Written Answers Nos. 269-283
269. Deputy Marc Ó Cathasaigh asked the Minister for Education whether the remit to set the secondary schools geographical catchment area for its admissions policy always rests with the board of management of the schools, even in the case of a school (details supplied) which was established as a regional solution for a lack of capacity across two school planning areas; and if she will make a statement on the matter. [33623/23]
View answerIn order to plan for school provision and analyse the relevant demographic data, the Department divides the country into 314 school planning areas. It uses a Geographic Information System, drawing data from a range of sources, including Child Benefit and school enrolment data, to identify where the pressure for school places across the country will arise and where additional school accommodation is needed at primary and post-primary level.
On the basis of demographic demand identified by the Department, Edmund Rice College was established in 2017 to serve the Castleknock_D15 and Carpenterstown_D15 school planning areas as a regional solution, and is located in the Castleknock_D15 school planning area.
New schools established since 2011 to meet demographic demand, such as the Edmund Rice College, are required, in the first instance, to prioritise pupil applications from within the designated school planning area(s) which the school was established to serve. This does not preclude schools from enrolling pupils from outside of the school planning area(s) where they have sufficient places; rather it reflects the need to accommodate in the first instance the demographic for which the school was established.
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 and the Education (Admission to Schools) Act 2018. My Department's main responsibility is to ensure that schools in an area can, between them, cater for all pupils seeking school places in that area.
270. Deputy Alan Farrell asked the Minister for Education the reason a neurotypical child has the right to access pre-school education at two years and eight months, yet a child with a diagnosis of autism cannot access an autistic preschool until they turn three; and if she will make a statement on the matter. [33688/23]
View answerEnabling 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 has been 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 (SNAs) and funding for the National Educational Psychological Service (NEPS).
In 2023, the number of teaching and SNA posts in our schools will increase with an additional 686 teachers and a further 1,194 SNAs in our schools.
For the first time ever there will be over 19,000 teachers working in the area of special education and over 20,000 SNAs. Together we have almost 40,000 qualified and committed people in our schools who are focused wholly and exclusively on supporting children with special educational needs.
A number of initiatives are provided by the State within an early years setting to support children with special educational needs, these include;
The Early Childhood Care & Education Scheme (ECCE) and the Access and Inclusion Model (AIM) under the remit of the Department of Children Equality, Disability, Integration and Youth (DCEDIY) and Early Intervention (EI) classes in mainstream and special schools, which are under the remit of my department.
The ECCE programme is a universal two-year pre-school programme available to all children within the eligible age range. It provides children with their first formal experience of early learning prior to commencing primary school. The programme is provided for three hours per day, five days per week and runs from September to June. It is available to all children who have turned 2 years and 8 months of age before September 1st as long they won’t turn 5 years and 6 months of age on or before June 30th of the programme year.
Any child, including a child who may have a diagnosis of autism or another condition/additional need, can access the ECCE programme.
AIM enables the full inclusion and meaningful participation of children with disabilities/additional needs within the ECCE programme. The goal of AIM is to create a more inclusive environment in pre-schools, so all children, regardless of ability, can benefit from quality early learning and care. A diagnosis of disability/additional need is not required to access AIM supports, however, pre-school children with a diagnosis are generally supported in mainstream pre-schools with additional supports provided through AIM where required.
A report on the review of AIM is due to be published by the DCEDIY later this year.
Additionally, the NCSE sanction the establishment of EI classes in school settings where there is identified need.
When enrolling a child in a school setting it is a requirement that a child must be at least 4 years of age at the start of the school year. It is also a requirement that a child have started school by the time they are 6 years of age.
However, EI classes are intended to provide early support for children with autism and are made available to autistic children who are aged between 3-5 years of age.
EI classes follow the same junior/senior infant day i.e. 4 hours 40 minutes, however, schools, in consultation with parents, may reduce the length of the school day for 3 year olds who are unable to manage a full day in the EI setting.
Following EI, children will attend a mainstream class unless there is professional guidance that they require a special class.
I can confirm that my department is currently examining the policy around EI classes where criteria such as age limits will be examined.
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 on the NCSE’s website: www.ncse.ie/regional-services-contact-list.
The SENO will be able to inform the parent as to where EI classes are and the criteria for entry. They will also be able to offer further assistance in applying for the Home Tuition Grant Scheme in cases where there aren’t any suitable EI placements available.
The purpose of the Home Tuition Grant Scheme is to provide a compensatory educational service for children who, for a number of reasons, are unable to attend school. Parents use the grant to engage tutors to deliver tuition in their home, subject to the terms of the scheme.
The Home Tuition Grant Schemes are governed by annual circulars which sets out the purpose, eligibility criteria and details of the scheme. Circular 0046/2022 provides information in relation to the 2022/23 Home Tuition Grant Scheme and can be accessed on gov.ie through the following link: www.gov.ie/en/circular/22b2a-home-tuition-grant-scheme-20222023-special-education-component/.
This scheme facilitates up to 10 hours of home tuition to children with a diagnosis of autism aged between 2.5 and 3 years of age and 20 hours for children aged 3 and over.
I wish to assure you that 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.
271. Deputy Alan Farrell asked the Minister for Education how many preschool autistic classes have been sanctioned nationally in the school years 2020/21, 2021/22 and 2023/24; and if she will make a statement on the matter. [33689/23]
View answer272. Deputy Alan Farrell asked the Minister for Education how many pre-school autism classes will be in operation for the school year 2023-24 in Waterford; their locations; and if she will make a statement on the matter. [33690/23]
View answerI propose to take Questions Nos. 271 and 272 together.
I 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 has been 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 (SNAs) and funding for the National Educational Psychological Service (NEPS).
In 2023, the number of teaching and SNA posts in our schools will increase with an additional 686 teachers and a further 1,194 SNAs in our schools.
For the first time ever there will be over 19,000 teachers working in the area of special education and over 20,000 SNAs. Together we have almost 40,000 qualified and committed people in our schools who are focused wholly and exclusively on supporting children with special educational needs.
The State supports early intervention for children with special educational needs through providing funding to a number of crèche/early years settings including:
• Early Intervention (EI) classes in mainstream and special schools
• Home Tuition Grant Scheme for children aged between 3 and 4 years of age with a diagnosis of autism where a placement in an EI setting is not available
• EI settings in Health Service Executive (HSE) funded service providers
• Early years settings supported by the Early Childhood Care & Education Scheme (ECCE) and the Access and Inclusion Model (AIM)
• Early years settings supported by HSE grant aid or HSE funded Pre-School Assistant.
In relation to EI classes in mainstream and special schools the NCSE sanctions the establishment of EI classes where there is an identified need.
EI classes are available for children aged 3-5 with autism. Classes follow the junior/senior infant day i.e. 4 hours 40 minutes each day. Schools, in consultation with parents, may reduce the length of the school day for 3 year olds who are unable to manage a full day in the EI setting.
EI classes are intended to provide early support for children with autism before they start school. Following EI, children will attend a mainstream class unless there is professional guidance that they require a special class.
A child’s attendance in an EI class is not, and should not, be taken as an indication that the child will require access to a special class when he/she enrols in primary school.
There are currently 158 EI classes sanctioned nationally for the 2023/24 school year, 14 of which are new for 2023/24.
As of 31 Mar 2023, there were
|
Year |
EI classes |
|
2020 |
135 |
|
2021 |
133 |
|
2022 |
151 |
Per the NCSE special class list for September 2023 published on 23 June, there are two EI autism classes in Waterford; one in Passage East and one in Dungarvan .
Information on the list of schools with special classes, the types and locations of these classes are published on the NCSE website available at www.ncse.ie/special-classes
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 on the NCSE’s website: www.ncse.ie/regional-services-contact-list
The SENO will be able to inform the parent as to where EI classes are and the criteria for entry. They will also be able to offer further assistance in applying for the Home Tuition Grant Scheme in cases where there aren’t any suitable EI placements available.
The purpose of the Home Tuition Grant Scheme is to provide a compensatory educational service for children who, for a number of reasons, are unable to attend school. Parents use the grant to engage tutors to deliver tuition in their home, subject to the terms of the scheme.
The Home Tuition Grant Schemes are governed by annual circulars which sets out the purpose, eligibility criteria and details of the scheme. Circular 0046/2022 provides information in relation to the 2022/23 Home Tuition Grant Scheme and can be accessed on gov.ie through the following link: www.gov.ie/en/circular/22b2a-home-tuition-grant-scheme-20222023-special-education-component/
I wish to assure you that 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.
273. Deputy Alan Farrell asked the Minister for Education how many autism classes, primary and post-primary, will be in operation for the school year 2023-24 in Waterford; their locations; and if she will make a statement on the matter. [33691/23]
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, special needs assistants (SNAs) and funding for the National Educational Psychological Service (NEPS).
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 2023/24 school year, with further capacity being expanded in 11 other special schools.
Along with the two new special schools, 380 new special classes – 250 at primary and 130 at post-primary level – have been sanctioned by the NCSE for opening in the 2023/24 school year, with a small number more to be confirmed in the coming weeks.
Of these new classes, 4 are in Waterford, with 1 at primary level and 3 at post-primary level. These new classes will bring the total number of special classes in Waterford to 56. Information on the list of schools with special classes, the types and locations of these classes is also 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.
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 on the NCSE’s website: www.ncse.ie/regional-services-contact-list
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.
274. Deputy Bernard J. Durkan asked the Minister for Education the extent to which she can speed up the provision of the three-school project at Hazelhatch and Celbridge, County Kildare known as Project Liffey (details supplied); if she will ensure the ongoing progress of this vital project; and if she will make a statement on the matter. [33721/23]
View answerThe projects to which the Deputy refers have been devolved to the National Development Finance Agency (NDFA) for delivery as part of a bundled school building programme. The shared education campus at Donaghcumper, Celbridge is in the bundle referred to as ‘Project Liffey’.
My Department is aware of the demographic pressures in the area, and this project is progressing through the various stages in line with necessary governance and compliance. The NDFA are currently finalising arrangements for the required procurement process to appoint a design team in accordance with procedures set out in EU public procurement Directives.
At this early stage, it is not possible to provide a timeline for completion of the project. The NDFA have and will continue to engage directly with the school authorities to keep them informed of progress. My Department will continue to liaise with the NDFA to achieve the earliest completion date possible as part of this building programme.
275. Deputy Catherine Murphy asked the Minister for Education the estimated full-year cost if 280 additional special education teacher posts were filled. [33776/23]
View answerI would like to thank the Deputy for his question and would advise the following.
Special education teachers provide additional teaching support for students with special educational needs enrolled in mainstream classes in primary and post primary schools.
The special education teaching (SET) allocation model provides a single unified allocation for special educational support teaching needs to each school, based on each school’s educational profile.
The SET model has been in place since 2017. It was recommended by the National Council for Special Education (NCSE) and is designed to distribute the total available number of special education teachers across primary and post primary schools based on the relative need of each school, as evidenced by a number of key indicators.
The SET model is a fairer and more transparent way of allocating teaching resources to schools and represents a significant shift in the way that students with special education needs are supported in mainstream classes.
Previously, students needing additional teaching support required a diagnosis in order to access support which caused delays in providing the support and also imposed a burden on both schools and parents. The change in policy was welcomed by both schools and parents as the model is based on the principle that those students with the greatest need receive the most support.
The model encourages schools to support students with special educational needs in mainstream classes alongside their peers. In fact most students with special educational needs are enrolled in these classes. This approach is also consistent with the Education of Persons with Special Educational Needs (EPSEN) Act (2004).
When the SET model was introduced it was designed to be updated on a regular basis so as to distribute the total available resources across the school system based on profile of need. As the level of student need may change in a school over time, some schools will gain under this distribution, with these gains balanced by equivalent reductions in schools where the model indicates reduced need.
Re-profiling is the means of ensuring that new or increasing need in schools is met by transfer/redistribution of teaching resources from other schools whose need has reduced as shown by the model.
The SET resources provided to schools is based on special education needs of the pupils enrolled in the school and the resources must be utilised to ensure that students with special education needs are supported so that they can achieve the best possible educational outcome.
In general schools are front-loaded with resources, based on each school’s profile. The allocations to schools include provision to support all pupils in the schools, including where a child receives a diagnosis after the allocation is received by a school, or where there are newly enrolling pupils to the school.
The model, including the data and indicators used to inform the distribution of special education teacher resources, is currently being reviewed in advance of the 2024/25 school year, to ensure that these valuable resources are allocated fairly and transparently across our primary and post-primary schools.
The estimated full-year cost of a new entrant special education teacher is €55,510 per annum within a primary setting and €55,160 in a post-primary setting. Therefore, depending on the setting or mix of settings the estimated cost for an additional 280 special educational teaching posts will vary between €15,444,800 and €15,542,800 annually.
276. Deputy Catherine Murphy asked the Minister for Education when each school within County Kildare that is currently ongoing major refurbishment works or construction of new schools that are currently on-site are scheduled to be completed, in tabular form. [33777/23]
View answerThrough Project Ireland 2040, we are investing €4.4 billion over the period 2021 to 2025, to add capacity and develop and upgrade school facilities across the country for almost one million students and over 100,000 staff that learn and work in our schools every day.
My Department has a proven track record of delivery. During the period 2018 to 2022, nearly 900 school building projects were completed. This includes 22 building projects across County Kildare and a total investment of over €235 million in schools in that county.
The key drivers of capital investment in the schools sector are as follows:
•demographic change, including keeping pace with delivery of SEN and accommodation for Ukrainian pupils particularly at Post Primary level,
•alignment with housing provision and national planning at school planning area level,
•climate action objectives including deep energy retrofit.
My Department completed over 180 projects last year, including 5 in County Kildare, within a challenging construction sector environment of high inflation, labour shortages and supply chain issues.
There are 59 projects ongoing under the Large Scale and Additional Accommodation Schemes in Co Kildare. The current status of all projects and completions from 2010 to date is listed on a county by county basis at www.gov.ie and is updated on a regular basis to reflect their progress through the various stages of capital appraisal, site acquisition, design, tender and construction.
In addition, where accelerated delivery of accommodation is required, the Department utilises its Modular Accommodation Framework to provide critical mainstream school places and places for students with special educational needs. There are currently 10 Modular Accommodation projects underway in Co. Kildare.
Key priorities for my Department are supporting the operation of the school system and adding necessary capacity to cater for special education needs provision, mainstream demographics and catering for students from Ukraine and other countries under the International Protection system.
My Department is working proactively to ensure that all school building contracts are awarded and progressed as expeditiously as possible, while working within the parameters set by the Office of Government Procurement and principles of public procurement set out at both national and EU level.
277. Deputy Anne Rabbitte asked the Minister for Education the reason the NCSE has failed to reply to a representation (details supplied) as indicated by her in correspondence dated 23 February 2023; and if she will make a statement on the matter. [33797/23]
View answerI would like to thank the Deputy for the question, I will look into this matter with the National Council for Special Education (NCSE).
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 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 has been 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 (SNAs) and funding for the National Educational Psychological Service (NEPS).
In 2023, the number of teaching and SNA posts in our schools will increase with an additional 686 teachers and a further 1,194 SNAs in our schools.
For the first time ever there will be over 19,000 teachers working in the area of special education and over 20,000 SNAs. Together we have almost 40,000 qualified and committed people in our schools who are focused wholly and exclusively on supporting children with special educational needs.
The NCSE has the responsibility for planning and coordinating school supports for children with special educational needs including the allocation of SNAs and reviews. The department does not have a role in making individual school determinations.
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 engage 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 April, Minister Foley and l announced the establishment of two new special schools for the 2023/24 school year, with further capacity being expanded in 11 other special schools.
Along with the two new special schools, 384 new special classes – 251 at primary and 133 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.
In relation to the matter raised by the Deputy in her representations, I will arrange to have your query responded to by the NCSE without delay.
278. Deputy Marian Harkin asked the Minister for Education if there is funding available for the provision of a bus for primary school students to an after-school facility (details supplied); and if she will make a statement on the matter. [33812/23]
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 an increase of 38% 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.
The School Transport Schemes are intended to cater for children providing school transport from home to school and from school to home during normal school opening and closing times.
Bus Éireann endeavours to ensure that a reasonable level of transport service is provided for each eligible child.
The request detailed by the Deputy is not a feature of the schemes and is outside of the School Transport remit.
279. Deputy Denis Naughten asked the Minister for Education the amounts spent by her Department on capitation in primary schools for the years 2021, 2022 and 2023; and if she will make a statement on the matter. [33813/23]
View answerMy Department provides funding to recognised Primary and Post-Primary 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 such as heating, lighting, cleaning, insurance, general up-keep 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.
Details of annual expenditure by my Department on capitation related grants including Covid-19 related grants and the Once-off Cost of Living Grant for Primary schools in the years 2021 and 2022 are provided in the table below. Expenditure in 2023 will be available early next year.
|
2021 |
2022 |
|
|
€m |
€m |
|
|
Primary |
299.7 |
351.8 |
280. Deputy Denis Naughten asked the Minister for Education the total amount required to restore capitation to €200 per pupil; and if she will make a statement on the matter. [33814/23]
View answerMy Department provides funding to recognised Primary and Post-Primary 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 such as heating, lighting, cleaning, insurance, general up-keep etc. and the Ancillary 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.
Schools also receive a range of other grants including Book Grants, Programme grants etc.
I understand the need for improved capitation funding and I am pleased that my Department has been able to provide for increases in capitation funding for primary and post primary schools in recent years.
All schools have received the benefit of the capitation increases awarded to date. It is my intention to seek funding for further capitation increases in future budgets.
In addition, as part of the Cost of Living measures introduced in Budget 23, €90 million has been provided in once-off additional funding to support increased running costs for recognised primary and post-primary schools in the free education scheme, in particular in dealing with challenges they face in the light of rising energy costs. This additional grant was paid at the rate of €75 per pupil at Primary level. Enhanced rates were also paid in respect of pupils with Special Educational Needs.
Annual funding would need to be increased by circa €9.3 million to restore the capitation grant at Primary level to the pre 2011 rate of €200 per pupil. It would need to increase by a further €11.1 million to restore grant rates to Pre 2011 levels for Post-Primary Schools, a total of €20.4 million.
281. Deputy Sean Sherlock asked the Minister for Education to address concerns regarding a building proposal for a school (details supplied). [33828/23]
View answerThe school to which the Deputy refers was granted initial approval for the provision of modular accommodation in respect of one mainstream classroom, two special education teaching rooms and one special education classroom under my Department's Additional School Accommodation scheme. Urgently required school accommodation is being supported where possible by my Department's Reconfiguration and Modular Accommodation programme. The Department assigned a project manager to the school and a project viability report was submitted to the Department following an on-site visit. The Department will be in touch with the school shortly in order to discuss the most appropriate method of progressing this project in light of the technical and possible statutory requirements identified by the project manager’s report.
This Reconfiguration and Modular Accommodation involves the use of Project Management supports which is designed to enable the accommodation to be provided as quickly as possible and help ease the administrative workload for school authorities in relation to the management and delivery of projects. The use of the Department’s Modular Accommodation Framework also assists in ensuring lead in periods for procurement of modular accommodation are minimised to the greatest extent possible. To date, this has worked very well in the education sector and has seen delivery of large scale, high quality modular accommodation to meet the needs of children, particularly those with special educational needs.
However, the wider context in relation to the overall modular market at present is challenging with modular accommodation suppliers being very busy across commercial, housing and other sectors. The Department is working closely with the Project Management teams and the modular accommodation suppliers to ensure additional capacity for the schools sector is delivered as quickly as possible.
The Department is working closely with school authorities which require contingency planning arrangements and putting any necessary supports in place.
282. Deputy Mattie McGrath asked the Minister for Education the reason there is such a large discrepancy between the pension entitlement for a primary school teacher and that of an SNA, where both staff pay the same percentage of their salary to their pension and the SNA pension entitlement is two-and-a-half times less than that of teachers; the reason for the discrepancy; if he will urgently review the matter; and if she will make a statement on the matter. [33870/23]
View answerThe pension benefits of school employees, as with all pensionable public servants are governed by legislation and/or circulars and are in accordance with public sector pension policy. Pension entitlements of employees vary as they are based on an individual’s specific circumstances such as date of recruitment, number of years’ service and pensionable remuneration.
Public sector employees, including teachers and SNAs, appointed to the public service for the first time from 1st January 2013 are generally members of the Single Public Service Pension Scheme (“the Single Scheme”). There is no discrepancy in how a teacher’s or an SNA’s pension entitlements are calculated under the Single Scheme. Under the Single Scheme, referable amounts are built up over a member’s career towards their retirement pension and lump sum. The referable amounts are calculated based on the salary received by an individual each time they get paid.
With regard to primary school teachers and SNAs that are members of pension schemes in existence before the introduction of the Single Scheme, again, there is no discrepancy in how their pension entitlements are calculated. These schemes are defined benefit schemes which provide for pension benefits based on a member’s final pensionable remuneration at retirement and their number of years’ pensionable service.
Generally speaking teachers who joined a pension scheme prior to 1995 pay D rate PRSI and receive an uncoordinated pension at retirement whereas teachers who joined a pension scheme after 1995, along with SNA’s, pay A rate PRSI and receive a coordinated pension at retirement. Coordination is used as a means of taking into account the benefits payable under the social welfare system to calculate the amount of pension payable from a pension scheme and the level of contributions payable by the member towards the cost of their pension.
An uncoordinated pension is calculated as 1/80th of pensionable remuneration for each year of reckonable service, subject to a maximum of 40/80ths of pensionable remuneration.
A coordinated pension is calculated as 1/200th of pensionable remuneration up to 3 and 1/3 times the single rate of State Pension Contributory (SPC) for each year of reckonable service plus 1/80th of any balance of pensionable remuneration in excess of 3 and 1/3 times the single rate of SPC for each year of reckonable service subject to a maximum of 40 years’ service.
It should be noted an employee in receipt of a coordinated pension, having paid A rate PRSI may also have an entitlement to the State Contributory Pension whereas an employee with only D rate PRSI contributions will have no such entitlement.
There is no variation in how the retirement lump sum is calculated for members paying D or A rate PRSI.
283. Deputy Paul Murphy asked the Minister for Education further to Parliamentary Question No. 68 of 28 June 2023, if she can confirm if the two new classes due to open in Dublin 16 are for this coming September 2023; if so, which schools these classes will be in; and specifically in relation to one school (details supplied), if her Department has plans to meet the need for a special class in this school. [33896/23]
View answerI would like to thank the Deputy for the question and would like to advise the following:
I reiterate that 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).
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.
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, including the school referred to by the Deputy, 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.
The NCSE actively encourage expressions of interest from schools to open special classes, and I appreciate and commend the efforts taken by Boards of Management when expressing their interest in opening a special class.
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 can confirm 1 new primary class in Ballinteer Educate Together National School and 1 new post-primary class in Colaiste Eanna Christian Brothers School have been sanctioned. To date no class has been sanctioned in the school referred to by the Deputy for the 2023/24 school year.
When assessing the needs in the local area, the NCSE identify schools in the neighbouring vicinity with available special class vacancies and assess their capability with consideration to demographical and statistical data.
The NCSE acknowledge that circumstances may change, and they are committed to ensuring that both parents and schools receive the necessary advice and support. The local special educational needs organisers (SENOs) remain available to assist and advise parents of children with special educational needs.
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.
