Written Answers Nos. 431-450
431. Deputy Jim O'Callaghan asked the Minister for Education the number of children, by county, who will benefit from the free schoolbooks scheme at second level under the junior cycle scheme for the 2023/2024 academic year. [47311/23]
View answer432. Deputy Jim O'Callaghan asked the Minister for Education the number of children, by county, who will benefit from the free schoolbooks scheme at primary level for the 2023/2024 academic year. [47312/23]
View answerI propose to take Questions Nos. 431 and 432 together.
As Minister for Education, I believe it is crucially important that children and young people are actively supported to access education in its fullest forms. This Government recognises that the cost of preparing children for school each September can be a cause of financial difficulty and worry for many Irish families.
As part of Budget 2023, I announced a major investment of over €50 million to provide free schoolbooks in recognised primary schools and special schools. This was a landmark moment in Irish education and one that furthers our goal to provide free education for all and ensure that every child can benefit from free education.
The Free Primary Schoolbook Scheme has resulted in over 561,000 pupils in over 3,230 recognised primary schools, including over 130 special schools benefitting from free schoolbooks and classroom resources from September 2023.
To further the delivery of our important government commitment I announced that funding is allocated under Budget 2024 to extend the free schoolbooks scheme to all students in junior cycle years in public post primary schools. The total funding available for this extension of the scheme is €67 million.
This will commence in September 2024, for the 2024/25 school year, where it is estimated that up to 213,000 students, in over 670 schools across all counties, will benefit from this new measure.
The grant for this scheme will be paid based on the previous year’s validated enrolment figures which, for the 2024/25 school year, will be the enrolment numbers for the current 2023/24 school year.
The most recent validated enrolment figures which is held by my Department on junior cycle enrolments show that 208,736 students were enrolled in junior cycle years in the 2022/23 school year.
An attachment is provided which contains the breakdown of students by county for,
• Primary students benefitting from Free School Books Scheme in the current 2023/24 school year
• Junior cycle post primary students, based on the 2022/23 validated enrolments, expected to benefit from the Free School Books Scheme for junior cycle years commencing in September 2024
As Minister for Education, I am acutely aware of the various costs faced by families upon the return of their children to school each September and am confident that this new provision will further and significantly reduce the back to school financial burden for many families.
433. Deputy Paul Murphy asked the Minister for Education if she will outline, in relation to a specific case (details supplied), the reason a psychologist has not been allocated by NEPS, despite the requests of their school; and whether a psychologist from a different area will be allocated. [47318/23]
View answer434. Deputy Paul Murphy asked the Minister for Education whether the NEPS area including a particular school (details supplied), does not have any psychologists appointed; and what geographic area and how many schools are included in this area. [47319/23]
View answerI propose to take Questions Nos. 433 and 434 together.
My Department’s National Educational Psychological Service (NEPS) provides educational psychological support to all primary and post-primary and special schools.
The NEPS service provides access for all schools to:
• Psychological support in the event of a Critical Incident
• A Casework Service for individual children where there is a need for intensive consultation and assessment via a NEPS psychologist or through the Scheme for the Commissioning of Psychological Assessments (SCPA).
• A school staff Support and Development Service, to build school capability to provide a comprehensive continuum of support in schools and
• Ongoing access to advice and support for schools.
Where a school does not have an assigned psychologist due to a vacancy as in the case referred to by the Deputy, a psychologist from the local NEPS team undertakes the role of advisory psychologist to respond to queries that the school may have. In relation to the school referred to, I understand that the Principal has been in touch with the local NEPS office for support.
435. Deputy Paul Murphy asked the Minister for Education whether additional SNAs will be allocated to a particular school (details supplied). [47320/23]
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. 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 1,216 SNAs will be added to deliver up to 2,700 new places for children with special educational needs. This will mean we will have over 41,500 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.
The NCSE have published the SNA allocations for the 2023/24 school year. For ease of reference these allocations are broken down by school type and are available on the NCSE's website at: www.ncse.ie/set-hours-and-sna-allocations
My department does not have a role in making individual school determinations and the school should liaise with the NCSE directly in the event that additional supports are required.
The 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: www.ncse.ie/application-for-sna-exceptional-review.
All schools have the contact details of their local special educational needs officer (SENO), and the SENO is available to offer assistance and advice schools. Parents may also contact their local SENO directly to discuss their child's special educational needs, using the contact details available on: www.ncse.ie/regional-services-contact-list
The NCSE manages the exceptional review process and handles each case individually. Some review requests can be concluded as an office based exercise, whilst others require a school to be visited in order to observe the current deployment of SNA support in the school setting.
The timeframe for concluding a review can vary depending on the school context or the nature of the information provided.
Following the outcome of the review, the NCSE can make the SENO available to the school to discuss their current deployment of SNA supports in the school and to put these supports to the best advantage of the students. NCSE in-school support is also available to schools to offer further guidance and support.
As your query refers to the allocation of supports to a particular school, I will arrange to have it referred to the NCSE for their attention and direct reply.
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.
436. Deputy Brian Stanley asked the Minister for Education to extend recognition to route 4 training through the Teaching Council for trained staff to work with special needs children. [47324/23]
View answerThe Teaching Council registers teachers under the Teaching Council Act 2001-2015 and in line with the Teaching Council Registration Regulations, 2016. The Council registers teachers under five routes of registration, the minimum registration requirements for each route are set out in the Schedule of the Regulations.
All initial teacher education (ITE) programmes in Ireland that lead to registration must have professional accreditation from the Teaching Council. A degree in Early Childhood Teaching and Learning, while valuable, is not an accredited course nor does it meet the registration requirements under Route 4 Other of the 2016 Regulations (formerly Regulation 3 Montessori and Other Categories of the 2009 Regulations).
Registration under Route 3 (Further Education) of the 2016 Regulations is the route of registration available where an accredited qualification in the primary or post-primary sector is not held. Applicants who apply under this route must hold a degree qualification but are not initially required to hold a teacher education qualification (TEQ). Applicants who meet the degree qualification requirements and who have not completed an accredited TEQ are eligible for conditional registration for a period of three years in which time this requirement must be completed.
The St. Nicholas Montessori College degree in Montessori Education has long-standing recognition with the Department of Education (DE) and was subsequently amalgamated into the Council’s Registration Regulations under Route 4. Since the making of the 2016 Regulations it has been known that this is being phased out with a clear timeframe for same, which outlines that the qualification is only acceptable for registration under Route 4 Other where the application is made on or before 31 December 2023.
There are a number of Graduate and Post-graduate Diplomas in the field of Special Education which are approved by the Department of Education and can be used to add this sector to a teacher’s registration where the teacher also holds an accredited teacher education qualification. The Teaching Council works within Department policy and central to this policy is that all teachers teaching children with Special Educational Needs should be qualified Primary or Post-Primary teachers in the first instance and may then apply for one of the DE recognised qualifications in Special Educational Needs as outlined in circular 0044/2019.
437. Deputy Holly Cairns asked the Minister for Education to detail any ongoing or previous use of artificial intelligence within her Department; and if she will make a statement on the matter. [47332/23]
View answerIn accordance with “AI – Here for Good”, the National Artificial Intelligence Strategy for Ireland, my Department investigated the potential for AI (Artificial Intelligence) to assist in improving the delivery of customer services. A proof of concept to examine if AI technologies could support Departmental staff in responding to customer queries has been completed. The proof of concept focused on the potential for using AI technologies to analyse large volumes of publicly available information. An external service provider assisted with this at no cost to the Department. My Department will continue to review and follow guidance issued by the National Cyber Security Centre on the use of Artificial Intelligence for the future.
My Department and its officials do not presently use ChatGPT or any other form of AI to generate official text and no such software is installed on my official's devices.
438. Deputy Claire Kerrane asked the Minister for Education how many school bus services in County Roscommon are currently not running due to lack of drivers or lack of buses; how many children are affected as a result of these challenges; and if she will make a statement on the matter. [47378/23]
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 134,000 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 has already exceeded the total number of tickets issued in the 2022/23 school year.
Bus Éireann has advised that all services in the county referred to by the Deputy are currently operating as planned.
439. Deputy Michael Ring asked the Minister for Education if a review is being carried out in relation to DEIS; how a school can apply for DEIS status; if additional consideration is given to Gaeltacht secondary schools with a high proportion of non-national pupils so that they can access the DEIS supports required; and if she will make a statement on the matter. [47379/23]
View answerMy Department provides a wide range of supports to all schools, DEIS and non-DEIS, to support the inclusion of all students, including students attending Gaeltacht secondary schools, and address barriers to students achieving their potential.
Supplementing the universal supports available to all schools, the Delivering Equality of Opportunity in Schools (DEIS) Programme is a key policy initiative of my Department to address concentrated educational disadvantage at school level in a targeted and equitable way across the primary and post-primary sector.
In March last year, I announced the single largest expansion of the DEIS programme. This benefited 361 schools. The programme now includes in the region of 1,200 schools and supports approximately 240,000 students. 1 in 4 students and 30% of schools are now supported in the programme.
This expansion added an additional €32million to my Department’s expenditure on the DEIS programme from 2023, bringing the overall Department of Education allocation for the programme to €180million.
Schools that were identified for inclusion in the programme were those with the highest levels of concentrated disadvantage as identified through the refined DEIS identification model, which is an objective, statistics-based model. Schools were not required to apply for inclusion in the DEIS programme and the model was applied fairly and equally to all schools.
The extension of the DEIS programme to new schools is just one component of work in my vision for an inclusive education system which supports all learners to achieve their potential. While the DEIS programme supports those schools with the highest levels of concentrated educational disadvantage, I also recognise that there are students at risk of educational disadvantage in all schools, including Gaeltacht secondary schools. Since June 2020, and over the past four budgets, I have secured funding to provide measures to support children in this regard.
My Department recognises the need to target resources to those schools who need them most, the next phase of work will explore the allocation of resources to all schools to tackle educational disadvantage.
The DEIS Plan is based on the premise that in order to have the maximum possible impact on providing opportunities for students most at risk of educational disadvantage, then extra resources need to be targeted as closely as possible at those students with the greatest level of need. This will involve further development of the existing DEIS programme, to create a more dynamic resource allocation model where levels of resources more accurately follow the levels of need identified by objective data.
To support this work my Department has 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 is currently ongoing and the OECD team estimate that the review will be complete in Q2 of 2024. 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.
Meeting the educational needs of children and young people arriving from Ukraine and other countries is a priority for the Government, and my Department is determined to support the efforts of school communities across the country who have shown huge commitment and generosity.
The Regional Education and Language Teams (REALTs) were established by my Department in 2022 to support the needs of children arriving in Ireland from Ukraine. As of the 25th October 2023, 17,621 pupils from Ukraine were formally enrolled in schools across the country.
The primary role of the REALT is to assist children in finding school places and to support schools in the area to meet the needs of these children as they emerge, to advise and support my Department in developing new capacity where required, and to coordinate the provision of education services to children and families across their defined area.
The remit of REALTs was extended in November 2022 and includes support for both non-Ukrainian arrivals in the International Protection system and children under the Irish Refugee Protection Programme (IRPP). This ensures a comprehensive approach to supporting all children in our education system.
Every school in Ireland has a Special Education Teaching (SET) allocation that can be utilised for students with special needs and those needing English language supports. This ensures a baseline of support for all children, irrespective of their backgrounds.
Last year my Department introduced the New Entrant Allocation Scheme to support schools with increased enrolments from Ukraine and provided temporary special education resources to schools to reflect fluctuation in enrolment.
440. Deputy Alan Dillon asked the Minister for Education if her Department would consider plans to expand the transition year programme to include modules supporting vocational skills and life skills such as first aid, culinary skills, road safety and driving education, or any potential partnerships or collaborations for implementation; and if she will make a statement on the matter. [47381/23]
View answerTransition Year is a valuable programme for students that offers opportunities for life skills, personal, social and academic development and experience of adult and working life. Transition Year programmes are designed at school level and based on a multi-layered approach. Under the Transition Year (TY) Programme, the management authority of each school carries responsibility for making decisions regarding the TY Programme in that school.
The Board of Management provides direction and oversight of the subjects and education programmes offered by a school and the Board makes the final decision about the type and nature of programmes to offer, taking into account all available resources. In that regard, if a school opts to provide TY, each school designs its own TY programme, within set guidelines, to suit the needs and interests of its students and the language medium of the school.
In March 2022, 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. As part of the broader redevelopment of Senior Cycle, I announced that a new Transition Year Programme Statement would be developed and introduced for schools in 2024.Work on the development of the revised Transition Year Programme Statement is well-advanced within the National Council for Curriculum and Assessment’s (NCCA) structures. A new and revised Transition Year Programme Statement was drafted and available for public consultation until 20 October 2023. The draft Statement is available on the NCCA’s website.
441. Deputy Paul Kehoe asked the Minister for Education when the proposed frontloaded SNA allocation model is due to be introduced; how the frontloaded allocation model will work; and if she will make a statement on the matter. [47395/23]
View answerIn 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.
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. This allows schools flexibility in how the SNA support is utilised.
A school can apply to the National Council for Special Education (NCSE) for a review of its SNA allocation if it is believed insufficient to support the care needs identified.
The SET model introduced in 2017 was intended to form the basis of an SNA front loading model, however there has been a number of emerging issues that has meant this has to be re-evaluated.
The much greater prevalence of autism, the impacts of COVID-19 particularly on children with SEN and the challenges for the HSE in securing sufficient therapists to work with children with SEN are issues that are manifesting in classrooms as more challenging behavioural and care needs place ever greater demand on existing resources. In this context it has not been possible to reallocate SNA resources and more work needs to be done to understand the implications of these issues as we develop the most appropriate model.
In the last two years, the NCSE has been working with schools to address additional care needs that arise by means of the Exceptional Review process. This process involves detailed analysis of the care needs in individual schools and ensures that the correct resources are applied to children who need them. At present, this process is the best approach to assist schools in supporting vital care needs.
Work will continue until a successful model is ready to introduce. Further work is being undertaken as highlighted above in tandem with the review of SET, which will support our thinking as how best SNA resources can also be managed. It is important that any allocation process is based on care needs rather than educational ability. My Department is fully committed to establishing an SNA model of allocation that is fully cognisant of matching SNA resources with the care needs of those children who require this support.
442. Deputy John Brady asked the Minister for Education the status of a permanent school building for a school (details supplied); to provide a detailed update on the proposed site acquisition; and if she will make a statement on the matter. [47396/23]
View answerThe site identification and assessment exercise for the school referred to by the Deputy is ongoing and a potential property has been identified.
An architectural consultant has been appointed to commence an assessment of this potential property.
Given the commercial sensitivities associated with land acquisitions generally I am not in a position to comment further at this time.
I wish to assure the Deputy that the provision of a permanent location for this school is a priority for the Department.
443. Deputy John Brady asked the Minister for Education the status of a permanent school building for a school (details supplied); to provide a detailed update on the proposed site acquisition; and if she will make a statement on the matter. [47397/23]
View answerThe acquisition of the site at Fassaroe, Bray, Co. Wicklow is at an advanced stage of the conveyancing process. It is intended that this site will provide a permanent location for the school referred to by the Deputy.
A major building project for this school is included on the Department's school building programme. This site is subject to an SHD application, which is currently with An Bord Pleanála for decision.
Once this process has concluded the project will progress to the architectural design & planning stages.
The Department provide regular updates to the patron body regarding the status of the new school project and will continue to keep them appraised of any future developments.
444. Deputy John Brady asked the Minister for Education to provide an update on a school building project (details supplied); when construction will commence; to provide a detailed schedule of works including the estimated timeframe from construction to completion; and if she will make a statement on the matter. [47398/23]
View answerThe project to which the Deputy refers is part of a school campus project and it has been devolved for delivery to Kildare and Wicklow Education and Training Board (KWETB).
The Department requested the design team to incorporate a decarbonisation strategy and a revised cost plan as part of their Stage 2b submission. KWETB have advised that they expect to be in a position to submit this revised Stage 2b report early next year. Once this has been reviewed and approved, the project will progress to tender stage.
I am pleased to advise that the pre-qualification process for the project is underway and once complete and following Departmental approval, KWETB will continue with the tender process for appointing a contractor and onwards to construction in due course.
It is not possible at this time to give a date for project completion, but KWETB will be engaging directly with the school authority to keep it informed of progress in this respect.
445. Deputy John Brady asked the Minister for Education when additional accommodation for a school (details supplied) which was approved in May 2022 will be progressed and delivered as the school is experiencing severe overcrowding issues; and if she will make a statement on the matter. [47399/23]
View answerI can confirm to the Deputy, that my Department received an application from the school in question under the Additional School Accommodation (ASA) scheme in October 2023.
The application is currently being assessed and contact will be made with the school authorities as soon as the assessment process is completed.
In tandem with this, a major building project to provide a permanent school building for the school is currently being progressed. The delivery body has advised my Department that it expects to be in a position to submit a revised stage 2b report to my Department early in the new year for review and approval.
I am pleased to inform the Deputy that the pre-qualification process for the project is underway and once complete and following Departmental approval, the delivery body will continue with the tender process for appointing a contractor and onwards to construction in due course.
446. Deputy John Brady asked the Minister for Education to provide an update on a school building project (details supplied); when construction will commence; to provide a detailed schedule of works including the estimated timeframe from construction to completion; and if she will make a statement on the matter. [47400/23]
View answerThe project to which the Deputy refers is part of a school campus project and it has been devolved for delivery to Kildare and Wicklow Education and Training Board (KWETB).
The Department requested the design team to incorporate a decarbonisation strategy and a revised cost plan as part of their Stage 2b submission. KWETB have advised that they expect to be in a position to submit this revised Stage 2b report early next year. Once this has been reviewed and approved, the project will progress to tender stage.
I am pleased to advise that the pre-qualification process for the project is underway and once complete and following Departmental approval, KWETB will continue with the tender process for appointing a contractor and onwards to construction in due course.
It is not possible at this time to give a date for project completion, but KWETB will be engaging directly with the school authority to keep it informed of progress in this respect.
447. Deputy Anne Rabbitte asked the Minister for Education the status of the building works applications for modular units in a school (details supplied); the timeline for delivery of the project; and if she will make a statement on the matter. [47433/23]
View answerI can confirm to the Deputy, that my Department is in receipt of an application for capital funding, under the Additional School Accommodation (ASA) scheme, from the school in question.
The purpose of the ASA scheme is to ensure that essential mainstream and special education classroom accommodation is available to cater for pupils enrolled each year and where the need cannot be met by the school’s existing accommodation.
The main focus of the Department’s resources over the last decade and for the coming period is on provision of additional capacity to cater for increasing demographics particularly at post-primary level, and for provision to meet the needs of children with special educational needs. The Department has successfully supported and facilitated the enrolment of over 14,000 children from Ukraine in our primary and post primary schools.
Under Project Ireland 2040 the education sector will receive a total of approximately €5 billion capital investment over the period 2021-2025. There will be a rolling 5 year funding envelope which will be updated annually for the period 2026 to 2030 within the Government’s overall NDP funding envelope of €136 billion in exchequer capital (€165 billion total capital including non-Exchequer) that will facilitate building a modern and sustainable school infrastructure.
This significant investment allows us to move forward with certainty on our ambitious plans and deliver high quality building projects, with a real focus on sustainability, for school communities across Ireland. The strengthened focus on refurbishment of existing school stock will have different strands and will include a PE build and modernisation programme.
The application in question was assessed by my officials and a proposed brief was issued to the school authorities. The proposal was accepted by the school authorities.
The school subsequently requested further additional accommodation. Officials in my Department are currently reviewing this request. Once finalised the school authority will be contacted directly with a decision.
448. Deputy Anne Rabbitte asked the Minister for Education the status of the application by a school (details supplied) for a school bus; the reason for the delay; and if she will make a statement on the matter. [47440/23]
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.
Over 134,000 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. There has been an overall increase in both applications and tickets issued for the 2023/2024 school year in comparison to the 2022/2023 school year.
Under the terms of my Department's School Transport Scheme for Children with Special Educational Needs, children are eligible for transport where they are attending the nearest recognised school that is or can be resourced to meet their special educational needs.
The National Council for Special Education through its network of Special Education Needs Organisers (SENOs) acts in an advisory role to my Department on the suitability of placements for children with special educational needs.
A pupil with special educational needs is eligible for school transport if s/he is attending the nearest recognised: mainstream school, special class / special school or a unit, that is or can be resourced, to meet the child's special educational needs under Department of Education and Skills criteria.
Eligibility is determined following consultation with the National Council for Special Education through its network of Special Education Needs Organisers (SENO).
Bus Éireann has advise that of the three routes referred to by the Deputy, two of the routes are in the procurement process and once suitable contractors are sourced the services will commence. The other route can commence once a School Transport Escort is employed.
There is a facility within the Special Educational Needs Transport Scheme for the appointment of a School Transport Escort, where a child’s care and safety needs while on school transport are such as to require the support of a School Transport Escort
Under the Education Act 1998, the Principal/Board of Management is responsible for the operation of the school and is the employer of the School Transport Escort and therefore responsible for all employment matters relating to their School Transport Escort. The Department of Education sanctions and issues grant funding to schools for the employment of the School Transport Escort.
The school have confirmed they are in the process of recruiting a School Transport Escort.
449. Deputy Anne Rabbitte asked the Minister for Education the status of the ancillary and IT grant for a school (details supplied); the reason the grant has not been issued; when the payment will be made; and if she will make a statement on the matter. [47441/23]
View answerThe Department is committed to providing funding to recognised primary and post-primary schools in the free education scheme by way of per capita grants. The two main grants are the Capitation grant to cater for day to day running costs such as heating, lighting, cleaning, insurance, general up-keep etc. and the Ancillary grant to cater for the cost of employing ancillary services staff. Schools have the flexibility to use capitation funding provided for general running costs and ancillary funding provided for caretaking and secretarial services as a common grant from which the Board of Management can allocate according to its own priorities.
In addition to these grants, Minister Normal Foley TD has announced that €20 million in funding will be delivered during the mid-term break, to support all recognised primary and post-primary schools in the Free Education Scheme. This funding is the first tranche of an overall additional €60 million funding announced as part of Budget 2024 measures designed to assist schools with increased day-to-day running costs such as heating and electricity. A further €40 million in funding will be delivered in 2024.
Following the acceptance by Fórsa of the Workplace Relations Commission (WRC) agreement in respect of salaries and various leave entitlements for grant funded school secretaries, those secretaries that accepted the terms of this agreement have been placed on a payroll operated by this Department. Therefore, as schools will no longer be responsible for paying the salaries of these secretaries it is necessary to revise the ancillary grant funding. The priority to date has been to ensure secretaries could be set up on a Department payroll on the correct point on pay scale from September 2023. This represented a very significant body of work given the numbers involved.
Schools have received two thirds of the Ancillary Grant payable in 2023 and the Department is working to ensure the arrangements for the payment of remaining ancillary grant funding to schools are finalised so that funds due to schools can be paid as soon as possible.
The 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 issue 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.
450. Deputy Patrick Costello asked the Minister for Education further to Parliamentary Question No. 290 of 20 September 2023, if she can supply the roll number and name of all new post-primary schools established between 2000 and 2007, indicating the year the new roll number was issued and the school planning area in each case, in tabular form; and if she will make a statement on the matter. [47442/23]
View answerAttached is the list of all new Post Primary schools established between 2000-2007. Details of when roll numbers were assigned for new schools is not readily available for the projects though it was normal practice to assign roll numbers in the year that a school opened.
