Written Answers Nos. 188-208
188. Deputy Sorca Clarke asked the Minister for Education the action she is taking to ensure that every child who requires an SNA is catered for and to ensure that all those who have applied for the SNA exceptional review receive the necessary support they require and have requested; and if she will make a statement on the matter. [49350/23]
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. My department does not have a role in making individual school determinations and schools should liaise directly with the NCSE in the event that additional supports are required.
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
Schools 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.
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.
The NCSE can make the local special educational needs officer (SENO) available to the school to discuss their current deployment of SNA supports 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.
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.
189. Deputy Sorca Clarke asked the Minister for Education to outline her plans to address the growing number of teacher shortages; what she intends to do in the short- and medium-term to address this situation in general, and particularly in areas of disadvantage, special schools and Gaelscoileanna. [49369/23]
View answerEnsuring that every child's experience in school is positive and that they have qualified, engaged teachers available to support them in their learning is a priority area of action for the Government.
Budget 2024 contains a range of measures that demonstrate my commitment to continued investment in our education system. In addition to numerous actions I have taken in recent years to address teacher supply, a number of specific, targeted measures will be introduced with the new funding provided.
These include a professional masters of education (PME) incentive scheme, funding for additional teacher upskilling programmes, and increasing the number of posts of responsibility.
• A professional masters of education (PME) incentive scheme will be introduced for newly qualified teachers graduating in 2024. Those newly qualified teachers who graduate with a PME will, subject to some conditions, be eligible for an incentive payment of up to €2,000. This incentive payment will be paid to eligible primary and post-primary teachers in 2025. It will recognise the costs that PME students incur when completing their initial teacher education, assist them with these costs and encourage suitable candidates to consider a career in teaching.
• Additionally, there will be an expansion in the number of upskilling programmes available. These programmes, which are free to teachers, increase the number of teachers who are qualified to teach in-demand subjects and reduce the level of out-of-field teaching. These new upskilling programmes in Irish, French, politics & society, and computer science will be in addition to existing upskilling programmes in maths, physics and Spanish.
• Also, an additional 1,000 posts of responsibility will be provided in the school system for the 2024/25 school year. This is recognises that school leaders play a key role in improving educational outcomes by creating a positive school climate and environment as well as motivating and empowering educators and learners within their school communities.
These new measures are in addition to a range of targeted measures that I have introduced in recent times, including:
• At primary level, I approved 610 additional places on initial teacher education programmes for this and the next academic year (2023/24 and 2024/25).
• I recently met with the primary teacher initial education providers on continuing existing flexibilities that enable student teachers to support schools, either while on placement, or in a substitute capacity. In 2023, more than 2,700 student teachers registered with the Teaching Council and provided valuable support to schools as substitute teachers.
• Restrictions on job-sharing teachers from working as substitutes have been reduced. These teachers may be employed to work as substitutes during the period they are rostered off duty.
• Limits on substitute work applying to teachers on career breaks have also been suspended.
• Post-primary teachers can provide up to 35 additional hours of substitute cover per term in the subject they are qualified to teach.
The teacher allocation ratio in primary schools is now at the lowest ever seen at primary level. The average student-per-teacher ratio in primary schools reduced by 10% between 2017 and 2023.
While schools in certain locations are experiencing challenges in both recruiting teachers and obtaining substitute teachers, the vast majority of sanctioned teacher positions are filled. The rate of resignation and retirement is very low by any standard, and is consistent with previous years.
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 sectors.
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.
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. 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.
In the Special Education sector,
• The Department recognises the importance of providing well-timed and appropriate support to pupils with identified learning needs.
• The Special Education Teaching (SET) allocation for mainstream schools provides a single unified allocation for special educational support teaching needs to each school, based on the educational needs profile of each school.
• Schools are frontloaded with ring-fenced SET resources for the purpose of supporting pupils with an identified and recorded special education learning need. This allocation allows schools to provide additional teaching support for pupils who require such support in their schools based on each pupil’s individual learning needs.
• It is a matter for schools to deploy SET resources effectively to meet the needs identified in the Student Support Plans, which should be based on the continuum of support framework. Once the Department allocates SET hours to a school it is the responsibility of the school and the board management to utilise the allocation to meet the needs of those students with special educational needs. Special education teaching hours should only be used for their intended purpose to support pupils with an identified and recorded special education learning need.
Budget 2024 also contains a number of measures designed to help support every pupil and student to thrive at school and realise the full extent of their potential including:
• A 5% increase for the special education budget this year to allow the recruitment of an additional 744 SET posts and 1,216 SNA posts bringing the total number of such posts to more than 41,500.
• This will allow for the opening over 400 new special classes in mainstream schools and 300 additional special school places.
• A total provision for approximately 2,700 new placements for children with special educational needs in special classes across primary, post-primary and special school settings.
While accepting the significant challenges facing special schools, it may be possible for some special schools to consider how they organise class groupings and utilise existing teaching and SNA resources to best support learner engagement in those classes, in the short term, while they look to recruit additional teaching staff.
To assist with this work, the Department and the National Council for Special Education (NCSE) would encourage special schools to engage with the NCSE in relation to the potential to recruit additional SNA support in the short term to ensure that classes can be opened and remain open for students. The NCSE at local level will be available to assist special schools with this process.
A range of teacher education actions have been funded under the Policy on Gaeltacht Education to increase the supply of teachers available to teach effectively through the medium of Irish.
- An Irish-medium Bachelor of Education (B. Ed). Initial Teacher Education programme for primary teachers is delivered by Marino Institute of Education. Funding is provided by my Department for 30 new places annually. 60 places were made available on the B.Ed. this year as part of a comprehensive plan to support teacher supply. The first cohort of students will graduate from the Irish-medium B.Ed. in November 2023.
- A Masters of Education in Irish-medium and Gaeltacht Education was recently commenced in Trinity College Dublin. Funding is also provided by my Department for 30 places on this course annually.
- Two seconded teachers and COGG bursaries have been provided to support the Máistir Gairmiúil san Oideachas (Irish-medium PME) in the University of Galway since 2017.
Work on the development of a new policy for Irish-medium education outside of the Gaeltacht is in progress in my Department.
An extensive public consultation process has been conducted to gather the views of education stakeholders, including young people, parents, education professionals, and Irish-language organisations. The issues raised in that consultation will be considered as part of the work on the development of the Policy on Irish-medium Education outside of the Gaeltacht.
Teaching remains an attractive career choice.
• CAO first preference choices for post-primary teaching increased this year by 14%, in addition to a 9% increase in 2022.
• Starting pay for teachers is over €41,000 since October under the extension to Building Momentum.
• Over 3,700 newly qualified teachers have registered with the Teaching Council in 2023, with over 120,000 now on the Teaching Council register, a record number.
My Department continues to engage closely with school management bodies, teacher unions and other education stakeholders to develop further, innovative measures to address teacher supply issues.
190. Deputy Neasa Hourigan asked the Minister for Education her plans to ensure all schools in the State have access to drinking water for students; and if she will make a statement on the matter. [49389/23]
View answerIn relation to new school buildings and extensions my Department provides a tap drinking water system as a matter of routine.
In existing buildings if a school has concerns about the quality of its drinking water, the matter can be addressed by the relevant local authority and Irish Water. If any quality issues are identified as a result of a test, my Department provides funding to address the issue.
If a school does not have a tap drinking water supply, my Department will provide funding to address the issue.
The relevant funding mechanisms are the minor works grant for small-scale works or the Summer Works Scheme or, if appropriate, the Emergency Works Scheme, for larger scale works.
191. Deputy Sorca Clarke asked the Minister for Education if, given the current crisis of teacher shortages, she will consider revaluating the criteria that must be satisfied in order for service at that school to be recognised for incremental credit, which will incentivise teachers who are teaching abroad to return home and fair recognition given for the years of invaluable experience gained abroad; and if she will make a statement on the matter. [49431/23]
View answerThe criteria for the award of incremental credit are set out in my Department’s Circulars 10/2001 for Primary teachers, 29/2007 and 29/2010 for Post-Primary teachers. The criteria for the award of incremental credit to recognised teachers was agreed under the auspices of the Teachers Conciliation Council (TCC).
These circulars provide for the award of incremental credit in respect of overseas teaching service, both within and without the EU. Where a school satisfies the criteria set out in the circulars to have service at that school recognised for incremental credit, an award of incremental credit can be made.
Criteria such as state funding and the length of time the school has been in existence must be satisfied in order for service at that school to be recognised for incremental credit. Where schools do not satisfy the required criteria, then service at that school cannot be considered towards incremental credit. Teachers must be on my Department’s payroll or teaching in an Education and Training Board school before an application can be processed.
The criteria for the award of incremental credit for teachers are subject to review by way of an incremental credit committee, which is a sub-committee of the Teachers Conciliation Council and which meets on an ongoing basis.
The Department of Education continues to engage closely with school management bodies, teacher unions and other education stakeholders to develop further, innovative measures to improve the availability of teachers given the difficulties experienced by some schools in sourcing teachers.
192. Deputy Sorca Clarke asked the Minister for Education if she will provide an update on her Department's engagement with educational stakeholders; and further to Parliamentary Question No. 292 of 3 October 2023, the new range of measures that are being progressed. [49432/23]
View answerThe Department of Education continues to engage closely with the school management bodies, teacher unions and other education stakeholders on developing the existing measures aimed to improve the availability of teachers, and to identify additional measures which can be taken.
In addition to the measures outlined in my previous response, which my Department continues to engage on, Budget 2024 contains a range of measures that demonstrates the Department’s commitment to continued investment in our education system, with a number of specific, targeted measures to be introduced with the new funding provided.
• A professional masters of education (PME) incentive scheme will be introduced for newly qualified teachers graduating in 2024. Those newly qualified teachers who graduate with a PME will, subject to some conditions, be eligible for an incentive payment of up to €2,000. This incentive payment will be paid to eligible primary and post-primary teachers in 2025. It will recognise the costs that PME students incur when completing their initial teacher education, assist them with these costs and encourage suitable candidates to consider a career in teaching.
• There will be an expansion in the number of upskilling programmes available. These programmes, which are free to teachers, increase the number of teachers who are qualified to teach in-demand subjects and reduce the level of out of field teaching. These new upskilling programmes in Irish, French, politics & society, and computer science will be in addition to existing upskilling programmes in maths, physics and Spanish.
• Also, an additional 1,000 posts of responsibility will be provided in the school system for the 2024/25 school year. This is in recognition that school leaders play a key role in improving educational outcomes by creating a positive school climate and environment as well as motivating and empowering educators and learners within their school communities.
Other steps that have been taken include:
• At primary level, 610 additional places have been approved on initial teacher education programmes for this and the next academic year (2023/24 and 2024/25).
• I have recently met with the primary teacher initial education providers on continuing existing flexibilities that enable student teachers to support schools, either while on placement, or in a substitute capacity. In 2023, more than 2,700 student teachers have registered with the Teaching Council and provide valuable support to schools as substitute teachers.
• Following the Department’s Action Plan on Teacher Supply, the Irish Primary Principals’ Network (IPPN) developed a portal for the recruitment of teachers to long-term teaching positions. The portal facilitates the matching of demand and supply and provides an efficient and user-friendly recruitment process for both schools and teachers, including teachers working abroad who wish to apply for posts here.
• The Teaching Transforms campaign continues to promote the teaching profession and encourage students to follow a career in teaching. The campaign uses digital, radio and video media, and is supported by a dedicated webpage, www.gov.ie/teachingtransforms
The Department continues to engage closely with school management bodies, teacher unions and other education stakeholders to develop further, innovative measures to address teacher supply issues.
193. Deputy Sorca Clarke asked the Minister for Education if she will consider including Home Economics as a subject choice in the free upskilling programmes; and if she has plans to introduce other subjects where teacher supply is known to be tight to these programmes. [49433/23]
View answerIn 2018, my Department established a Steering Group on Teacher Supply to facilitate multi-agency engagement and to lead on a coordinated programme of actions to support the supply of teachers. Arising from the work of this Group and its various substructures, the Teacher Supply Action Plan was published in November 2018.
The Action Plan called for the development of upskilling programmes in targeted subject areas for existing teachers, and following a request from my Department, the Higher Education Authority (HEA) issued a funding call to initial teacher education (ITE) providers for upskilling programmes in mathematics, physics and Spanish in late 2019. Following the successful completion of the funding call, these programmes commenced in January 2021.
The first cycle of participants, 146 teachers, completed these programmes in 2022 and more than 300 teachers are due to graduate in both 2023 and 2024.
Budget 2024 has provided for the expansion in the number of upskilling programmes available. Programmes in Irish, French, politics & society, and computer science will be provided. Upskilling programmes are provided over two years on a part-time basis. They are free of cost to participants.
My Department is undertaking a comprehensive programme to support the supply of teachers. For example, to meet longer-term teacher demand, higher education institutions have developed new 4 year initial teacher education programmes in a number of post-primary priority subject areas, including Home Economics.
There are a number of providers of home economics Initial Teacher Education (ITE) and Professional Diploma in Home Economics (PDHE) programmes.
St Angela’s College Sligo, a provider of a home economics ITE programme has reverted from five to four years from 2021. Additionally, St Angela’s College Sligo, has substantially increased its Home Economics student numbers (73 students graduated in 2018, 102 students have just graduated in November 2023 and 120 students will graduate in November 2024)). St Angela’s also deliver a Professional Diploma in Home Economics (PDHE) programme.
The Munster Technological University (MTU) has developed the Professional Diploma in Home Economics (PDHE) to upskill already registered post primary teachers to meet the Teaching Council’s requirements for registration as a teacher of home economics. The PDHE is a two year, part time level 9 programme requiring one full day’s attendance per week by participants as well as some on-line engagement (max 2 hours per week).
Other ITE providers for Home Economics include Mary Immaculate College Limerick (Thurles campus). University of Galway and University College Cork (starting in 2024) also offer postgraduate programmes in Home Economics.
The development and expansion of existing programmes in Home Economics will increase the number of teachers available. It is expected that there will be adequate numbers of Home Economic graduates from existing providers by the time a new upskilling programme with graduate teachers could be provided.
It should be noted that participants on the PDHE are eligible for funding under the Teacher Fee Refund Scheme, which provides funding towards the cost of participation and examination fees on successful completion of professional development courses. Funding under the scheme is being prioritised for those taking courses in particular areas, including upskilling for post primary teachers leading to registration with the Teaching Council in an additional subject. The maximum refund under the scheme is €5,000 per year and the level of refund depends on the volume of eligible applications that are received. Recently published Circulars 0005/2023 and 0015/2021 relate to this Scheme.
My Department continues to engage closely with school management bodies, teacher unions and other education stakeholders to develop further, innovative measures to address teacher supply issues
194. Deputy Alan Dillon asked the Minister for Education if she will develop a centralised national database for children with special needs at primary and secondary level to streamline forward planning by the NCSE and ensure school supports and places are provided within local communities. [49436/23]
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).
The NCSE has the responsibility for coordinating and advising on the education provision for children with special educational needs nationwide.
Over the last two to three years, my department and the NCSE have introduced a number of strategic initiatives to plan for and provide sufficient special class and special school places.
These initiatives are bearing fruit with 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 forward planning work is well underway ahead of the 2024/25 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 for the 2023/24 school year, with further capacity being expanded in 11 other special schools.
Along with the two new special schools, 387 new special classes – 253 at primary and 134 at post-primary level – have been sanctioned by the NCSE for opening in the 2023/24 school year.
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 open to any school to make an application to the NCSE for the establishment of a specialised provision and where sanctioned, a range of supports, including capital funding, is made available to the school.
Additionally, it is general practice to include a special educational need base in the accommodation brief for new school buildings, unless exceptional local circumstances indicate that it will not be required. The extent of provision made at these schools is informed by the level of demand in the area as well as the size of the school.
I can also clarify that the NCSE maintains records of students enrolled in special classes, students enrolled in special schools as well as students known to them seeking places in special classes and special schools.
In addition, the NCSE have advised my department that they have prioritised the development of a data management strategy and work will continue on this project during 2024, bringing further enhancements to their management of data across the organisation.
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
The NCSE is committed to ensuring that sufficient special education placements will be available for children for this school year and future years.
I want to reassure you also that my department will continue to support the NCSE and schools through the provision of the necessary funding and capital investment to ensure all children are successful in accessing an education.
195. Deputy Louise O'Reilly asked the Minister for Education the reason for further delays in the delivery of the permanent four-special-classroom-extension project at a school (details supplied); when the project will be delivered; and if she will respond to communication on this project from a named organisation. [49442/23]
View answerI am pleased to advise that the project referred to by the Deputy was approved funding under my Department’s Additional School Accommodation (ASA) Scheme.
The project approved consists of the building of a 4 classroom SEN unit as an extension to the existing school building, secure hard and soft play areas, a sensory garden and associated works with car park. The project is devolved for delivery to Louth and Meath Education Training Board.
My Department has received a Stage 2B report from the school which is currently under review. The review is in the final stages and once this is completed, my Department will engage with the ETB on the next steps in the process.
In relation to queries raised by an external organisation regarding this project as referred to by the Deputy, these are currently being addressed by officials in my Department and a response will issue shortly.
196. Deputy Ged Nash asked the Minister for Education when the child of a person in Meath (details supplied) will get an appointment for a NEPS assessment; and if she will make a statement on the matter. [49463/23]
View answerMy 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.
All requests for the involvement of a NEPS psychologist must come through the school principal. Therefore, parents should be advised to discuss any concerns they may have with the school principal.
197. Deputy Aodhán Ó Ríordáin asked the Minister for Education what funding allocations, if any, are made to schools for purchase of financing of educational technology. [49466/23]
View answerThe Digital Strategy for Schools to 2027 was published last year and is underpinned by an investment of €200m to support its implementation, committed to under Ireland’s National Development Plan (NDP). The first tranche of €50m issued to all recognised primary and post-primary schools in late 2021.
The previous Digital Strategy for Schools 2015 to 2020 saw overall investment of €210m issued to all recognised primary and post-primary schools in annual grant funding. This funding enabled schools to invest in appropriate digital infrastructure to enable the embedding of the use of digital technology in teaching, learning and assessment.
Funding of €50m secured as part of Ireland's National Recovery and Resilience Plan under the NextGenerationEU Recovery and Resilience Facility also issued to all recognised schools in the free education scheme to support learners at risk of educational disadvantage through the digital divide in late 2021.
My Department intends to pay the next tranche of ICT grant funding in the 2023 to 2024 school year. The specific timing for issue of the ICT grant is subject to the availability of Exchequer funding and the wider capital needs of the Department including the building programme to ensure the supply of school accommodation.
As part of the forthcoming Review of the National Development Plan, my Department’s aim is to provide better clarity and certainty for schools on the timelines for payment of minor works and ICT grant funding.
Minor Works Grant funding for primary and special schools can additionally be used not only for the maintenance and small-scale improvements to school buildings and grounds but also for the provision of ICT infrastructure in schools.
198. Deputy Aodhán Ó Ríordáin asked the Minister for Education what funding, if any, is available to private companies from her Department for research and development of educational technologies and applications. [49467/23]
View answerThe Department does not currently have a specific stream of funding available for private companies for research and development of educational technologies and applications. As I am sure the Deputy is aware, under procurement regulations, funding can only be provided to private companies through an appropriate procurement process, other than where there is an innovative partnership for a necessary product or service not readily available otherwise.
Under the Education Act, Boards of Management of individual schools have responsibility for the day to day management of the school, and are funded on that basis. Schools have autonomy to make decisions as to the use of digital technologies for teaching and learning in their school, depending on their own context and in line with their Digital Learning Plan. The Department does not mandate or prescribe the use of specific tools or technologies, rather it provides advice and support to school to enable them to make informed decisions. Schools must also adhere to procurement regulations in utilising state funds for expenditure including on ICT infrastructure.
200. Deputy Sorca Clarke asked the Minister for Education given the findings of the recent INTO, IPPN and CPSMA survey that clearly indicates the negative impact that the teacher shortage is having on special education provision and which highlights the urgent need for more SNAs in our system, why the new level 6 programme for SNAs provides little to no professional incentives for SNAs to undertake this course; and her plans to make it a more desirable course for SNAs and to make sure that SNAs are rewarded fairly and equally for the hours they put in to this much needed programme. [49478/23]
View answerEnsuring that every child's experience in school is positive and that they have qualified, engaged teachers available to support them in their learning is a priority area of action for the Government. The recruitment and appointment of teachers to fill teaching posts is a matter for individual school authorities, subject to procedures agreed under Section 24 of the Education Act 1998 (as amended by the Education (Amendment) Act 2012).
While schools in certain locations are experiencing challenges in both recruiting teachers and obtaining substitute teachers, the vast majority of sanctioned teacher positions are filled. The rate of resignation and retirement is very low by any standard and is consistent with previous years.
My Department continues to engage closely with school management bodies, teacher unions and other education stakeholders to develop measures to address teacher supply issues.
Special needs assistants (SNAs) make a valuable contribution to our school communities, providing adult support to enable students with significant care needs attend mainstream education, special classes and special schools. Budget 2024 includes an allocation for an additional 1,216 SNA posts, providing for a total 21,584 special needs assistant working in our schools by the end of 2024. My Department is very aware of the continuing need to provide appropriate training and development opportunities for SNAs with a view to ensuring they are equipped to support the students in their care.
The 2018 Review of the Special Needs Assistant Scheme published by the National Council for Special Education (NCSE) includes a recommendation for the provision of a national online training programme for existing SNAs who do not have the requisite level of relevant training. Arising from this recommendation my Department awarded a four-year contract to University College Dublin (UCD) School of Education to design and deliver a new national online training programme for SNAs employed in schools. The programme is fully funded by the Department and delivered at no cost to the SNA.
This is a major educational initiative, which enhances the knowledge, skills and expertise of SNAs. To date approximately 2,200 SNAs have completed the national online training programme and feedback has been positive.
I recently announced the first SNA Workforce Development Plan (SNAWDP) to be developed over the next 2 years in consultation and collaboration with stakeholders including the SNAs, the school management bodies, the unions, schools, parents and children.
The Plan will reflect a consistent and planned approach to meeting present and future issues affecting the SNA workforce. It will encompass an understanding of the SNA role and how they and other stakeholders can best be supported to provide the most effective service to children with significant care needs in our schools.
It is envisaged that the key areas that the plan will address are:
– Review and Development of the SNA role
– Establishment of a Quality Assurance Framework
– Establishment of a SNA Learning and Development Programme
– Supporting SNA Recruitment, Retention and Diversity
– Development of a Communications Strategy to ensure optimum communication and collaboration with all stakeholders to achieve the vision of the SNAWDP.
It is intended that the Learning and Development Programme will improve SNA service delivery by providing access to appropriate, legitimate and convenient opportunities for upskilling and reskilling to help SNAs learn and adapt in the ever-changing educational environment. A review of the national online training programme for SNAs and consideration of options for its future will form part of this work.
201. Deputy Pádraig O'Sullivan asked the Minister for Education if there are any programmes or funding avenues available for mentorship programmes (details supplied); and if she will make a statement on the matter. [49480/23]
View answerMy 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.
The School Completion Programme, (SCP) is funded by my Department via Tulsa’s Education Support Service (TESS) and is a central element of the DEIS (Delivering Equality of Opportunity in Schools) programme, a key policy initiative of my Department to address educational disadvantage at school level.
Nationally, TESS and SCP partner with 2 organisations that provide ways to support mentoring across different locations throughout Ireland:
Business in the Community Ireland( BITCI) -
This is the Schools’ Business Partnership which includes initiatives aimed at children and young people attending both primary and post-primary schools, in DEIS and Non DEIS settings. This initiative include a programme called Student Mentoring which is designed for Senior Cycle students.
Way 2 Work Ireland (W2W) -
This is a not-for-profit, registered charity established in 2019. W2W provides a support service to young people (aged 16-25) with a care-experienced background. Their mission is to support and empower young people to achieve their training and employment goals. W2W offers two bespoke programmes to support clients. A mentor-mentee programme that prepares young people for and makes connections with employers in the private sector and an individualised training programme. W2W has grown to offer this service to clients in Leinster, Munster, and Connacht. Working with SCP, W2W are linked with 8 SCP projects and are working with over 30 young people from SCP projects.
Officials from my Department have been advised that the TESS SCP manager for Cork will make contact with the SCP project in question to follow up and offer guidance and support on this particular suggestion. This “ground up” approach to need is welcomed and supported by the TESS SCP management team who meet with projects and staff to seek new ideas and approaches it can support.
My Department recognises the crucial role that regular school attendance plays in achieving educational and social inclusion. With this understanding, I have introduced the Attendance Campaign Support Grant for the academic year 2023/24. This grant is a once-off payment provided to all primary and post-primary schools across Ireland.
The objective of this grant is to bolster the National School Attendance Campaign run by my Department. The grant has a dual focus: it aims to enhance regular school attendance while also targeting individuals and groups at higher risk of educational disadvantage due to poor attendance records.
Schools have the flexibility to use this grant within the current academic year or spread it over a longer period to align with their individual School Self-Evaluation Report and Improvement Plan or their DEIS Action Plan for Improvement. They are encouraged to form local clusters to work collaboratively and maximise the impact of the fund. This could involve early years settings, primary schools, and post-primary schools working together to address issues related to attendance, especially among children and young people at risk of educational disadvantage.
It is designed to address attendance issues in a targeted and equitable manner. The progressive universalism inherent in its allocation ensures that while all schools benefit, those with the greatest needs receive the most support. This grant is a testament to my Department's ongoing commitment to fostering an education system where every child has an equal opportunity to achieve their potential.
The total allocation of SCP funding for 2023 is €34m.
Since I took over responsibility for the SCP in January 2021, an additional allocation of €2.3m was provided for the programme as part of Budget 2021 measures. The increasing of the SCP full year budget to €27m from 2022 encompassed the extension of SCP to an additional 28 schools and incorporated a 5% increase in budget to SCP funding overall.
From September 2022, an additional €4 million (€5.9 million full year) was provided to allow access to SCP to new DEIS urban primary and post-primary schools under the recent DEIS expansion. A further increase of 5% for SCP was negotiated under Budget 2023.
TESS have operational responsibility for the SCP, with Local Projects operating under the management and direction of a Local Management Committee (LMC). The LMC is responsible for the oversight of the project delivery at local level, including the use of project resources and accountability for public funds.
202. Deputy Frankie Feighan asked the Minister for Education when her Department will proceed to give permission to MSLETB to proceed with a lease on a portion of derelict grounds at Drumshanbo, County Leitrim to the local community centre committee (details supplied) to develop a new sports facility and playing courts which may not proceed unless matters around the lease are progressed soon. [49491/23]
View answerWith respect to this lease application to develop a site for playing courts, it has been reviewed within my Department. However further relevant documentation has been requested from MSLETB and this is awaited. When this is received a final decision can be made.
203. Deputy Frankie Feighan asked the Minister for Education if her Department would grant the additional funding to a school (details supplied) in County Leitrim to pay for the use of the local community centre's facilities which over the years has meant that the said school did not have to invest in new capital buildings for assembly and sports uses. [49492/23]
View answerI can confirm to the Deputy, that where the rental of buildings or land for school accommodation is deemed necessary, the contract for this is usually between the school authority and the relevant owner of the property in question.
As the school in question is under the patronage of the Mayo, Sligo and Leitrim ETB and is currently in receipt of funding from MSLETB for the rental of grounds/halls, the amount of funding would be a matter for discussion between both the patron of the school and the school itself.
Separately, a project to provide additional mainstream classrooms, specialist rooms and accommodation for students with special educational needs has been devolved to the ETB for delivery and is currently at Stage 1 (Preliminary Design).
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 will include a PE Hall build and modernisation programme to ensure that students in all post primary schools have access to appropriate facilities to support PE provision, particularly in the context of the roll-out of P.E. as a leaving certificate subject.
204. Deputy Seán Crowe asked the Minister for Education the reason behind the delay in the scoping inquiry into historic abuse at a school (details supplied); if she will give a commitment that the report's deadline of June 2024 will be held to; and if she will make a statement on the matter. [49496/23]
View answerAs the Deputy is aware, a Scoping Inquiry into Historical Sexual Abuse in Day and Boarding Schools Run by Religious Orders was announced on March 7th 2023. The Scoping Inquiry is independently led by Ms Mary O’Toole SC.
The Scoping Inquiry was requested to report to the Minister by November 7th 2023. The Lead of the Scoping Inquiry requested an extension to the deadline for the submission of the report and explained the reasons why additional time was needed. In view of the reasons outlined, I acceded to the request. These included the need for additional time to consider the significant volume of information provided by individual survivors in the Scoping Inquiry’s two-stage survivor engagement process, along with other information that is being gathered across the Scoping Inquiry’s workstreams as set out in its Terms of Reference. This includes substantial engagement with religious orders, An Garda Síochána, a number of Government Departments and Tusla. The Scoping Inquiry has also commissioned expert reports on child protection systems and frameworks, on restorative justice, and is engaged in research on previous inquiries and their impact on survivors and their families.
The Scoping Inquiry is independent and its work is ongoing. It is now due to report on June 7th 2024 and a further extension is not envisaged. The Scoping Inquiry team has assured me that it is committed to providing a fully rounded report under its Terms of Reference and it is the considered view of the team that the fullest time and attention must be given to the information it is gathering, and in particular, in the survivor engagement process, to ensure the integrity of the Report.
It should also be noted that the extensive work done in engagement with agencies, Departments and religious orders will provide a solid base for any future process that may arise and will allow any such process a more expeditious initial phase.
206. Deputy Róisín Shortall asked the Minister for Education her plans to provide improved facilities including a sports hall for a school (details supplied) in Dublin 9; the reason for the delay; and if she will make a statement on the matter. [49511/23]
View answerThe school building project for the school referred to by the Deputy is included in my Department’s Construction Programme as part of a campus project comprising two post-primary schools and one primary school.
The project for the school in question will deliver a 1,000 pupil post-primary school and accommodation, including 6 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.
207. Deputy Thomas Pringle asked the Minister for Education when a reply will issue to correspondence (details supplied) with her office dated 11 October 2023; and if she will make a statement on the matter. [49512/23]
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 pupils on mainstream services 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.
While over 90% of services are contracted locally, Bus Éireann apply stringent assessments of each individual driver on 7,000 school routes. This includes vetting and background checks.
It is Bus Éireann company policy that normal retirement age for all Bus Éireann staff is currently 66 years. However Bus Éireann part-time School Bus Drivers and drivers nominated by private operators who operate service as part of the School Transport Scheme may continue to perform in the role provided they hold the requisite license and satisfy an annual medical examination until they retire at age 70. This policy and criteria is applied to all drivers who provide school transport services on behalf of Bus Éireann equally.
The age limit on school bus drivers was increased to 70 years a number of years ago. While Bus Éireann have informed the Department there is no plan to increase the age limit further at this time, the matter will continue to be kept under review.
A response was issued to the Deputy with regard to the correspondence raised in the details referred on 24th October 2023 .
208. Deputy James Lawless asked the Minister for Education why a student with dyspraxia and ADHD who is allowed to use technology in his exams has been refused permission to do so for his upcoming Leaving Certificate Japanese exam in 2024. [49519/23]
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.
