Written Answers Nos. 344-363
344. Deputy Richard Bruton asked the Minister for Education whether she has considered initiating, along with the Minister for Further and Higher Education, Research, Innovation and Science, a national dialogue on the reform of the Leaving Certificate; and if she will make a statement on the matter. [40280/23]
View answerAs the Deputy will be aware, last year I announced an ambitious programme of work for a reimagined Senior Cycle of education where the student is at the centre of their Senior Cycle experience. In my announcement I set out a clear vision for Senior Cycle.
My announcement built on the National Council for Curriculum and Assessment (NCCA)’s Senior Cycle Review: Advisory Report but also sought to build on:
• The experience of Leaving Certificate students over the period of the pandemic;
• Growing consensus (and demand for change) – reflecting a more active student voice in the debate; and
• International experience and perspectives.
Both I and my officials have engaged extensively with education stakeholders since my announcement. Officials in my Department have met with a wide range of stakeholders to brief them on my vision for Senior Cycle including officials from the Department of Further and Higher Education, Research, Innovation and Science (DFHERIS). Both Departments continue to meet on a regular basis to discuss relevant issues in this area, in particular pathways and transitions from post-primary education to further and higher education, apprenticeships and the world of work.
In April this year I established the Senior Cycle Redevelopment Partners’ Forum, a representative stakeholder engagement group which underpins the collaboration necessary to support implementation and, where appropriate, further developments under the programme. The Partners’ Forum facilitates information exchange on progress, implementation challenges and work streams in relation to the implementation of Senior Cycle Renewal; and provides informed insights into the implementation of the Senior Cycle Renewal programme.?
The Forum’s membership includes representatives of a wide range of stakeholders including national representative organisations for students, parents, teachers, and school management, as well as DFHERIS and other relevant organisations.
In addition to the Partner’s Forum, a broad and inclusive level of engagement has been undertaken with student representatives, teacher representatives, school leaders and management bodies, parents’ representatives, and children’s rights advocates.
The Partners’ Forum complements the work of other bodies that have been established to further Senior Cycle Renewal. This includes the Senior Cycle Redevelopment Programme Delivery Board (PDB), established in February, which is charged with monitoring the redevelopment work and reporting regularly to me on progress.
The PDB has invited national representative organisations of school management bodies, teachers’ unions, and student unions to attend certain recent meetings in order to hear their views, with parent representatives due to attend the next meeting, and this engagement has informed the work of the PDB.
The Deputy may also be aware that today I provided an update on the progress made regarding the redevelopment of Senior Cycle including the acceleration of the roll-out of the 9 new and revised subjects comprising tranche 1 of the subject revision programme. This means that the 2 new and 7 revised subjects in this tranche will be available in 2025 two years ahead of the originally planned implementation in 2027.
It may interest the Deputy to know that further information on Senior Cycle Renewal, including on the most recent developments, is available at gov.ie - Senior Cycle Redevelopment (www.gov.ie)
345. Deputy Michael McNamara asked the Minister for Education when school transport will be facilitated in the case of a person (details supplied); and if she will make a statement on the matter. [40285/23]
View answerThe School Transport Scheme is a significant operation managed by Bus Éireann on behalf of the Department of Education. In the 2022/2023 school year, over 149,000 children, including over 18,000 children with special educational needs, were transported on a daily basis to primary and post-primary schools throughout the country.
In addition, school transport scheme services were provided for over 5,400 children who have arrived to Ireland from Ukraine.
The total cost of the scheme in 2022 was €338.9m.
Already over 132,000 tickets have issued for the 2023/2024 school year which is an increase of 12% when compared with the same time last year. This number of tickets has already exceeded the total number of tickets issued in the 2022/23 school year.
Bus Éireann, has advised that in recent weeks, they issued tickets for school transport on bus services that had been secured for the 2023/24 school year. A number of difficulties have arisen in having services in place for the start of the new school year in some localities with a small number of contracted services.
Bus Éireann continues to work intensively and every effort is being made to ensure transport can be sourced and put in place as soon as possible.
The Department is sanctioning an interim arrangement to assist with the cost of alternative arrangements until services are in place.
The Exceptional No Service Interim Grant will be made available to families retrospectively. This payment will be paid as an exceptional measure and will be calculated from the date the service was due to commence up to the date that a service is provided for children.
Details of this grant have issued this week to the family, to whom the Deputy refers, via e-mail from the School Transport Section of my Department.
346. Deputy Darren O'Rourke asked the Minister for Education if she will provide an update on the Government’s commitment to install solar panels on every school; how this will be funded; if it is still the intention to fund this initiative via the climate action fund; if the estimated costs have been revised since the initial announcement; when she expects that the rollout of delivery will begin; and if she will make a statement on the matter. [40287/23]
View answerAs the Deputy is aware, Budget 2023 provided for the provision of funding from the Climate Action Fund in relation to the provision of Photovoltaic Panels in schools up to 6KW output.
This is really positive news for our schools and will assist with their energy needs and costs along with supporting the decarbonisation of our school buildings.
My officials are working closely with colleagues in the Department of Environment, Climate and Communication in relation to the arrangements for this multi-annual scheme and details will be announced in the shortest timeframe possible.
As part of planning for the rollout of this multi-annual scheme, the capacity surveys of the school system that are currently underway will also include obtaining up to date data on the number of schools that have solar panels currently. This is important preparatory work in planning for the rollout of this multi-annual scheme. The provision of the solar panels will be fully funded for schools.
347. Deputy Violet-Anne Wynne asked the Minister for Education if a circular will issue with respect to adjustments to the 2024 leaving certificate examinations; and if she will make a statement on the matter. [40291/23]
View answerIn May this year, Minister Foley announced that adjustments will be made to the assessment arrangements for students due to sit State examinations in 2024. These are the same as the assessment adjustments that applied for students sitting the 2023 examinations, and the August 2021 adjustments, but updated as relevant.
These adjustments will play to student strengths by leaving intact the familiar overall structure of the examinations, while incorporating additional choice for students in the examinations. In some cases, the adjustment measures will provide more time for tuition by, for example, reducing preparatory work for practical examinations.
These arrangements were communicated to schools on 18 September, and can be found at the following link:
gov.ie - Assessment Arrangements for Junior Cycle and Leaving Certificate Examinations 2024 (www.gov.ie)
348. Deputy Robert Troy asked the Minister for Education if she will ensure that school transport tickets are issued in a case (details supplied). [40295/23]
View answerThe School Transport Scheme is a significant operation managed by Bus Éireann on behalf of the Department of Education. In the 2022/2023 school year, over 149,000 children, including over 18,000 children with special educational needs, were transported on a daily basis to primary and post-primary schools throughout the country.
In addition, school transport scheme services were provided for over 5,400 children who have arrived to Ireland from Ukraine.
The total cost of the scheme in 2022 was €338.9m.
Already over 132,000 tickets have issued for the 2023/2024 school year which is an increase of 12% when compared with the same time last year. This number of tickets has already exceeded the total number of tickets issued in the 2022/23 school year.
The Post Primary School Transport Scheme supports the transport to and from school of children who reside not less than 4.8 kilometres from and are attending their nearest post-primary education centre/school. While it is the prerogative of parents to send their children to the post-primary school of their choice, eligibility for school transport at post primary level is to the nearest education centre/school, subject to limited exceptions.
Children who are eligible for school transport and who have completed the application process on time will be accommodated on school transport services where such services are in operation.
Children who are not eligible for school transport may apply for transport on a concessionary basis only and will be facilitated where spare seats are available after eligible children have been accommodated. Where the number of ineligible children exceeds the number of spare seats available Bus Éireann will allocate tickets for the spare seats using an agreed selection process.
Under the terms of the scheme, routes will not be extended or altered, additional vehicles will not be introduced, nor will larger vehicles or extra trips using existing vehicles be provided to cater for children travelling on a concessionary basis.
The terms of the School Transport Schemes are applied equitably on a national basis.
Bus Éireann have confirmed these pupils are not eligible for transport as they are attending their 3rd nearest Post primary Centre.
An application and payment was received on time for these pupils for the 2023/24 school year however they were unsuccessful in obtaining concessionary seats for the 2023/24 school year and the existing services are currently operating to capacity.
349. Deputy Pauline Tully asked the Minister for Education her plans to increase school bus capacity levels to respond to the increased demand resulting from the lowering of school transport scheme fees for primary and post-primary. [40298/23]
View answerThe School Transport Scheme is a significant operation managed by Bus Éireann on behalf of the Department of Education. In the 2022/2023 school year, over 149,000 children, including over 18,000 children with special educational needs, were transported on a daily basis to primary and post-primary schools throughout the country.
In addition, school transport scheme services were provided for over 5,400 children who have arrived to Ireland from Ukraine.
The total cost of the scheme in 2022 was €338.9m.
Already over 132,000 tickets have issued for the 2023/2024 school year which is an increase of 12% when compared with the same time last year. This number of tickets has already exceeded the total number of tickets issued in the 2022/23 school year.
A review of the School Transport Scheme is nearing completion. The review is being conducted with a view to examining the current scheme, its broader effectiveness and sustainability, and to ensure that it serves students and their families adequately.
The final report of the review will include recommendations on the future operation of the Department’s School Transport Scheme. Once approved by Government, it is planned that the review will be published.
350. Deputy Michael Healy-Rae asked the Minister for Education when school caretakers will be paid by her Department (details supplied); and if she will make a statement on the matter. [40313/23]
View answerCaretakers are valued and vital members of the school system. The majority of primary and post-primary schools receive assistance to provide for caretaker services under grant schemes. Where a school employs a caretaker under these grant schemes to support those functions, those staff members are employees of the individual schools and as such the responsibility for the terms and conditions of employment rests with the school. Therefore, at present, the issue of pay is a matter for the Board of Management/ School as their direct employer.A new agreement for revised salary and annual leave entitlements for grant funded school secretaries has recently been implemented with school secretaries who have opted to accept the terms and conditions receiving payment via a centralised payroll administered by my Department for the first time on 14 September 2023. The Department is committed to ensuring that school caretakers will be afforded the opportunity to also avail of a similar deal in the near future. At present there remains a deficit of data on the working patterns as well as the terms and conditions of work for caretakers. A significant project was required to gather comprehensive data in respect of school secretaries in order to implement payroll arrangements: work is ongoing to resolve complex individual cases and once this is completed, a separate, similar process in respect of caretakers with commence. We anticipate that this data gathering for caretakers will be progressed as soon as practicable.
351. Deputy Paul Kehoe asked the Minister for Education when a secondary school will receive its ICT grant as it is in a position to purchase new equipment but cannot commit, due to the uncertainty of the timing of the grant and is in danger of losing the deal at hand; and if she will make a statement on the matter. [40315/23]
View answerThe Digital Strategy for Schools to 2027 was published last year and is underpinned by an investment of €200m to support its implementation, 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.
The previous Digital Strategy for Schools 2015 to 2020 saw overall investment of €210m issued to all recognised primary and post-primary schools in annual grant funding. This funding enabled schools to invest in appropriate digital infrastructure to enable the embedding of the use of digital technology in teaching, learning and assessment.
Funding of €50m secured as part of Ireland's National Recovery and Resilience Plan under the NextGenerationEU Recovery and Resilience Facility also issued to all recognised schools in the free education scheme to support learners at risk of educational disadvantage through the digital divide in late 2021.
My Department intends to pay the next tranche of ICT grant funding in the 2023 to 2024 school year. The specific timing for issue of the ICT grant is subject to the availability of Exchequer funding and the wider capital needs of the Department including the building programme to ensure the supply of school accommodation.
As part of the forthcoming Review of the National Development Plan, my Department’s aim is to provide better clarity and certainty for schools on the timelines for payment of minor works and ICT grant funding.
352. Deputy Peadar Tóibín asked the Minister for Education if she and/or her Department will meet with a person (details supplied) to discuss the new RSE curriculum. [40316/23]
View answerAccess 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.
The role of the National Council for Curriculum and Assessment (NCCA) is to advise me, as Minister for Education, in matters relating to the curriculum for early childhood education, primary and post-primary schools and the assessment procedures employed in schools and examinations on subjects that are part of the curriculum.
The work currently ongoing by the NCCA to update the curricula in SPHE and RSE follows on from a 2019 review of RSE across primary and post-primary. An updated Junior Cycle SPHE specification was published by the NCCA in May and is being rolled out in schools from this month. The finalisation of the specification followed on from extensive public consultation on a draft specification in 2022. The Senior Cycle draft SPHE specification is currently available for public consultation until 18 October 2023. A background paper was already published for consultation in October last year. Work on a Primary specification has now begun also, and that is expected to be available for public consultation in 2024, before being finalised in 2025.
Given that the NCCA's public consultation processes are ongoing, it would not be appropriate for separate meetings to take place between my Department and individuals or groups. These public consultations provide the appropriate route by which all those with an interest in this area, including the individual referred to by the Deputy, may make their views known, in order to inform the finalisation of specifications by the NCCA for submission to me as Minister. As such, I am not available to meet the group the Deputy refers to.
I would greatly encourage this group, and indeed anyone who has an interest in this vital and sensitive issue, to take part in available consultations in order to make their voices heard in the curriculum redevelopment process.
353. Deputy Michael Fitzmaurice asked the Minister for Education when tickets for school transport will issue to four families (details supplied) who have no other means of getting to school; and if she will make a statement on the matter. [40317/23]
View answerThe School Transport Scheme is a significant operation managed by Bus Éireann on behalf of the Department of Education. In the 2022/2023 school year, over 149,000 children, including over 18,000 children with special educational needs, were transported on a daily basis to primary and post-primary schools throughout the country.
In addition, school transport scheme services were provided for over 5,400 children who have arrived to Ireland from Ukraine.
The total cost of the scheme in 2022 was €338.9m.
Already over 132,000 tickets have issued for the 2023/2024 school year which is an increase of 12% when compared with the same time last year. This number of tickets has already exceeded the total number of tickets issued in the 2022/23 school year.
Children are eligible for transport at primary level where they reside not less than 3.2 kilometres from and are attending their nearest national school, and at post primary level where they reside not less than 4.8 kilometres from and are attending their nearest post primary school/education centre as determined by the department/Bus Éireann, having regard to ethos and language.
Children who are eligible for school transport and who have completed the application process on time will be accommodated on school transport services where such services are in operation.
Children who are not eligible for school transport, but who completed the application process on time, will be considered for spare seats that may exist after eligible children have been facilitated; such seats are referred to as concessionary seats.
Because of the nature of concessionary transport for non-eligible children and the priority of providing places for eligible children, there may be an excess of demand over supply for concessionary places, in these cases Bus Éireann will allocate tickets for spare seats using a random selection process.
Bus Éireann advise that three of the families referred to by the Deputy are concessionary applicants as they are not attending their nearest post primary school, however, one of these families was issued with a ticket on 13/07/2023.
Bus Éireann have further advised that they have no record of an application for school transport from the fourth family to which the Deputy referred.
354. Deputy Bernard J. Durkan asked the Minister for Education if all possible assistance can be given to finding a school place for the daughter of a person (details supplied); and if she will make a statement on the matter. [40323/23]
View answerAs the Deputy will be aware, for school planning purposes, my Department divides the country into 314 school planning areas and utilises a Geographical Information System to anticipate school place demand. Information from a range of sources, including Child Benefit data, school enrolment data and information on residential development activity is used for this purpose. Additionally, Project Ireland 2040 population and housing targets inform my Department's projections of school place requirements.
While the Department is aware of increasing pressures and demand for additional school places in the Celbridge area, it is important to note that where enrolment pressures arise, it may not be as a result of lack of accommodation but may be driven by the following factors:
• Duplication of applications – pupils have applied for a place to a number of schools in the area
• School of choice – pupils can’t get a place in their preferred school while there are places in other schools in the town/area
• Some towns/areas have single sex schools and while places are available in the school they are not available to all pupils
• External draw – pupils coming from outside the local area
My Department's main responsibility is to ensure that schools in an area can, between them, cater for all pupils seeking school places in the area. In relation to school admissions, it is the responsibility of the managerial authorities of all schools to implement an enrolment policy in accordance with the Education Act, 1998.
Parents have the right to choose which school to apply to and where the school has places available the pupil should be admitted. However, in schools where there are more applicants than places available a selection process may be necessary. This selection process and the enrolment policy on which it is based must be non-discriminatory and must be applied fairly in respect of all applicants. However, this may result in some pupils not obtaining a place in the school of their first choice.
The Department is working to establish the true extent of any capacity issues through ongoing discussions with the relevant school authorities. In that context, similar to the process adopted in advance of the current academic year, the Department is engaging with patron bodies and school authorities, including those of schools in the Celbridge area, to identify particular capacity requirements for the forthcoming years which may necessitate further action to that already in train.
Additionally, the Department will continue to work to advance the planned and current projects in the Celbridge School Planning area and to ensure sufficient places for both mainstream provision and for pupils with special education requirements.
The Educational Welfare Services (EWS) of the Child and Family Agency (Tusla) is the statutory agency that can assist parents who are experiencing difficulty in securing a school place for their child. The local service is delivered through the national network of Educational Welfare Officers (EWO). Contact details are available at tusla.ie/get-in-touch/education-and-welfare/.
355. Deputy Bernard J. Durkan asked the Minister for Education the grounds on which the son of a person (details supplied) was refused assistance by the assistive technology grant, but which was deemed essential by their psychologist's report; and if she will make a statement on the matter. [40326/23]
View answerUnder the Assistive Technology Scheme, as set out in my Department’s Circular 0010/2013, funding is provided to schools towards the cost of computers and specialist equipment, which are required for educational purposes.
All equipment provided under this scheme supports children with more complex disabilities who, in order to access the school curriculum, require essential specialist equipment.
It must be clear that the existing I.T. equipment in the school is insufficient to meet the child's needs. Where necessary, schools may also purchase new or additional equipment or software for students from normal school resources or funds.
This year, my Department will spend in excess of €2 Billion, or over 25% of the Department’s budget on providing a wide range of schemes and supports for children with special educational needs. An additional €2 million funding was secured in Budget 2023 for the Assistive Technology scheme. This represents an increase of almost 60% on funding allocated previously to this essential support. This increased allocation supports my Department’s commitment to ensure that a full range of resources, not just teachers and SNAs, are available to support children who most need it.
The Assistive Technology Scheme is provided by my Department to supplement the overall approach to providing funding to schools for digital technology and equipment to support children for education purposes. All equipment provided under this scheme supports children who require essential specialist equipment in order to access the school curriculum. I see assistive technology as a critical enabler for those with special educational needs to gain the maximum benefit from a modern technologically focused education system. Where children with more complex disabilities require essential specialist equipment to access the school curriculum, which they do not already have, or which cannot be provided for them through the schools existing provisions, schools may make an application for such equipment to the National Council for Special Education (NCSE) under the terms of this scheme.
The NCSE through its network of local Special Educational Needs Organisers (SENOs) is responsible for processing applications from schools for special educational needs supports. SENOs also make recommendations to my Department where assistive technology/specialised equipment is required. The NCSE operates within my Department's criteria in making recommendations for support.
Schools make applications directly to the SENO, providing details of the student’s special educational needs or disability, including details of the approach taken by the school in making relevant interventions.
In order to qualify for equipment under the Assistive Technology Scheme, a student must have been diagnosed with a physical or communicative disability and must also have a recommendation in a professional assessment that the equipment is essential in order to allow the student to access the curriculum.
SENOs will review the application, and professional reports provided in support of same, in order to establish whether the criteria of the scheme have been met. They will then make a recommendation to my Department as to whether or not assistive technology is required; and based on this recommendation, my Department will decide on the level of grant, if any, to be provided.
The type of equipment provided under the Assistive Technology Scheme is varied, and includes audiological supports for students with hearing impairment, braille equipment for children with visual impairment, and computer equipment with associated modified software for students with physical or severe communicative disabilities.
Communication devices or medical or therapy related devices which are not specific educational interventions or equipment specifically required as essential for school educational access, and which have a general application outside of school, are not provided for under the Assistive Technology scheme, however. Such equipment is normally provided for children with disabilities by the Health Service Executive (HSE).
Based on the professional information provided to the SENO and in line with criteria set out in Circular 10/2013, the SENO was not in a position to recommend an assistive technology grant for the school concerned on behalf of the student.
It is open to the school to appeal this decision. The appeals process is outlined on my Department’s website at the following link: gov.ie/en/service/237c68-assistive-technology-grant/
Separately, where an appeal has been unsuccessful, but new information becomes available, it is open to the school to submit a new application to the SENO for consideration.
It is also open to parents to contact SENOs directly to discuss their child’s special educational needs, using the contact details available at: ncse.ie/seno-contact-information.
356. Deputy Niamh Smyth asked the Minister for Education the reason that a person (details supplied) cannot get a bus ticket for their children; and if she will make a statement on the matter. [40331/23]
View answerThe School Transport Scheme is a significant operation managed by Bus Éireann on behalf of the Department of Education. In the 2022/2023 school year, over 149,000 children, including over 18,000 children with special educational needs, were transported on a daily basis to primary and post-primary schools throughout the country.
In addition, school transport scheme services were provided for over 5,400 children who have arrived to Ireland from Ukraine.
The total cost of the scheme in 2022 was €338.9m.
Already over 132,000 tickets have issued for the 2023/2024 school year which is an increase of 12% when compared with the same time last year. This number of tickets has already exceeded the total number of tickets issued in the 2022/23 school year.
Bus Éireann, has advised that in recent weeks, they issued tickets for school transport on bus services that had been secured for the 2023/24 school year. A number of difficulties have arisen in having services in place for the start of the new school year in some localities with a small number of contracted services.
Bus Éireann continues to work intensively and every effort is being made to ensure transport can be sourced and put in place as soon as possible.
The Department is sanctioning an interim arrangement to assist with the cost of alternative arrangements until services are in place.
The Exceptional No Service Interim Grant will be made available to families retrospectively. This payment will be paid as an exceptional measure and will be calculated from the date the service was due to commence up to the date that a service is provided for children.
Details of this grant have issued to the family to whom the Deputy refer, recently via e-mail.
357. Deputy Niamh Smyth asked the Minister for Education the reason that a person (details supplied) cannot get a bus ticket for their children; and if she will make a statement on the matter. [40332/23]
View answerThe School Transport Scheme is a significant operation managed by Bus Éireann on behalf of the Department of Education. In the 2022/2023 school year, over 149,000 children, including over 18,000 children with special educational needs, were transported on a daily basis to primary and post-primary schools throughout the country.
In addition, school transport scheme services were provided for over 5,400 children who have arrived to Ireland from Ukraine.
The total cost of the scheme in 2022 was €338.9m.
Already over 132,000 tickets have issued for the 2023/2024 school year which is an increase of 12% when compared with the same time last year. This number of tickets has already exceeded the total number of tickets issued in the 2022/23 school year.
Under the terms of the Primary School Transport Scheme, children are eligible for transport where they reside not less than 3.2 kms from and are attending their nearest primary school as determined by the Department/Bus Éireann, having regard to ethos and language.
Children who are not eligible for school transport, but who completed the application process on time, will be considered for spare seats that may exist after eligible children have been facilitated; such seats are referred to as concessionary seats.
Due to the nature of concessionary transport for non-eligible children and the priority of providing places for eligible children, there may be an excess of demand over supply for concessionary places, in these cases Bus Éireann will allocate tickets for spare seats using a random selection process. Under the terms of the scheme, the availability of concessionary transport varies from year to year based on the capacity on the buses running on all of the various routes and the number of eligible children accommodated on each route.
Bus Éireann have advised, that the family to whom the Deputy refers, are not eligible for school transport as they do not meet the distance criteria of 3.2kms. They reside 3kms from home to school. The family were not successful in receiving concessionary tickets for the 2023/2024 school year.
358. Deputy Niamh Smyth asked the Minister for Education the reason that a person (details supplied) cannot get a bus ticket for their children; and if she will make a statement on the matter. [40333/23]
View answerThe School Transport Scheme is a significant operation managed by Bus Éireann on behalf of the Department of Education. In the 2022/2023 school year, over 149,000 children, including over 18,000 children with special educational needs, were transported on a daily basis to primary and post-primary schools throughout the country.
In addition, school transport scheme services were provided for over 5,400 children who have arrived to Ireland from Ukraine.
The total cost of the scheme in 2022 was €338.9m.
Already over 132,000 tickets have issued for the 2023/2024 school year which is an increase of 12% when compared with the same time last year. This number of tickets has already exceeded the total number of tickets issued in the 2022/23 school year.
Under the terms of the Primary School Transport Scheme, children are eligible for transport where they reside not less than 3.2 kms from and are attending their nearest primary school as determined by the Department/Bus Éireann, having regard to ethos and language.
Children who are not eligible for school transport, but who completed the application process on time, will be considered for spare seats that may exist after eligible children have been facilitated; such seats are referred to as concessionary seats.
Due to the nature of concessionary transport for non-eligible children and the priority of providing places for eligible children, there may be an excess of demand over supply for concessionary places, in these cases Bus Éireann will allocate tickets for spare seats using a random selection process. Under the terms of the scheme, the availability of concessionary transport varies from year to year based on the capacity on the buses running on all of the various routes and the number of eligible children accommodated on each route.
Bus Eireann have advised, the pupil to whom the Deputy refers to, is not eligible for school transport. However they have advised that the local office have made contact with the family as a seat on the service that could accommodate this pupil has become available on a concessionary basis.
359. Deputy Richard Bruton asked the Minister for Education the total number of resource teachers employed at primary and at secondary level, distinguishing those in mainstream classes, special classes and in special schools; and the number of children receiving support in each case. [40355/23]
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.
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.
Special education teachers provide additional teaching support for students with special educational needs enrolled in mainstream classes in primary and post-primary schools under the special education teaching (SET) model.
The model encourages schools to support students with special educational needs in mainstream classes alongside their peers. Most students with special educational needs are enrolled in mainstream classes; an approach consistent with the Education of Persons with Special Educational Needs (EPSEN) Act 2004.
The SET model has been in place since 2017. It was recommended by the 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.
It is a fair and transparent way of allocating teaching resources to schools and represents a significant shift in the way that students with special education needs were 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.
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.
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 the 1st of September 2023, 14,393 SET posts have been allocated to mainstream schools. Of these 9,691 are at primary level and 4,702 at post-primary level.
The NCSE has also advised that there are currently 2,920 special classes sanctioned - 2,047 in primary settings and 873 in post-primary settings. These special classes provide capacity for 18,080 (12,654 primary and 5,426 post-primary) students.
Each special class in a primary school is allocated 1 teaching post. Each special class in a post-primary school is allocated 1.5 teaching posts. Therefore, there are 2,047 teaching posts allocated to special classes in primary schools and 1,309.5 teaching posts allocated to special classes in post-primary schools.
In regard to special school settings, there are 130 special schools nationwide, incorporating 120 special schools, 7 hospital schools and 3 Child and Adolescent Mental Health Service (CAMHS) schools. Of the 120 special schools catering for approximately 8,530 students, there are 1,381 teaching posts allocated.
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.
360. Deputy Richard Bruton asked the Minister for Education the total number of special needs' assistants employed at primary and at secondary level, distinguishing those in mainstream classes, special classes and in special schools; and the number of children receiving support in each case. [40356/23]
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.
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 the department on special education will be substantially increased by over 10% on last year, meaning that for 2023 the 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 next year.
For the first time ever we will have 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.
SNAs play a central role in the successful inclusion of students with additional and significant care needs into mainstream education, special classes and special schools ensuring that these students can access education to enable them to achieve their best outcomes and reach their full potential.
SNAs are allocated to schools as a school based resource and not to individual children. The deployment of SNAs within schools is a matter for the individual principal/board of management of the school. SNAs should be deployed by the school in a manner which best meets the care support requirements of the children enrolled in the school for whom SNA support has been allocated.
It is a matter for schools to allocate support as required, and on the basis of individual need, which allows schools flexibility in how the SNA support is utilised. For this reason the number of pupils receiving support is not available.
A school can apply to the NCSE for a review of its SNA allocation if it is insufficient to meet the needs of its students. Detailed information on the NCSE exceptional review process is published on the NCSE website. ncse.ie/application-for-sna-exceptional-review .
In relation to special classes and special schools there is a prescribed special class to SNA ratio. An autism special class, for example, has an allocation of 1 teacher and 2 SNA posts to cater for the educational and care needs of 6 students. This ratio apples to the special class, not the entire school.
Circumstances may arise where this level of support is not sufficient to meet the care needs of the cohort of students enrolled. In such circumstances, the school may apply to the NCSE for access to additional care supports, clearly outlining the reason why the additional support is necessary.
The NCSE have confirmed that as of 6 September 2023, 20,397 SNA posts have been allocated to special classes, mainstream and special schools.
The allocations are shown in the following table:
|
2023/2024 SNA allocations as at 06/09/2023 |
Special School |
Mainstream |
Special Class |
Total |
|
Primary |
8,934.70 |
3,998.90 |
12,933.60 |
|
|
Post Primary |
2,716.25 |
1,669.50 |
4,385.75 |
|
|
Special School |
3,077.83 |
3,077.83 |
||
|
Total |
20,397.18 |
The NCSE have published the SNA allocations for the 2023/24 school year in tabular form. For ease of reference these allocations are broken down by school type and by county and are available on the NCSE's website at: ncse.ie/set-hours-and-sna-allocations
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.
361. Deputy Richard Bruton asked the Minister for Education the circumstances in which a detailed assessment is required before a child can obtain support in a special class or a special school; the number of cases where this is creating a delay in appropriate placement; and if there are steps under consideration to overcome this. [40357/23]
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. A diagnosis or professional report is not required to access supports in mainstream such as Special Education Teaching supports or Special Needs Assistant support. 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.
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.
It is the department’s policy that all children with special educational needs should access an education, where appropriate, in mainstream classrooms together with their peers. It is the case that most students with special educational needs are educated in this setting, an approach consistent with the Education of Persons with Special Educational Needs (EPSEN) Act (2004).
It should be noted that supports within a mainstream setting such as special educational teachers are distributed based on a profile of need and not on a diagnosis. This principle ensures that those students with the greatest level of need receive the most support with no unnecessary delay.
My department recognises that for a small cohort of children and young people who experience significant education and holistic needs, access or participation in mainstream education may present a significant challenge to the extent that mainstream placements becomes a barrier to their participation.
My department has provided for a continuum of placement options outside of the mainstream supports which include enrolment in a special class or special school.
Special classes and school places are available in cases where parents/professionals consider that mainstream education is not the most appropriate option for the student.
The NCSE advise that in order to access a special class a student must have a report from a relevant professional or team of professionals (for example, psychologist, speech and language therapist, psychiatrist) stating that:
1. The student has a disability (in line with the designation of the special class in question) and
2. The student has complex or severe learning needs that require the support of a special class setting and the reasons why this is the case.
The professional report must meet the Department of Education's requirements for the particular special educational need in question.
Special schools support students with more severe and/or complex special educational needs in cases where a full-time mainstream or special class placement would not be in the student’s best interest. These students may find the demands of mainstream schools very difficult.
In order to be placed in a special school a child must have a professional report stating that they have a special educational need and that this need is of such complexity that a special school placement could be considered.
My department is currently reviewing special class placements guidelines for schools to ensure that the provision of placement options is working as effectively as possible for children with special educational needs and that the resources are allocated appropriately to allow over time for a move from a diagnosis based system to a needs based systems.
My department and the NCSE are committed to ensuring every child is allocated a suitable school placement appropriate to their need. 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 the parents of children with special educational needs. Parents may contact SENOs directly using the contact details available at: 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.
362. Deputy Richard Bruton asked the Minister for Education the number of children with special needs receiving home tuition; and the aggregate number of hours of such tuition being provided nationally. [40358/23]
View answerMy Department’s 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, these schemes are intended to be a short term intervention.
My Department operates 3 categories of home tuition:
• special educational needs and medical grounds
• reasons other than special educational needs and medical grounds
• maternity-related absences
Each of the Home Tuition Grant Schemes are governed by annual circulars which sets out the purpose, eligibility criteria and details of the scheme. For instance, circular 0024/2023 provides information on the 2023/2024 Home Tuition Grant Scheme for children with special educational needs and medical grounds. It can be accessed by clicking on the following link: gov.ie/en/circular/67f37-home-tuition-grant-scheme-20232024-special-education-component/
Under the special educational needs and medical grounds category, funding can be provided 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
The allocation of hours under each strand is as set out below:
• Early Intervention for Children with ASD
The maximum home tuition grant for children with ASD up to 3 years of age is based on 10 hours tuition per week subject to the primary school calendar.
• Children with Special Educational Needs seeking a school placement.
The maximum home tuition grant for children awaiting a placement is based on 20 hours tuition per week subject to the appropriate school calendar year. Where a child is attending an early intervention or private pre-school setting the home tuition hours allocated will be the difference between the hours approved in the pre-school or early intervention setting and the maximum home tuition hours for which the child would normally be eligible under the terms of this scheme.
• Students enrolled in schools with a significant medical condition, or school phobia and/or associated depression/anxiety.
Generally, grant aid based on a range of between 2 and 10 hours tuition may be approved with the allocation reflecting the level of attendance in the previous school year (i.e. 2022/23 school year), and whether the attendance was at primary or post primary level. As a general guide, up to 5 hours may be granted to children at primary level while students at post primary level may be granted between 2 and 7 hours, and students sitting their Leaving Certificate Examinations may be granted between 2 and 10 hours.
To date, my Department has approved 521 applications under the 2023/24 Home Tuition Scheme for children in the special educational needs and medical conditions category. A breakdown of the current level of tuition hours per week is as follows:
|
Strand of Scheme |
Applications Sanctioned |
Aggregate hours per week |
|
Early Intervention for children with ASD |
376 |
6767 |
|
SEN children with no educational placement |
44 |
900 |
|
Students with significant medical/mental health conditions |
101 |
726 |
|
Total |
521 |
8393 |
363. Deputy Pádraig O'Sullivan asked the Minister for Education when a child (details supplied) will have their special school transport application approved; and if she will make a statement on the matter. [40363/23]
View answerThe School Transport Scheme is a significant operation managed by Bus Éireann on behalf of the Department of Education. In the 2022/2023 school year, over 149,000 children, including over 18,000 children with special educational needs, were transported on a daily basis to primary and post-primary schools throughout the country.
In addition, school transport scheme services were provided for over 5,400 children who have arrived to Ireland from Ukraine.
The total cost of the scheme in 2022 was €338.9m.
Already over 133,000 tickets have issued for the 2023/2024 school year which is an increase of 7% when compared with the same time last year. This number of tickets has already exceeded the total number of tickets issued in the 2022/23 school year.
When a child has a diagnosed disability, under the terms of the School Transport Scheme for Children with Special Educational Needs, the Department will consider the report of the Special Education Needs Organiser (SENO). School transport is provided to children with special educational needs who are attending the nearest school, that is or can be resourced to meet their educational needs, to their place of residence.
Bus Eireann has advised that the first pupil referred to by the Deputy is eligible under the School Transport Scheme for Children with Special Educational Needs. Their application was received by my Department on 8 September 2023.
Bus Éireann have advised this pupil can be accommodated on an existing service. The Local Office will contact the family directly with the arrangements.
Bus Eireann have advised that the second pupil referred to by the Deputy is also eligible under the School Transport Scheme for Children with Special Educational Needs. The parents of this pupil had previously accepted the special transport grant.
However, School Transport Section of my Department received correspondence from the parents of this pupil on 18 September 2023 to advise they wish to avail of transport for the 2023-24 school year. Sanction has been provided to Bus Eireann by my Department to procure a suitable service. School transport section has been in touch with the parents directly to advise them of process.
