Written Answers Nos. 209-229
209. Deputy Mattie McGrath asked the Minister for Education when the circular relating to the management of sick leave will issue for the education sector, similar to the one that issued for the civil service (circular 12/2023 issued on 4 September 2023); and if she will make a statement on the matter. [49520/23]
View answerThe Public Service Sick Leave Scheme, which applies to teachers and SNAs, is currently regulated by the Public Service Management (Sick Leave) Regulations 2014, S.I. No. 124/2014, as amended by the Public Service Management (Sick Leave) (Amendment) Regulations 2015, S.I. No. 384/2015.
Changes to the Public Service Sick Leave Scheme took effect from the 4th September 2023, as a result of the legislative amendment of S.I. 124/2014 Public Service Management (Sick Leave) Regulations.
The amendments enact the recommendations that emerged from a review of the Public Service Sick Leave Scheme (which took place in 2015/2016 in collaboration between the Department of Public Expenditure, NDP Delivery and Reform, management representatives from across the public service, and trade union representatives) and from the associated Labour Court Recommendation (LCR21812).
The Department is currently in the process of drafting revised Sick Leave Scheme Circulars for teachers and SNAs, to reflect the amendments to the Sick Leave Regulations. Following consultation with Education Partners, comments are being considered. The final Circulars will be published on the Department of Education website as soon as they are available.
The Department also issues Circulars for staff other than Teachers and SNA’s in ETB’s, and these will be published shortly after the publication of Teacher / SNA Circulars.
210. Deputy Michael Healy-Rae asked the Minister for Education the status of an application (details supplied); and if she will make a statement on the matter. [49521/23]
View answerOfficials from my Department contacted the Deputy's office and clarified this enquiry. My Department has been informed that the application in question was made to POBAL. Therefore, any further enquiries should be made to POBAL on this matter.
On a general note, the current 'Guidelines on the use of School Buildings outside of School Hours'- gov.ie - Guidelines on the use of School Buildings outside of School Hours (www.gov.ie) may be of assistance. The purpose of these Guidelines, which are currently being updated, is to provide relevant information to schools who intend to allow the use of their school buildings outside of school hours and for schools who are considering putting such arrangements in place.
211. Deputy James Lawless asked the Minister for Education for an update and current position regarding a school site (details supplied) in Celbridge which has been identified as a preferred new location for three schools. [49537/23]
View answerThe construction of new school buildings for the schools referred to by the Deputy are included on my Department's school building programme. It is intended that the new schools will be located on a site being acquired at Donaghcumper, Celbridge as part of a campus development.
The campus development will be progressed by National Development Finance Agency (NDFA) that is supporting my Department by delivering an element of my Department’s school building programme, the Devolved Schools Building Programme 2, on its behalf.
My Department has an agreement in principle for the acquisition of a site to accommodate the three school campus at Donaghcumper, Celbridge. The acquisition process is at an advanced stage. Heads of Terms have been agreed with the Vendor and draft contracts have been exchanged.
The NDFA are currently engaged in meetings to establish the tenders required to appoint a design team. The NDFA have been in contact with the schools in regards to this information and will continue to update the schools as this project progresses.
My Department is committed to advancing the campus development as quickly as possible and will keep the schools advised of progress in this regard.
Given the commercial sensitivities associated with land acquisitions generally, I am not in a position to comment further at this time.
212. Deputy Jennifer Murnane O'Connor asked the Minister for Education how many staff members were employed to support the school completion programme in Carlow in 2021, 2022 and 2023, in tabular form; and if she will make a statement on the matter. [49594/23]
View answerSince 1st January 2021, responsibility for the administration of the School Completion Programme (SCP), transferred back to my Department.
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.
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.
This increase in funding shows my consistent commitment to ensure the provision of vital supports to children and young people at risk of early school leaving.
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.
Officials from TESS have advised that the staffing numbers for Carlow SCP for 2021, 2022 and 2023 are as follows:
|
Job Title |
2021 |
2022 |
2023 |
|
Coordinator |
2 |
2 |
2 |
|
Project workers |
7 |
7 |
7 |
My Department is continuing to undertake work towards achieving its vision for an inclusive education system, which supports all learners to achieve their potential. It also recognises that we need to target resources to those schools who need them most. That is why my Department has undertaken a programme of work to explore the allocation of resources to schools to address educational disadvantage. To support this work my Department have invited the OECD Strength Through Diversity: Education for Inclusive Societies Project to review the current policy approach for the allocation of resources to support students at risk of educational disadvantage in Ireland.
This review will provide an independent expert opinion on the current resource allocation model for the DEIS programme, which includes the SCP 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.
213. Deputy Steven Matthews asked the Minister for Education the position regarding a permanent school building (details supplied); and if she will make a statement on the matter. [49651/23]
View answerThe project to which the Deputy refers is devolved for delivery to Kildare and Wicklow Education and Training Board (KWETB).
The large scale project provides for an extension to the existing school, the demolition of a section of the building and the refurbishment of some of the existing buildings. In April 2023, the Department approved a submission from the school authority to increase the original brief in the context of a significant increase in projected new enrolments in the area. This allowed for a project to cater for a 1,000 pupil school plus 6 special education needs classes.
A planning application was submitted to Wicklow County Council on 2nd October 2023 and a decision is expected towards the end of November 2023. KWETB will submit the stage 2B Report for review once the necessary statutory planning permission has been obtained.
At this stage, it is not possible to provide a timeline for completion of the project. KWETB will be engaging directly with the school authority to keep it informed of progress.
214. Deputy Sean Fleming asked the Minister for Education when students will get a seat on a bus (details supplied) from Pallas, Portlaoise, to a named school; and if she will make a statement on the matter. [49721/23]
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 current terms of the scheme, pupils at primary level are eligible where they live no less than 3.2 kilometres from and are attending their nearest primary school. At post primary level, students who live no less than 4.8 kilometres from and are attending their nearest post primary school/education centre are deemed eligible. Any pupils/students who do not meet these criteria are deemed not eligible, or otherwise known as concessionary applicants, and are allocated a ticket based on the availability of a seat when all eligible children have been catered for.
Temporary Alleviation Measures (TAMS) at post-primary level are continued for the current school year. Under these measures, transport will be provided where there is a route in operation and where capacity exists for concessionary post-primary pupils who are eligible for transport to their nearest school and are attending their second nearest school and who applied and paid on time.
Children who are not eligible for school transport may apply for transport on a concessionary basis only and will be facilitated where spare seats are available after eligible children have been accommodated. Where the number of ineligible children exceeds the number of spare seats available Bus Éireann will allocate tickets for the spare seats using an agreed selection process.
Bus Éireann has advised that four of the families referred to by the Deputy are not attending their closest Post Primary School/Education Centre and, therefore, are not eligible for school transport. However, one of the families while not eligible, was issued a ticket on a concessionary basis for the 2023/24 School year under Bus Éireann’s agreed selection process
The existing school transport service is currently operating to capacity and therefore the remaining pupils have been unsuccessful in obtaining concessionary seats for the 2023/24 school year.
Bus Éireann has advised that they have no record of an application for a fifth pupil referred to by the Deputy.
215. Deputy Peadar Tóibín asked the Minister for Education if she will review the disparity between Bus Éireann drivers with regard to illness pay (details supplied). [49780/23]
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.
Bus Éireann, as operators of the School Transport Scheme are responsible for all issues regarding employment terms and conditions of employment of their bus drivers and as such, the question raised by the Deputy is not a matter for my Department.
The query has been highlighted to Bus Éireann and they will respond to the Deputy directly in this regard.
216. Deputy Thomas Gould asked the Minister for Education the number of ASD places available in secondary schools in Ballincollig, Cork for September 2024; and if she will make a statement on the matter. [49825/23]
View answer217. Deputy Thomas Gould asked the Minister for Education the number of ASD places available in secondary schools in Cork City and county for September 2024, in tabular form; and if she will make a statement on the matter. [49826/23]
View answerI propose to take Questions Nos. 216 and 217 together.
I would like to thank the Deputy for the question and would like to advise the following:
Enabling children with special educational needs to receive an education is a priority for this government. It is also a key priority for me as Minister for Special Education & Inclusion, for my department and for the National Council for Special Education (NCSE).
The vast majority of children with special educational needs are supported to attend mainstream classes with their peers. Where children with more complex needs require additional supports, special classes and special school places are provided.
For 2023, the spend by my department on special education has been substantially increased by over 10% on last year, meaning that for 2023 my department will spend over €2.6 billion on special education. Further progress has been made in Budget 2024 where 26% of my department’s budget will be dedicated to providing supports for children with special educational needs, representing a 5% increase on Budget 2023.
This includes funding to support children with special educational needs in mainstream classes; funding for new special classes and new special school places; additional special educational teachers, special needs assistants (SNAs) and funding for the National Educational Psychological Service (NEPS).
In 2023, the number of teaching and SNA posts in our schools will increase with an additional 686 teachers and a further 1,194 SNAs and in 2024 a further 744 teachers, and 1,216 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 2024/25 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 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, 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.
In Co. Cork, 75 new special classes have been sanctioned for opening in the 2023/24 school year, 51 at primary level and 24 at post-primary level, bringing the total number of special classes in Co. Cork to 495. The vast majority of these classes are autism classes which have a teacher pupil ratio of 1:6.
The attached document provides a breakdown of the 125 autism classes currently sanctioned at post-primary level in Co. Cork for the 2023/24 school year. Planning for special classes and places in Co. Cork and nationwide is currently underway ahead of the 2024/25 school year.
Information on the list of schools with special classes, the types and locations of these classes is published on the NCSE website and is available at: www.ncse.ie/special-classes.
As demand for new special classes at post-primary level is expected to increase significantly over the next few years, due to increasing demographics and increasing prevalence rates, my department and the NCSE have engaged with post-primary stakeholders in relation to the provision of special classes.
In October of last year, my department wrote to all post-primary schools to advise them of the need to begin planning to provide additional special classes. It is envisaged that all post-primary schools will be required to provide special classes over the next 3 to 5 years, with an approximate average of 4 special classes in each school.
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.
|
District |
School Name |
Address 1 |
Address 2 |
Total Number of Autism Classes |
|
Cork City |
St. Aloysius School |
St. Maries of the Isle |
Sharman Crawford Street Cork |
1 |
|
Cork City |
Presentation Secondary School |
Joe Murphy Rd. |
Ballyphehane |
2 |
|
Cork City |
Kinsale Community School |
Kinsale |
- |
6 |
|
Cork City |
Coláiste Muire |
Crosshaven |
- |
2 |
|
Cork City |
Coláiste Eamann Rís |
St. Patrick's Road |
- |
5 |
|
Cork City |
Colaiste Chriost Ri |
Capwell Road |
- |
1 |
|
Cork City |
Cork Educate Together Secondary School |
c/o Griffith College |
Wellington Road |
3 |
|
Cork City |
Edmund Rice College |
Carrigaline |
- |
3 |
|
Cork City |
Nagle Community College |
Mahon |
Blackrock |
3 |
|
Cork City |
Carrigaline Community School |
Waterpark |
Carrigaline |
4 |
|
Cork City |
Bandon Grammar School |
Bandon |
Co Cork |
2 |
|
Cork City |
Colaiste Na Toirbhirte |
Ard Aoibhinn |
Bandon |
2 |
|
Cork City |
Sacred Heart Secondary School |
Convent of Mercy |
Clonakilty |
1 |
|
Cork City |
Ursuline Secondary School |
Blackrock |
- |
1 |
|
Cork City |
Kinsale Campus, Cork College of FET |
Kilbrogan |
Bandon |
3 |
|
Cork City |
Clonakilty Community College |
Clonakilty |
- |
2 |
|
Cork City |
Douglas Community School, Clermont Avenue |
Clermont Avenue |
Douglas |
2 |
|
Cork City |
Scoil Mhuire Gan Smal |
Blarney |
- |
2 |
|
Cork City |
North Monastery Secondary School |
Our Lady's Mount |
North Monastery Rd. |
3 |
|
Cork City |
St. Vincent's Secondary School |
St. Mary's Road Cork |
- |
4 |
|
Cork City |
Nano Nagle |
Farranree |
Cork |
2 |
|
Cork City |
St. Patrick's College |
Gardiner's Hill |
Cork |
2 |
|
Cork City |
St. Aidan's Community College |
Ballincolly |
Dublin Hill |
3 |
|
Cork City |
Terence Mac Swiney Community College |
Hollyhill |
Knocknaheeny |
2 |
|
Cork City |
Mayfield Community School |
Old Youghal Road |
Mayfield |
2 |
|
Cork County |
De La Salle College |
Macroom |
- |
3 |
|
Cork County |
Le Cheile Ballincollig |
Powder Mills |
Ballincollig |
2 |
|
Cork County |
McEgan College |
Macroom |
- |
1 |
|
Cork County |
Ballincollig Community School |
Innishmore |
Ballincollig |
3 |
|
Cork County |
Nagle Rice Seconday School |
Doneraile |
- |
3 |
|
Cork County |
Patrician Academy |
Mallow |
- |
2 |
|
Cork County |
Scoil na mBráithre Chríostaí |
Bakers Road |
Charleville |
2 |
|
Cork County |
Davis College |
Summerhill |
Mallow |
3 |
|
Cork County |
Colaiste Pobail N Mhuire |
Station Rd, |
Creggane |
1 |
|
Cork County |
Boherbue Comp School |
Boherbue |
Mallow |
4 |
|
Cork County |
Maria Immaculata Comm College |
Dunmanway |
- |
1 |
|
Cork County |
Colaiste Pobail Bheanntraí |
Bantry |
- |
1 |
|
Cork County |
Beara Community School |
Castletownbere |
Beara |
2 |
|
Cork County |
Skibbereen Community School |
Skibbereen |
- |
2 |
|
Cork County |
Colaiste Muire |
Bishop St |
Kilgarvan |
2 |
|
Cork County |
Christian Brother's Sec School |
Castleredmond |
Midleton |
3 |
|
Cork County |
St. Mary's High School |
St. Mary's Road |
Midleton |
3 |
|
Cork County |
Cobh Community College |
Carrignafoy |
Cobh |
3 |
|
Cork County |
St. Colman's Community College |
Youghal Road |
Midleton |
4 |
|
Cork County |
Carrigtwohill Community College |
Unit 2A Fota Business Park |
Carrigtwohill |
2 |
|
Cork County |
Colaiste An Chroi Naofa |
Carraig na bhFear |
- |
1 |
|
Cork County |
Colaiste Cholmain |
Mainistir Fhearmui |
- |
1 |
|
Cork County |
Christian Brothers Secondary School |
Mitchelstown |
- |
3 |
|
Cork County |
Presentation Secondary School |
Mitchelstown |
- |
1 |
|
Cork County |
Coláiste an Chraoibhin, Duntaheen Road |
Fermoy |
- |
3 |
|
Cork County |
Glanmire Community College |
Riverstown |
Glanmire |
3 |
|
Cork County |
Pobalscoil na Trionoide |
Youghal |
- |
3 |
|
125 |
218. Deputy Thomas Gould asked the Minister for Education to provide an update on the school building programme in County Cork; and if she will make a statement on the matter. [49827/23]
View answerThrough Project Ireland 2040, we are investing at least €5 billion over the period 2021 to 2025, to add capacity and develop and upgrade school facilities across the country for almost one million students and over 100,000 staff that learn and work in our schools every day.
My Department has a proven track record of delivery. During the period 2018 to date, 172 projects were completed in Cork. The total capital investment in school building infrastructure in Cork during the period 2018 to date is over €621 million. This relates to all areas of capital expenditure including Minor Works Grant funding, Emergency Works projects, Summer Works projects, Furniture and Equipment etc.
The key drivers of capital investment in the schools sector are as follows:
• demographic change, including keeping pace with delivery of SEN and accommodation for Ukrainian pupils particularly at Post Primary level,
• alignment with housing provision and national planning at school planning area level,
• climate action objectives including deep energy retrofit.
There are 186 projects ongoing under the Large Scale and Additional Accommodation Schemes in Cork. The current status of all projects and completions from 2010 to date is listed on a county by county basis at www.gov.ie and is updated on a regular basis to reflect their progress through the various stages of capital appraisal, site acquisition, design, tender and construction.
In addition, where accelerated delivery of accommodation is required, the Department utilises its Modular Accommodation Framework to provide critical mainstream school places and places for students with special educational needs. There are currently 51 Modular Accommodation projects underway in Cork.
Key priorities for my Department are supporting the operation of the school system and adding necessary capacity to cater for special education needs provision, mainstream demographics and catering for students from Ukraine and other countries under the International Protection system.
219. Deputy Joe Flaherty asked the Minister for Education what digital funding has been made available for primary and post-primary schools for the 2023/2024 academic year. [49836/23]
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 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.
220. Deputy Richard Bruton asked the Minister for Education if she will outline the strategies and the specific policy tools which are driving the uptake of digital technology in secondary schools; if there are any specific initiatives in specific subject areas, such as languages, mathematics, and so on; and if she will make a statement on the matter. [49858/23]
View answerThere are many strategies and specific policy tools driving digital technology in our secondary schools. The overarching policy in this area is the Digital Strategy for Schools to 2027. It sets out my Department’s policy approach in embedding digital technology across the curriculum and in all aspects of teaching, learning and assessment. The stated vision of the Digital Strategy is “to empower schools to harness the opportunities of digital transformation to build digital competence and an effective digital education ecosystem so as to develop competent, critically engaged, active learners while supporting them to reach their potential and participate fully as global citizens in a digital world”. It can be accessed here gov.ie - Digital Strategy for Schools to 2027 (www.gov.ie) and is supported by an overall investment of some €200million.
Specifically relating to STEM, the STEM Education Policy Statement 2017–2026 sets out the ambitious goals and actions required to achieve and improve the STEM education experiences and outcomes for all learners, regardless of background, ability and gender. The second implementation plan, STEM Education Implementation Plan to 2026, was published this year. The implementation of the actions over the coming three years will aim to further improve the STEM education experience and outcomes for all learners from early learning and care to post-primary level.
Under the Programme for Government the Department of Education is tasked with the development of a successor Literacy, Numeracy and Digital Literacy Strategy for all learners in early learning and care, primary and post primary schools. The new Strategy will amongst other areas focus on strengthening digital literacy among both learners and educators. It will be published in early 2024.
The Department of Education, has a number of actions across the education sector in the cross departmental Creative Youth Plan 2023-2027, which was launched in March of this year. Programmes led by the Department of Education, such as BLAST and Creative Clusters, put arts and creativity at the heart of education and allow children and young people to experience opportunities to engage in creative projects including in areas of digital technology, STEM, sustainability and other areas of education.
Digital skills and digital literacy
The existing curriculum at post primary level offers multiple opportunities for the development of digital skills and digital literacy. Reform of the curriculum is underway which will further ensure that our children and young people are equipped with the necessary digital skills and literacy required to participate fully in society.
At Junior Cycle, the Framework for Junior Cycle provides multiple opportunities for the development of digital skills. A set of 24 Statements of Learning are central to the student experience in Junior Cycle and Statement 24 focuses explicitly on the development of digital skills setting out the expectation that the student uses technology and digital media tools to learn, communicate, work and think collaboratively and creatively in a responsible and ethical manner.
In addition to this cross-curricular focus on digital skills, schools may choose to offer short courses which explicitly focus on digital skills. In particular, the NCCA has developed a short course in Digital Media Literacy through which students will learn to use digital technology to engage in self-directed enquiry, to discriminate between multiple sources of information and to participate safely and effectively in an online environment. In addition to this, schools may choose to provide the NCCA short course on Coding as well as short courses developed by schools or other organisations to suit the specific needs and interests of their students in Junior Cycle.
Leaving Certificate Computer Science (LCCS) was first introduced, as a new subject, on a phased basis to 40 schools in September 2018. Since September 2020, LCCS is available to all schools nationally as a full optional subject. The numbers of schools offering the subject is growing and the numbers of students sitting Leaving Certificate Computer Science continues to rise, reaching nearly 37% in 2023. There are currently approximately 145 schools across the country offering this subject to their students.
An early enactment review of LCCS was completed by the National Council for Curriculum and Assessment and was published this year. Its purpose was to gather feedback and explore how the curriculum is being enacted and how it could be improved, the student experience of learning and assessment and how teachers are working with the curriculum. In summary, the review revealed a spectrum of responses and experiences but there was an overwhelming consensus that the aims and objectives of the specification are being achieved.
Oide, the Department of Education funded Integrated Teacher Education Support Service, provides a variety of Professional Learning to teachers. Its dedicated Technology in Education Team design, develop and deliver a comprehensive range of teacher professional learning (TPL) programmes to support the embedding of digital technologies in teaching, learning and assessment both across the curriculum and subject specific. Their dedicated website can be found at Oide Technology in Education - Home.
221. Deputy Bernard J. Durkan asked the Minister for Education if all efforts can be made to ensure a school place in a local ASD unit can be provided in the case of a person (details supplied); and if she will make a statement on the matter. [49878/23]
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 education needs.
Over the last number of years, my department and the NCSE have introduced a number of strategic initiatives to plan for and provide sufficient special class and special school places.
These initiatives are bearing fruit with almost 1,300 new special classes sanctioned and seven new special schools established over the last four years.
My department engage intensely with the NCSE in relation to the forward planning of new special classes and additional special school places. This 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 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.
In Kildare, 11 new special classes have been sanctioned for the 2023/24 school year, 7 at primary level and 4 at post-primary level, bringing the total number of special classes in Co. Kildare to 115.
In relation to the student referred to by the Deputy, the NCSE has advised my department that the local Special Educational Needs Officer (SENO) is engaging with the student's parent. Placement options within local schools has also been provided.
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.
222. Deputy Anne Rabbitte asked the Minister for Education whether a contractor has been identified to provide school transport to a school (details supplied); the timeline for commencement of the service; and if she will make a statement on the matter. [49881/23]
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.
Under the terms of my Department's School Transport Scheme for Children with Special Educational Needs, 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 unit, that is or can be resourced, to meet the child's special educational needs under Department of Education criteria.
Eligibility is determined following consultation with the National Council for Special Education through its network of Special Education Needs Organisers (SENO).
There was a 30% increase in the number of special educational transport journeys from 2019 to the 2022/2023 school year, and already over 1,400 new applications have been received since July for the 2023/2024 school year.
New applications for the 2023/2024 school year will be catered for through a mix of new services (some being individual), children being accommodated on existing services where capacity exists, extensions of existing routes and grants to families.
Bus Éireann has reported that unfortunately, for a small number of families assigned to Special Educational Needs transport services that had been secured, difficulties have arisen in some localities with a small number of contracted services. These services are not cancelled, and the Bus Éireann School Transport team is working intensively to ensure that transport arrangements are put in place as soon as possible. Bus Éireann is also engaging with families where transport was sanctioned and where there may be delays in securing a new service.
In relation to the issue raised by the Deputy, Bus Éireann has advised that of the three routes affected, a contractor has been sourced for one of the routes which is expected to commence in the coming days.
Bus Éireann also advise that another dedicated school transport service is at the final stages of completion and are awaiting a School Transport Escort to be assigned to this service. The Department has sanctioned grant funding for the employment of an School Transport Escort. As the school management authority is the employer of the School Transport Escort, it is their responsibility to employ the Escort. The school authorities will liaise with their local Bus Éireann office as soon as an Escort has been successfully sourced and all relevant checks have been completed.
Bus Éireann further advise that a contractor has not yet been sourced for one service to this school, Bus Éireann is working intensively to ensure that transport arrangements are put in place as soon as possible. Bus Éireann has advised that once a suitable contractor is sourced they will contact the family directly.
In such circumstances where there is no existing suitable service available to meet a child's needs, and while Bus Éireann are in the process of sourcing a dedicated service, the Department will offer a Special Transport Grant (STG) towards the cost of private transport arrangements, based on the number of days attended from the date of application until a suitable dedicated specialised service becomes available.
School Transport Section of my Department has advised the family in this case of the details of the Special Transport Grant until a service has commenced.
223. Deputy Michael Ring asked the Minister for Education the update position with an application for an additional SET room for a school (details supplied) in County Mayo; if this application has been assessed; when he expects a decision to issue on this application; and if she will make a statement on the matter. [49914/23]
View answerI can confirm to the Deputy, that my Department is in receipt of an application for the Additional School Accommodation (ASA) scheme, from the school in question.
The purpose of my Department’s ASA scheme is to ensure that essential mainstream classroom accommodation and accommodation for pupils with special education needs is available to cater for pupils enrolled each year, where the need cannot be met by the school’s existing accommodation.
I can confirm that an offer of accommodation under the ASA scheme has been made to the school authorities directly. This is being considered by the school and upon acceptance of the offer my officials will engage further with the school in relation to the delivery of this accommodation.
225. Deputy Cian O'Callaghan asked the Minister for Education if she will provide a map of the catchment area for a school (details supplied) as some local residents have found they cannot get school places despite their proximity to the school; and if she will make a statement on the matter. [49964/23]
View answerAccording to my Department's Geographical Information System, the school referred to is in the Killester_Raheny_Clontarf School Planning Area.
The question of enrolment in individual schools, including the setting of catchment areas, is the responsibility of the Board of Management on behalf of the school Patron and my Department does not seek to intervene in decisions made by schools in such matters. Therefore the Department does not have a map of the catchment area.
In order to plan for school provision and analyse the relevant demographic data in a way that takes account of the significant local and regional variations in demographic trends and enrolment projections, my Department divides the country into 314 school planning areas.
In most areas, school planning areas were based on traditional school catchment areas where all primary schools were assigned to a post-primary feeder area (typically a population centre or town), containing one or more post-primary schools.
The school planning areas were developed for use with my Department’s Geographic Information System (GIS) in 2008 and with the introduction of Small Areas in Census 2011, these areas were amended to align with Census Small Areas. The current school planning areas take account not only of local groupings of schools, but also of natural boundaries, Census Small Areas and other local conditions.
The school planning areas provide a useful means of projecting demographic demand in a localised area or areas, thereby allowing my Department to determine oncoming growth at a relatively localised level to inform recommendations and decisions on where additional school places may be needed.
However, there can be a high degree of inward and outward mobility of children between school planning areas, particularly in urban areas, and parents are free to apply to enrol their children in any school, whether that is in the school planning area in which they reside or not.
As stated above it is the responsibility of the managerial authorities of all schools to implement an enrolment policy in accordance with the Education Act, 1998. My Department's main responsibility is to ensure that schools in an area can, between them, cater for all pupils seeking school places in the area.
There are seven post-primary schools in the Killester_Raheny_Clontarf school planning area.
Parents have the right to choose which school to apply to and where the school has places available the pupil should be admitted. However, in schools where there are more applicants than places available, a selection process may be necessary.
This selection process and the enrolment policy on which it is based must be non-discriminatory and must be applied fairly in respect of all applicants. However, this may result in some pupils not obtaining a place in the school of their first choice.
Section 29 of the Education Act, 1998 provides for an appeal by a parent or guardian to the Secretary General of my Department, or in the case of an Educational Training Board (ETB) school to the ETB in the first instance, where a Board of Management of a school, or a person acting on behalf of the Board, refuses to enrol a student in a school.
Further information on the Section 29 appeals process is available on my Department's website www.education.ie. The Education Welfare Service (EWS) of the Child and Family Agency (Tusla) is the statutory agency which can assist parents who are experiencing difficulty in securing a school place for their child. The EWS can be contacted at 01-7718500.
227. Deputy Patricia Ryan asked the Minister for Education to clarify what is to be done with a premises (details supplied) now that the new school has been built and is up and running, as there has been considerable interest expressed by local groups seeking to use it for other purposes. [50008/23]
View answerThe property referred to by the Deputy is not in my ownership as Minister for Education. It is in private ownership. The Deputy may wish to make further enquiries with the current property owner.
228. Deputy Carol Nolan asked the Minister for Tourism, Culture, Arts, Gaeltacht, Sport and Media to state whether advertisements on RTÉ television and radio reminding the public about the TV licence, which are stated to be "brought to you by the Government of Ireland", are paid for by the Government or are viewed as an internal RTE expense; the number of these ads which have been run on television and radio during 2022 and to date in 2023 and the overall amount paid to RTE in respect of these advertisements; and if she will make a statement on the matter. [49403/23]
View answerThe TV licence provides essential funding for public service broadcasting, and plays a vital role in the provision of public service content to educate, entertain and inform, and not only is it required by law, but it underpins public service content, which is of critical importance to our democracy and society.
The TV licence not only supports RTÉ but also the Broadcasting Fund, which funds the Sound and Vision Scheme and the Archiving Scheme. The Sound and Vision Scheme supports the provision of quality content on both television and radio, including local and community radio stations.
Part 9 of the Broadcasting Act 2009 provides the statutory basis for the TV licence, including provisions on the obligation to be in possession of a TV licence. Although RTÉ is not the TV licence issuing agent, nor the sole beneficiary of TV licence receipts, the broadcaster airs adverts to remind the public of this statutory obligation.
TV advertisements are an operational matter for RTÉ. TV licence advertisements are produced, and fully funded, by RTÉ. Section 98 of the Broadcasting Act provides for RTÉ’s independence, and therefore as Minister, I have no direct role in RTÉ’s day-to-day content, advertising and scheduling activities. As such, I am advised that my Department holds no details concerning the number, frequency or cost of TV licence advertisements.
229. Deputy Michael Collins asked the Minister for Tourism, Culture, Arts, Gaeltacht, Sport and Media if she will allow an organisation (details supplied) to apply for a scheme; and if she will make a statement on the matter. [49518/23]
View answerThe Sports Capital and Equipment Programme (SCEP) is the primary vehicle for Government support for the development of sports and recreation facilities and the purchase of non-personal sports equipment throughout the country. Over 13,000 projects have now benefited from sports capital funding since 1998 bringing the total allocations in that time to over €1.15 billion. The Programme for Government commits to continuing the SCEP and to prioritising investment in disadvantaged areas.
The latest round of the SCEP (2023) was open for applications from 9am on Monday 17 July until 5pm on Friday 8 September. The deadline for applications was widely publicised on Departmental communications channels and by a wide range of National Governing Bodies of Sport and national and local publications. The deadline was very clearly stated in the published Guide to Making an Application.
A preliminary examination of the submitted applications is now underway but it is clear that the Programme has again generated a very large number of applications and it is likely that the total number will exceed the previous record 3,106 applications submitted under the last (2020) round. The focus now is to begin assessing submitted applications in a bid to ensure timely distribution of funding to all successful applicants.
It is not proposed to reopen the 2023 round to permit additional applications as this would not be fair on the more than 3,000 applicants who did submit an application by the published deadline and would, in addition, delay the completion of the assessment and allocation processes.
Work is currently underway on finalising the "Scoring Assessment and Assessment Manual" for the 2023 round and I hope to have this published shortly. Simultaneously, I also plan to publish the full list of all applications received. Once these documents are published, the detailed assessment work can commence. It is planned to assess the "equipment-only" applications first and announce these grants in the coming months. Work will then commence on the assessment of the capital applications with the allocations likely to be announced later in 2024.
