Written Answers Nos. 83-102
83. Deputy Paul McAuliffe asked the Minister for Education her plans for the expansion of the support teacher service to all of the schools with a DEIS band 1 status in Dublin 9 and 11; and if she will make a statement on the matter. [23373/23]
View answer86. Deputy Paul McAuliffe asked the Minister for Education the estimated cost for the expansion of the support teacher service to all of the schools with a DEIS band 1 status the country; and if she will make a statement on the matter. [23377/23]
View answerI propose to take Questions Nos. 83 and 86 together.
My Department provides a wide range of supports to all schools, DEIS and non DEIS to support the inclusion of all students and barriers to students achieving their potential. Supplementing the universal supports available to all schools, the Delivering Equality of Opportunity In Schools (DEIS) Programme is a key initiative of my Department to address concentrated educational disadvantage at a school level in a targeted and equitable way across the primary and post primary sector.
In 1995, the Support Teacher Project was established in order to assist primary schools with children who were experiencing emotional and behavioural difficulties. These are standalone posts which were introduced to provide a behaviour support service to primary schools and provide support to combat challenging behaviour and for the social, emotional and personal development of the targeted children in a holistic manner. There are currently approximately 40 Support Teacher Posts. Given the developments in relation to schools’ supports in this area overall, the Inspectorate has conducted evaluations in a number of primary schools in Dublin and Cork which have support teachers. A composite report on the quality of work of support teachers was published by the DE Inspectorate in December 2020. This report recommended the retention of the Support Teacher Project as a discrete resource in schools serving areas of acute disadvantage.
I recognise there are students at risk of educational disadvantage in all schools. Since June 2020, and over the past three budgets, I have secured funding to provide measures to support children in this regard. As part of Budget 2023, I announced over €50 million to provide free books to primary school pupils within the free education scheme from next September. In March last year, I announced a major expansion of the DEIS programme which means that, for the first time since 2017 the programme was significantly expanded to an additional 322 schools. The programme now includes over 1,200 schools and supports approximately 240,000 students. This means 1 in 4 of all students are now supported in then programme. There are now over 300 schools classified as Urban Band 1 status across the country that receive additional supports to reflect the greater concentration of disadvantage. I have also improved the staffing schedule for all primary schools to 23:1, the lowest it has even been, with an even more beneficial rate for Urban Band 1 schools.
My Department recognises the need to target resources to those schools who 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 consider all resources provided to schools in this regard. This work will involve a process of stakeholder engagement in the coming months.
87. Deputy Paul McAuliffe asked the Minister for Education the estimated number of additional ASD places expected to be available in Dublin 9 and 11 at both primary and post-primary level for the next academic year. [23378/23]
View answerI would like to thank the Deputy for the question and would like to advise the following:
Enabling children with special educational needs (SEN) to receive an education appropriate to their needs is a priority for this Government.
It is also a key priority for me as Minister for Special Education & Inclusion, for my Department and for the National Council for Special Education (NCSE).
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 providing supports to children and young people with special educational needs and their schools.
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 funding to support children with SEN in mainstream classes; funding for new special classes and new special school places; additional special educational teachers and special needs assistants.
The NCSE has responsibility for coordinating and advising on the education provision for children with special educational needs nationwide.
Over the last two to three years, my Department and the NCSE have introduced a number of strategic initiatives to plan for and provide sufficient special class and special school places.
These initiatives are bearing fruit with over 600 new special classes sanctioned at primary level, almost 300 new special classes sanctioned at post-primary level and five new special schools established over the last three years.
My Department is engaging intensely with the NCSE in relation to the forward planning of new special classes and additional special school places. 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 a result of this forward planning, on the 12th of April, Minister Foley and I announced the establishment of 2 new special schools for the 2023/2024 school year, with further capacity being expanded in 11 other special schools.
Along with the two new special schools, 305 new special classes – 197 at primary and 108 at post-primary level – have been sanctioned by the NCSE for opening in the 2023/24 school year, with more to be confirmed in the coming weeks.
Of these, 63 will be in Dublin, with 43 at primary and 20 at post-primary level. This will bring the total number of special classes in Dublin to 528.
There is currently a total of 30 special classes in the Dublin 9 and Dublin 11 areas – 23 at primary level and 7 at post-primary level.
The NCSE has sanctioned 7 new autism classes in the Dublin 9 and Dublin 11 areas for the next school year. All 7 new classes are at primary level. These 7 new autism classes will provide for an additional 42 places.
The NCSE is continuing to engage with schools regarding the establishment of additional special classes for the next school year 2023/2024.
In October of last year, my Department wrote to all post-primary schools to advise them of the need to begin planning to provide additional special classes. It is envisaged that all post-primary schools will be required to provide special classes over the next 3 to 5 years, with an approximate average of 4 special classes in each school.
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
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.
88. Deputy Cian O'Callaghan asked the Minister for Education if her attention has been drawn to a petition for additional time to be introduced for students with dyslexia in the State examinations; if she will engage with the State Examinations Commission on introducing extra time as part of the reasonable accommodations at the certificate examinations scheme; and if she will make a statement on the matter. [23385/23]
View answerThe State Examinations Commission has statutory responsibility for operational matters relating to the state examinations.
In view of this I have forwarded your query to the State Examinations Commission for direct reply to you.
89. Deputy Éamon Ó Cuív asked the Minister for Education the arrangements that have been made to ensure a school place for all pupils who will be commencing second-level in an English-language school in the Oughterard, Moycullen and the Galway City West area of Galway; and if she will make a statement on the matter. [23386/23]
View answerI can assure the Deputy that the provision of school places to meet the needs of children and young people at primary and post primary level, including children and young people with special educational needs is an absolute priority for my Department.
In order to plan for school place needs, my Department divides the country into 314 school planning areas and utilises a Geographical Information System to anticipate school place demand. Information from a range of sources, including Child Benefit data, school enrolment data and information on residential development activity is used for this purpose. Additionally, Project Ireland 2040 population and housing targets inform my Department's projections of school place requirements.
While my Department is aware of enrolment pressures and demand for additional school places in Kilcock, Maynooth and Celbridge it is important to note that where enrolment pressures 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
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.
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.
Through close engagement with school patrons and authorities, my Department has established a requirement for additional school places in the Galway area. Engagement is ongoing with schools and patrons with a view to making increased provision where necessary.
90. Deputy Thomas Pringle asked the Minister for Education the current situation with the proposed extension for an urgently needed learning support room, which is required for a school (details supplied) in County Donegal; and if she will make a statement on the matter. [23396/23]
View answerThe school to which the Deputy refers was granted funding under the Additional School Accommodation (ASA) Scheme to provide 1 SET room. This project has been devolved for delivery to the school authority and is currently at the Design stage.
All projects under the Department's ASA Scheme must receive approval from the Department at certain gateway points throughout the stages of architectural planning. In that respect, the Department awaits a design stage report from the school authority for review ahead of approving the progression of the project to Tender Stage and Construction Stage, through to eventual completion.
Officials from the Department's Planning & Building Unit have been in contact with the school authority in this regard and will continue to engage and assist throughout the future stages of the project.
91. Deputy Catherine Murphy asked the Minister for Education the names of external cleaning companies that have provided cleaning services to her Department in the years of 2021, 2022 and to date in 2023; and the amount paid to each company for such works, in tabular form. [23403/23]
View answerThe information sought by the Deputy is set out in the below table.
|
Cost of Private Cleaning Services 2021 |
Cost of Private Cleaning Services 2022 |
Cost of Private Cleaning Services From January 2023 to Date |
|
|
Allpro |
€0.00 |
€0.00 |
€30,172.28 |
|
Acacia (AFM) |
€23,880.00 |
€35,187.00 |
€5,106.00 |
|
ACCENT SOLUTIONS |
€129,254.02 |
€239,274.30 |
€47,132.47 |
|
ABC CLEANING SERVICES & SUPPLIES LTD |
€3,952.72 |
€3,473.89 |
€1,424.25 |
|
CAVAN INDUSTRIAL CLEANING SERVICES LTD T/A CICS SILOCLEAN |
€3,988.14 |
€4,499.16 |
€1,706.45 |
|
Choc Latte Cleaning Services Ltd. |
€8,010.94 |
€8,130.84 |
€3,507.71 |
|
ELEVARE |
€10,118.46 |
€8,068.14 |
€3,746.59 |
|
Noonans Moville Donegal Offices |
€1,811.05 |
€1,872.15 |
€802.69 |
|
GRIFFIN FACILITIES SERVICES LTD |
€3,682.63 |
€3,590.44 |
€1,731.18 |
|
FM SERVICES GROUP |
€5,479.23 |
€5,946.54 |
€1,897.25 |
|
GROSVENOR CLEANING SERVICES LTD |
€18,439.75 |
€19,340.44 |
€6,467.34 |
|
J AND L CSI LIMITED |
€14,747.67 |
€11,949.30 |
€5,588.21 |
|
MOMENTUM SUPPORT |
€16,562.32 |
€15,189.00 |
€7,186.10 |
|
BLUE AMBER LTD was PREMIUM CLEANING |
€43,678.52 |
€27,315.84 |
€11,301.30 |
|
Total |
€283,605.45 |
€383,837.04 |
€127,769.82 |
92. Deputy Thomas Pringle asked the Minister for Education the current situation with the proposed extension for an urgently needed learning support room which is required for a school (details supplied) in Donegal; and if she will make a statement on the matter. [23431/23]
View answerThe school to which the Deputy refers was granted funding under the Additional School Accommodation (ASA) Scheme to provide 1 SET room. This project has been devolved for delivery to the school authority and is currently at the Design stage.
All projects under the Department's ASA Scheme must receive approval from the Department at certain gateway points throughout the stages of architectural planning. In that respect, the Department awaits a design stage report from the school authority for review ahead of approving the progression of the project to Tender Stage and Construction Stage, through to eventual completion.
Officials from the Department's Planning & Building Unit have been in contact with the school authority in this regard and will continue to engage and assist throughout the future stages of the project.
93. Deputy Peter Burke asked the Minister for Education if she will consider fair post-primary relocation as a system of redeployment allowing teachers in the post primary sector to relocate from one school to another; if the results from the findings of the current pilot scheme will be made public; and if she will make a statement on the matter. [23433/23]
View answerThe recruitment and appointment of teachers to fill teaching posts is a matter for each 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.
Post primary schools employ teachers with the appropriate subject mix to provide for a range of subjects that can be offered to students. It is an important aspect of the annual timetabling process that schools work towards achieving this outcome where possible. Matching the subject mix on offer with the qualifications of individual teachers who typically have more than one subject, can be a challenging task for schools. It is important that schools as employers retain the flexibility to employ teachers with the capacity to teach varied subjects to maintain a wide range of subjects on offer to students.
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 teacher redeployment arrangements are reviewed annually by my Department involving the education stakeholders, including teacher unions and management bodies. As part of the review, the Education Stakeholders can raise issues or concerns with the Department in relation to the operation of the redeployment process generally. It is open to members of the school community to liaise with their representative bodies on any matters of concern they may have.
The review in respect of the 2023/24 redeployment process took place last December. The pilot voluntary redeployment scheme operated in counties Laois, Offaly, Longford and Westmeath in the current school year. The criteria for the allocation of teachers to schools including the redeployment arrangements for the 2023/24 school year is 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.
My Department has received a report proposing the introduction of a Teacher Relocation Scheme from a working group established by one of the teacher unions. The Department will give this careful consideration and arrangements are being made for Department officials to meet with the teacher union in the coming weeks to discuss this report.
94. Deputy Peter Burke asked the Minister for Education if she will consider the provision of additional assistance to students who are diagnosed with dyslexia who require readers to assist them with State examinations, particularly the Junior Certificate; the number of readers that are currently assigned; if this can be increased to one per student; the number of readers that are employed for the examination period; and if she will make a statement on the matter. [23490/23]
View answerThe State Examinations Commission has statutory responsibility for operational matters relating to the state examinations.
In view of this I have forwarded your query to the State Examinations Commission for direct reply to you.
95. Deputy Michael Lowry asked the Minister for Education the reason the reasonable accommodations at certificate examinations (race) scheme does not apply to dyslexic pupils in Ireland; if she will support the request of an organisation (details supplied) that the State Examinations Commission reconsider its policy on reasonable accommodations for dyslexic students immediately in order to "help level the playing field" for examination this year; and if she will make a statement on the matter. [23505/23]
View answerThe State Examinations Commission has statutory responsibility for operational matters relating to the state examinations.
In view of this I have forwarded your query to the State Examinations Commission for direct reply to you.
96. Deputy Paul Kehoe asked the Minister for Education given a report (details supplied) which outlined that over 37% of 15-to-24-year-olds have an alcohol use disorder, the timeline for the updated Junior Cycle SPHE curriculum; and if she will make a statement on the matter. [23540/23]
View answer97. Deputy Paul Kehoe asked the Minister for Education given a report (details supplied) which outlined that over 37% of 15-to-24-year-olds have an alcohol use disorder, the programme currently in place for Junior Cycle students to raise awareness of harm. [23544/23]
View answerI propose to take Questions Nos. 96 and 97 together.
The issue of alcohol misuse is addressed in the Social, Personal and Health Education (SPHE) programme, which has a specific module on the use and misuse of a range of substances. As students progress through the SPHE programme, they encounter a wide range of issues, including substance misuse. Schools have a role to play in supporting their students to develop the key skills and knowledge to enable them to make informed choices when faced with difficult issues, including drugs, alcohol and gambling.
SPHE is currently mandatory in all primary schools and in Junior Cycle, where it forms part of the mandatory 'Wellbeing' area of learning. Schools are also encouraged to deliver the SPHE programme in senior cycle.
Relevant topics in SPHE include student decision-making skills and safety and protection. Students learn how to exercise judgement, weigh up different possibilities, examine the steps and choices that guide them towards considered decision-making, begin to understand their own rights and the rights of others, and explore decision-making. In respect of safety, students’ ability to assess the consequences of risky behaviour is also developed.
In addition to this, the 'Know the Score' programme is a substance misuse programme published in 2019 for Transition Year or 5th year pupils. Know the Score can be found on HSE.ie, and training is available for teachers.
In 2020, the NCCA established two development groups, one for primary and one for post-primary, to oversee work in the area of SPHE/RSE curricular redevelopment for Primary, Junior Cycle and Senior Cycle.
Following an extensive period of consultation, the NCCA has finalised an updated specification for Junior Cycle to be introduced in schools this coming September.
This provides clear direction on the knowledge and skills that all students should gain during the three years of Junior Cycle SPHE. It places a strong focus on the development of important life skills that young people need growing up in a fast changing and complex world. As shown in the draft specification published for consultation last year, issues of alcohol and addiction in Strand 2: Making healthy choices. The learning outcomes of this strand includes investigating how unhealthy products are markets and advertised to appeal to young people; analysing the supports and challenges for young people when it comes to healthy choices about addictive substances and overcoming them; and discussing the physical, social, and legal consequences of their own or others’ use of addictive substances. The topic is also touched in Strand 4 - Emotional wellbeing, where students explore the potential impact of substance use on mental health.
Work on Senior Cycle specifications has begun and it is expected to be available for public consultation in Q3 2023. A background paper was already published for consultation in October last year. Development of a draft Primary specification is expected to be completed in early 2025, with public consultation on this specification planned for 2024.
98. Deputy Brendan Griffin asked the Minister for Education if there is funding available for a sports-related workshop in a primary school (details supplied); and if she will make a statement on the matter. [23552/23]
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.
The funding allocated to my Department, as set down in the annual Estimates, is used to meet costs associated with the provision of educational services in our schools and various related functions. This includes salaries of teaching and non-teaching school staff, development of school infrastructure, capitation funding, grant payments to Education and Training Boards and a range of programmes and initiatives.
The standard capitation funding allocations are not related to specific subjects, schools have the flexibility to decide at local level how such funding is used.
Physical education (PE) is a core part of the curriculum at primary level which seeks to satisfy the physical needs of the child through a consistent and comprehensive experience of movement and play that challenges the child to realise his or her individual physical potential. The current PE curriculum was introduced as part of the Primary School Curriculum (1999). The new Primary Curriculum Framework (PCF) published on 9 March 2023, provides increased time for wellbeing which includes physical education. The PCF will guide the development of the specifications for each of the curriculum areas. The development of the wellbeing specification has commenced. The development process will include research, consultation, working with the education partners and a network of schools. The new specification will be completed in the 2025/2026 school year.
Primary school teachers are qualified to teach the range of primary school subjects which includes PE. Schools may choose to bring an external facilitator or use an external programme to support the delivery of the curriculum. In so doing a school must follow the DE guidelines in this regard (circular 0042/2018).
99. Deputy Catherine Murphy asked the Minister for Education if she will provide a schedule of the amount of funds, beneficiary of funds and use of funds released by her Department under the per cent for art scheme in each of the past five years to date in 2023, in tabular form. [23573/23]
View answerSchools that have large-scale school building projects are provided with information on the Per Cent for Art Scheme.
The scheme provides an opportunity for collaboration between an artist and a local school community.
The records in relation to the nature of the works procured under the Scheme, including the details of the artist, are held at individual school level.
During the NDP period 2018 to date in excess of €4 million has been allocated to schools under the Per Cent for Art Scheme.
The table below outlines annual expenditure from 2018 to date.
|
Year |
2018 |
2019 |
2020 |
2021 |
2022 |
2023 to date |
|
Amount (€m) |
1 |
0.9 |
0.7 |
0.6 |
0.6 |
0.2 |
A list of completed large-scale projects is set out on a county by county basis at www.gov.ie.
100. Deputy Aodhán Ó Ríordáin asked the Minister for Education when the ICT grant for the school year 2022/2023 will be sent to schools; and if she can ensure the 2023/2024 ICT grant will be released to schools in the first term, as it was in previous years. [23632/23]
View answerThe Digital Strategy for Schools to 2027 was published in April 2022 and builds on the achievements of the previous Digital Strategy for Schools 2015-2020. It aims to further support the school system so that all students across our schools have the opportunity to gain the knowledge and skills they need to navigate an ever-evolving digital world successfully. The strategy was developed following an extensive consultation process with all relevant stakeholders including students, parents/guardians, teachers and industry and sets out the various supports and resources available to schools in this important area.
As with funding under the previous strategy, the funding under the Digital Strategy for Schools to 2027 issued directly to schools as they are best placed to identify the requirements of their own student cohort and to meet those requirements in the most appropriate way in accordance with their digital learning plan. Communication will issue to schools shortly in respect of ICT grants.
101. Deputy Aodhán Ó Ríordáin asked the Minister for Education if the ICT grant for primary schools can be brought up to equal that of secondary schools on a per-pupil basis; and if she will make a statement on the matter. [23633/23]
View answerThe rates of per capita payment applied for primary and post-primary schools for the Digital Strategy ICT Infrastructure grants are in line with Department policy regarding the differentiation in the rate of general capitation paid by the Department. Post-primary schools generally have a greater number of teaching spaces to equip and maintain, and have a broader curriculum and more specialised curricular areas to support. The pupil-teacher ratio in post-primary schools is lower, which means that they generally have a greater number of teachers to provide for. While this is the approach typically taken by the Department in relation to similar grant schemes that apply to primary and post-primary, the first tranche of grant funding under the Digital Strategy for Schools to 2027 saw an increase in the per capita rate applied to primary schools, thereby reducing the difference in rates between the two sectors that applies to the funding issued under the Digital Strategy.
The Digital Strategy for Schools to 2027 was published in April 2022 and builds on the achievements of the previous Digital Strategy for Schools 2015-2020. It aims to further support the school system so that all students across our schools have the opportunity to gain the knowledge and skills they need to navigate an ever-evolving digital world successfully. The strategy was developed following an extensive consultation process with all relevant stakeholders including students, parents/guardians, teachers and industry and sets out the various supports and resources available to schools in this important area.
The strategy is underpinned by an overall investment of €200m, €50m of which has already issued directly to schools.
102. Deputy Patricia Ryan asked the Minister for Education given the shortage of special needs and ASD school places in Kildare South, when he anticipates the ASD unit in a school (details supplied) will be ready to accept pupils; the timeframe surrounding it; if he has plans in place to cater for the parents children needing places, should the opening of the unit be delayed who have nowhere else to send their children; and if she will make a statement on the matter. [23694/23]
View answerI would like to thank the Deputy for the question and would like to advise the following:
Enabling children with special educational needs (SEN) to receive an education appropriate to their needs is a priority for this Government.
It is also a key priority for me as Minister for Special Education & Inclusion, for my Department and for the National Council for Special Education (NCSE). The vast majority of children with special educational needs are supported to attend mainstream classes with their peers. Where children with more complex needs require additional supports, special classes and special school places are provided.
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 providing supports to children and young people with special educational needs and their schools.
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 funding to support children with SEN in mainstream classes; funding for new special classes and new special school places; additional special educational teachers and special needs assistants.
The NCSE has responsibility for coordinating and advising on the education provision for children with special educational needs nationwide.
Over the last two to three years, my Department and the NCSE have introduced a number of strategic initiatives to plan for and provide sufficient special class and special school places.
These initiatives are bearing fruit with over 600 new special classes sanctioned at primary level, almost 300 new special classes sanctioned at post-primary level and five new special schools established over the last three years.
My Department is engaging intensely with the NCSE in relation to the forward planning of new special classes and additional special school places. 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 a result of this forward planning, on the 12th of April, Minister Foley and I announced the establishment of 2 new special schools for the 2023/2024 school year, with further capacity being expanded in 11 other special schools.
Along with the two new special schools, 305 new special classes – 197 at primary and 108 at post-primary level – have been sanctioned by the NCSE for opening in the 2023/24 school year, with more to be confirmed in the coming weeks.
Of these new classes, 5 are in Co. Kildare, with 3 at primary level and 2 at post-primary level. These new classes will bring the total number of special classes in Co. Kildare to 109, 81 at primary and 28 at post-primary.
In relation to the school referred to by the Deputy, my Department's Planning and Building unit has approved a new extension, however, is currently awaiting a revised stage 1 report from the school authority. Until this is received my Department cannot progress with the building.
My Department and the NCSE are committed to ensuring that sufficient special education placements will be available for children for the coming school year 2023/2024.
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 special educational needs organisers (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
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.
