Written Answers Nos. 211-222
211. Deputy Cathal Crowe asked the Minister for Public Expenditure, National Development Plan Delivery and Reform if he will assign the Office of Public Works, vis-à-vis a Service Level Agreement with Clare County Council, to clean the watercourse of the Inagh River, County Clare, given that Clare County Council do not have the specialist machinery or budget required to undertake remedial works; and if he will make a statement on the matter. [49146/23]
View answerThe Office of Public Works (OPW) is responsible for the maintenance of arterial drainage schemes and flood relief schemes completed under the Arterial Drainage Acts, 1945 and 1995, as amended.
The responsibility for maintenance of all drainage schemes carried out by the Commissioners of Public Works in Ireland under earlier Acts, known as Drainage Districts, was conferred on the relevant Local Authorities. In this regard, under section 19 of the Arterial Drainage Act, 1925, the duty and power of maintaining the Inagh River Drainage District works in good repair and condition and proper and efficient working order, and of doing all matters and things reasonably necessary for or incidental to such maintenance, was conferred on Clare County Council in December, 1940.
The resource requirement identified in the workforce plan for Arterial Drainage Maintenance is only to a level to manage schemes under the remit of the OPW. The OPW is unable to enter into a service level agreement with Clare County Council to clean the watercourse of the Inagh River.
212. Deputy Carol Nolan asked the Minister for Education the reason there are ongoing delays to a school build project that is urgently needed (details supplied); if her Department will engage with the school management to ensure these works are completed as a matter of priority; and if she will make a statement on the matter. [49117/23]
View answerIn relation to the school referred to by the Deputy, I am pleased to advise that the school in question was approved funding under my Department’s Additional School Accommodation (ASA) Scheme for a 2 classroom ASD base.
Officials from my Department have engaged on a number of occasions with the school’s design team. Information submitted by the design team was reviewed by the Professional and Technical team and comments were issued to the school in October 2023 with some points for clarification and response.
Once a response to the points raised is received, my Department and the design team will continue to work closely to progress this project to the next stage.
213. Deputy Paul McAuliffe asked the Minister for Education to provide an update on the new build for a school (details supplied). [49119/23]
View answerThe school building project for the school referred to by the Deputy will deliver 8 classroom school and accommodation, including two classrooms, for children with special educational needs.
The project will be delivered under my Department's ADAPT Programme which uses a professional external Project Manager to co-ordinate and drive the Design Team to achieve the best possible timeframe for the project through the stages of Architectural Planning, to Tender and Construction.
My Department will keep the school and its patron body informed of the progression of this project.
214. Deputy Peadar Tóibín asked the Minister for Education further to Parliamentary Question No. 190 of 19 October 2023, if she will provide a status update on the contract for a special education bus; and if she will provide a timeline as to when she expects it to be operational. [49124/23]
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.
A pupil with special educational needs is eligible for school transport if they are 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 criteria.
As previously advised to the Deputy, the pupil in question is eligible under the terms of the scheme and a sanction has been sent by School Transport Section of my Department to Bus Éireann for the establishment of a new service for pupils to the school referred to by the Deputy.
Bus Éireann have confirmed that the service in question has been tendered in line with procurement guidelines and are actively seeking a contractor to operate this service, once a contractor has been sourced, the service will commence.
Bus Éireann will liaise with the family directly when a service has been sourced.
As previously advised, the family in question have been contacted directly by School Transport Section of my Department, with an offer of the Special Transport Grant until the transport service commences.
215. Deputy Michael Ring asked the Minister for Education when teachers and tutors can expect to be paid for their work under the summer programme 2023, considering that it is unacceptable that work carried out in July has still not been paid for by her Department in November; and if she will make a statement on the matter. [49132/23]
View answerDetails of this year’s Summer Programme were announced by the Department on 9 February 2023. Again, all schools were given an opportunity to run a programme for those children that need it the most.
The main priority in 2023 has been that those children with the most complex special educational needs, especially in special schools, should have access to a school-based summer programme.
The aim of the Department is to meet the needs of families and to ensure every eligible child is provided with a summer programme. The preferred approach is that the Summer Programme is provided for children in school settings where children may have access to fully qualified teachers, adapted fun based activity programmes, special needs assistants and interaction with student peers. The school-based programmes provide a more holistic experience for students and help retain the important connection with school and peers. However, the Department does recognise that not all schools would have been in a position to provide a school-based programme. In such instances, a home-based Programme is available for students with complex special educational needs where the school-based programme is unavailable.
It is important that the home-based element of the Summer Programme provides support for the education and/or care needs of students with complex special educational needs during the summer break period.
I can confirm that all teachers and SNAs, who participated in the school-based programme and for whom claims have been submitted, have been paid.
To facilitate processing of payments for the 2023 home-based Summer Programme, it was recommended that claims for payment should be submitted as soon as possible after the programme of tuition/care support had concluded and no later than the deadline date of 8th September 2023. Payments for correctly completed claims then commenced issuing on 28th September 2023. A total of 10,700 claims were received by the 8th September deadline and of these, 83% will have been paid by 9th November 2023. The remaining fully completed claims will be paid in the coming weeks. This in line with 2022 Summer Programme schedule.
The Department wishes to sincerely thank teachers and SNAs who participated in the Summer Programmes this year.
216. Deputy Michael Healy-Rae asked the Minister for Education if there are plans to grant certain cohorts of students (details supplied) additional time for Leaving Certificate examinations; and if she will make a statement on the matter. [49137/23]
View answerThe State Examinations Commission has statutory responsibility for operational matters relating to the state examinations.
In view of this I have forwarded your query to the State Examinations Commission for direct reply to you.
217. Deputy Alan Dillon asked the Minister for Education if the school transport scheme provides funding to schools to transport students to and from school sanctioned activities, including academic trips and if she can provide details on this scheme; how many schools avail of this; the budget allocated; and if she will make a statement on the matter. [49142/23]
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.
The purpose of my Department's School Transport Scheme is, having regard to available resources, to support the transport to and from school of children who reside remote from their nearest school.
Children are eligible for school transport where they satisfy the distance criterion and are attending their nearest national school or post primary education centre, having regard to ethos and language.
In accordance with the terms of my Department's School Transport Scheme, school transport services operate during the standard school year and facilitate a child's attendance during normal school opening and closing times.
Provision of transport for extra-curricular activities as outlined by the Deputy is not a feature of the School Transport Scheme and is a matter for the school at a local level.
218. D'fhiafraigh Deputy Éamon Ó Cuív den Aire Oideachais an mbeidh aon deontais nua bhreise ar fáil do bhunscoileanna le cúnamh a thabhairt dóibh deireadh a bheith acu leis an gcuraclam nua mata a mhúineadh; agus an ndéanfaidh sí ráiteas ina thaobh. [49149/23]
View answerIs maith is eol dom go mbíonn tionchar ag athrú curaclaim ar gach duine inár gcóras oideachais, go háirithe na daltaí, na múinteoirí agus na ceannairí inar mbunscoileanna. Is eol dom freisin go dteastaíonn na tacaíochtaí cearta chun go mbeidh ar chumas scoileanna a mbealach a dhéanamh ar an turas chuig feidhmiú Churaclam Matamaitice na Bunscoile.
Chun tacú le rannpháirtíocht, comhoibriú agus foghlaim ghairmiúil ceannairí agus múinteoirí scoile de réir mar a chuireann siad eolas ar Churaclam Matamaitice na Bunscoile agus de réir mar a fheidhmíonn siad é, tá sraith de thacaíochtaí gairmiúla ar ardchaighdeán á soláthar ag an Roinn, in éineacht le Oide agus an Chomhairle Náisiúnta um Oideachas Speisialta (CNOS). Ina measc sin tá réimse cuimsitheach de thacaíochtaí aghaidh ar aghaidh agus ar líne chun Curaclam Matamaitice na Bunscoile a chur i láthair, a fheidhmiú agus a leabú thar chreat forleathan d’fhorbairt ghairmiúil leanúnach (FGL) ina mbeidh trí chéim.
Tá an costas a bhaineann le hoiliúint inseirbhíse a sholáthar do mhúinteoirí bunscoile ag brath ar an mbealach a ndéantar FGL a sholáthar amhail aghaidh ar aghaidh, ar líne, foghlaim chumaisc, tacaíocht ionscoile agus cé acu an ndéantar nó nach ndéantar laethanta dúnta scoile a chur san áireamh. Tá clúdach ionadaithe a sholáthar le cur san áireamh freisin agus is é sin is mó a chuireann leis an gcostas.
De ghnáth, tabhóidh gnáthimeacht FGL aghaidh ar aghaidh costais d’éascaitheoirí, costas ionaid, taisteal agus cothabháil agus costais ionadaithe. Meastar go bhféadfadh costas de thart ar €20m a bheith ag baint le himeacht aghaidh ar aghaidh dhá lá do na múinteoirí Bunscoile go léir má ghlactar leis go gcuirfí clúdach ionadaithe ar fáil do na múinteoirí a bheadh ag freastal air.
Ina theannta sin, rinneadh réimse tacaíochtaí a fhorbairt agus tá siad á gcur i láthair san Fhoireann Uirlisí do Mhatamaitic na Bunscoile, atá ar fáil ag www.curriculumonline.ie/Primary. Cuireann an fhoireann uirlisí tacaíocht phraiticiúil ar fáil do mhúinteoirí maidir le heispéiris shaibhre i bhfoghlaim na matamaitice a chruthú do leanaí. Is iad na comhpháirteanna atá san fhoireann uirlisí ná coincheapa matamaiticiúla, contanaim um dhul chun cinn, ábhair thacaíochta agus samplaí d'fhoghlaim leanaí. Cuirfear leis an bhfoireann uirlisí le himeacht ama.
219. Deputy Éamon Ó Cuív asked the Minister for Education if she will consider reducing the pupil teacher ratio further for three-teacher schools, with all schools with more than 40 pupils having three mainstream classroom teachers, in view of the difficulty in a two-teacher school with more than 40 pupils of teaching four classes simultaneously; and if she will make a statement on the matter. [49150/23]
View answerBudget 2024 has provided for an unprecedented €10.5 billion investment in Education and Schools which includes an increase of €421 million in core current funding, as well as over €80 million in core capital funding. An additional €170 million is also being provided as part of Cost of Living and COVID-19 supports. These additional funds build on significant increases in recent budgets and further enhance the investment in Ireland’s primary and post-primary education system. The significant increased investment is the largest Education budget in the history of the state and reflects government’s commitment to a quality inclusive school system and improved learning outcomes for every student.
In the three previous Budgets, I prioritised reducing the pupil teacher ratios in primary schools which has brought the teacher allocation ratio to an average of 1 classroom teacher for every 23 pupils in all primary schools, the lowest level ever seen at primary level. A three point reduction in the retention schedule, which I introduced in 2021, assists schools that would otherwise be at risk of losing teaching posts.
This builds on measures in previous budgets which has seen improvements in the overall allocation of teaching posts and specific targeted measures for small and isolated schools as well as primary schools on our islands.
This significantly increased investment reflects my commitment and that of Government to support the educational success of learners and to provide a quality inclusive school system with improved learning outcomes for all.
The staffing process contains an appeals mechanism for schools to submit a staffing appeal under certain criteria to an independent Primary Staffing Appeals Board, including a specific measure aimed at small schools.
220. Deputy Éamon Ó Cuív asked the Minister for Education the number of small rural schools that have closed or amalgamated with a larger school each year in the past ten years, by county, in tabular form; the reason for these closures; and if she will make a statement on the matter. [49151/23]
View answerAs the Deputy is aware small schools are defined for statistical purposes as schools with 4 mainstream teachers or less. Small schools are highly valued in their communities in that they provide a vital link to local heritage and history, help sustain rural populations and often act as a link for sports and social activity.
There is a commitment contained in the Programme for Government to continue to recognise the importance of small schools. The decision making authority for a school closure belongs to the Patron of a school. Any proposal to close a school must involve consultation with all of the relevant stakeholders, parents, teachers, students and local communities and follow decisions taken at local level. Proposals must be agreed with the Department.
Small schools have also benefitted from improvements to the primary staffing schedule for all schools implemented in recent years and the staffing schedule at primary level is now reduced to 23 pupils to 1 teacher from September 2023, which is historically the lowest ever allocation ratio at primary level.
This builds on measures in previous budgets which has seen improvements in the overall allocation of teaching posts and specific targeted measures for small and isolated schools as well as primary schools on our islands. The staffing process also contains an appeals mechanism for schools to submit a staffing appeal under certain criteria, including a specific one aimed at small schools, to an independent Primary Staffing Appeals Board.
The number of small rural schools that were approved to close in the last 10 years is 52 primary schools and the number of small rural schools that were approved to amalgamate in the last 10 years is 41 primary schools, as per attached tables. The reasons for closure are not recorded however it is usual that schools close due to enrolments declining to a very low level.
221. Deputy Éamon Ó Cuív asked the Minister for Education if she is willing to make special arrangements for the 12 schools on offshore islands in relation to special education teachers as it is not possible for island schools to share hours with a mainland school and the difficulty in attracting teachers to work in such posts on a part-time basis; and if she will make a statement on the matter. [49152/23]
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.
In 2023, the number of teaching and SNA posts in our schools will increase with an additional 686 teachers and a further 1,194 SNAs.
For the first time ever there will be over 19,000 teachers working in the area of special education and over 20,000 SNAs. Together we have almost 40,000 qualified and committed people in our schools who are focused wholly and exclusively on supporting children with special educational needs.
Special education teachers provide additional teaching support for students with special educational needs enrolled in mainstream classes in primary and post primary schools.
The special education teaching (SET) allocation model provides a single unified allocation for special educational support teaching needs to each school, based on each school’s educational profile.
The SET model has been in place since 2017. It was recommended by the NCSE and is designed to distribute the total available number of special education teachers across primary and post primary schools based on the relative need of each school, as evidenced by a number of key indicators.
The SET model is a fairer and more transparent way of allocating teaching resources to schools and represents a significant shift in the way that students with special education needs are supported in mainstream classes.
Previously, students needing additional teaching support required a diagnosis in order to access support which caused delays in providing the support and also imposed a burden on both schools and parents. The change in policy was welcomed by both schools and parents as the model is based on the principle that those students with the greatest need receive the most support.
The model encourages schools to support students with special educational needs in mainstream classes alongside their peers. In fact most students with special educational needs are enrolled in these classes. This approach is also consistent with the Education of Persons with Special Educational Needs (EPSEN) Act (2004).
When the SET model was introduced it was designed to be updated on a regular basis so as to distribute the total available resources across the school system based on profile of need. As the level of student need may change in a school over time, some schools will gain under this distribution, with these gains balanced by equivalent reductions in schools where the model indicates reduced need.
Re-profiling is the means of ensuring that new or increasing need in schools is met by transfer/redistribution of teaching resources from other schools whose need has reduced as shown by the model.
The SET resources provided to schools is based on special education needs of the pupils enrolled in the school and the resources must be utilised to ensure that students with special education needs are supported so that they can achieve the best possible educational outcome.
In general schools are front-loaded with resources, based on each school’s profile. The allocations to schools include provision to support all pupils in the schools, including where a child receives a diagnosis after the allocation is received by a school, or where there are newly enrolling pupils to the school.
The model, including the data and indicators used to inform the distribution of special education teacher resources, is currently being reviewed to ensure that these valuable resources are allocated fairly and transparently across our primary and post-primary schools. The allocation to the 12 island schools will be reviewed as part of the overall model review.
If those schools believe that unique circumstances have occurred and their allocation is not sufficient to meet the special education needs of the pupils they can apply to the NCSE for an exceptional review of their allocations via NCSE.ie
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.
222. Deputy Éamon Ó Cuív asked the Minister for Education what arrangements are being made to ensure that there are sufficient places in all secondary schools in a city (details supplied) for children that require an ASD class as parents have already been made aware of a shortage of such places for the school year 2024/2025; and if she will make a statement on the matter. [49153/23]
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.
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 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 forward planning work is well underway ahead of the 2024/2025 school year. This work involves a detailed review of statistical data in relation to forecasting demand for special class places, an 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 in Carrigtwohill, east Cork and Dublin 7 for the 2023/24 school year, with further capacity being expanded in 11 other special schools.
Along with the two new special schools, 385 new special classes – 252 at primary and 133 at post-primary level – have been sanctioned by the NCSE for opening in the 2023/24 school year.
In Co. Galway, 15 new special classes have been sanctioned for the 2023/24 school year, 10 at primary level and 5 at post-primary level, bringing the total number of classes in Co. Galway to 149.
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.
The NCSE is committed to ensuring that sufficient special education placements will be available for children for this school year and future years.
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.
