Written Answers Nos. 516-529
516. Deputy Aodhán Ó Ríordáin asked the Minister for Education the costing for employing an additional 100 resource teachers; the current number employed; the projected number of additional resource teachers to be employed in 2023/2024 due to demographic pressures; the projected additional number needed in 2024/25; and if she will make a statement on the matter. [37024/23]
View answerI would like to thank the Deputy for the question and would like to 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.
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. Work is ongoing in relation to finalising the budgetary projections for the 2024/25 school year.
The NCSE who has the responsibility for planning and coordinating school supports for children with special educational needs including the allocation of special education teachers have confirmed that as of 17 July 2023, 14,395 SET posts have been allocated to mainstream schools.
The estimated full-year cost of a special education teacher is €72,270 per annum within a primary setting and €73,270 in a post-primary setting. This includes provision for related substitution costs and employer PRSI. Therefore, depending on the setting or mix of settings the estimated cost for an additional 100 special educational teaching posts will vary between just over €7.2 million and €7.3 million annually.
517. Deputy Aodhán Ó Ríordáin asked the Minister for Education the additional capital and current spending required in 2023/24 and then 2024/25 to meet projected demand for special classes and special schools; to provide, in tabular form, the additional number of places required at each level; the provision currently in place; and if she will make a statement on the matter. [37025/23]
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 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.
In 2022, my department and the NCSE undertook a specific project to review its forecasting of special education provision.
Following this review, it was determined that if the recent growth in the need for special classes continues, it is expected that, for primary level, the anticipated level of need over the next three years will be relatively similar to the last three years, where a total of over 600 new special classes have been sanctioned.
At post-primary level, the anticipated need is for over 600 new special classes over the next three years, which is over twice the number of new special classes sanctioned in total over the last 3 years. These special classes will be required to make sufficient provision for students transitioning from primary special classes, as well as contingency for students who may transition from primary or post-primary mainstream provision.
In addition to the special class requirements outlined above, approximately 300 special school places will be needed each year over the next 3 years. This is a very significant requirement necessitating immediate and multi-annual capital planning and funding.
In 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. This will bring the number of special schools to 130 nationwide.
Along with the two new special schools, 385 new special classes – 252 at primary and 133 at post-primary level – have already been sanctioned by the NCSE for opening in the 2023/24 school year. This will bring the overall number of special classes for the 2023/24 school year to 2,917 – 2,047 at primary level and 870 at post-primary level.
Under 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 the almost one million students and over 100,000 staff that learn and work in our schools every day. The Department has a proven track record of delivery, with over 180 projects completed last year within a challenging construction sector environment of high inflation, labour shortages and supply chain issues.
Key priorities for the 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.
Over the last decade, the number of special classes in the State has increased almost 5 fold. Continuing to add capacity in schools to support special educational provision is a key priority in the roll-out of the National Development Plan (NDP) with a particular emphasis at post-primary level. During the NDP period 2018 to 2022 over 450 classrooms in mainstream schools for children with special education needs, and in excess of 120 classrooms in 28 special schools under the Large Scale and Additional Accommodation Scheme, including accelerated delivery using modern methods of construction were delivered. This year alone, in excess of 300 school building projects are currently under construction, including 40 new school buildings and 260 projects at existing schools across the country and an additional 1,000 school building projects are progressing through the pipeline. Taken together, this is ensuring new, additional or modernised accommodation in over 50% of our special schools; and 60% of our post-primary schools will either have an existing special class or have a project on the School Building Programme which will provide special educational accommodation.
The department’s capital allocation has always been under significant pressure and it has a strong track record of fully utilising it, and in many years requiring supplementary capital funding, to deliver urgently required school building projects. The Department’s published capital allocation in 2023 is €860 million. However, an agreement was secured with the Department of Public Expenditure, NDP Delivery and Reform in April to provide additional funds to guarantee and support the roll-out and continuation of the Department’s school building programme in 2023. This agreement is facilitating the continued roll-out of urgently required school building projects in both mainstream and special education settings, including projects that were temporarily paused due to capital funding pressures.
The Department’s published allocation for 2024 is €940 million. However, my officials continue to engage with the Department of Public Expenditure, NDP Delivery and Reform regarding capital funding pressures in 2024 and future years. I am anxious to ensure that the capital allocations for my department are sufficient to ensure a smooth as possible delivery of urgently required school building projects.
The current status of all school building projects 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.
I want to reassure you 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.
518. Deputy Aodhán Ó Ríordáin asked the Minister for Education the additional cost of restoring guidance counselling to pre-recession levels; the provision currently in place; and if she will make a statement on the matter. [37026/23]
View answerPrior to the cuts to guidance in the budget of 2012 there were 730 Guidance posts in the post primary system.
Measures announced by the Department as part of a number of Budgets starting in 2016 restored the fully restored the allocation of time allocated to guidance in schools. The Department has allocated 928 guidance posts for the coming school year 2023/24. The number of posts is subject to change as it is calculated with regard to pupil numbers in each school. Each school receives an allocation for guidance that is separate from the general allocation to schools. In this way, the hours for guidance are ring-fenced.
The allocation for guidance has returned to that of pre-recession levels. However, the model of guidance in schools has evolved over the ten years in question.
A model of whole school guidance applies in the contemporary post-primary system. The whole school guidance allocation model allows for a balanced, school-wide approach to the three elements of guidance, personal/social, educational and career guidance. Guidance hours are allocated to personnel by school management in each school. In allocating guidance hours, school management consider a range of factors including but not limited to (i) the needs of students and (ii) the student support team in the school at large. The 2023/24 circulars on staffing arrangements/ allocations, published in January 2023 provides the following text agreed with the School Management Bodies in relation to the assignment of ring-fenced Guidance Counselling hours. (Circulars 0002,0003 and 0004 of 2023)
“In deploying the guidance allocation, schools are encouraged to give due consideration to the pivotal role the qualified guidance counsellor plays in the implementation of the whole school guidance plan. The guidance counsellor will require time for individual student appointments, for Guidance lessons, and general guidance related work within the context of the Whole School Guidance plan”.
The Chief Inspector’s report (2022) notes that whole school guidance is provided to students through a variety of approaches.
The report indicated that teaching and learning in guidance lessons was of high quality in over 90% of schools inspected. It found that whole-school guidance was of high quality, well-integrated and collaborative in supporting students and involved a wide range of staff with specific roles and functions. Other good practice in relation to whole-school provision included the establishment of very effective student support teams which facilitated an appropriate focus on student welfare and clear referral pathways, both internal and external.
This would indicate that the current allocation model is effective in supporting the whole school approach to guidance provision.
519. Deputy Aodhán Ó Ríordáin asked the Minister for Education the cost for either a 10% or 20% increase in school capitation grants at primary and secondary level, in tabular form, for the 2023/24 school year; the first-year cost and full-year cost for the 2024/25 school year; the additional cost of a 25% increase in Deis capitation; and if she will make a statement on the matter. [37027/23]
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.
The first year cost and full year cost of 10% and 20% increase in school capitation at primary and secondary level are outlined below:
|
10% |
10% |
20% |
20% |
|
|
Primary |
Post Primary |
Primary |
Post Primary |
|
|
First year cost |
€3.3m |
€3.6m |
€6.9m |
€7.0m |
|
Full year cost 2024/25 |
€9.8m |
€10.8m |
€20.2m |
€21.2m |
For the next academic year, 2023/2024 the Department has paid out €16,084,270 in funding to Primary DEIS schools and €5,498,417 to Post Primary DEIS schools, with nearly 1,200 schools receiving a grant.
This DEIS grant should be used by schools to attain the targets set in each schools action plan for improvements under attendance, retention, literacy, numeracy, supporting educational transitions,
Partnership with parents and others and examination attainment (post-primary only).In total, €21,582,687 has been paid out.
A 25% increase in this would be in the region of €5.4m.
520. Deputy Aodhán Ó Ríordáin asked the Minister for Education the allocation for capital expenditure in 2023; to provide a breakdown of the spend on new schools and classrooms at primary, secondary and special schools; how many additional classrooms are planned in each; what the required provision in 2024 is; and if she will make a statement on the matter. [37028/23]
View answerUnder 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 the 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, with over 180 projects completed last year within a challenging construction sector environment of high inflation, labour shortages and supply chain issues.
Delivering additional capacity in to the school system is a key focus for my Department and can account for some 80% of expenditure in a given year. In this regard, this year alone, in excess of 300 school building projects are currently under construction, including 40 new school buildings and 260 extension projects at existing schools. This is supplemented as required through the use of Modern Methods of Construction, such as modular accommodation programme, to meet additional capacity requirements beyond the aforementioned 300 school projects.
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 the accommodation of students from Ukraine and other countries under the International Protection system.
My Department has a strong track record of project delivery. In this regard, its capital allocation has always been under significant pressure and it has a strong track record of fully utilising it, and in many years requiring supplementary capital funding, to deliver urgently required school building projects. The Department’s published NDP capital allocation in 2023 is €860 million. However, an agreement was secured with the Department of Public Expenditure, NDP Delivery and Reform in April to provide additional funds to guarantee and support the roll-out and continuation of my Department’s school building programme in 2023. This agreement is facilitating the continued roll-out of urgently required school building projects in both mainstream and special education settings, including projects that were temporarily paused due to capital funding pressures. The breakdown in spend in 2023 between primary, post-primary and special schools will depend on the pace of progress of individual projects over the course of the year.
The Department’s published allocation for 2024 is €940 million. However, my officials continue to engage with the Department of Public Expenditure, NDP Delivery and Reform regarding capital funding pressures in 2024 and future years. I am anxious to ensure that the capital allocations for my Department are sufficient to ensure a smooth as possible delivery of urgently required school building projects.
521. Deputy Aodhán Ó Ríordáin asked the Minister for Education the level of capital commitment for retrofitting or energy efficiency measures in schools in 2023; which projects were supports; and if she will make a statement on the matter. [37029/23]
View answerMy Department has a strong record with respect to sustainable energy in school buildings and this performance has been recognised at both National and International level with sustainable energy awards for excellence in design and specification.
My Department’s approach to the decarbonisation of the school sector is predicated on establishing a credible phased pathway to zero emissions, and meeting 2030 public sector targets through an evidence based approach, informed by the Department’s Energy Research Programme which has been in place from 1997 with over 54 different research strands.
There has been a strong early focus on energy efficiency in the school sector. In 2009 my Department provided 100% funding for a school sector insulation scheme. This programme enabled all schools to apply for 100% funding to upgrade the fabric insulation in their school buildings with the focus on cavity wall and attic insulation.
An enhanced water conservation scheme for the school sector was completed in 2010 via a 100% funded programme of works that saw existing school buildings improving hot and cold water conservation and reducing costs in use.
Since 2009, schools designed and built in accordance with the Department’s schools technical guidance documents have achieved A3 Building Energy Ratings.
Current schools typically achieve up to 20% higher energy performance and 25% better carbon performance than required by Building Regulations.
In addition, 10% of primary energy in these schools is provided via solar photovoltaic panels. Electric vehicle charging infrastructure is also provided.
The National Development Plan 2021-2030 published on 4th Oct 2021, provides capital funding of over €4.4bn for investment in school infrastructure during the period 2021 to 2025. There continues to be a strong Climate Action dimension to this modernisation programme.
My Department and the Department of Environment, Climate and Communications have developed a jointly funded school sector decarbonisation pathfinder programme. It is administered by the Planning and Building Unit in my Department and the Sustainable Energy Authority of Ireland in partnership with devolved delivery support from Limerick and Clare Education Training Board.This Pathfinder programme is paving the way for, and informing, a much larger national decarbonisation school sector programme.
The budget for the pathfinder programme of works from 2017 to 2023 is circa €110 million.
This pathfinder is a great example of collaboration ensuring the deployment of new design approaches and technologies are introduced to the school sector on an evidence based approach. This programme continues to assist my Department to explore options and test various solutions for decarbonised energy efficiency solutions in our broad range of school building types.
It is facilitating research on a range of typical retrofit options for schools, which will be tried and tested. It is providing valuable development information for a solution driven delivery strategy which will be founded on a solid evidence base that has proven the robustness and scalability of renewable solutions within the school sector.
Each school undergoes a comprehensive assessment to ensure that the measures are suitable for that school and will deliver value to both the school and learnings for the national retrofit programme.
The works typically involves upgrades to the building fabric including wall and roof insulation, doors and windows, air tightness improvements, LED lighting and heating upgrades as well as renewable technologies.
This pathfinder programme has completed work to date in 49 schools across Ireland.
Work is progressing in an additional 15 schools.
A Building Energy Rating (BER) of B is the targeted energy rating for these schools.
The pathfinder is paving the way for, and informing a larger schools national programme for the energy retrofit of schools and will play a key part of meeting delivery of the Climate Action Plan.
The next step in relation to the decarbonisation pathfinder programme as detailed in Climate Action Plan 2023 is to create an accurate scalable model for resourcing and delivery for the school sector. This will include an initial pilot to test the national delivery model processes and procedures, this will commence in 2024.
The 2023/24 Pathfinder is jointly funded with a targeted budget of €50 million from the Department of Education and Department of the Environment, Climate and Communications and administered by the Sustainable Energy Authority of Ireland (SEAI) and the Department of Education with delivery support from Limerick and Clare Education and Training Board.
The schools for the 2023 programme are:
Leixlip Community School, Kildare
Catherine McCauley Special School, Limerick
Carndonagh Community School, Donegal
St Joseph’s National School, Kingscourt, Cavan
Presentation Girls Primary School, Maynooth
Holy Rosary School, Wicklow
Hazelwood College, Limerick
St Colmcille’s Community School, Dublin
Scoil Thomas Primary School, Dublin
Scoil Neassain Primary School, Limerick
522. Deputy Aodhán Ó Ríordáin asked the Minister for Education the additional funding required to ensure equal pay for the post-2010 entrants to teaching; where the remaining differences are; how many teachers are affected; and if she will make a statement on the matter. [37030/23]
View answerThe Government is committed to the delivery of quality public services, and will continue to approach public service pay in a balanced way that is reasonable and fair to both public servants and the taxpayer. This has been achieved through series of national collective agreements applying across the public sector agreed between trade unions and the Government.
The value of public pay deals to the Government and the taxpayer is ensuring that pay costs are managed in a sustainable and orderly way and in a climate of industrial peace. By and large the public pay agreements have delivered on these objectives over the last 12 years. The current public service agreement, Building Momentum, is in place until the end of this year.
The matter of new entrant pay is a cross sectoral issue, not just an issue for the education sector alone. New entrant pay has been gradually restored over recent years through measures in national pay agreements and has led to significant improvements in the pay of teachers. For example, the starting salary for a new entrant teacher in 2012 was €30,702. As a result of pay agreements over recent years the starting salary of a teacher is now €40,635 for primary teachers and €42,015 for post primary teachers with effect from 1st March 2023.
In addition, as part of the agreement there is a specific provision in relation to new entrant teacher pay which allows for the skipping of Point 12 of the pay scale. This incremental jump provides an addition €1,700 increase to new entrants. This follows on from measures introduced in the September 2018 agreement which provided for incremental jumps for new entrants at point 4 and 8. This is a further improvement in pay for new entrant teachers which means that teachers on the post-2011 pay scale will reach point 11 of the pay scale in a far shorter time than on the pre-2011 pay scales.
Building Momentum also provides for a sectoral bargaining process to deal with outstanding adjudications, commitments, recommendations, awards and claims which may include allowances. The post primary teaching unions have decided to use this fund to settle outstanding claims including some related to new entrants such as the incorporation of the value of the Professional Masters in Education allowance to the salaries of new entrant teachers. This is in addition to earlier measures incorporating the value of other qualification allowances in new entrant pay scales.
The Building Momentum Agreement states that parties agree that these measures will be implemented to resolve in full the remaining salary scale issues pertaining to new entrant teachers.
523. Deputy Ivana Bacik asked the Minister for Education her plans to eliminate gender bias in the provision of Leaving Certificate classes in single-sex schools. [37072/23]
View answerStudents taking the established Leaving Certificate programme must take at least five subjects. English, Mathematics and Irish are the core subjects for all students, except for those students who have an exemption from Irish. Typically, students take six or seven subjects. The range of subjects offered by an individual school is a matter for the school. The range of subjects offered will vary in accordance with the teaching resources in the school and the needs and interests of the students.
However, I am cognisant of the issue of gender imbalance in the uptake of certain subjects, particularly in the STEM field, by girls in secondary schools.
The Government is committed to increasing the participation of girls and women in STEM education and careers. This is demonstrated by my Department’s STEM Education Policy Statement 2017-2026 www.gov.ie/en/policy-information/4d40d5-stem-education-policy/ and its two implementation plans, Implementation Plan 2017-2019 www.gov.ie/pdf/?file=https://assets.gov.ie/43631/194126acae544b93895436013dadbefb.pdf#page=null and, most recently, the STEM Implementation Plan to 2026 www.gov.ie/pdf/?file=https://assets.gov.ie/249002/3a904fe0-8fcf-4e69-ab31-987babd41ccc.pdf#page=null published on 1 March this year. These acknowledge that there is need to increase the uptake of STEM subjects and to enhance STEM learning for learners of all backgrounds, abilities and gender, with a particular focus on uptake by females.
This new STEM Implementation Plan, which goes to 2026, has been jointly developed by my Department and the Department of Children, Equality, Disability, Integration and Youth. It contains many actions to promote gender balance in STEM, in particular focussing on the upskilling of educators to promote gender balance and the tackling of barriers and stereotypes currently evident in STEM. Actions in the new Plan to tackle gender imbalance include
Support for the STEM Passport for Inclusion, a project led by National University of Ireland, Maynooth, which recognises the experiences of girls from DEIS schools as they achieve micro-credentials in STEM, through mentoring and engagement with STEM content knowledge.
Continued consideration of gender balance in the development and review of national curriculum specifications and Department of Education policies, strategies and resources.
The exploration of the development of a national accreditation framework for whole school culture change at primary and post primary levels to address gender balance, equity, diversity and inclusion.
524. Deputy Ivana Bacik asked the Minister for Education her views on the practice of reduced timetables as a means of managing behaviour of children; and her plans to ensure that children do not have restricted hours in their education. [37076/23]
View answerThe position of my Department is that all pupils who are enrolled in a school should attend school for the full day, unless exempted from doing so for exceptional circumstances, such as medical reasons.
My Department issued guidelines to schools on reduced school days in September 2021 which came into effect from 1st January 2022.
These guidelines clearly state that reduced school days should not be used as a sanction, offered as an alternative to a sanction, or used as a behavioural management tool. Reduced school days should only ever be considered in very limited and time-bound circumstances such as, for example, supporting a student to return to school after a period of absence, or due to a medical or mental health-related condition or due to other exceptional circumstances. It is acknowledged that a reduced school day may be helpful in exceptional circumstances as part of a transition or reintegration intervention, based on the needs of individual student.
Where a reduced school day is used, it should be applied proportionately, and should last only as long as is necessary to facilitate a return to school on a full-time basis. Signed parental/guardian consent (or consent of the student if over 18) should be received prior to implementation of a reduced school day.
My Department continues to work closely with Tusla Education Support Service and the National Council for Special Education to ensure that all students are supported to the greatest extent possible to attend for the full school day.
525. Deputy Ruairí Ó Murchú asked the Minister for Education if she will provide an update on the work being done on the review or audit of school places need in County Louth, in light of the latest Census figures; and if she will make a statement on the matter. [37144/23]
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 school planning areas in Louth include Bush, Dundalk, Ardee, Dunleer and Drogheda.
At primary level the most recent projections for Bush, Dunleer, Ardee and Drogheda indicate decreasing enrolments. Enrolments in Dundalk are projected to reach a peak in the next three years and decrease thereafter.
At post-primary level enrolments in each school planning area are projected to reach a peak in the coming two years and decrease 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.
526. Deputy Ruairí Ó Murchú asked the Minister for Education to outline the plans in place at her Department to deliver a greater number of ASDs in County Louth, particularly to address the issues of creating additional space in a number of schools and other logistical difficulties; and if she will make a statement on the matter. [37145/23]
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.
The NCSE has the responsibility for planning and coordinating school supports for children with special educational needs.
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 12 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, 385 new special classes – 252 at primary and 133 at post-primary level – have been sanctioned by the NCSE for opening in the 2023/24 school year.
Of these new classes, 18 are in Co. Louth, with 12 at primary level and 6 at post-primary level. These new classes will bring the total number of special classes in Louth to 88.
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. 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 available on the NCSE's website at: www.ncse.ie/special-classes.
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.
527. Deputy Ruairí Ó Murchú asked the Minister for Education if consideration would be given to allowing schools to use a two-year admission application process for children with special educational needs, disabilities and autism instead of the current one-year application process so that spaces for these children can be better planned at both primary and secondary level; and if she will make a statement on the matter. [37146/23]
View answerThe National Council for Special Education NCSE has the responsibility for planning and coordinating school supports for children with special educational needs including the allocation of SNAs and reviews.
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 and is available at: www.ncse.ie/special-classes.
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.
All schools have published an admissions notice outlining the timelines of the admissions process, this must be published a minimum of one week prior to the admissions process taking place. The admissions forms are also published on the school’s website. Schools cannot start this process until 1 October at the earliest in the year preceding the school year applied for.
The advantage of having a clear starting date is that parents including those parents who are abroad and who might be thinking of returning home, will know with certainty that schools will not start accepting applications before this key date, but that once this date arrives, they must then be alert to the possibility of the school(s) in which they are interested commencing their admission process.
528. Deputy Ruairí Ó Murchú asked the Minister for Education if she will outline the engagement her Department has had with other Government Departments in relation to the greater level of provision of therapies in schools for those with disabilities and autism; and if she will make a statement on the matter. [37147/23]
View answerProvision of therapies for those with disabilities is the responsibility of my colleague Minister Rabbitte’s Department for Children, Equality, Disability, Integration and Youth,
My Department has been engaging with colleagues in DCEDIY in relation to the upcoming publication of The Action Plan for Disability Services 2024-2026; the availability of multidisciplinary therapeutic services for children and young people to support them in accessing education is a critical component of a holistic approach to support this cohort in the education system.
My Department welcomes any initiatives to support increased supply and retention of therapists into the Disability Services and into the education system, and is committed to continuing the close working relationship working with the Department of Children, Equality, Disability, Integration and Youth and other key Government Departments and agencies to support measures to increase supply and retention of these key staff.
Supporting the provision of appropriate education for children with additional needs is a key priority for the Department of Education. In February 2019, the Government approved the trialling of the School Inclusion Model (SIM) for the 2019/20 school year. There are a number of strands to the SIM project, including additional NEPS services and in-school support from therapists. Initially designed as a one year pilot involving up to 75 participating schools in the CHO 7 region, it was interrupted by Covid-19 with the closure of schools and the diversion of HSE therapists from the project to Covid related work. It was then extended to the 2020/21 school year which was also interrupted by Covid. The Pilot recommenced in November 2021 in CHO7. Progress has been made on aspects of the Model but much remains to be done in terms of in-school implementation, evaluation and expansion.
The Department has experienced a number of challenges and barriers to continuing the roll-out of SIM in CH07 and expanding SIM to other areas at this time. The single biggest challenge is the availability of therapists and psychologists. While the Department’s initial intention was to expand SIM to other areas, pressures relating to workforce supply (therapists and psychologists) have resulted in SIM being limited to one CHO area.
My Department will continue to engage with DCEDIY and Department of Health on the provision of therapies for children and young people in our education system.
529. Deputy Gary Gannon asked the Minister for Education if she will provide an update on the case of an exam candidate (details supplied) regarding deferred exams for illness; her views on whether it is fair that a student be denied the ability to resit the deferred exam due to their particular illness; and what can be done to rectify this kind of issue in the future. [37174/23]
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.
