Written Answers Nos. 676-695
676. Deputy Alan Dillon asked the Minister for Education the number of places currently available in a school (details supplied); if there are children on the waiting list to attend the school; the number of children waiting for a place in a special education school in County Mayo; and if she will make a statement on the matter. [63357/22]
View answerI would like to thank the Deputy for the question and would like to advise the following:
Enabling children with special educational needs to receive an education is a priority for this Government.
For 2023, the spend by my Department on special education will be substantially increased by over 10% on last year, 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.
There are a total of 2,544 special classes opened nationwide. Of the 2,544 special classes, there are 1802 at primary level and 742 at post primary level. This compares to a total of 1,839 special classes in the 2020/21 school year.
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.
The NCSE have advised my Department that the school referred to has three special classes, all for pupils with Autism. One is an Early Intervention ASD class for pupils aged 3yrs-5yrs, there are currently 4 pupils enrolled and 2 places available in this school year. Two are school age classes for pupils aged 5yrs-12yrs with a full enrolment of 12 pupils, 6 pupils in each class.
The NCSE have also advised that there is no waiting list for these classes and it is not aware of any pupils looking for a special school placement in the area at this time. The local SENO remains available to parents and the school in order to offer advice and assistance.
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.
677. Deputy Fergus O'Dowd asked the Minister for Education her views on matters raised in correspondence (details supplied); and if she will make a statement on the matter. [63372/22]
View answerTeacher allocations to all schools are approved annually by my Department in accordance with established rules based on recognised pupil enrolment. The criteria for the allocation of posts are communicated to school managements annually and are available on the Department website.
The recruitment and appointment of teachers to fill teaching posts is a matter for the individual school authority as the employer. The deployment of teaching staff in the school, the range of subjects offered and ultimately the quality of teaching and learning are in the first instance a matter for the school management authorities.
The core function of the redeployment arrangements is to facilitate the redeployment of surplus permanent teachers to other schools where vacancies exist. Ensuring efficiency in the annual redeployment processes is significant in terms of managing the overall teacher numbers.
At Post-Primary level, following discussions between the relevant stakeholders a voluntary redeployment scheme has operated on a pilot basis in specific regions in recent years. Permanent teachers employed in these regions are given an opportunity to volunteer for a transfer to other areas of the country only if such a transfer would free up a vacancy that would facilitate the redeployment of a surplus permanent teacher in the region.
The key purpose of the pilot voluntary redeployment scheme is to assist the Department to achieve its objective of redeploying all surplus permanent teachers. To-date the pilot voluntary redeployment scheme has operated in 24 counties
The redeployment process is reviewed annually by my Department and Education Stakeholders, including Teacher Unions. The pilot voluntary redeployment scheme will operate in counties Longford, Westmeath, Laois and Offaly for 2023/24 school year. The criteria for the allocation of teachers to schools including the redeployment arrangements for the 2023/24 school year will shortly be available on the Department's website.
Teachers who apply under the pilot voluntary scheme and are not facilitated with a transfer continue to have the option of applying for posts in their preferred location that are advertised in the normal manner.
678. Deputy Thomas Pringle asked the Minister for Education if all sections of all Acts passed in the past ten years have been commenced; the number of sections that are outstanding; the number of Acts that have review periods; if the reviews have taken place; and if she will make a statement on the matter. [63378/22]
View answerThe table below sets out details of Acts that have been passed in the past ten years. The Deputy will note there are no sections outstanding. Details regarding the review periods and if they have taken place are also outlined.
Whilst the Education (Miscellaneous Provisions) Act 2015 is currently under the remit of my Department, it is not included in the table below as it is more appropriate to the Department of Further and Higher Education, Research, Innovation and Science (DFHERIS). Officials in my Department liaised with colleagues in DFHERIS and it was agreed that it would be more appropriate for that Department to include this Act in its response to the Deputy's question.
|
Title of Act |
All Sections Passed |
No of Sections Outstanding |
Review Period |
Has Review taken place |
Comments |
|
Education (Provision in Respect of Children with Special Educational Needs) Act 2022 |
Yes |
0 |
Yes |
No |
Review of section 6 to be commenced within 3 years of section commencing (July 2025) |
|
Education (Leaving Certificate 2021) (Accredited Grades) Act 2021 |
Yes |
0 |
No |
N/A |
This legislation was enacted in 2021 to provide the State Examinations Commission with the legal vires to operate the Accredited Grades System announced by Government as a response to the then ongoing public health challenges arising from Covid-19 as it related to the operation of Leaving Certificate examinations in 2021. The Act related only to the 2021 Leaving Certificate. |
|
Education (Admission to Schools) Act 2018 |
Yes |
0 |
Yes |
No |
Requirement to review section 11, 5 years after commencement, with a report within 12 months of this date, i.e. due July 2024. |
|
Teaching Council (Amendment) Act 2015 |
Yes |
0 |
No |
N/A |
All Sections of the Teaching Council Act amended by the 2015 Amendment act have been enacted. |
|
Education Training Boards Act 2013 |
Yes |
0 |
No |
N/A |
S.I. 211/2013 Education and Training Boards Act 2013 (Commencement) Order 2013 commenced sections 1, 2, 3, 8 and 14 (3) to 14(6) of the Education and Training Boards Act 2013 (No. 11 of 2013) on 24 June 2013. These provisions provided for the short title and commencement of the Act, interpretation, regulations and orders, the appointment of the establishment day for education and training boards, the setting of terms and conditions of the chief executives of those boards, and the designation of people to be appointed the first chief executives of those boards. The Order also commenced all remaining provisions of the Act with effect from 1 July 2013. |
679. Deputy Neale Richmond asked the Minister for Education if she has considered introducing a national voluntary redeployment panel for secondary teachers who wish to relocate and keep their permanent and contract of indefinite duration status; and if she will make a statement on the matter. [63395/22]
View answerTeacher allocations to all schools are approved annually by my Department in accordance with established rules based on recognised pupil enrolment. The criteria for the allocation of posts are communicated to school managements annually and are available on the Department website.
The recruitment and appointment of teachers to fill teaching posts is a matter for the individual school authority as the employer. The deployment of teaching staff in the school, the range of subjects offered and ultimately the quality of teaching and learning are in the first instance a matter for the school management authorities.
The core function of the redeployment arrangements is to facilitate the redeployment of surplus permanent teachers to other schools where vacancies exist. Ensuring efficiency in the annual redeployment processes is significant in terms of managing the overall teacher numbers.
At Post-Primary level, following discussions between the relevant stakeholders a voluntary redeployment scheme has operated on a pilot basis in specific regions in recent years. Permanent teachers employed in these regions are given an opportunity to volunteer for a transfer to other areas of the country only if such a transfer would free up a vacancy that would facilitate the redeployment of a surplus permanent teacher in the region.
The key purpose of the pilot voluntary redeployment scheme is to assist the Department to achieve its objective of redeploying all surplus permanent teachers. To-date the pilot voluntary redeployment scheme has operated in 24 counties
The redeployment process is reviewed annually by my Department and Education Stakeholders, including Teacher Unions. The pilot voluntary redeployment scheme will operate in counties Longford, Westmeath, Laois and Offaly for 2023/24 school year. The criteria for the allocation of teachers to schools including the redeployment arrangements for the 2023/24 school year will shortly be available on the Department's website.
Teachers who apply under the pilot voluntary scheme and are not facilitated with a transfer continue to have the option of applying for posts in their preferred location that are advertised in the normal manner.
680. Deputy Neale Richmond asked the Minister for Education her views on whether the removal of route 4 to primary teaching will further exacerbate the supply crisis in teaching; her further views on whether the current recognition pathway and the route through a college (details supplied) should be prolonged to keep more supply in the industry; and if she will make a statement on the matter. [63396/22]
View answer681. Deputy Neale Richmond asked the Minister for Education her views on whether route 4 recognition, whereby graduates of a school (details supplied) can register with the Teaching Council, should be extended to ensure that there are sufficient primary school teachers available to work; and if she will make a statement on the matter. [63397/22]
View answerI propose to take Questions Nos. 680 and 681 together.
The Teaching Council is the professional standards body for the teaching profession, which promotes and regulates professional standards in teaching. The Teaching Council registers teachers under the Teaching Council Act 2001-2015 and in line with the Teaching Council Registration Regulations, 2016. The Council registers teachers under five routes of registration namely, Route 1 - Primary, Route 2 - Post-primary, Route 3 - Further Education, Route 4 - Other and Route 5 - Student Teacher. The minimum registration requirements for each route are set out in the Schedule of the regulations.
All initial teacher education programmes in Ireland that lead to registration must have professional accreditation from the Teaching Council. The Teaching Council's (Registration) Regulations 2016 set out the routes under which teachers are eligible to apply for registration. A degree in Early Childhood Teaching and Learning, while valuable, is not an accredited course nor does it meet the registration requirements under Route 4 Other of the Teaching Council Registration Regulations 2016 (formerly Regulation 3 Montessori and Other Categories of the 2009 Regulations).
Registration under Route 3 (Further Education) of the 2016 Regulations is the route of registration available where an accredited qualification in the primary or post-primary sector is not held. Applicants who apply under this route must hold a degree qualification but are not initially required to hold a teacher education qualification (TEQ). A relevant TEQ is required under Route 3. However applicants who meet the degree qualification requirements and who have not completed an accredited TEQ are eligible for conditional registration for a period of three years in which time this requirement must be completed.
The St. Nicholas Montessori College degree in Montessori Education has long-standing recognition with the Department of Education (DE) and was subsequently amalgamated into the Council’s Registration Regulations under Route 4. With the making of the 2016 Regulations it has been known that this is being phased out with a clear timeframe for same, which outlines that the qualification is only acceptable for registration under Route 4 Other where the application is made on or before 31 December 2023.
There are a number of Graduate and Post-graduate Diplomas in the field of Special Education which are approved by the Department of Education and can be used to add this sector to a teacher’s registration where the teacher also holds an accredited Primary teacher education qualification. The Teaching Council works within Department policy and central to this policy is that all teachers teaching children with Special Educational Needs should be qualified Primary or Post-primary teachers in the first instance and may then apply for one of the Department of Education recognised qualifications in Special Educational Needs as outlined in the DE circular 0044/2019.
My Department is undertaking a comprehensive programme of work to support the supply of teachers to our schools. Officials engage closely with school management bodies and other education stakeholders to inform this work. My Department will continue to work closely and intensively with stakeholders to develop and implement creative solutions to address teacher supply challenges for schools.
682. Deputy Seán Canney asked the Minister for Education if she will support a matter (details supplied); and if she will make a statement on the matter. [63406/22]
View answer762. Deputy Seán Canney asked the Minister for Education if the case of a child (details supplied) will be examined and a second level place provided for them. [1381/23]
View answerI propose to take Questions Nos. 682 and 762 together.
I would like to thank the Deputy for the question and would like to advise the following:
My Department is 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. My Department strives to ensure that every child has access to an educational experience that is appropriate to their needs and supports both their academic and personal development.
Our policy, which is set out in the Education of Persons with Special Educational Needs Act 2004 (EPSEN) is that children with SEN should be educated in mainstream placements with additional supports provided as appropriate.
Where children require more specialised educational settings, such as special classes or special schools, the Department and National Council for Special Education (NCSE) ensures that the necessary resources and supports for such placements are provided in line with the needs of the child.
My Department is engaging intensely with the NCSE in relation to the forward planning of new special classes and additional special school places for the next school year 2023/2024. This work involves a detailed review of statistical data in relation to forecasting demand for special class places, consideration of improved data sharing arrangements and a particular focus on the provision of special classes at post-primary level.
As part of Budget 2023, additional funding is being provided to allow the NCSE recruit additional staff, including SENOs. These additional resources should ensure that the NCSE can better support parents and schools in relation to the provision of special education needs places.
Significant improvements have been made to the forward planning process for special education places over the last 2 to 3 years, including:
- the inclusion of special classes in all new schools by default (e.g. 4 class in a 1000 pupil post-primary school).
- improving the use of Geographic Information Systems in planning for special classes and special school places and
- increased engagement with key stakeholders such as patron bodies and management bodies, particularly at post-primary level.
- There are a total of 2,544 special classes opened nationwide. Of the 2,544 special classes, there are 1802 at primary level and 742 at post primary level. This compares to a total of 1,839 special classes in the 2020/21 school year.
- The NCSE is statutorily responsible for planning and coordinating provision at both a local and a national level and advising my Department in this regard. At local level, the 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.
- As part of Budget 2023, my Department’s budget was substantially increased, by over 10%, meaning that for 2023 the 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.
- 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.
- Parents seeking special class placements for their children are advised to contact the NCSE locally so that their needs can be taken into account for planning purposes. The local SENOs remain available to assist and advise parents of children with special educational needs. Parents may contact SENOs directly using the contact details available at: ncse.ie/regional-services-contact-list
- 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
- It is open to any school to make an application to the NCSE for the establishment of a specialised provision and where sanctioned, a range of supports, including capital funding, is made available to the school.
- 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.
- As the matter raised relates to an individual case, I have so arranged to forward the details you have provided to the NCSE for their attention and direct reply.
683. Deputy Paul Murphy asked the Minister for Education further to Parliamentary Question No. 16 of 5 July 2022, if she will provide an update on the revised ex gratia scheme that she referenced. [63407/22]
View answerThe ex gratia scheme was originally established in 2015 and was put in place to provide those, who had instituted legal proceedings against the State in respect of day school sexual abuse and subsequently discontinued those proceedings following rulings in the domestic courts, with an opportunity to apply for an ex gratia payment. The Scheme was paused in 2019 following a report from the Independent Assessor Mr. Justice Iarfhlaith O'Neill.
A revised ex gratia scheme opened for applications on 21 July 2021. To date 141 applications have been received and 104 applications have been approved.
To qualify for a payment, an applicant must demonstrate that the facts of their case come within the parameters of the ECtHR judgment and, in particular, will have to satisfy the following criteria -
- Were sexually abused while a pupil at a recognised day school and that this occurred before November 1991 in respect of a primary school or June 1992 in respect of a post-primary school
- That had the Guidelines for Procedures for Dealing with Allegations or Suspicions of Child Abuse, Department of Education 1991/1992 been in place at the time the sexual abuse occurred there would have been a real prospect of altering the outcome or mitigating the harm suffered as a result
- Ireland is committed to fulfilling its obligations in implementing the ECtHR ruling. This means that the revised scheme is designed first and foremost to provide a remedy to those who had issued and discontinued their proceedings against the State in respect of day school sexual abuse prior to the ECtHR ruling in O'Keeffe v Ireland. However, the revised scheme goes beyond that group in that all others who issued legal proceedings against the State at a later date and up to 1 July 2021 in respect of day school sexual abuse, whether these proceedings are still in being, were discontinued at any point, or who had settled with the State, may also apply for an award.
- As well as broadening the scope of the Scheme, the type and nature of evidence that will be considered by the State Claims Agency in respect of individual applications (and as set out in the Terms of Scheme) broadens the means through which an applicant can demonstrate that they fall within the terms of the ECtHR judgment.
684. Deputy Pauline Tully asked the Minister for Education when a modular unit that is required to facilitate increased enrolment will be sanctioned for a school (details supplied); and if she will make a statement on the matter. [63418/22]
View answerI wish to inform the Deputy the Department had strong delivery across the school building programme in 2022 with a high volume of projects at construction.
My Department's Planning & Building Unit is assessing its overall requirements for 2023 and associated work programme and will revert to the school authority in the coming weeks with further information on the progression of their project.
685. Deputy Pauline Tully asked the Minister for Education when a modular unit that is required to facilitate increased enrolment will be sanctioned for a school (details supplied); and if she will make a statement on the matter. [63419/22]
View answerI can confirm that my Department recently received an application for capital funding, under the Additional School Accommodation (ASA) scheme, from the school authority referred to by the Deputy.
On completion of the assessment process, the school authority will be contacted directly with a decision.
The purpose of the Additional Schools Accommodation (ASA) scheme is to ensure that essential mainstream and special education classroom accommodation is available to cater for pupils enrolled each year and where the need cannot be met by the school’s existing accommodation.
This situation can arise where an additional teaching post has been sanctioned by Teacher Allocation Section and all available alternative accommodation within the school is already being used for classroom purposes or where a major building project is in the pipeline and an immediate short term accommodation problem has arisen.
686. Deputy Pauline Tully asked the Minister for Education when the stage application for the detailed design stage for a school (details supplied) will be given approval to proceed; and if she will make a statement on the matter. [63420/22]
View answerThe project to which the deputy refers has been approved funding to provide the following accommodation under the Additional School Accommodation (ASA) Scheme: 9 x General classrooms, 2 x SET rooms, 3 x Science labs, 2 x Prep area, and a 2-Classroom SEN Base
The delivery of the project has been devolved to Cavan/Monaghan Education and Training Board (CMETB)
The design team has been appointed and the Stage 1/2a Report has been submitted to my Department and is currently under review by my Department’s Professional & Technical Team.
The outcome of this review shall be conveyed to the CMETB when it is complete.
687. Deputy Pauline Tully asked the Minister for Education when the stage application for the detailed design stage for a school (details supplied) will be given approval to proceed; and if she will make a statement on the matter. [63421/22]
View answerThe school to which the deputy refers has been granted funding under the Additional School Accommodation (ASA) Scheme to provide 23 x General classrooms, 2 classroom SEN base, 5x SET/Pastoral rooms, 1x Multimedia room, 1x DCG room, 3x Science labs, 2x Prep area, 1x Home Economics room, 1x Art room, 1x Construction Studies room, 1x Engineering room, 1x Tech prep room, 3x Project store , 1x Staff room, 1x GP/Dining space.
Delivery of this project has been devolved to Cavan/Monaghan Education and Training Board (CMETB).
I can confirm that a Stage 1 Report has been received in my Department and is currently being reviewed by an in-house Professional & Technical team.
The outcome of this review will be conveyed to CMETB as soon as it is available.
688. Deputy Michael Healy-Rae asked the Minister for Education if she will ensure that the income of a person (details supplied) is corrected; and if she will make a statement on the matter. [63432/22]
View answerThe Payroll Division of my Department rely on schools to enter and approve substitution claims promptly on the Online Claims System before payroll closure dates. When this is not done, or done late, salary payments to substitute teachers will be impacted. These payroll closure dates are notified to schools in advance.
In the case of the teacher referred to by the Deputy all claims entered and approved by the school on time were processed and included in the teacher's salary for the relevant period. I can advise a number of claims were not entered and approved on time by the school to meet the payroll deadline. A number of these claims have now been approved at school level and will be paid in the next available payroll on 22nd December 2022.
Staff from the Payroll Section of my Department have been in direct contact with the teacher in relation to this issue and a staff member has also been in contact with the school to remind them of the importance of timely recoding of substitute claims.
689. Deputy Denis Naughten asked the Minister for Education her plans to establish a national voluntary redeployment panel for teachers who wish to transfer which would allow them to keep their permanent status; and if she will make a statement on the matter. [63479/22]
View answerTeacher allocations to all schools are approved annually by my Department in accordance with established rules based on recognised pupil enrolment. The criteria for the allocation of posts are communicated to school managements annually and are available on the Department website.
The recruitment and appointment of teachers to fill teaching posts is a matter for the individual school authority as the employer. The deployment of teaching staff in the school, the range of subjects offered and ultimately the quality of teaching and learning are in the first instance a matter for the school management authorities.
The core function of the redeployment arrangements is to facilitate the redeployment of surplus permanent teachers to other schools where vacancies exist. Ensuring efficiency in the annual redeployment processes is significant in terms of managing the overall teacher numbers.
At Post-Primary level, following discussions between the relevant stakeholders a voluntary redeployment scheme has operated on a pilot basis in specific regions in recent years. Permanent teachers employed in these regions are given an opportunity to volunteer for a transfer to other areas of the country only if such a transfer would free up a vacancy that would facilitate the redeployment of a surplus permanent teacher in the region.
The key purpose of the pilot voluntary redeployment scheme is to assist the Department to achieve its objective of redeploying all surplus permanent teachers. To-date the pilot voluntary redeployment scheme has operated in 24 counties.
The redeployment process is reviewed annually by my Department and Education Stakeholders, including Teacher Unions. The pilot voluntary redeployment scheme will operate in counties Longford, Westmeath, Laois and Offaly for 2023/24 school year. The criteria for the allocation of teachers to schools including the redeployment arrangements for the 2023/24 school year will shortly be available on the Department's website.
Teachers who apply under the pilot voluntary scheme and are not facilitated with a transfer continue to have the option of applying for posts in their preferred location that are advertised in the normal manner.
690. Deputy Emer Higgins asked the Minister for Education the status of the provision of a new school building for a school (details supplied); and if she will make a statement on the matter. [63480/22]
View answerI can confirm to the Deputy, that my Department is in receipt of an application for capital funding, under the Additional School Accommodation (ASA) scheme.
The purpose of the Additional Schools Accommodation (ASA) scheme is to ensure that essential mainstream and special education classroom accommodation is available to cater for pupils enrolled each year and where the need cannot be met by the school’s existing accommodation.
I can confirm that approval has been granted to provide interim SEN provision for the current school year. My officials are continuing to assess the requirement for additional permanent accommodation on this site and in consideration to the educational requirements of the area more broadly. Engagement with the school authorities will continue in this regard.
691. Deputy Alan Dillon asked the Minister for Education if a school (details supplied) is entitled to any assistance from community employment schemes with regard to caretaking or small jobs within the school; and if she will make a statement on the matter. [63494/22]
View answerFunding to cater for ancillary services is made available by my Department under two separate schemes. One is the 1978/79 scheme under which school secretaries and caretakers are paid directly through the payroll operated by my Department. This scheme is being phased out as posts become vacant and no new posts are being created.
The second is the capitation grant scheme towards the funding of ancillary services in schools. Within the grant programme, the level and extent of secretarial and caretaking services provided is a matter for the school authorities who, through the discretion afforded by the scheme, apply their own arrangements for secretarial and caretaking services as resources permit.
The amount paid to an individual school is determined by the school’s enrolment.
Further information is available on my Departments website in Circular 0017/2021 Revision of Grant Rates in 2021 for Boards of Management of Recognised Primary Schools or by ETBs in Community National Schools using Ancillary Services Grant funding.
I am not in a position to advise if schools qualify for assistance from community employment schemes as that is a matter for my colleague, Minister Heather Humphreys T.D. who has responsibility for the Department of Social Protection.
692. Deputy Sorca Clarke asked the Minister for Education if any consideration has been given to increase the funding allocated to primary and secondary schools to allow them to provide adequate heating and hot water to pupils, particularly during the current Arctic weather. [63495/22]
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.
As part of the Cost of Living measures introduced in the Budget, €90 million is being provided in once-off additional funding to support increased running costs for recognised primary and post-primary schools in the free education scheme, in particular in dealing with challenges they face in the light of rising energy costs.
This additional grant, which issued to schools recently, was paid at the rate of €75 per pupil at Primary level and €113 at Post-Primary level. Enhanced rates were also paid in respect of pupils with Special Educational needs. Further details are available in Circular 0077/2022 available on my Department’s website and may be accessed at the following link: www.gov.ie/en/circular/467fa-once-off-cost-of-living-measure-to-support-increased-school-running-costs/
In addition to this 40% increase in grant funding in Budget 2023 to cover increased running costs, my Department has been supporting schools to access lower prices for some time.
Significant work has been carried out at Department level in order to support all schools in their procurement and use of energy supplies.
My Department has 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). Central rates are fixed for gas and electricity for those availing of those arrangements at present.
A significant number of schools have engaged with this and are availing of highly competitive energy prices. 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
A suite of guidance and advice is currently available to schools about ways to reduce energy consumption during the school day, and my Department will be looking at what additional advice is required to align with the overall approach being adopted by Government in relation to energy savings in public buildings while recognising the unique nature of schools in terms of opening hours.
693. Deputy Sorca Clarke asked the Minister for Education the number of NEPS assessments available to primary schools in counties Longford and Westmeath in 2019, 2020, 2021 and to date in 2022; the number carried out; and the value and number funded by her Department outside of these allocations in the same period in tabular form. [63502/22]
View answerThe 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 wellbeing, 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 via a NEPS psychologist or through the Scheme for the Commissioning of Psychological Assessments (SCPA).
- 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.
- NEPS, in common with many other psychological services and best international practice, has adopted a consultative model of service. The focus is on empowering teachers to intervene effectively with pupils whose needs range from mild to severe and transient to enduring. Psychologists use a problem solving and solution oriented consultative approach to maximise positive outcomes for these pupils. NEPS encourages schools to use a continuum based assessment and intervention process whereby each school takes responsibility for initial assessment, educational planning and intervention for pupils with learning, emotional or behavioural difficulties. Teachers may consult their NEPS psychologist should they need to at this stage in the process. Where reasonable progress is not made, following a school's best efforts in consultation with NEPS, a psychologist will become involved with an individual child for intensive intervention or assessment.
- 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.
- NEPS does not gather information on casework in the format requested. In 2021 the NEPS casework service extended to over 8,500 students. Additionally, under the Scheme for Commissioning Psychological Assessments (SCPA) process, private psychologists provided assessment to schools for over 950 students. Furthermore, the NEPS Support and Development service reaches an estimated 25,000 teachers annually.
694. Deputy Bernard J. Durkan asked the Minister for Education when school transport services will be provided for Rathcoffey to Maynooth, given that a number of families did not receive a bus ticket in September 2022 and urgently require the service in view of the recent announcement of additional funding; and if she will make a statement on the matter. [63533/22]
View answerThe School Transport Scheme is a significant operation managed by Bus Éireann on behalf of the Department of Education. In the current school year over 147,900 children, including over 18,000 children with special educational needs, are transported on a daily basis to primary and post-primary schools throughout the country.
In addition, school transport scheme services are being provided in the current school year for over 3,800 children who have arrived to Ireland from Ukraine.
The total cost of the scheme in 2022 was €332.2m.
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.
There has been an increase in tickets allocated across all counties, with an increase of 18% in the number of tickets issued to eligible pupils compared to the start of the 2021/2022 school year and an increase of 27% in the number of tickets issued to concessionary pupils compared to the start of the 2021/2022 school year.
The normal eligibility criteria of the scheme still apply. 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.
All children who are eligible and who completed the application and registration process on time will be accommodated in the 2022 school year. In addition, pending completion of the outcome of the full review of the School Transport Scheme, Temporary Alleviation Measures at post-primary level will be continued for the 2022/2023 school year. Under these measures, which were initially introduced in 2019, transport will be provided for post-primary pupils who are eligible for transport to their nearest school and are attending their second nearest school and who applied by the 29th April and registered for a ticket by the 29th July.
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.
Bus Éireann will continue to process applications and seats will be offered where capacity exists.
695. Deputy Cathal Crowe asked the Minister for Education if assistive technology will be provided to a child (details supplied). [63586/22]
View answerUnder the Assistive Technology scheme, as set out in my Department’s Circular 0010/2013, funding is provided to schools towards the cost of computers and specialist equipment, which are required for educational purposes.
All equipment provided under this scheme supports children with more complex disabilities who, in order to access the school curriculum, require essential specialist equipment.
It must be clear that the existing I.T. equipment in the school is insufficient to meet the child's needs. Where necessary, schools may also purchase new or additional equipment or software for students from normal school resources or funds.
Last April, my Department announced the Digital Strategy for Schools to 2027 with €200 million associated grant funding committed for all recognised primary and post-primary schools. The first tranche of €50 million funding has already been provided to schools through the ICT Grant. Decisions regarding the use and deployment of digital technology in schools is a matter for the Board of Management of each school, as schools are best placed to determine the most appropriate solution to adopt in terms of supporting the learning needs of their students based on school's own context and circumstances, and in accordance with their Digital Learning Plan. The grant funding allocation issues directly to schools and can be used to provide devices for use by students and teachers, for learning platforms, software and overall digital technology infrastructure development in the school.
Where children with more complex disabilities require essential specialist equipment to access the school curriculum, which they do not already have, or which cannot be provided for them through the schools existing provisions, schools may make an application for such equipment to the National Council for Special Education (NCSE) under the terms of this scheme.
The NCSE through its network of local Special Educational Needs Organisers (SENOs) is responsible for processing applications from schools for special educational needs supports. SENOs also make recommendations to my Department where assistive technology/specialised equipment is required. The NCSE operates within my Department's criteria in making recommendations for support.
Schools make applications directly to the SENO, providing details of the student’s special educational needs or disability, including details of the approach taken by the school in making relevant interventions.
In order to qualify for equipment under the Assistive Technology Scheme, a student must have been diagnosed with a physical or communicative disability and must also have a recommendation in a professional assessment that the equipment is essential in order to allow the student to access the curriculum.
SENOs will review the application, and professional reports provided in support of same, in order to establish whether the criteria of the scheme have been met. They will then make a recommendation to my Department as to whether or not assistive technology is required; and based on this recommendation, my Department will decide on the level of grant, if any, to be provided.
The type of equipment provided under the Assistive Technology Scheme is varied, and includes audiological supports for students with hearing impairment, braille equipment for children with visual impairment, and computer equipment with associated modified software for students with physical or severe communicative disabilities.
Communication devices or medical or therapy related devices which are not specific educational interventions or equipment specifically required as essential for school educational access, and which have a general application outside of school, are not provided for under the Assistive Technology scheme, however. Such equipment is normally provided for children with disabilities by the Health Service Executive (HSE).
Regarding the application referenced by the Deputy I can confirm officials from my Department have been liaising with the school concerned and the NCSE. An appeal to the decision not to grant assistive technology was received on the 8th of December, and a decision letter granting the Assistive Technology funding was issued to the school on the 15th of December.
