Tuesday, 17 Oct 2023

Written Answers Nos. 210-230

Data Protection

Questions (210)

Peadar Tóibín

Question:

210. Deputy Peadar Tóibín asked the Minister for Enterprise, Trade and Employment further to Parliamentary Question No. 284 of 3 October 2023, if he will provide detail on the nature of the data breaches suffered by his Department; the severity of the breaches; if all individuals whose information was compromised were notified of the breach; if the Data Protection Commission was notified of all data breaches; and if he will make a statement on the matter. [45333/23]

Written answers

Minister for Enterprise, Trade and Employment (Deputy Simon Coveney)

Further to my previous response to Parliamentary Question No. 284 of 3 October last, I can inform the Deputy that 90% of the personal data breaches that occurred in my Department and its Offices since 2018, were categorised as ‘Low Risk’ or "No Risk" breaches. The remaining 10% of breaches were made up of 10 "Medium" Risk and 6 "High Risk" breaches. The majority of these breaches were caused by administrative error, for example where an email (or attachment) containing personal data was sent to an unintended recipient.

The decision to report breaches to the Data Protection Commission and affected data subjects (individuals) is taken by my Department's Data Protection Officer, who is an independent appointed officer, following a full risk analysis of the details relating to each personal data breach. Since 2018, a total of 18 breaches for my Department and its Offices have been notified to the Data Protection Commission. Of those 18 notified breaches, 10 were categorised as ‘Low Risk’, 3 were categorised as ‘Medium Risk’, and 5 was categorised as ‘High Risk’. There were also 14 notifications made to affected data subjects (individuals) during this period. Following the mitigation actions that were put in place to protect the privacy rights and freedoms of the affected individuals, the Data Protection Commission were satisfied that no further action was required.

Special Educational Needs

Questions (211)

Brendan Howlin

Question:

211. Deputy Brendan Howlin asked the Minister for Education if she will ensure that an additional needs class is provided for a school (details supplied) for the 2024/2025 school year, that this class has been sanctioned and funded by the NCSE but has yet to be opened; and if she will make a statement on the matter. [44634/23]

Written answers

Minister of State at the Department of Education

I would like to thank the Deputy for the question and would like to advise the following:

Enabling children with special educational needs to receive an education is a priority for this government. It is also a key priority for me as Minister for Special Education & Inclusion, for my department and for the National Council for Special Education (NCSE).

The vast majority of children with special educational needs are supported to attend mainstream classes with their peers. Where children with more complex needs require additional supports, special classes and special school places are provided.

For 2023, the spend by my department on special education has been substantially increased by over 10% on last year, meaning that for 2023 my department will spend over €2.6 billion on special education. Further progress has been made in Budget 2024 where 26% of my department’s budget will be dedicated to providing supports for children with special educational needs, representing a 5% increase on Budget 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 and in 2024 a further 744 teachers, and 1,126 SNAs will be added to deliver up to 2,700 new places for children with special educational needs.

This will mean there will be close to 20,000 teachers and over 21,000 SNAs working in the area of special education. Together we will have over 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 number of 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 almost 1,300 new special classes sanctioned over the last four years and seven new special schools established over recent years also.

My department engage intensely with the NCSE in relation to the forward planning of new special classes and additional special school places. This work involves a detailed review of statistical data in relation to forecasting demand for special class places, analysis of available school accommodation, 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, earlier this year, Minister Foley and l announced the establishment of two 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, 389 new special classes – 252 at primary and 137 at post-primary level – have been sanctioned by the NCSE for opening in the 2023/24 school year.

In Co. Wexford, there are currently 101 special classes in mainstream schools. Of these, 73 are at primary level and 28 are at post-primary level and 14 are newly sanctioned for the 2023/24 school year, 11 at primary and 3 at post-primary level.

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.

In relation to the school referred to by the Deputy, the NCSE have advised my department that an autism specific class was sanctioned for the school in December 2022 subject to local demand.

The opening of any new classes is based on receipt of information in relation to pupils with professional reports that meet the department's eligibility criteria for enrolment in autism specific classes and confirmation of available places in existing classes due to identified leavers. The NCSE continues to closely monitor all incoming information and liaise with the relevant local educational professionals to plan for pupils with special educational needs in the region and nationally.

The NCSE has advised my department that planning for special class provision in Co. Wexford for 2024/25 and onwards is ongoing. Their local team of Special Education Needs Organiser (SENO’s) are currently in contact with schools for confirmation of attenders and leavers for the 2023/24 academic year. This will facilitate the compiling of information in relation to special class demand. They will have regular meetings with their team managers to plan for existing special classes and identify possible new classes where they are most needed. Special classes are sanctioned to plan for current and future demand. Said sanctioned classes are then opened based both on local verified demand and in consultation with my department.

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

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.

School Funding

Questions (212)

Brendan Howlin

Question:

212. Deputy Brendan Howlin asked the Minister for Education if she will set out the additional supports her Department will provide to a school (details supplied) which is in an area of obvious economic and educational poverty; if there are any other supports available to this school other than rural DEIS status; the reason this status is of less support than the urban DEIS band 1 status; if she is aware that the Pobal Deprivation Index for the immediate area is at -25.02; and if she will make a statement on the matter. [44650/23]

Written answers

Minister for Education

My Department provides a wide range of supports to all schools, DEIS and non-DEIS, to support the inclusion of all students and address barriers to students achieving their potential. Supplementing these universal supports, the DEIS programme provides a targeted and equitable way to address concentrated educational disadvantage that promotes equity and has benefits for students.

As part of Budget 2023, I secured over €8 million to specifically enhance school attendance, participation, and retention. I had previously allocated a 5% increase in funding for the School Completion Programme, and in September I announced that the remaining balance of over €6 million would be committed to an Attendance Campaign Support Grant for all schools.

Schools will receive this grant this week. It will enable all schools to develop and implement targeted interventions to improve attendance and is designed to support and augment the School Attendance Campaign which is running through this school year. Guidance has also been issued to schools to provide advice on using available data to target supports and to provide schools with examples of good practice and initiatives that have been successful in the past.

This grant allocation follows on from the major investment of over €50 million to provide free schoolbooks in recognised primary schools and special schools.

My Department now spends approximately €180million annually providing additional supports to the region of 1,200 schools in the DEIS programme. This includes an additional €32m allocated following my announcement to extend the programme to an additional 322 schools from last September. This now means that approximately 240,000 students or 1 in 4 of all students are now supported in the programme.

Within the DEIS programme, the highest levels of resources are targeted at those primary schools with the highest levels of concentrated educational disadvantage.

My Department is continuing to undertake work towards achieving its vision for an inclusive education system that supports all learners to achieve their potential. It also recognises that we need to target resources to those schools who need them most. That is why my Department is undertaking a programme of work to explore the allocation of resources to schools to address educational disadvantage. To support this work my Department have invited the OECD Strength Through Diversity: Education for Inclusive Societies Project to review the current policy approach for the allocation of resources to support students at risk of educational disadvantage in Ireland. This review will provide an independent expert opinion on the current resource allocation model for the DEIS programme and, drawing on international examples, inform a policy approach for an equitable distribution of supplementary resources to support students at risk of educational disadvantage attending all schools, both DEIS and non-DEIS. In September, the Social Inclusion Unit of the Department organised and hosted the OECD review team visit to Ireland. The team visited a selection of schools both within and outside of the DEIS program. They also had further engagements with a comprehensive range of other stakeholders

The OECD review is being complimented by a programme of work by my Department, which will look at reviewing individual resources and allocation approaches. This work will consider the allocation of resources within the DEIS programme. It will also seek to ensure that schools are supported to ensure every child has an equal opportunity to achieve their potential.

Schools Building Projects

Questions (213)

Mattie McGrath

Question:

213. Deputy Mattie McGrath asked the Minister for Education the current status of a construction project at a school (details supplied); and if she will make a statement on the matter. [44663/23]

Written answers

Minister for Education

The school to which the Deputy refers to was approved funding under the Additional School Accommodation (ASA) Scheme for the provision of 2 mainstream classrooms and 1 SET room.

I am pleased to inform the Deputy that upon review by officials at my Department, the project was approved to construction in October 2023 and the school has been informed accordingly.

Special Educational Needs

Questions (214)

Mattie McGrath

Question:

214. Deputy Mattie McGrath asked the Minister for Education further to Parliamentary Question No. 708 of 11 September 2023, the current status of an application to build an extension to a school (details supplied) for the provision of two permanent ASD class units and classroom; if there is a role for Cavan Monaghan ETB in this regard; and if she will make a statement on the matter. [44664/23]

Written answers

Minister for Education

The school to which the Deputy refers, was granted funding under my Department's Additional School Accommodation (ASA) Scheme to provide 1 mainstream classroom and 2 special education needs base rooms.

The project was devolved for delivery to the school authority. Approval was given to the school to carry out a flood risk assessment and a report will be submitted to my Department once finalised.

Upon receipt, this report will be reviewed by my Department's officials who will engage directly with the school authority on the optimum solution.

School Transport

Questions (215)

Jennifer Murnane O'Connor

Question:

215. Deputy Jennifer Murnane O'Connor asked the Minister for Education the number of school bus ticket applications were issued for the academic year 2023-2024 compared to the previous 2022-2023 academic year in counties Kilkenny and Carlow; and if she will make a statement on the matter. [44686/23]

Written answers

Minister for Education

The 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 12% when compared with the start of the 2022/2023 school year. The number of tickets issued so far has already exceeded the total number of tickets issued in the 2022/23 school year.

Bus Éireann has provided the following details in relation to the Deputy's request for the number of school bus ticket applications that were issued for the academic year 2023-2024 compared to the previous 2022-2023 academic year in counties Kilkenny and Carlow;

The number of mainstream tickets issued (Period 10)
County	P10 2022	P10 2023	Difference	% Increase
Carlow	2570	2879	309	12.02%
Kilkenny	4097	4285	188	4.59%

Education Policy

Questions (216)

Richard Bruton

Question:

216. Deputy Richard Bruton asked the Minister for Education if she is aware of the call for a national education strategy for gifted children; whether the current system for the allocation of resource teachers recognises the needs of gifted children; and if she will consider creating a strategy or issuing a circular to schools on the matter. [44697/23]

Written answers

Minister of State at the Department of Education

I would like to thank the Deputy for the question and advise that the provision of education for children with additional educational needs is a priority for Government and for me as Minister for Special Education and Inclusion. This is reflected in my Department’s 2023/24 budget allocation of more than €2.7 billion to support special education. This level of educational funding and support is unprecedented and represents a 5% increase on spending in special education.

Inclusive education is at the core of my Department’s policy which requires differentiated teaching approaches to cater for the varying levels of ability in the classroom, from providing additional supports to those experiencing difficulty to ensuring appropriate levels of challenge and enrichment for exceptionally able students. The Education Act, 1998, requires Boards of Management of each school to publish the policy of the school relating to participation by students with special educational needs, including students who are exceptionally able . The measures schools take in this regard are required to be stated in the school plan. It is the duty of the Board of Management to ensure that appropriate education services are made available to such students.

Schools at both primary and secondary level have been encouraged to use strategies such as curriculum differentiation, curriculum enrichment and acceleration to facilitate the development of pupils who are exceptionally able.

In addition, the National Council for Special Education (NCSE) host a number of seminars during the year to provide guidance to teachers to support gifted and talented students.

Furthermore, Oide, through their school support model provide bespoke supports to schools who have identified specific needs for gifted students and respond by facilitating collaborative conversations among staff as to how best to collectively support their students through a planned and coherent approach.

My Department has also established a Working Group to develop its policy on students who are exceptionally able or gifted. The working group is jointly chaired by Special Education Section and the Curriculum and Assessment Policy Unit (CAP).

The Group has been tasked with, inter alia, the following:

• Scoping out existing supports for students with exceptional abilities

• Examining how other education systems provide for students with exceptional abilities

• Devising guidance for schools

• Reviewing draft guidelines for teachers on meeting the needs of students with exceptional abilities published by the NCCA in 2007.

While my Department had intended to progress this work earlier in 2023, personnel changes in special education section have delayed this somewhat.

The review of the EPSEN Act currently been undertaken will involve focus groups with a range of interest groups and students. High achieving students will be invited to engage in one of these options based on consultation with the research facilitators in UCD.

Special Educational Needs

Questions (217)

Richard Bruton

Question:

217. Deputy Richard Bruton asked the Minister for Education the number of primary schools that have ASD units in the Clontarf, Killester, Raheny school planning area; the number of new ASD which have been approved to open in the area; the expected date of opening of these additional units; and if she will make a statement on the matter. [44698/23]

Written answers

Minister of State at the Department of Education and Skills

I would like to thank the Deputy for the question and would like to advise the following:

Enabling children with special educational needs to receive an education is a priority for this government. It is also a key priority for me as Minister for Special Education & Inclusion, for my department and for the National Council for Special Education (NCSE).

The vast majority of children with special educational needs are supported to attend mainstream classes with their peers. Where children with more complex needs require additional supports, special classes and special school places are provided.

For 2023, the spend by my department on special education has been substantially increased by over 10% on last year, meaning that for 2023 my department will spend over €2.6 billion on special education. Further progress has been made in Budget 2024 where 26% of my department’s budget will be dedicated to providing supports for children with special educational needs, representing a 5% increase on Budget 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 and in 2024 a further 744 teachers, and 1,126 SNAs will be added to deliver up to 2,700 new places for children with special educational needs.

This will mean there will be close to 20,000 teachers and over 21,000 SNAs working in the area of special education. Together we will have over 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 number of 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 almost 1,300 new special classes sanctioned over the last four years and seven new special schools established in recent years.

My department engage intensely with the NCSE in relation to the forward planning of new special classes and additional special school places. This work involves a detailed review of statistical data in relation to forecasting demand for special class places, a review of available school accommodation, 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, earlier this year, Minister Foley and l announced the establishment of two special schools for this school year, with further capacity being expanded in 11 other special schools.

Along with the two new special schools, 389 new special classes – 252 at primary and 137 at post-primary level – have been sanctioned by the NCSE for opening.

Of these, 77 new special classes have been sanctioned in Dublin, 51 at primary level and 26 at post-primary level, bringing the total number of special classes in Co. Dublin to 540.

- In relation to the specific planning area referred to by the Deputy, the NCSE has advised that there are 20 special classes sanctioned for that planning area at primary level for the 2023/24 school year.

• 17 of the 20 classes cater for students with Autism.

• 2 of the 20 classes are ASD Early Intervention classes.

• 1 of the 20 classes cater for students with Mild General Learning Disability.

The 17 classes that cater for Autism are provided in 9 schools and 1 of the 17 classes was newly sanctioned by the NCSE for the 2023/24 school year.

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

My department and the NCSE are committed to ensuring that sufficient special education placements will be available for children for the 2024/25 school year.

Parents seeking special class placements for their children are advised to contact the NCSE locally so that their needs can be taken into account for planning purposes. The local special educational needs organisers (SENOs) remain available to assist and advise parents of children with special educational needs. Parents may contact SENOs directly using the contact details available at: www.ncse.ie/regional-services-contact-list

My department and the NCSE are committed to delivering an education system that is of the highest quality and where every child and young person feels valued and is actively supported and nurtured to reach their full potential.

School Transport

Questions (218)

Claire Kerrane

Question:

218. Deputy Claire Kerrane asked the Minister for Education if a school transport case (details supplied) can be responded to; and if she will make a statement on the matter. [44710/23]

Written answers

Minister for Education

The 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 12% when compared with the start of the 2022/2023 school year. The number of tickets issued so far has already exceeded the total number of tickets issued in the 2022/23 school year.

Bus Éireann is responsible for the planning and timetabling of school transport routes on behalf of my Department. Safety of children travelling on the school transport services is of paramount importance to the Department and to Bus Éireann. Bus Éireann endeavours, within available resources, to ensure that each eligible child has a reasonable level of school transport service in the context of the scheme nationally.

Routes are planned so that, as far as possible, no eligible child will have more than 3.2 kilometres to travel to a pick-up point. Children are generally expected to make their own way, or to be brought to convenient pick-up points along the main route.

Bus Éireann has advised that the pupil referred to by the Deputy is eligible for school transport. Following consultation with the family concerned the collection time for this pupil has been revised to the satisfaction of the family.

Education Policy

Questions (219)

Marian Harkin

Question:

219. Deputy Marian Harkin asked the Minister for Education if she will implement a national plan for the support and management of exceptionally able children in the Irish education system; and if she will make a statement on the matter. [44722/23]

Written answers

Minister of State at the Department of Education and Skills

I would like to thank the Deputy for the question and advise that the provision of education for children with additional educational needs is a priority for government and for me as Minister for Special Education and Inclusion. This is reflected in my department’s 2023 budget allocation of more than €2.6 billion to support special education. This level of educational funding and support is unprecedented and represents in excess of 27% of the Department of Education’s total allocation for 2023.

Inclusive education is at the core of my department’s policy which requires differentiated teaching approaches to cater for the varying levels of ability in the classroom, from providing additional supports to those experiencing difficulty to ensuring appropriate levels of challenge and enrichment for exceptionally able students.

The Education Act, 1998, requires the boards of management of each school to publish the policy of the school relating to participation by students with special educational needs, including students who are exceptionally able. The measures schools take in this regard are required to be stated in the school plan. It is the duty of the board of management to ensure that appropriate education services are made available to such students.

Schools at both primary and secondary level have been encouraged to use strategies such as curriculum differentiation, curriculum enrichment and acceleration to facilitate the development of pupils who are exceptionally able.

In addition, the National Council for Special Education (NCSE) host a number of seminars during the year to provide guidance to teachers to support gifted and talented students.

Furthermore, Oide, through their school support model provide bespoke supports to schools who have identified specific needs for gifted students and respond by facilitating collaborative conversations among staff as to how best to collectively support their students through a planned and coherent approach.

My department has also established a working group to develop its policy on students who are exceptionally able or gifted. The working group is jointly chaired by my department's Special Education Section and Curriculum and Assessment Policy Unit.

The group has been tasked with, inter alia, the following:

• Scoping out existing supports for students with exceptional abilities

• Examining how other education systems provide for students with exceptional abilities

• Devising guidance for schools

• Reviewing draft guidelines for teachers on meeting the needs of students with exceptional abilities published by the National Council for Curriculum and Assessment (NCCA) in 2007.

While my department had intended to progress this work earlier in 2023, personnel changes in Special Education Section have delayed this somewhat.

The review of the Education for Persons with Special Educational Needs (EPSEN) Act currently being undertaken will involve focus groups with a range of interest groups and students. High achieving students will be invited to engage in one of these options based on consultation with the research facilitators in University College Dublin (UCD).

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.

School Facilities

Questions (220)

Pearse Doherty

Question:

220. Deputy Pearse Doherty asked the Minister for Education if a decision not to assist a school (details supplied) with an urgently needed set down area for children to be safely left off due to it being deemed that it was more suitable to carry out work via SWS, can be reviewed; if she is aware of the urgency of the situation given that a near fatal accident occurred as children were crossing the busy N56 road; and if she will make a statement on the matter. [44724/23]

Written answers

Minister for Education

An official from my Department's Emergency Works Scheme (EWS) Section has been in contact with the principal of the school in question in respect of this issue and has advised that following a review of the EWS application in question, the decision has been taken that the application does not qualify under the EWS criteria as outlined below.

However given the nature of the incident referred to officials from my Department will liaise further with the School Principal to explore possible solutions.

The main purpose of the Emergency Works Scheme (EWS) is to ensure the availability of funding for urgent works to those schools that are most in need of resources as a result of an emergency situation or on receipt of an enrolment application from a special needs pupil. An emergency is a situation which poses an immediate risk to health, life, property or the environment, which is sudden, unforeseen and requires immediate action and in the case of a school, if not corrected would prevent the school or part thereof from opening. The purpose of this scheme is solely for unforeseen emergencies and to provide funding to facilitate inclusion and access for special needs pupils.

The option is open to the school to make an application to upgrade the set down area under the Summer Works Scheme once it opens up for applications. In the meantime the School should engage with the Local Authority to explore solutions around the traffic management concerns.

School Transport

Questions (221)

Colm Burke

Question:

221. Deputy Colm Burke asked the Minister for Education if suitable transport can be identified for a total of 25 children (details supplied) to attend the school in view of the large number involved; and if she will make a statement on the matter. [44735/23]

Written answers

Minister for Education

The 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 12% when compared with the start of the 2022/2023 school year. The number of tickets issued so far 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 and capacity exists.

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 an agreed selection process.

Bus Éireann has advised in relation to the matter referred to by the Deputy that there is no service from the first area mentioned to the school referred to by the Deputy.

Bus Éireann have further advised pupils that reside in the second area and attend the school referred to, are attending their third, fourth or fifth closest school depending on their individual addresses. There is one service operating from the area to the school referred which is a large 53 seater bus. Bus Eireann have further advised that this service is currently operating to capacity.

School Funding

Questions (222)

Peter Burke

Question:

222. Deputy Peter Burke asked the Minister for Education if she will provide an update on the refund of a community contribution due to a school (details supplied); and if she will make a statement on the matter. [44752/23]

Written answers

Minister for Education

It was agreed with Lucan ETNS that the issue of the community contribution could be addressed after the New School Lease (NSL) between the Minister and the Patron for the school property was implemented. The CSSO is currently liaising with the Patron’s solicitor with respect to the NSL and a response from the Patron's solicitor on same is expected.

Departmental Data

Questions (223)

Peter Burke

Question:

223. Deputy Peter Burke asked the Minister for Education if she will confirm that a school (details supplied) was covered by State indemnity since 2012 and therefore did not require building insurance, that it continues to be covered by such State indemnity; and if she will make a statement on the matter. [44756/23]

Written answers

Minister for Education

As outlined in my Department's Governance Manual for Board of Management of Primary Schools, Boards of Management are obliged to take out public liability insurance, contents insurance and employers’ liability insurance.

As this school is on Minister owned land it is not obliged to take out buildings insurance. However the school is required to take out public liability, contents and employers’ liability insurances. A letter outlining this was sent to the school in November 2022.

Prior to making changes to any insurance policy it is strongly suggested that the school discuss this with the school patron.

Education Policy

Questions (224)

John Lahart

Question:

224. Deputy John Lahart asked the Minister for Education concerning special classes, in the context of the ETB and community schools, if the provision of special classes is a matter for individual schools or governing bodies; and if she will make a statement on the matter. [44778/23]

Written answers

Minister of State at the Department of Education and Skills

I would like to thank the Deputy for the question and would like to advise the following:

Enabling children with special educational needs to receive an education is a priority for this government. It is also a key priority for me as Minister for Special Education & Inclusion, for my department and for the National Council for Special Education (NCSE).

The vast majority of children with special educational needs are supported to attend mainstream classes with their peers. Where children with more complex needs require additional supports, special classes and special school places are provided.

For 2023, the spend by my department on special education has been substantially increased by over 10% on last year, meaning that for 2023 my department will spend over €2.6 billion on special education. Further progress has been made in Budget 2024 where 26% of my department’s budget will be dedicated to providing supports for children with special educational needs, representing a 5% increase on Budget 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 and in 2024 a further 744 teachers, and 1,126 SNAs will be added to deliver up to 2,700 new places for children with special educational needs.

This will mean there will be close to 20,000 teachers and over 21,000 SNAs working in the area of special education. Together we will have over 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 number of 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 almost 1,300 new special classes sanctioned and seven new special schools established over the last four years. These new classes have been opened in schools under a wider range of school patrons and include ETB schools and Community & Comprehensive schools.

My department engage intensely with the NCSE in relation to the forward planning of new special classes and additional special school places. This work involves a detailed review of statistical data in relation to forecasting demand for special class places, review of available school accommodation, 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, earlier this year, Minister Foley and l announced the establishment of two 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, 389 new special classes – 252 at primary and 137 at post-primary level – have been sanctioned by the NCSE for opening in the 2023/24 school year.

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

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.

It is of course open to any school to engage with the NCSE to establish a special class.

My department and the NCSE are committed to ensuring that sufficient special education placements will be available for children for the 2024/25 school year.

Parents seeking special class placements for their children are advised to contact the NCSE locally so that their needs can be taken into account for planning purposes. The local special educational needs organisers (SENOs) remain available to assist and advise parents of children with special educational needs. Parents may contact SENOs directly using the contact details available at: www.ncse.ie/regional-services-contact-list

My department and the NCSE are committed to delivering an education system that is of the highest quality and where every child and young person feels valued and is actively supported and nurtured to reach their full potential.

Teacher Training

Questions (225)

John Lahart

Question:

225. Deputy John Lahart asked the Minister for Education if she has considered the concept of reducing the time for teacher training as suggested recently by the Tánaiste. [44779/23]

Written answers

Minister for Education

The Professional Master of Education (PME) is a two-year, full-time Level 9 postgraduate professional teacher education programme designed to qualify graduates as primary & post-primary teachers.

Changes to the duration and content of initial teacher education programmes were made in response to recommendations in the National Strategy to Improve Literacy and Numeracy among children and Young People 2011-2020 and were incorporated into the Teaching Council’s accreditation standards. What had been the ‘H-Dip’ of 18 months at primary and 1 year at post-primary became the two-year Professional Master of Education for both. The standards were arrived at following extensive research and consultation with regard to the programme that would be required in order to develop the skills, knowledge, understanding, and professional values expected of newly qualified teachers.

The reforms were focused on improving the quality of teaching and learning in schools, which is central to the educational outcomes of children. The extended duration allowed for substantial periods of school placement and a number of mandatory elements in all programmes including literacy and numeracy and ICT in teaching and learning. These standards were recently updated by the Council in Céim (2020) which reaffirms that post-graduate ITE programmes shall be a minimum of two years’ duration.

The extensive nature of curriculum and assessment reforms over the past decade, and the more complex legislative and regulatory context within which teachers and schools operate, have made teaching an even higher-order challenge. Expanded pedagogical approaches and a focus on learner-centred processes have resulted in greater demands on teachers to reach and demonstrate high professional standards. The requirements for ITE are a significant factor in the high quality of our teaching profession in Ireland, which is recognised at home and abroad.

It is acknowledged that there are challenges around the availability of teachers at present. While there are currently no plans to reduce the current duration of the postgraduate ITE programmes to one year, the Department’s ongoing approach is to continue to develop further innovative measures to improve the availability of teachers.

New funding of €4 million is to be provided to introduce a professional masters in education (PME) incentive scheme to support teacher supply measures and to reflect the costs incurred in undertaking the PME.

Newly qualified teachers who possess a PME may be eligible for an incentive payment of €2,000. The single incentive payment will first become available to eligible primary and post primary teachers after completion of the 2024/25 school year.

This funding recognises the costs that PME students bear in order to complete their initial teacher education.

An official circular with details of the measures will issue in due course.

School Transport

Questions (226)

Michael Lowry

Question:

226. Deputy Michael Lowry asked the Minister for Education the reason a student (details supplied) did not receive a school bus ticket for the 2023/2024 academic year; if the Bus Éireann system had an issue with the capturing of eircodes, as suggested by the applicants mother; if so, when this issue was resolved; when they will be allocated a ticket for the 2023/2024 school year; and if she will make a statement on the matter. [44785/23]

Written answers

Minister for Education

The 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 12% when compared with the start of the 2022/2023 school year. The number of tickets issued so far 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 and have made the payment on time will be accommodated on school transport services where such services are in operation, and capacity exists.

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 an agreed selection process.

The closing date for school transport applications for the 2023/24 school year was Friday, 28th April 2023 and the closing date for payment was Friday 9th June 2023.

Bus Éireann has advised that the pupil referred to by the Deputy is eligible for school transport as they are attending their nearest school. While the application and payment was received on time the family did not provide their correct address on the Bus Éireann system. This resulted in the pupil’s eligibility being classed as a concessionary applicant and they were not successful in obtaining tickets in the selection process.

Subsequently the family resubmitted a new mainstream eligible application on 06/09/2023 and as this was a late application the pupil did not receive a bus ticket as the current service is full to capacity.

Special Educational Needs

Questions (227)

Michael Moynihan

Question:

227. Deputy Michael Moynihan asked the Minister for Education the reason an additional ASD class has not been approved for a school (details supplied) in County Cork; and if she will make a statement on the matter. [44786/23]

Written answers

Minister of State at the Department of Education and Skills

I would like to thank the Deputy for the question and would like to advise the following:

Enabling children with special educational needs to receive an education is a priority for this government. It is also a key priority for me as Minister for Special Education & Inclusion, for my department and for the National Council for Special Education (NCSE).

The vast majority of children with special educational needs are supported to attend mainstream classes with their peers. Where children with more complex needs require additional supports, special classes and special school places are provided.

For 2023, the spend by my department on special education has been substantially increased by over 10% on last year, meaning that for 2023 my department will spend over €2.6 billion on special education. Further progress has been made in Budget 2024 where 26% of my department’s budget will be dedicated to providing supports for children with special educational needs, representing a 5% increase on Budget 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 and in 2024 a further 744 teachers, and 1,126 SNAs will be added to deliver up to 2,700 new places for children with special educational needs.

This will mean there will be close to 20,000 teachers and over 21,000 SNAs working in the area of special education. Together we will have over 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 number of 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 almost 1,300 new special classes sanctioned and seven new special schools established over the last four years.

My department engage intensely with the NCSE in relation to the forward planning of new special classes and additional special school places. This work involves a detailed review of statistical data in relation to forecasting demand for special class places, review of available school accommodation, 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, earlier this year, Minister Foley and l announced the establishment of two 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, 389 new special classes – 252 at primary and 137 at post-primary level – have been sanctioned by the NCSE for opening in the 2023/24 school year.

in 11 other special schools around the country.

Of these, 75 new special classes have been sanctioned in Cork, 51 at primary level and 24 at post-primary level, bringing the total number of special classes in Co. Cork to 350.

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 the school referred to by the Deputy , the NCSE has advised my department that as there are 5 classes that have availability currently and for Sept 2024 within the general region of this school, they therefore are not currently in a position to sanction an additional ASD class in the school. That NCSE will continue to work with the school to determine demand in the locality.

My department and the NCSE are committed to ensuring that sufficient special education placements will be available for children for the 2024/25 school year.

Parents seeking special class placements for their children are advised to contact the NCSE locally so that their needs can be taken into account for planning purposes. The local special educational needs organisers (SENOs) remain available to assist and advise parents of children with special educational needs. Parents may contact SENOs directly using the contact details available at: www.ncse.ie/regional-services-contact-list

My department and the NCSE are committed to delivering an education system that is of the highest quality and where every child and young person feels valued and is actively supported and nurtured to reach their full potential.

School Accommodation

Questions (228)

Aodhán Ó Ríordáin

Question:

228. Deputy Aodhán Ó Ríordáin asked the Minister for Education to detail how pyrite remediation was funded in each of the six schools it was identified in; and if she will make a statement on the matter. [44821/23]

Written answers

Minister for Education

My Department’s approach is to support school authorities deal with pyrite through an appropriate remediation programme based on advices provided by Consultant Engineers which are assessed and reviewed by my Department’s Professional and Technical Team.

The standard approach is to factor pyrite remediation in to a building project that is already planned or underway for a school. In other cases, the issue of pyrite remediation is dealt with as a separate project under my Department’s Emergency Works Scheme.

In all cases, it is open to a school authority to seek funding under the Department’s Emergency Works Scheme to address any concerns it has in relation to the management of pyrite in the school building while awaiting remediation works to be undertaken.

Schools Building Projects

Questions (229)

Aodhán Ó Ríordáin

Question:

229. Deputy Aodhán Ó Ríordáin asked the Minister for Education to detail the reason her Department representatives did not engage with the relevant contractor to ensure that any snags or defects were remedied in a school (details supplied) arising from substantial building works there, before the expiry of the defects liability period. [44823/23]

Written answers

Minister for Education

Under the terms of the contract, the Contractor has a period of 12 months after the date of substantial completion to rectify any snags or defects that are identified i.e. Defects Liability Period (DLP). If at the end of the 12 month period all snags or defects are not rectified, the Contract offers other remedies to have matters resolved.

In relation to a project where the client is the Board of Management (BOM), it is a matter for the school authority to engage with the contractor in this regard.

Schools Building Projects

Questions (230)

Catherine Murphy

Question:

230. Deputy Catherine Murphy asked the Minister for Education when refurbishment works started at a school in Newbridge, County Kildare (details supplied); and when these refurbishment works are likely to be completed. [44825/23]

Written answers

Minister for Education

The project to which the Deputy refers has been devolved to the National Development Finance Agency (NDFA) for delivery as part of a programme of school building projects. This school project is part of the bundle known as ‘Project Nore’. The brief for this project is to provide a new 14 classroom special school.

I am pleased to inform the Deputy that the tender process for appointing a contractor for ‘Project Nore’ and the Departmental review of the tender assessment report has been completed. The progression of the project to the next stage of the process namely construction is imminent.

While the average duration of large scale school building projects ranges from 18 months to two years, the NDFA will be engaging directly with the relevant school authority to keep it informed of the particular start date of works on site and the expected date of completion.