Written Answers Nos. 502-521
502. Deputy Éamon Ó Cuív asked the Minister for Education the financial allocation to a school (details supplied) for a new modular mainstream class and a new SEN base 1 unit; the next stage in the process; when approval will be given to go to construction; and if she will make a statement on the matter. [27413/23]
View answerThe school to which the Deputy refers has been granted approval for 1 x SEN Base , 1 x Assisted User WC and 1 x mainstream classroom under the Additional School Accommodation Scheme. The project is devolved to the School Authority for delivery.
In order to progress this project, the Department awaits the relevant documentation from the school authority, the details of which are outlined in the initial approval letter. On receipt of same this project will be given further consideration.
503. Deputy Pádraig Mac Lochlainn asked the Minister for Education if she will ask her Department to take into consideration the primary teaching history instead of the registration status of a person (details supplied) to enable them to gain supplementary panel rights; and if she will make a statement on the matter. [27414/23]
View answerThe core function of the redeployment arrangements is to facilitate the redeployment of all surplus permanent teachers to other schools that have vacancies. Thereafter, schools are required under the panel arrangements to fill permanent vacancies from supplementary panels comprised of eligible fixed-term (temporary/substitute) and part-time teachers.
The criteria, reviewed annually with the Education Partners, are published on the Department website. Circular 74/2022 sets out the arrangements for the Supplementary Panel for the 2023/24 school year.
The eligibility requirements are applied equally to all candidates and the person referred to by the Deputy has been advised that he does not meet the published criteria for access to the Supplementary Panel.
504. Deputy Joan Collins asked the Minister for Education the options for a young girl's education (details supplied). [27419/23]
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 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.
The Educational Welfare Services (EWS) of the Child and Family Agency (Tusla) is the statutory agency that can assist parents who are experiencing difficulty in securing a school place for their child. The local service is delivered through the national network of Educational Welfare Officers (EWO). Contact details are available at www.tusla.ie/get-in-touch/education-and-welfare/
505. Deputy Francis Noel Duffy asked the Minister for Education if she will provide an update on the decisions being considered by the Teachers' Conciliation Council to award incremental credit to teachers who have carried out service in post-primary private schools outside of the EU. [27420/23]
View answerThe criteria for the award of incremental credit are set out in my Department’s Circulars 10/2001 for Primary teachers, 29/2007 and 29/2010 for Post-Primary teachers. The criteria for the award of incremental credit to recognised teachers was agreed under the auspices of the Teachers Conciliation Council (TCC).
The teachers unions have lodged a number of claims at the TCC in relation to incremental credit, and specifically a claim about private post primary teaching service outside the EU. These claims are still under consideration. The Department will advise the TCC of the outcome on completion of this process.
506. Deputy Steven Matthews asked the Minister for Education the position regarding temporary prefab classroom units for a school (details supplied); if she will confirm that they will be in place in advance of the coming school year; and if she will make a statement on the matter. [27433/23]
View answerI am pleased to advise the Deputy that approval has issued under the Additional School Accommodation scheme at the school in question for 4 additional classrooms. This project is being delivered under the Department’s Devolved SEN Reconfiguration and Modular Accommodation programme. This approach supports accelerated delivery of the accommodation and maximises assistance to the school for this brief, the project will be delivered from the Department’s Procurement Frameworks.
A Project Management company, has been appointed from the Department’s Framework, to design and tender the project. This consultant will lead the project through the various stages of planning process and construction. The School Authority has overall responsibility for delivery of the project.
507. Deputy Michael Ring asked the Minister for Education why a teacher (details supplied), who is not a new entrant, has never been recognised for their PGCE teaching qualification; if the Department will address this inequality; it if will be addressed from the date they were first employed in 2010; and if she will make a statement on the matter. [27434/23]
View answerIn September 2022 unions representing post-primary teachers chose to use the Building Momentum Sectoral Bargaining Fund to restore the value of an allowance previously withdrawn from new entrant post-primary teachers.
Sectoral bargaining provides for the establishment of a sectoral fund amounting to 1 per cent of basic pay, of which some or all may be used to resolve outstanding issues, with a payment date of 1 February 2022.
The unions opted to use part of the fund for the restoration of the Professional Master of Education (PME)/Higher Diploma in Education Allowance (H. Dip in Ed) with effect from 1 February 2022. This allowance had been withdrawn from newly appointed teachers following the outcome of a public service wide review of allowances and premium payments in 2013.
The restoration was implemented by increasing the new entrant salary scale for post-primary teachers to include the value of the Honours H.Dip in Education Allowance (€1,314) on each point of the scale. The increase will be backdated to 1 February 2022.
There are a small number of teachers, who are on a salary scale other than the new entrant scale, who would also be eligible for restoration but will receive it as an allowance. Such teachers will be able to apply for the allowance once a circular issues from the Department setting out the process. This is being finalised and is expected to issue in the near future.
508. Deputy Bernard J. Durkan asked the Minister for Education when a place in a local ASD unit can be provided in the case of the daughter of a person (details supplied); if every effort can be made to ensure a place in a local ASD unit for this child for September 2023; and if she will make a statement on the matter. [27435/23]
View answerI would like to thank the Deputy for the question and would like to advise the following:
Enabling children with special educational needs 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 special educational needs 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 for the next school year 2023/2024. This work involves a detailed review of statistical data in relation to forecasting demand for special class and special school places, consideration of improved data sharing arrangements, consideration of school accommodation capacity 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, 328 new special classes – 217 at primary and 111 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, 7 are in Co. Kildare, with 5 at primary and 2 at post-primary level. These new classes will bring the total number of special classes in Kildare to 112. The NCSE advise my Department that further new special classes in post-primary schools in Kildare will be confirmed shortly.
My Department and the NCSE are committed to ensuring that sufficient special education placements will be available for children for the coming school year.
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 are published on the NCSE website www.ncse.ie.
As your query refers to an individual placement case, I will arrange to have it referred to the NCSE for their attention and direct reply.
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.
509. Deputy Bernard J. Durkan asked the Minister for Education the progress to date in providing permanent accommodation for a school (details supplied) which has had a site identified, given the ongoing concern that the school will be operating across two different sites in September 2023; if all efforts are being made to ensure that all temporary classrooms will be ready on the new site by September 2023; and if she will make a statement on the matter. [27446/23]
View answerMy Department is currently planning to install modular accommodation for the school referred to by the Deputy on the site identified. There are also contingency measures being looked into should the interim accommodation not be ready for the upcoming academic year. One contingency option is that the school may be split over two locations, which if it happens should be for a short term solution and my Department will assist the school in making the necessary arrangements to facilitate parents only having to make one school drop off.
My Department is currently looking into all options and will continue to keep the patron and school authority informed of all developments relating to the school's accommodation.
512. Deputy Michael Ring asked the Minister for Education if school transport can be provided to a pupil (details supplied) from a safer pick-up point in the village; and if she will make a statement on the matter. [27455/23]
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 149,000 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.
There has been an increase of 21% in tickets issued to eligible students and 38% increase in tickets issued on a concessionary basis in the current 2022/23 school year compared to the 2021/22 school year.
In addition, school transport scheme services are being provided in the current school year for over 5,400 children who have arrived to Ireland from Ukraine.
The total cost of the scheme in 2022 was €338.9m.
Under the terms of the Primary School Transport Scheme, children are eligible for school transport where they reside not less than 3.2kms from and are attending their nearest Primary School as determined by the Department/Bus Éireann, having regard to ethos and language.
Bus Éireann have advised that the child, to whom the Deputy refers, is eligible for school transport and resides 3.7kms from home to the current pick-up point.
The local Bus Éireann office are in the process of reviewing this route for the 23/24 school year and if an extension to the service is possible the family will be contacted by Bus Éireann. If an extension is not possible the family may be entitled to the Remote Area Grant to the pick-up point as the distance is greater than 3.2kms.
Regarding the existing pickup point, Bus Éireann have confirmed the pick up point is not considered to be any more dangerous than other pickup points in use throughout the country. There is an onus of responsibility on parents/guardians to arrange to bring their children to and from the pickup point of a school bus service, taking whatever safety precautions they consider sufficient in doing so, and accompanying the children to ensure their safety, as necessary.
513. Deputy Colm Burke asked the Minister for Education when applications for roof repairs and reconfiguration of two rooms for a school (details supplied) will be processed, in view of the fact that these are urgently required to accommodate 41 children enrolled for September in the school, which has recently become co-educational; and if she will make a statement on the matter. [27459/23]
View answerI am pleased to advise the Deputy that approval has issued for the provision of 1 x SEN Reconfiguration under the additional accommodation scheme at the school in question. This project is being delivered under the Department’s Devolved SEN Reconfiguration and Modular Accommodation programme. This approach supports accelerated delivery of the accommodation and maximises assistance to the school for this brief, the project will be delivered from the Department’s Procurement Frameworks. A Project Management company will be appointed, from the Department’s Framework, to design and tender the project. This consultant will lead the project through the various stages of planning process and construction. The School Authority has overall responsibility for delivery of the project.
This school was also approved for a project under the Department's Additional School Accommodation (ASA) Scheme 2022. The project will provide reconfiguration works to existing library for SEN Class. This project has been devolved for delivery to the school authority and is currently at construction stage.
The Emergency Works application to which the Deputy refers (for roof repairs) has been received by my Department and has been reviewed by officials in my Department's Professional and Technical team. The school has been advised to submit further information in respect of this application, which has not yet been received by the Department. My Department is aware of the time-sensitive nature of the works required and will keep the school informed throughout the application process.
514. Deputy Bernard J. Durkan asked the Minister for Education further to Parliamentary Question No. 296 of 23 May 2023, if a school place will be found in time for September for the son of a person (details supplied); and if she will make a statement on the matter. [27463/23]
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 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 Kilcock area. With the support of my Department, a number of additional Junior Infant places have been made available in recent days.
515. Deputy Jennifer Murnane O'Connor asked the Minister for Education the precise number of special needs organisers currently working in County Kildare; the number of positions currently vacant; her Department's plan to fill these vacancies; if she will otherwise outline the optimum number of special needs organisers required to fill the demand in the county; and if she will make a statement on the matter. [27517/23]
View answerThe National Council for Special Education (NCSE) is responsible, through its network of Special needs Organisers (SENOs), for fulfilling the functions of the Council within a designated area in relation to the identification of and delivery and co-ordination of education services to children with disabilities.
The Council employs SENOs to provide a nationwide system of local services. Locally based SENOs consult widely with parents/guardians, teachers, health care professionals, school authorities, HSE and other relevant government agencies.
SENOs are assigned by region, rather than on a county basis. The North Kildare area falls under South East Team 2, which currently comprises 3.5 SENOs, team manager and regional manager. The recent SENO recruitment competition, which concluded last month, has led to the NCSE extending offers of employment to successful candidates. Consequently, newly appointed SENOs are expected to be assigned to schools across Kildare shortly.
In addition, where a SENO vacancy arises, a SENO point of contact is assigned to the area to assist schools, parents and local services until the position is filed. Essential services are maintained through cover provided from available staff resources. If parents are unsure of the SENO for their area, they can contact the team manager for the region, who will be able to inform them of the SENO’s details providing interim cover. A list of Regional Manager, Team Manager, and SENO contact details can be found on the regional contact list on the NCSE website.
It is a priority that the NCSE is properly resourced to have a visible and effective presence in our schools and to guide and support our parents and children on their educational journey. The €13million investment announced in budget 2023 will see an increase of over 50% in overall staffing levels in the NCSE, with an up to 60% increase in the case of 73 current SENOs. This funding will that ensure the NCSE can continue to deliver real and meaningful supports for children, families and schools. The NCSE is engaged with the planning process in respect of the expanded headcount and service delivery on foot of Budget 2023 announcement. This process will establish the priorities, work program, the staffing levels required and critical path activities to be undertaken in parallel by NCSE and the Department, to give effect to the recent budgetary announcement whilst also ensuring current service delivery is maintained.
516. Deputy Jim O'Callaghan asked the Minister for Education whether the review of policy on specific learning difficulty/reading classes and schools has been completed; if so, whether the review can be published; and if she will make a statement on the matter. [27519/23]
View answer518. Deputy Jim O'Callaghan asked the Minister for Education whether increased funding will be provided to all three reading schools in Dublin which provide extra educational attention to children with dyslexia; and if she will make a statement on the matter. [27521/23]
View answer519. Deputy Jim O'Callaghan asked the Minister for Education why students with severe dyslexia who cannot access a place in a reading class/school are being consistently discriminated against by the NCSE and her Department which are refusing to sanction further SLD classes where there is a clear need due to significant oversubscription in reading classes and schools currently (details supplied); and if she will make a statement on the matter. [27522/23]
View answer520. Deputy Jim O'Callaghan asked the Minister for Education when reading schools will be consulted in respect of the current review of specific learning difficulty provision which is being carried out by her Department; when the review will be published; and if she will make a statement on the matter. [27523/23]
View answer521. Deputy Jim O'Callaghan asked the Minister for Education why a school (details supplied) was excluded from submitting data and outcomes from the school's self-evaluation process as part of the review of specific learning difficulty provision; and if she will make a statement on the matter. [27524/23]
View answer522. Deputy Jim O'Callaghan asked the Minister for Education when children with severe dyslexia and their parents will be consulted in respect of the current review of specific learning difficulty provision which is being carried out by her Department; when the review will be published; and if she will make a statement on the matter. [27525/23]
View answerI propose to take Questions Nos. 516, 518, 519, 520, 521 and 522 together.
I would like to thank the Deputy for the questions and would like to advise the following:
Enabling children with special educational needs to receive an education 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).
My Department provides for a range of placement options and supports for schools, which have enrolled pupils with special educational needs in order to ensure that wherever a child is enrolled, they will have access to an appropriate education. My Department has provided very considerable additional resources to mainstream schools in recent years to assist them in meeting the needs of pupils with special educational needs, including those with a Specific Learning Disability (SLD). This includes thousands of additional special education teachers (SETs) and special needs assistants (SNAs). Provision for pupils is governed by The Continuum of Support and a range of guidance documents, resources and training opportunities is available to schools to inform their approaches to meeting the needs of pupils with special educational needs. The vast majority of children with additional needs attend mainstream classes with their peers.
The functions of the National Council for Special Education (NCSE) include planning and coordinating the provision of education and support services to children with special educational needs in conjunction with schools and the Health Service Executive (HSE). The NCSE, through its network of local Special Educational Needs Organisers (SENOs), is responsible for processing applications from schools for special educational needs supports as required. The NCSE is aware of emerging need from year to year and where special provision is required it is planned and established to meet that need.
The allocation of Special Education Teachers (SET) allows schools to provide additional teaching support for all pupils who require such support in their schools and for schools to deploy resources based on each pupil’s individual learning needs. In addition, Special Needs Assistants (SNAs) play a central role in the successful inclusion of students with additional and significant care needs into mainstream education, special classes and special schools ensuring that these students can access an education to enable them to achieve their best outcomes and reach their full potential.
The NCSE provides support for teachers with additional training needs in the area of special education, through the NCSE support service which manages, co-ordinates and develops a range of supports in response to identified teacher training needs. This support service provides Teacher Professional Learning (TPL) to teachers of pupils with a variety of special educational needs. The NCSE continues to update current TPL courses for teachers and design new TPL courses in response to the needs of teachers.
Detailed information on the comprehensive programme of TPL seminars on a variety of special educational needs topics is published on the NCSE website and is available at: ncse.ie/tpl
When allocating resources schools take into account the learning needs of students as evidenced by performance in schools but also supported where relevant by information provided regarding the nature of a condition that a student may have. Specific interventions are therefore tailored, by the school, to the individual’s needs, rather than being generic to a specific difficulty, disability or condition.
My Department also provides funding for assistive technologies for children where they are required. Information on these supports is available also via the local SENO. These supports along with developed curriculum aim to provide a child/young person with the highest standard of education in mainstream classes, special classes and special schools.
My Department and the NCSE are committed to delivering an education system that is of the highest quality and where every child and young person feels valued and is actively supported and nurtured to reach their full potential.
The Inspectorate was requested by my Department’s Special Education Section to evaluate provision in special classes for children and young people with a Specific Learning Disability (SLD). There are thirteen such classes in ten mainstream primary schools located across the country.
The purpose of the evaluations was to examine the quality of provision for children and young people with SLD, with particular reference to understanding the placement of children and young people in these classes and to identifying the strengths and areas for improvement in learning and teaching in these classes. This Inspectorate’s report is recently published and is intended to inform the development of policy development in my Department’s Special Education Section in relation to the overall effectiveness of SLD classes, in the context of emerging international trends for inclusion.
My Department will now consider the findings and recommendations of the Inspectorate report and may, in time, request the Inspectorate to review provision for children with SLD in special schools.
517. Deputy Jim O'Callaghan asked the Minister for Education whether the NCSE policy advice on education provision in special classes and special schools has been completed; if so, whether it can be published; and if she will make a statement on the matter. [27520/23]
View answerI would like to thank the Deputy for the question and advise the following:
In 2018, the NCSE was requested by the then Minister for Education to provide policy advice on future provision in special schools and special classes. The request was made in the context of significant year on year increases in special class provision and Ireland’s ratification in 2018 of the United Nations Convention on the Rights of Persons with Disabilities (UNCRPD).
The NCSE intended to finalise its advice paper on special schools and special classes at the end of 2020. However the completion of the advice paper was significantly delayed, mainly due to the pressures on the educational system brought about by the COVID 19 pandemic.
The NCSE completed its work on the policy advice on special classes and special schools towards the end of 2022 and this was submitted to my Department earlier this year.
The NCSE Policy Advice is currently under review and publication will follow shortly. The Policy Advice will be the subject of an extensive consultation process with education stakeholders and partners, as well as with disability representative organisations, and parental representatives.
