Written Answers Nos. 582-601
582. Deputy Fergus O'Dowd asked the Minister for Education further to the release of the CSO Census population figures which show significant increases in Ardee, if she will provide details of her Department's plans to develop new primary and secondary schools to cater for this increase in those areas; and if she will make a statement on the matter. [28025/23]
View answerI wish to advise the Deputy that requirements for additional school places is kept under on-going review in the context of available information on population, enrolments and residential development activity.
In order to plan for school provision and analyse the relevant demographic data, my Department divides the country into 314 school planning areas and uses a Geographical Information System, using data from a range of sources, including CSO Census data, Child Benefit and school enrolment data, to identify where the pressure for school places across the country will arise and where additional school accommodation is needed at primary and post-primary level.
The total for the population enumerated in Census 2022 was 5,149,139 persons which is an increase of 8% since April 2016. Any change arising from an increase in the number of pupils directly linked to the Census is likely to be marginal in the short term relative to the overall challenge of meeting our targets. This is because we already have the precise enrolment numbers for all of the children covered by the census. The only immediate change is likely to be to the projected intake to infant classes next September but this would already have been tracked through monitoring of child benefit data.
Major new residential developments in a school planning area have the potential to alter demand in that area. In that regard, as part of the demographic exercises, my Department engages with each of the local authorities to obtain the up-to-date information on significant new residential development in each area. This is necessary to ensure that schools infrastructure planning is keeping pace with demographic changes as there is a constantly evolving picture with planned new residential development.
The 2022 demographic exercise indicates that 85% of the 314 school planning areas at primary level show static or decreasing enrolments for the period to 2026 compared with 2021. At post-primary level some 74% of school planning areas are anticipated to have increased enrolments for the period to 2029, with most expected to reach a peak within the next two or three years.
Where demographic data indicates that additional provision is required, the delivery of such additional provision is dependent on the particular circumstances of each case and may, be provided through: Utilising existing unused capacity within a school or schools, Extending the capacity of a school or schools, Provision of a new school or schools. The most recent projections for the Ardee school planning area indicate decreasing enrolments at primary level and an increase in requirements at post-primary level in the short term followed by a projected reduction in enrolments thereafter.The Department will continue to liaise with the Local Authorities in respect of their County Development Plan and any associated Local Area Plans with a view to identifying any potential long-term school accommodation requirements across school planning areas including Ardee.
583. Deputy James Lawless asked the Minister for Education if she can offer some support to a neuro-divergent child (details supplied) who has limited educational opportunities; and if she will make a statement on the matter. [28082/23]
View answerMy Departments Home Tuition Grant Schemes provide funding towards the provision of a compensatory educational service for children who, for a number of specific reasons, are unable to attend school. By its nature, it is intended to be a short term intervention.
The Home Tuition Grant Schemes are governed by annual circulars which sets out the purpose, eligibility criteria and details of the scheme. Circular 0024/2023 provides information in relation to the 2023/2024 Home Tuition Grant Scheme and can be accessed by clicking on the following link: gov.ie - Home Tuition Grant Scheme 2023/2024 Special Education Component (www.gov.ie)
The purpose of the Home Tuition Grant Scheme is to provide funding towards the provision of a compensatory educational service for:
(a) Early educational intervention for children with autism who meet the scheme’s eligibility criteria
(b) Students with special educational needs seeking an educational placement in a recognised school
(c) Students, enrolled in schools, with a significant medical condition, or school phobia and/or associated depression/anxiety, which has caused, and is likely to continue to cause, major disruption to their attendance at school
In exceptional cases the Department will consider home tuition applications on behalf of students with diagnoses of school phobia and/or associated depression/anxiety which has caused, and is likely to continue to cause, major disruption to their attendance at school. This exception will only apply where a continued absence from school is required to facilitate appropriate medical or therapeutic intervention with a view to the reintegration of the student in their school.
In relation to applications in respect of students with diagnoses of school phobia and/or associated depression/anxiety, the principle that home tuition cannot be provided as an alternative to school applies.
Eligibility in exceptional cases is assessed having regard to, although not limited to, the following criteria:
- The student’s attendance levels during the previous school year.
- Psychologist’s/psychiatrist’s report which should
i. Clearly confirm a diagnosis of school phobia and/or associated depression/anxiety.
ii. Provide details of medical or therapeutic intervention plans in place with a view to reintegrate the student back into his/her school.
- Details of engagement with the relevant support agencies (e.g. School, National Educational Psychological Service (NEPS), Education Welfare Officer (EWO), Child and Adolescent Mental Health Services (CAMHS), TUSLA (Child and Family Agency), HSE, NCSE).
The Department of Education also has an important role to play in supporting the wellbeing and mental health of our young people. The Department’s Wellbeing Policy and Framework for practice has given recognition to the importance of promoting wellbeing in education. It outlines a comprehensive, whole-school approach to the promotion of wellbeing and positive mental health. It focuses on the whole school community, as well as groups and individual young people with identified needs.
My Department's National Educational Psychological Service (NEPS) provides a comprehensive psychological service to all primary and post primary schools. NEPS is a school-based service which means that all its psychologists work in schools with children, young people, teachers and parents, and are involved with school-related work, every day. The NEPS psychologist provides a range of services that may include supporting the wellbeing and inclusion of an individual pupil, through assessment and intervention. NEPS supports approximately 8000 individual children annually through this type of work. NEPS work also supports teachers in their work through providing professional learning opportunities, such as about trauma informed approaches, supporting autistic children, or delivering the Friends for Life programmes to help reduce anxiety. NEPS supports an estimated 25,000 teachers annually in this way.
The Department – through NEPS, Student Support Teams, Guidance Counsellors and other services - will also continue to signpost schools and students to the HSE/HSE-funded e-mental health services. The Department has built strong links with the Department of Health and both Departments are exploring ways to improve supports for young people, including around increased awareness, promoting help-seeking behaviour and sign-posting to the wide range of available services. We will continue to collectively explore ways of improving supports for children and young people.
iScoil, which is a registered charity, currently jointly funded by the Presentation Sisters and the Department of Education. The provision provided by iScoil funded by the Department is for educational supports who are eligible for, or are currently in receipt of, support under the medical strand of the Special Education Home Tuition Grant Scheme. The Department has increased funding to iScoil to increase the number of places available in this school year from 80 to 120. Specifically the cohort of children whose medical assessment indicates school phobia may be regarded as suited to this type of intervention.
iScoil is an autonomous online learning community which has developed a model of learning that, in its own terms, is flexible, adaptive, innovative and inclusive, where young people who are out of school can re-engage in learning with the help of digital technologies and a personalized approach to learning online.
iScoil works with students aged from 13 to 16 who have been out of school for 6 months or more and their work focusses on achieving progression in order to enable them to go back to school. iScoil is registered under Section 14 of the Educational (Welfare) Act 2000 as a provider of education to certain children receiving education in places other than a recognised school.
Places are available only to those referred to iScoil by Tusla Education Support Service (TESS) Educational Welfare Officers (EWO’s) and not the Department of Education.
Young people are referred to iScoil based on the following criteria:
- They are between the ages of 13-16
- They have a diagnosis of school phobia, anxiety and or associated depression.
- They are out of mainstream education for a minimum of 6 months
- Other interventions have not worked
- They have not completed the Junior Certificate
- They are not pursuing state exams
TESS guidelines for referrals to iScoil note that the standard model of Home Tuition delivery should be considered as the first option where a young person is unable to attend school due to anxiety/mental health issues.
To date, no application for Home Tuition has been received by my Department in respect to the child referred to by the Deputy.
584. Deputy Colm Burke asked the Minister for Education if consideration will be given to permitting second level students with a diagnosis of dyslexia additional time in the exam hall to complete their junior certificate and leaving certificate examination papers; and if she will make a statement on the matter. [28087/23]
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.
585. Deputy John Brady asked the Minister for Education if she will provide an update on the status of a new school building for a school (details supplied); and if she will make a statement on the matter. [28126/23]
View answerThe site identification and assessment exercise for Wicklow Town ETSS is ongoing and a potential property has been identified.
An architectural consultant has been appointed to commence an assessment of this potential property.
Given the commercial sensitivities associated with land acquisitions generally I am not in a position to comment further at this time.
I wish to assure the Deputy that the provision of a permanent location for this school is a priority for the Department.
586. Deputy John Brady asked the Minister for Education the provisions currently being made for the addition of a third ASD special needs classroom for a school (details supplied); if she will confirm how many students there will be in each ASD class; if additional temporary accommodation will be provided in advance of the new school term; and if she will make a statement on the matter. [28127/23]
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 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 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 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, 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 2023/24. 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, 6 are in Co. Wicklow, with 4 at primary level and 2 at post-primary level. These new classes will bring the total number of special classes in Wicklow to 96.
As demand for new special classes at post-primary level is expected to increase significantly over the next few years, due to increasing demographics and increasing prevalence rates, my department and the NCSE have engaged with post-primary stakeholders in relation to the provision of special classes.
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.
As the question relates to a specific school, my department will ask the NCSE to consider the matter and provide a direct response.
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: www.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: www.ncse.ie.
The NCSE is committed to ensuring that sufficient special education placements will be available for children for the coming school year 2023/2024.
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.
587. Deputy John Brady asked the Minister for Education if she will provide an update on the status of a much-needed extension for a school (details supplied); if she will confirm at what stage the development is at; the estimated timeframe from construction to completion; and if she will make a statement on the matter. [28128/23]
View answerThe major building project for the school referred to by the Deputy was recently approved to progress to Stage 2(b) of Architectural Planning - Detailed Design - where the Design Team make their applications for statutory approvals and prepare the suite of tender documents.
The Design Team have been requested to forward a Brief Change Request, in respect of additional classrooms for pupils with special educational needs, to the Department.
Upon receipt ,review and approval of the Brief Change, the Design Team can make their applications for Planning Permission, Fire Safety Certification and Disability Access Certification, in parallel with detailed design.
Upon receipt and review of the Stage 2(b) submission, my Department will contact the School and its Design Team regarding the further progression of the project.
Until the statutory approvals have been secured, it is difficult to provide a timeframe for this project to progress to tender and construction stages.
588. Deputy Robert Troy asked the Minister for Education the status of an application for a general purpose hall and-or gymnasium for a school (details supplied). [28152/23]
View answerI can confirm to the Deputy, that my Department is in receipt of an application for the Additional School Accommodation (ASA) Scheme, from the school in question.
This application is currently being assessed, including identified technical complexities that are being considered as part of the assessment of the school’s accommodation needs. My officials will be in touch with the school authorities in relation to their application at soon as possible. However, the provision of PE Halls is outside the scope of the ASA scheme.
The main focus of my Department’s resources over the last decade and for the coming period is on provision of additional capacity to cater for increasing demographics particularly at post-primary level, and for provision to meet the needs of children with special educational needs. My Department has successfully supported and facilitated the enrolment of over 15,000 children from Ukraine in our primary and post primary schools.
Under Project Ireland 2040 the education sector will receive a total of approximately €4.4 billion capital investment over the period 2021-2025. There will be a rolling 5 year funding envelope which will be updated annually for the period 2026 to 2030 within the Government’s overall NDP funding envelope of €136 billion in exchequer capital (€165 billion total capital including non-Exchequer) that will facilitate building a modern and sustainable school infrastructure.
This significant investment allows us to move forward with certainty on our ambitious plans and deliver high quality building projects, with a real focus on sustainability, for school communities across Ireland. The strengthened focus on refurbishment of existing school stock will have different strands and will include a PE build and modernisation programme which will enable students in post-primary schools to have access to appropriate facilities to support PE provision, particularly also in the context of the roll-out of PE as a leaving-certificate subject. Enhanced and modernised PE facilities will also provide important amenities for local communities.
My Department will continue to work to ensure that capital investment in our schools is targeted in the most efficient and effective way to support schools in meeting the education needs of their students and local communities.
589. Deputy Robert Troy asked the Minister for Education if she will ensure the BFR is completed for a school (details supplied). [28153/23]
View answerAs the Deputy will be aware, my Department is currently planning the delivery of a major building project for the school in question.
The accommodation brief for the project is being finalised and my Department will be in further contact with the patron as part of this process. In the meantime, my Department understands that the school intends submitting an application for additional accommodation to meet interim needs and this will be considered when received.
590. Deputy Michael Healy-Rae asked the Minister for Education the outcome of a review (details supplied); and if she will make a statement on the matter. [28159/23]
View answerDetails of this year’s Summer Programme were announced by the Department on 9 February 2023. Again, all schools have an opportunity to run a programme for those children that need it the most.
The central theme for this year’s programme is ‘Building Confidence and Connections’. The primary aim of this theme is to help our children and young people to realise their potential, to be resilient in dealing with the normal stresses of their lives, to take care of their physical wellbeing and to have a sense of purpose, connection and belonging to their school community.
The main priority in 2023 is that those children with the most complex special educational needs, especially in special schools, should have access to a school-based summer programme.
Schools with special classes running a school based scheme are asked to prioritise students in special classes when assigning places for their programme. All students attending special classes are eligible to participate in their school’s summer programme.
Subsequent places can then be given to pupils with complex special educational needs in mainstream classes with the remaining places on the programme being offered to those at most risk of educational disadvantage
The Summer Programme is reliant on schools and their staff choosing to participate on a voluntary basis. However, the Department has engaged with management bodies, schools and parents with a view to encouraging more schools to participate in the 2023 programme. This year, the Primary School Scheme combines the Inclusion Programme and Special Class elements from last year into one cohesive scheme for mainstream primary school bring a more targeted approach for children with special educational needs.
This year, also introduces a new adjustment to the scheme for special schools. This programme has been designed and developed to ensure supports and funding are targeted to enhance the availability of a school-based programme for pupils in special schools.
As part of this pilot, a National Coordinator has been appointed to liaise with special schools to help facilitate them run a programme. A series of live recorded webinars directed specifically at encouraging as well as assuaging any concerns of Special Schools have recently taken place and are available to view on www.gov.ie/summerprogramme. I am delighted to say that the number of special schools registered to take part this summer has increased by over 50%.
A Department helpline is available for schools and parents at 09064 84292 to address any specific queries regarding year’s scheme or queries can be directed to schoolsummerprogramme@education.gov.ie. Participating schools can also request additional resources from the Department to run their programme.
This year’s Home-based programme is available for pupils with complex special educational needs where their school is not running a Summer Programme or a place on a school-based programme is unavailable.
Details of this year’s Home-based programme has been published along with full details on eligibility criteria. Full information has also been issued to schools directly and published on www.gov.ie/summerprogramme.
The review process of the 2022 Summer Programme was part of the development of this year’s Summer Programme and its terms and conditions. The outcomes and improvements identified in the review are addressed specifically in the terms and conditions’ documentation for this year's programme and are based on the culmination of engagements and feedback from this process. This terms and conditions’ documentation are published on the Department's website at www.gov.ie/summerprogramme.
591. Deputy Brendan Howlin asked the Minister for Education if she will provide a clear calendar of timelines in relation to the provision of ICT grants to national schools, that set out in advance the dates in which payments will issue to schools to cover the cost of ICT equipment purchased; and if she will make a statement on the matter. [28162/23]
View answerUnder the Digital Strategy for Schools 2015 to 2020 overall investment of €210m issued to all recognised primary and post-primary schools in annual grant funding. This funding was to support schools to invest in appropriate digital infrastructure to embed the use of digital technology in teaching, learning and assessment.
The new Digital Strategy for Schools to 2027 was published last year and is underpinned by an investment of €200m to support schools over the period committed to under Ireland’s National Development Plan (NDP). The first tranche of €50m issued to all recognised primary and post-primary schools in late 2021.
It is hoped to issue the next tranche of funding in the 2023-2024 school year and advance notice of the payment will be communicated to schools at that time. As with all such funding, the issuing of the grant is subject to the availability of Exchequer funding and the wider capital needs of the Department.
It is anticipated that the funding committed to under the NDP will be available to support the implementation of the Digital Strategy to Schools in future years.
As with funding under the previous strategy, the funding under the Digital Strategy for Schools to 2027 issues 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.
592. Deputy Catherine Murphy asked the Minister for Education the number of staff seconded to her Department from a company (details supplied) in the past ten years to date; the title and/or role they filled; and the duration of same. [28172/23]
View answerI can confirm to the Deputy that there have been no staff seconded to my Department from the company referred to by her in the past ten years.
593. Deputy Catherine Murphy asked the Minister for Education the number of instances in which her Department availed of services and or consultancy and or advices from a company (details supplied) in the past ten years to date; the costs of same; the number of contracts between the company and her Department; and the duration and costs of same. [28193/23]
View answerMy Department has had two contracts with the company listed during the past ten years. The costs were in respect of a software licence, renewed on an annual basis from 2015 to 2017 and a separate once off contract for training and development in 2016. The costs inclusive of all taxes are set out in the table below.
|
YEAR |
COST |
|
2017 |
10,036.80 |
|
2016 |
9,557.10 |
|
2016 |
908.94 |
|
2016 |
6,349.29 |
|
2015 |
9,102.00 |
|
2015 |
9,102.00 |
596. Deputy Paul Murphy asked the Minister for Education if she is aware of a group (details supplied) that has been trying to stop the new junior cycle SPHE-RSE curriculum with no identification or no listed information on its website about who it is and where its funding comes from; if she agrees that there should be an information campaign to tackle the group's propaganda as the State has a responsibility to educate our children and young people on scientific, evidence-based facts on reproduction and sexual health; and if she will make a statement on the matter. [28257/23]
View answerMy Department is aware of the group the Deputy refers to through correspondence received in relation to the redevelopment and teaching of SPHE/RSE.
Access to Relationships and Sexuality Education (RSE) is an important right for students. This is reflected in the Programme for Government, which states that this Government will develop inclusive and age appropriate curricula for RSE and Social, Personal and Health Education (SPHE) across primary and post-primary schools. SPHE is a mandatory curriculum subject in all primary schools and in post-primary Junior Cycle. RSE is required at all levels in schools, from primary through to Senior Cycle.
Information about the updated Junior Cycle specification has been shared in a number of ways - through the consultation process that informed its development, through teacher education to support its introduction, and by publication of the specification itself, and the report of the consultation, on the website of the National Council for Curriculum and Assessment (NCCA).
Consultation is a core feature of the work of the NCCA in developing curricula. The draft Junior Cycle specification was published in July 2022, which allowed all those with an interest to review the draft and to give their views on the content. Parents, students and teachers as well as organisations with an interest in the area took the time to participate in the consultation process. This specification was finalised based on feedback from this consultation and was published in May for rollout in schools from September 2023.
To introduce new and existing teachers of Junior Cycle SPHE to this updated NCCA specification, a series of two-day seminars were provided from March to May. During these, teachers had the opportunity to explore and engage with the content of the updated specification.
Furthermore, the NCCA has been working to develop an updated toolkit of resources to support the new specification. Some are published to date on its website and more will be added over the coming weeks. All the resources are carefully selected to support planning for quality teaching and learning.
597. Deputy Marian Harkin asked the Minister for Education if she will provide an update on an application for emergency works for a named school (details supplied); and if she will make a statement on the matter. [28258/23]
View answerThe Emergency Works applications to which the Deputy refers have been received by my Department and are under active consideration. Officials in my Department's Professional and Technical team are currently examining the applications from a technical perspective and once a recommendation has been made by the Professional and Technical team an update will issue to the school. My Department is aware of the time-sensitive nature of the works required and will keep the school informed throughout the application process.
598. Deputy Michael Ring asked the Minister for Education when a school (details supplied) will be approved grant aid for major capital works; and if she will make a statement on the matter. [28268/23]
View answerI wish to confirm to the Deputy that my Department is in receipt of an application from the school in question under the Department's Additional School Accommodation (ASA) scheme.
The purpose of my Department’s ASA scheme is to ensure that essential mainstream classroom accommodation and accommodation for pupils with special education needs is available to cater for pupils enrolled each year, where the need cannot be met by the school’s existing accommodation.
The main focus of my Department’s resources over the last decade and for the coming period is on provision of critical additional capacity to cater for increasing demographics. However, my Department is working towards an increasing focus on the upgrade and refurbishment of the existing school stock, with particular focus on climate action goals.
The application is currently being assessed and when finalised the school authority will be contacted directly with a decision
599. Deputy Claire Kerrane asked the Minister for Education when a school project (details supplied), waiting since March, will progress to the next stage; and if she will make a statement on the matter. [28280/23]
View answerThe school to which the Deputy refers to was approved funding under my Additional School Accommodation Scheme for the provision of a 2 Classroom Special Education Needs Base, 3 Mainstream Classrooms and Emergency Works for Fire Safety.
The project is devolved for delivery to the school authority and a design team has been appointed by the school. I can confirm that my Department has received the Design Team's Stage 1/2A architectural design report. This report is currently being reviewed by officials in my Department and the outcome of this review which is nearing completion will be conveyed to the school authority shortly following which the project is expected to progress through the other architectural stages.
600. Deputy Pearse Doherty asked the Minister for Education when a response will issue to a person (details supplied) in County Donegal regarding a teacher salary query; and if she will make a statement on the matter. [28306/23]
View answerThe Board of Management of schools is the employer of school staff and my Department acts as paymaster on behalf of over 4000 schools. The Board of Management of schools will inform the Department of the appointment, re-appointment, resignation, retirement and natural conclusion of contracts in the schools so that salary and pension can be paid to school staff. The Board of Management of schools will also inform my Department of leave absences taken by the school staff. Adjustments will be made to salary if those leave absences are considered to be unpaid.
Salary is paid on a fortnightly basis. The Department relies on prompt notification from schools in relation to leave absences in order to adjust salary if required. In this situation, the Department received notification from the school to make adjustments to the teacher’s salary later than was required for the payroll schedule. As such, the teacher received salary for the period when she was not due to receive salary. Accordingly, the Department retrieved the monies overpaid to the teacher, the next time the teacher was paid. The teacher should continue to receive salary over the summer period provided she does resign or avail of further leave absences which require salary to be amended.
601. Deputy Paul Kehoe asked the Minister for Education whether there are plans in place to utilise a vacant ASD unit in a school (details supplied); and if she will make a statement on the matter. [28319/23]
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 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 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 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, 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 2023/24. 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, 11 are in Co. Wexford, with 8 at primary level and 3 at post-primary level. These new classes will bring the total number of special classes in Wexford to 98.
As demand for new special classes at post-primary level is expected to increase significantly over the next few years, due to increasing demographics and increasing prevalence rates, my department and the NCSE have engaged with post-primary stakeholders in relation to the provision of special classes.
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 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: www.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: www.ncse.ie.
The NCSE is committed to ensuring that sufficient special education placements will be available for children for the coming school year 2023/2024.
As your query refers to an individual school, 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.
