gaining access to targeted supports to address educational disadvantage. This will add an additional €32million to my Department’s expenditure on the DEIS programme from 2023, bringing the 2023 allocation to in the region of €180million.
Schools with the highest levels of concentrated educational disadvantage were identified for inclusion in the programme through the refined DEIS identification model which is an objective, statistics-based model. Schools were not required to apply for inclusion in the DEIS programme. The model uses information from the school’s individual enrolment database and 2016 national census data as represented by the Pobal HP Deprivation index. It also takes into consideration the significant educational disadvantage experienced by Traveller and Roma learners and by students residing in direct provision or emergency homeless accommodation. A detailed paper on the refined DEIS identification model is available on gov.ie
Schools that were not satisfied with the outcome following the application of the DEIS identification model to their school enrolment data were provided with the opportunity to have that outcome reviewed. The DEIS appeals process was applied fairly across all appellants and the results are final. My Department will continue to support schools to deliver high quality, inclusive teaching and learning to students and young learners.
It is possible for neighbouring schools to have a different profile in terms of proportion of students from disadvantaged backgrounds and the relative weighting of disadvantage apportioned in each. The designation of different DEIS status to neighbouring schools does not mean that there is no educational disadvantage present in one school, but that the concentrated level of educational disadvantage of the schools is different.
It is important to note that the extension of the DEIS programme to new schools is just one phase of work in my vision for an inclusive education system which supports all learners to achieve their potential. While the DEIS programme supports those schools with the highest levels of concentrated educational disadvantage, I recognise that there are students at risk of educational disadvantage in all schools. Conscious of this and recognising the need to target resources to those schools that need them most, the next phase of work will explore the allocation of resources to schools to tackle educational disadvantage. Part of this programme of work will involve consultation with all relevant stakeholders.
In addition to this, following the National Census 2022 held on the 3rd April last, it is envisaged that an updated HP Deprivation Index will be generated by Pobal and will be available in Q3 of 2023. My Department will engage with Pobal in relation to this process. The updated HP Deprivation Index, when available, can be considered by my Department to inform future resource allocation to tackle educational disadvantage.
616. Deputy Mary Lou McDonald asked the Minister for Education if the social inclusion unit of her Department will provide a school (details supplied) with its ranking within the Pobal deprivation index used for the DEIS identification model. [55473/22]
View answerI have been able to significantly expand the number of schools in the DEIS programme this year, meaning over 1,200 schools have access to targeted supports to address educational disadvantage. This will add an additional €32million to my Department’s expenditure on the DEIS programme from 2023, bringing the 2023 allocation to in the region of €180million.
Schools were identified for inclusion in the programme through the refined DEIS identification model, which is an objective, statistics-based model. Schools were not required to apply for inclusion in the DEIS programme and the model has been applied fairly and equally to all schools.
The DEIS identification process is based on the principle of concentrated disadvantage and the proportion of students from disadvantaged backgrounds within a school. The DEIS identification model aimed to identify those schools with the highest levels of concentrated disadvantage or the highest proportion of students from disadvantaged backgrounds within a school using the school's enrolment data and national census data as represented by the Pobal HP Deprivation index, which is publicly available.
A detailed paper on the refined DEIS identification model is available on gov.ie at www.gov.ie/en/publication/a3c9e-extension-of-deis-to-further-schools/#how-schools-were-selected-for-inclusion-in-deis
Schools that were not satisfied with the outcome following the application of the DEIS identification model to their school enrolment data were provided with the opportunity to have that outcome reviewed. The DEIS appeals process was applied fairly across all appellants and the results are final. My Department will continue to support schools to deliver high quality, inclusive teaching and learning to students and young learners.
While the DEIS programme supports those schools with the highest levels of concentrated educational disadvantage, I recognise that there are students at risk of educational disadvantage in all schools. Conscious of this and recognising the need to target resources to ensure that schools can provide all students with the opportunity to achieve their potential, the next phase of work will explore the allocation of resources to schools to tackle educational disadvantage. In addition to this, following the National Census 2022 held on the 3rd April last it is envisaged that an updated HP Deprivation Index will be generated by Pobal and will be available in Q3 of 2023. My Department will engage with Pobal in relation to this process. The updated HP Deprivation Index, when available, can be considered by my Department to inform future resource allocation to tackle educational disadvantage.
617. Deputy Catherine Murphy asked the Minister for Education the number of officials in her Department who have undertaken the Harvard Business School advanced management programme in the past ten years to date;the grade of each official; and the cost for each attendee in tabular form. [55478/22]
View answerI can confirm to the Deputy that no officials in my Department have undertaken the Harvard Business School Advanced Management Programme in the past 10 years.
618. Deputy Mary Lou McDonald asked the Minister for Education the specific budgetary measures which she has put in place to provide for the increased energy costs for recognised schools in the free education scheme for the autumn and winter 2022/2023 school term; if she accepts that the additional capitation funding in 2022 is not sufficient to cover increased energy costs and all other running costs which have also increased due to increased inflation and the cost-of-living crisis. [55495/22]
View answerMy Department provides funding to all recognised schools in the Free Education Scheme by way of per capita grants. The two main grants are the Capitation grant to cater for day to day running costs including heating, lighting etc. and the Ancillary grant to cater for the cost of employing ancillary services staff. These grants may be regarded as a common grant from which the Board of Management can allocate according to its own priorities.
It was a very significant achievement to have secured €9.6 billion for Education in Budget ’23. This will enable many ground-breaking investments in our education system, furthering the work of this Government in recent years in reducing class sizes, reducing costs for families, tackling disadvantage and supporting achievement of all our students.
A rise in the cost of living should never be a barrier to education. I am very pleased therefore to have the support of my colleagues in Government to ensure this remains the case and as part of the cost of living measures I have secured €90m for additional capitation funding.
All recognised Primary and Post-Primary schools in the Free Education scheme will benefit from this additional capitation funding in 2022 which represents an increase of circa 40% of current standard and enhanced capitation rates.
The additional grant will be paid at the rate of €75 per pupil at Primary level and €113 at Post-Primary level. Enhanced rates will also be paid in respect of pupils with Special Educational needs. Arrangements are being made to issue this payment as soon as possible and schools can use this to cover additional energy costs and other increased day to day operating costs.
In the context of the current cost of living crisis I would expect this very significant additional funding being made available to schools will be sufficient to meet increased running costs.
However, the government has made provision for a review of the position in 2023. Should additional funding be required this will be considered in light of all other competing demands at that time as well as the level of funding available.
My Department has also ensured in recent years that centrally negotiated rates were made available to schools for electricity and bulk heating fuels through frameworks sourced by the Office of Government Procurement (OGP). A significant number of schools signed up to these and are availing of highly competitive energy prices. The Schools Procurement Unit and the Department has communicated with schools and school management bodies informing them of the options available to them through these national arrangements. It is planned to run future competitions to ensure that bulk rates continue to be available from 2024 onwards. Information on how to avail of these arrangements is available via the Schools Procurement Unit website, www.spu.ie.
As the Deputy may also be aware Budget 2023 provided for the provision of funding from the Climate Action Fund in relation to the provision of Photovoltaic Panels in schools up to 6KW output.
This is really positive news for our schools and will assist with their energy needs and costs along with supporting the decarbonisation of our school buildings.
My Department's Officials are working closely with the Department of Environment, Climate and Communications colleagues in relation to the arrangements for this scheme and details will be announced in due course.
It is intended the provision of the solar panels will be fully funded for schools.
619. Deputy Patrick Costello asked the Minister for Education if she will provide for the immediate provision of additional post-primary schools in the Dublin 8 planning zone given that figures supplied by her own Department show that in 2021 the total primary enrolment was 3,421 students, while the secondary enrolment was 1,022 students; and if she will make a statement on the matter. [55534/22]
View answerI wish to advise the Deputy that requirements for additional school places is kept under on-going review in the context of available information on population, enrolments and residential development activity.
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 2022 demographic exercise indicates that 85% of the 314 school planning areas at primary level show static or decreasing enrolments for the period to 2026 compared with 2021. At post-primary level some 74% of school planning areas are anticipated to have increased enrolments for the period to 2029, with most expected to reach a peak within the next two or three years.
In the latest published primary and post-primary schools' enrolments national projections (www.gov.ie/en/collection/projections/), the CSO population projections (based on 2016 Census data) were used. In order to derive future schools' enrolments, the new CSO population projections (based on 2022 Census results) are needed. The new population projections are not compiled yet. As soon as CSO population projections are available, the Department will update the schools’ enrolment projections model in order to reflect the recent population trends.
Where demographic data indicates that additional provision is required, the delivery of such additional provision is dependent on the particular circumstances of each case and may, be provided through:
- Utilising existing unused capacity within a school or schools,- Extending the capacity of a school or schools,- Provision of a new school or schools.
The most recent projections for Dublin 8. School Planning Area indicate a slight increase in requirements at post primary level up to 2031 followed by a projected reduction in enrolments thereafter.
The Department will continue to liaise with Local Authorities in respect of their County Development Plans and any associated Local Area Plans with a view to identifying any potential long-term school accommodation requirements across school planning areas including in Dublin 8.
There is one post-primary, capital project, planned in the Dublin 8. school planning area and when completed, will cater for the demand for school places in the area:
Mercy Secondary School (Roll No: 60872A) – Brief: 4 general classrooms and a science laboratory.
620. Deputy Thomas Gould asked the Minister for Education the capital expenditure on schools in each of the constituencies in County Cork in each of the past ten years in tabular form. [55538/22]
View answerThe information requested is not readily available. It is currently being collated and will be supplied directly to the Deputy shortly.
621. Deputy Thomas Gould asked the Minister for Education if her attention has been drawn to the proposed amalgamation of two schools (details supplied); and if she will make a statement on the matter. [55539/22]
View answerThe decision making authority for any amalgamation or change of status is the patron/trustees of the schools, subject to the approval of the Department.
The Department has received correspondence from the patrons of both schools referred to by the Deputy regarding the proposed amalgamation of the two schools and change of status to co-educational. This correspondence described a thorough local consultation process with school communities.
The patrons have also requested capital funding to facilitate the accommodation of the amalgamated school on a single site.
In the interim, the Department is aware of ongoing discussions between the patron bodies and continues to liaise with the patrons in this respect.
622. Deputy Cian O'Callaghan asked the Minister for Education if she will ensure that teachers who qualified abroad have access to the Droichead framework, in order that they can register with the Teaching Council without completing another professional masters; and if she will make a statement on the matter. [55542/22]
View answerFully qualified teachers who have qualified outside of the Republic of Ireland are eligible to apply for registration with the Teaching Council. All applications from teachers who qualified abroad are processed in line with EU Directive 2005/36/EC and are assessed in the same manner, regardless of whether they qualified within or outside the EU. All applications are individually assessed.
A person deemed to be a fully qualified teacher:
- has completed a recognised teacher education qualification and programme of induction in the country in which they qualified, and
- can provide an official letter from the relevant teacher registration body / Competent Authority or Ministry of Education confirming recognition as a fully qualified teacher in the State/ country.
In accordance with EU Directive 2005/36/EC, the qualifications of teachers who qualified outside of the ROI are assessed to ensure they are of a comparable standard to those achieved by graduates of accredited programmes in Ireland. Where significant differences arise, conditions (qualification shortfalls) will be applied to the teacher's registration.
It is recommended that any teacher who wishes to clarify their particular situation should make contact directly with the Teaching Council. Queries to the Council may be sent by email to qa@teachingcouncil.ie.
623. Deputy John Paul Phelan asked the Minister for Education the future planned ASD unit additions in north County Dublin by school, number of places expected; the year of opening; and if she will make a statement on the matter. [55547/22]
View answerI would like to thank the Deputy for the question and would like to advise the following:
The NCSE have current data on students attending Special Classes and Special Schools for the area but data relating to future planning for each school’s projected needs would be held locally at the school level.
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.
624. Deputy Mick Barry asked the Minister for Education the organisations that participated in the consultation process for the reviewed RSE programme; when she expects to complete the review of the RSE curriculum; if she will support removing the ability of schools' ethos to limit the aspects of the course that is taught; and if she will make a statement on the matter. [55562/22]
View answerSchools are required to teach all aspects of the Relationships and Sexuality Education (RSE) programme. Elements of the programme cannot be omitted on the grounds of school ethos.
In April 2018, the then Minister for Education and Skills asked the National Council for Curriculum and Assessment (NCCA) to undertake a major review of RSE in schools across all stages of education to ensure that it is fit for purpose and meets the needs of young people today in modern Ireland. The Report on the Review of Relationships and Sexuality Education (RSE) in primary and post-primary schools was published by the NCCA on 11th of December, 2019. The report is available on the NCCA website here ncca.ie/en/resources/report-on-the-review-of-relationships-and-sexuality-education-in-primary-and-post-primary-school/. There was widespread participation during the review which included:
- 7,891 parental responses; including 3,300 National Parents Council Primary and 553 National Parents Council post-primary responses (the remainder of responses were directly sent to the NCCA);
- Engagement with 512 young people, 1333 teachers, via online responses;
- Focus groups with over 600 children and young people, teachers, parents and school leaders within school settings;
- Participation from 51 organisations at a Symposium on RSE in November 2018
- Meetings with 63 organisations and individuals;
- 65 written submissions; and
- Consultation event with 77 young people from Comhairlí na nÓg.
The draft report was open to public consultation from July to October 2019, and anyone who wished to was free to contribute to this process through the NCCA’s website or directly by email. Written submissions to this consultation are available on the NCCA’s website at ncca.ie/en/junior-cycle/curriculum-developments/social-personal-and-health-education-relationships-and-sexuality-education/.
The Programme for Government commits to developing inclusive and age-appropriate RSE and Social, Personal and Health Education (SPHE) curricula across primary and post-primary levels, including an inclusive programme on LGBTI+ relationships. The NCCA has established two development groups, one for primary and one for post-primary, to oversee work on the development of a new SPHE/RSE curriculum and support the development of guidance material for schools including an Interim Guidance Toolkit to support effective teaching and learning of SPHE/RSE. In tandem, work on the broader redeveloping and updating of the SPHE curriculum is progressing, including public consultation.
In relation to Junior Cycle a draft specification was published and a consultation process was run from 18 July 2022 to 18 October 2022. The data gathered through this consultation is now being analysed and a report on the feedback received will be published on the NCCA website in due course. This report will contain the lists of groups who have contributed to the consultation or made written submissions. It is expected that the specification will be finalised by the end of this year with the aim of having it implemented in schools in September 2023.
In relation to Senior Cycle, preparation to update the SPHE/RSE specification has commenced and a background paper was published earlier this month for public consultation on the NCCA website. It is anticipated that the Senior Cycle draft specification itself will be available for public consultation by next summer, with a view to being implemented in schools in September 2024.
Following publication of the new Primary Curriculum Framework, expected in early 2023, NCCA will establish a development group for the curricular area of Wellbeing in primary schools. Again consultation.
626. Deputy Róisín Shortall asked the Minister for Education the current steps being taken to increase the availability of multi or non-denominational secondary school places in Dublin 9 and 11; and if she will make a statement on the matter. [55586/22]
View answerUnder Project Ireland 2040, the education sector will receive a total of approximately €4.4 billion capital investment over the period 2021-2025. This significant investment allows us to move forward with certainty on our ambitious plans and deliver high quality building projects, with a real focus on sustainability, for school communities across Ireland. This investment will build on the good progress being made on adding capacity to cater for demographic changes and provision for children with special educational needs. This investment will also facilitate an increased focus on the modernisation of existing school stock and help transition the school system for an era of net zero carbon by 2050.
My Department has a large pipeline of projects for delivery under the school building programme. The main elements of this pipeline currently involve in excess of 1,300 school building projects for delivery under the Department’s Large Scale and Additional Accommodation Scheme. These projects are currently in progress across the various stages of planning, design, tender and construction. Most of which are expected to be either under construction or completed in the period up to 2025.
During the period 2018 to 2021, 691 school building projects were completed under the Large Scale Capital Programme (LSCP) and the Additional School Accommodation Scheme (ASA). These projects delivered in excess of 64,000 school places.
There are approximately 1,300 school building projects currently in progress across the various stages of planning, design, tender and construction under the Large Scale and Additional School Accommodation Scheme and most of these projects are expected to be either under construction or completed in the period 2022 to 2025.
There are a number of Capital projects planned or underway in Dublin 9 and 11 and the following are in Multi or Inter-denominational schools.
- Rosmini Community School, Drumcondra, Dublin 9, whose ethos is Inter- Denominational - the project is currently at Stage 4 (Construction) to provide a long-term enrolment for 350 pupils plus a 2 SEN Base.
- Additionally, there is a Major capital project for Clonturk Community College, Whitehall, Dublin 9, whose ethos is Multi-Denominational, to provide a long-term enrolment for 1,000 pupils plus 4 SEN Base which is currently at project brief stage (determining the project brief and schedules of accommodation). In the interim, capital funding has also been approved for the provision of Modular Accommodation for 12 general classrooms and 6 specialist classrooms.
The current status of all projects are listed on a county by county basis at www.gov.ie. and is updated on a regular basis to reflect their progress through the various stages of capital appraisal, site acquisition, design, tender and construction.
This also lists all school building projects completed under the Large Scale and Additional Accommodation Scheme, in county order, from 2010 to date.
I also 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, including Dublin 9 and 11, will arise and where additional school accommodation is needed at primary and post-primary level.
Major new residential developments in a school planning area have the potential to alter demand in that area. In that regard, as part of the annual demographic exercises, my Department engages with each of the local authorities to obtain the up-to-date information on significant new residential development in each area. This is necessary to ensure that schools infrastructure planning is keeping pace with demographic changes.
The most recent analysis undertaken by my Department projects that circa 80% of the 314 school planning areas at primary level show stable or decreasing enrolments for the period to 2026 compared with 2021, whereas some 80% of school planning areas at post-primary level are anticipated to have increased enrolments for the period to 2029, with most expected to reach a peak in the next two or three years.
Where demographic data indicates that additional provision is required, the delivery of such additional provision is dependent on the particular circumstances of each case and may, be provided through:
- Utilising existing unused capacity within a school or schools,
- Extending the capacity of a school or schools,
- Provision of a new school or schools.
The requirement for additional school places in Dublin 9 and Dublin 11 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.
627. Deputy Pádraig Mac Lochlainn asked the Minister for Education if a child (details supplied), who is currently eligible for school transport, can be accommodated on the 2pm school transport service being provided from their school; and if she will make a statement on the matter. [55587/22]
View answerThe 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.
In July 2022, Government announced funding for the waiving of school transport scheme fees for the coming school year as part of a wider package of cost of living measures.
Ticket registration for the 2022/23 school year closed on 29 July by which time almost 130,000 applications/registrations were received for mainstream school transport. This figure includes 44,299 new applications as well as roll-overs from the previous school year.
Pupils at primary level are eligible where they live no less than 3.2 kilometres from and are attending their nearest primary school. At post primary level, students who live no less than 4.8 kilometres from and are attending their nearest post primary school/education centre are deemed eligible.
Any pupils/students who do not meet these criteria are deemed not eligible, or otherwise known as concessionary applicants, and are allocated a ticket based on the availability of a seat when all eligible children have been catered for.
In line with normal practice, all eligible children who completed the application and ticket registration process on time for the 2022/2023 school year will be accommodated on school transport services where such services are in operation.
Bus Eireann has confirmed that the pupil to which the Deputy refers is not eligible for transport as they are attending their fifth nearest primary school.
The family first submitted an application for transport 3rd February, 2022 for the 2022/23 school year and a ticket issued to the pupil on 17th August, 2022
If there is currently a seat available on an existing service at 14:00 collection time, the pupil can avail of this seat, if available on a concessionary basis.
However, if this service ceases to operate, the pupil will no longer be accommodated at 14.00 collection time.
Bus Éireann will contact the family directly with regard to any transport availability.
628. Deputy Holly Cairns asked the Minister for Education if she will address the situation of a student (details supplied) who requires an SNA. [55652/22]
View answerI 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. Accordingly your correspondence has been forwarded to the NCSE for direct reply.
The Special Needs Assistant (SNA) scheme is designed to provide schools with additional adult support staff who can assist children with special educational needs who also have additional and significant care needs. Such support is provided in order to facilitate the attendance of those pupils at school and also to minimise disruption to class or teaching time for the pupils concerned, or for their peers, and with a view to developing their independent living skills.
SNAs are not allocated to individual children but to schools as a school based resource. The deployment of SNAs within schools is a matter for the individual Principal/Board of Management of the school. SNAs should be deployed by the school in a manner which best meets the care support requirements of the children enrolled in the school for whom SNA support has been allocated.
It is a matter for schools to allocate support as required, and on the basis of individual need, which allows schools flexibility in how the SNA support is utilised.
In relation to SNA support the NCSE has confirmed that the school has an allocation of SNA support to provide support for children with primary care needs.
The following arrangements for the allocation of SNA support in respect of students in mainstream classes for 2022/23 will apply:
a) The SNA allocations for mainstream classes in schools on 31st May 2022 will be maintained for 2022/23. This will provide greater certainty for schools.
b) A process for schools, whereby if they consider their SNA allocation is in excess of the required care needs, to engage with the NCSE. Schools should contact their local NCSE Special Education Needs Organiser (SENO) to commence the process.
c) The exceptional review process undertaken by NCSE will remain in place throughout the 2022/23 school year, where schools can seek a review of their SNA allocations which will result in one of the following outcomes:
i. No change in the level of care need identified (and no change in the resultant SNA allocation);
ii. Increase in the level of care need identified (which if significant would see an increase in the SNA allocations to the schools) ;
iii. Decrease in level of care need identified in the school (which if significant would result in a reduction in SNA allocations as the care need could be managed with less resources than are currently allocated); In relation to outcome iii, the SNA allocation will be adjusted at the end of the relevant school term.
It is expected that schools will review and reprioritise the deployment of SNAs within mainstream settings and allocate resources to ensure those with the greatest level of need receive the greatest level of support. Providing access to SNA support continues to be based on primary care needs as outlined in DES Circular 0030/2014 circulars.gov.ie/pdf/circular/education/2014/30.pdf.
Following such a review and reprioritisation, it is expected that a small number of schools, e.g. developing schools, may not have a sufficient SNA allocation to meet the needs of their students. These schools can apply to the NCSE for an Exceptional Review of their allocation.
Detailed information on the NCSE Exceptional Review process is published on the NCSE website. ncse.ie/application-for-sna-exceptional-review.
The NCSE will endeavour to respond to all applications for Exceptional Review received as expediently as possible and in that regard, it will prioritise applications from schools with no current SNA allocation and developing schools. The Exceptional Review process for mainstream allocations will be available to schools throughout the 2022/23 school year.
The NCSE has developed an appeal mechanism for schools who are not satisfied with the outcome of the Exceptional Review. Local Special Educational Needs Organisers (SENOs) will provide information and clarification to schools on the outcome where requested. Where schools wish to appeal the outcome of the review, they must do so using the prescribed form provided by the NCSE ncse.ie/ncse-appeals-process
The NCSE have published the SNA allocations for the 2022/23 school year and they are available at ncse.ie/set-hours-and-sna-allocations
All schools have the contact details of their local SENO, and the SENO is available to offer assistance and advice to the school. Parents may also contact their local SENO directly to discuss their child's special educational needs, using the contact details available on www.ncse.ie.
I hope this information is of assistance to you.
