Written Answers Nos. 473-485
473. Deputy Matt Carthy asked the Minister for Education the reason enrolment for special education classes in some instances does not open until February of each year, while other classes open enrolment a year in advance; and if she will make a statement on the matter. [56387/23]
View answerEnabling children with special educational needs to receive an education is a priority for this government. It is also a key priority for me as Minister for Special Education & Inclusion, for my department and for the National Council for Special Education (NCSE).
The vast majority of children with special educational needs are supported to attend mainstream classes with their peers. Where children with more complex needs require additional supports, special classes and special school places are provided.
In 2023, my department spent over €2.6 billion on special education and further progress will be made this year as an additional €113m will be dedicated to providing supports for children with special educational needs.
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 2024, the number of teaching and SNA posts in our schools will increase with an additional 744 teachers and 1,216 SNAs 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 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, Minister Foley and l announced the establishment of two special schools for this school year, with further capacity being expanded in 11 other special schools and that a further four special schools for the 2024/25 school year will be established.
Along with the two new special schools, 389 new special classes – 253 at primary and 136 at post-primary level – have been sanctioned by the NCSE for opening this school year.
The enrolment of a child in a school is a matter, in the first instance, for the parents of the child and then a matter for the school/board of management having regard to their own enrolment/admissions policy.
My department has no role in relation to processing applications for enrolment to schools and it does not maintain details of waiting lists in schools. Waiting lists are a matter for the individual school.
Most schools operate an admissions process between October and March of each school year for the following school year. Parents/guardians should therefore ensure they apply for enrolment within these timeframes in accordance with the published admission policy and admission notice of each school. Where schools are opening a special class for the first time or opening a further special class, additional time may be required in relation to planning for the new class and the development and publication of admission details in relation to the new class. A school will need to consider whether any building works are required for a new class and additional staff will need to be recruited.
Parents seeking special class placements for their children are advised to contact the NCSE locally so that their needs can be taken into account for planning purposes. The local special educational needs organisers (SENOs) remain available to assist and advise parents of children with special educational needs. Parents may contact SENOs directly using the contact details available at: www.ncse.ie/regional-services-contact-list.
Information on the list of schools with special classes, the types and locations of these classes is published on the NCSE website and is available at: www.ncse.ie/special-classes.
My department and the NCSE are committed to ensuring that sufficient special education placements will be available for children for this school year and future years.
474. Deputy Matt Carthy asked the Minister for Education further to Parliamentary Question Nos. 218 of 10 October 2023 and 464 of 7 November 2023, when the review of the Stage 2A report will be completed in respect of the application by a school (details supplied) regarding the proposed permanent extension; if she will expedite this review; and if she will make a statement on the matter. [56388/23]
View answerI can confirm to the Deputy that my Department received a Stage 2A report for review by my Department's Professional and Technical team. Officials from my Department have been in contact with the school in recent days to advise on how best to address some of the issues that were identified with this project.
A revised Stage 2A report has now been requested from the Design Team.
The school authority is being assisted by Cavan and Monaghan ETB (CMETB) in the delivery of this project and it is now with the school authority and CMETB to progress this project accordingly.
475. Deputy Matt Carthy asked the Minister for Education if she is aware of the serious health and safety concerns, the issues of leaks and the associated structural and electrical hazards, arising from the current state of the building at a school (details supplied); if she will ensure that the necessary building works are approved and accelerated; and if she will make a statement on the matter. [56389/23]
View answerThe school to which the Deputy refers made two applications for funding under my Department’s Emergency Works Scheme.
The first application which was for gas works, was approved in November 2023 and the school was notified of this approval.
The second application which was for electrical works, was approved in December 2023 and the school has also been informed of this approval.
476. Deputy Michael Healy-Rae asked the Minister for Education if a matter will be examined (details supplied); and if she will make a statement on the matter. [56391/23]
View answerThe Road Safety Authority (RSA) has been involved for a number of years in providing a comprehensive integrated road safety education programme in pre-school, primary, post-primary, third level and in the community. This has been done in partnership with many organisations including the Department of Education, An Garda Síochána, the Health & Safety Authority and the Higher Education Authority. As part of this, the RSA has developed a range of material that teachers can use to educate school children about road safety as it applies to all road users – pedestrians, motorcyclists, cyclists and motorists. The resources are tailored to each user group. These are available on their website Road safety education for secondary school students (rsa.ie). In addition, while at post-primary level there are no plans to introduce mandatory driver education classes, basic tuition to lay a foundation in driver education is featured on many school curricula already.
In relation to 16-18 year olds, there are opportunities built into the programmes for students to engage with the content of the driver theory test. For example, the 'Your road to safety' Transition Year programme, consists of a 45-hour version and a 20-hour fast-track option. The programme provides important educational material and learning on road safety for pedestrians, cyclists, motorcyclists and motorists. It covers such issues as seatbelts and airbags, driver fatigue, drink/drug driving, road-safety engineering and enforcement, basic first aid at road crashes, emergency services and rehabilitation, licensing and insurance issues, the NCT, purchasing a car and driving abroad. The programme does not include driving lessons. However, relevant driver theory test content is included at the end of each module.
I recently met with the RSA in relation to the role schools can play in supporting road safety and my Department looks forward to further engagement in that regard.
477. Deputy Bernard J. Durkan asked the Minister for Education when a decision is anticipated regarding whether a school (details supplied) is likely to continue to as a co-educational school, with particular reference to future planning required by parents for September 2024; and if she will make a statement on the matter. [56430/23]
View answerI wish to confirm that the decision making authority for any change of status is the patron/trustees of the school(s), subject to the approval of my Department. To date my Department has not received any application from the patron for a change of status for the school referred to by the Deputy.
My Department understands that there has been discussions on this matter locally and that it has been confirmed by the patron that there will be no change in status for the school for 2024/25. This communication outlined the patron's reasons for this decision.
When or if an application is received in my Department on this matter from the patron it will be considered and a decision confirmed to the patron as soon as possible.
478. Deputy David Stanton asked the Minister for Education to provide an update on proposed works to reopen a premises (details supplied); the timeline for same; and if she will make a statement on the matter. [56447/23]
View answerI can confirm to the Deputy, that my Department is in receipt of an application, under the Additional School Accommodation (ASA) scheme, from the school in question. The purpose of the ASA scheme is to ensure that essential mainstream and special education classroom accommodation is available to cater for pupils enrolled each year and where the need cannot be met by the school’s existing accommodation.
I am pleased to confirm that the application from Corpus Christi Girls National School has been assessed and has been approved to progress to the next stage. The project involves reconfiguration of the existing school and parish hall, referred to by the Deputy, to establish two special education classes, along with two mainstream classrooms, a special education tuition room and a universal access toilet. Additionally, a request from the school's patron for a change of status to co-educational with effect from the 2024/25 school year has been approved by my Department.
The consideration of the accommodation requirements for the school in question forms part of the Planning and Building Unit’s overall assessment of its work programme and priorities in the context of available capital funding. The project has been progressed to the next stage of assessment through the Project Manager Framework, which is designed to enable the accommodation to be provided as quickly as possible and help ease the administrative workload for school authorities in relation to the management and delivery of projects. My Department does not have a definitive timeline for delivery of the project however my officials, through the engagement of the School and the Project Manager will endeavour to deliver this project as quickly as possible.
I can assure the Deputy that the provision of required school places, including for children with special educational needs, is a priority for my Department. My officials are working to ensure that there is sufficient provision to meet the school place needs in the school in question and the wider School Planning Area for future years.
479. Deputy Michael Ring asked the Minister for Education if she will confirm that she received correspondence from a person (details supplied); the actions she has taken arising from this disclosure; the financial implications of not taking any action on this matter; and if she will make a statement on the matter. [56469/23]
View answerThe Protected Disclosures Act was enacted in 2014 to allow employees to bring alleged wrongdoing to the attention of the authorities. The Act as amended by the Protected Disclosures (Amendment) Act 2022 also affords very important protections to persons making protected disclosures. The Deputy will appreciate therefore that it would not be appropriate for me to comment on or provide information about any specific disclosure made under the Act. The matters raised in the correspondence referred to by the Deputy are still under consideration by my Department, which will write to the person referred to by the Deputy when its consideration of this matter has been concluded.
480. Deputy Holly Cairns asked the Minister for Education the status of an application for an ASD class (details supplied); and if it will be put in place for the opening of the 2024 school year. [56486/23]
View answerEnabling children with special educational needs to receive an education is a priority for this government. It is also a key priority for me as Minister for Special Education & Inclusion, for my department and for the National Council for Special Education (NCSE).
The vast majority of children with special educational needs are supported to attend mainstream classes with their peers. Where children with more complex needs require additional supports, special classes and special school places are provided.
In 2023, my department spent over €2.6 billion on special education and further progress will be made this year as an additional €113m will be dedicated to providing supports for children with special educational needs.
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 2024, the number of teaching and SNA posts in our schools will increase with an additional 744 teachers and 1,216 SNAs 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 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. Just recently a further four special schools were announced for the 2024/25 school year.
Along with the two new special schools, 387 new special classes – 252 at primary and 135 at post-primary level – have been sanctioned by the NCSE for opening in the 2023/24 school year.
In Co. Cork, 76 new special classes have been sanctioned for opening in the 2023/24 school year, 52 at primary level and 24 at post-primary level, bringing the total number of special classes in Co. Cork to 496.
As demand for new special classes at post-primary level is expected to increase significantly over the next few years, due to increasing demographics and increasing prevalence rates, my department and the NCSE have engaged with post-primary stakeholders in relation to the provision of special classes.
In October of last year, my department wrote to all post-primary schools to advise them of the need to begin planning to provide additional special classes. It is envisaged that all post-primary schools will be required to provide special classes over the next 3 to 5 years, with an approximate average of 4 special classes in each school.
In relation to the school mentioned by the Deputy, the NCSE has confirmed to my department that the local special education needs organiser (SENO) has been in contact with the school. While the school has expressed an interest in opening a new autism class, to date, no application has been received. The NCSE will reach out to the school again to follow up on the issue.
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 SENOs remain available to assist and advise parents of children with special educational needs. Parents may contact SENOs directly using the contact details available at: www.ncse.ie/regional-services-contact-list.
Information on the list of schools with special classes, the types and locations of these classes is published on the NCSE website and is available at: www.ncse.ie/special-classes.
My department and the NCSE are committed to delivering an education system that is of the highest quality and where every child and young person feels valued and is actively supported and nurtured to reach their full potential.
481. Deputy Paul Murphy asked the Minister for Education if she is aware of a lack of appropriate paid leave for male primary school teachers for antenatal medical appointments; whether she agrees that it is correct for expecting fathers to get the time to attend antenatal medical appointments; and if she will ensure this issue is corrected by her Department. [56504/23]
View answerThe Maternity Leave Scheme for teachers, as contained in the Department’s Circular Letter 0054/2019 (Chapter 2), is regulated by the Maternity Protection Act, 1994 as amended.
Paragraph 7 of Chapter 2 sets out the provisions as regards time off for ante/post-natal care appointments and attendance at ante-natal classes and states:
7.1 Pregnant teachers are entitled to time off work, without loss of pay, to:
a) attend medical appointments related to ante-natal care,
b) attend one full set of ante-natal classes in a working career, and the last 3 classes in a set for subsequent pregnancies, and
c) attend medical appointments related to post-natal care within 14 weeks of the birth.
7.2 If a pregnant teacher misses particular ante-natal classes in a set then it is permitted that during a subsequent pregnancy, or pregnancies, she may attend classes equivalent to those missed.
7.3 An expectant father is entitled to time off work, without loss of pay, to attend the last 2 ante-natal classes in a set attended by the pregnant mother immediately prior to the birth.
7.4 Two weeks’ notice should be given for each absence referred to in this paragraph and appropriate documentary evidence provided.
There is no statutory leave entitlement for a male teacher to accompany his partner to ante-natal visits.
These terms and conditions have been agreed under the auspices of the Teachers Conciliation Council, a body established in accordance with the terms of the Conciliation and Arbitration Scheme for Teachers. The Council is composed of representatives of teachers, school management, the Department of Education, the Department of Public Expenditure and Reform and is chaired by an official of the Workplace Relations Commission.
482. Deputy Aodhán Ó Ríordáin asked the Minister for Education the number of primary and second level schools that are dependent on fossil fuels for their heating requirements; and his Department’s plans to make the Irish school system fossil fuel free. [56531/23]
View answerMy Department has a strong record with respect to sustainable energy in school buildings and this performance has been recognised at both national and international level with sustainable energy awards for excellence in design and specification.
My Department’s approach to the decarbonisation of the school sector is predicated on establishing a credible phased pathway to zero emissions, and meeting 2030 public sector targets through an evidence based approach, informed by the Department’s Energy Research Programme which has been in place from 1997 with over 54 different research strands.
Since 2009, schools designed and built in accordance with the Department’s schools technical guidance documents have achieved A3 Building Energy Ratings. Current schools typically achieve up to 20% higher energy performance and 25% better carbon performance than required by Building Regulations.
My Department and the Department of Environment, Climate and Communications have developed a jointly funded school sector decarbonisation pathfinder programme. This pathfinder is a great example of collaboration ensuring the deployment of new design approaches and technologies are introduced to the school sector on an evidence based approach. This programme continues to assist my Department to explore options and test various solutions for decarbonised energy efficiency solutions in our broad range of school building types.
The SEAI annual report 2022 on public sector energy performance (latest one published) provides access to sectoral details on energy consumption. This indicates that the majority of schools reporting have their heating requirements supplied using either gas or oil. Also noted is that by 2021, standalone schools had saved 22%, or 147 GWh, since their baselines. The gap to the 2030 energy efficiency target is 185 GWh. The savings made are equivalent to €29M.
As part of commitments under the Government’s Climate Action Plan, my Department published in July 2023, its decarbonisation pathway roadmap, which includes the strategic vision and outlines the high level initial trajectory to meet 2030 and 2050 energy efficiency and carbon targets for the schools sector.
This roadmap highlights the need for a flexible and tailored approach to the decarbonisation of the school sector to enable the school sector to meet the required targets. The principle challenge lies in the area of decarbonisation of heating with renewable heating systems and to improve the energy performance of schools that were built at a time when fuel was plentiful, relatively cheap and technology and material choices were not as advanced as today.
Renewable heating such as heat pumps have been trialled in schools since 2002. They are not a direct swop-in technology to replace oil boilers (significantly different operating system temperatures) and for 100% replacement require very significant associated fabric upgrades, new and retrofitted mechanical plant and services along with capacity increases and upgrades to electrical network supplies to schools.
Delivery of a national deep retrofit programme for up to 4000 schools cannot happen overnight and there will need to be flexibility in approach to ensure continued delivery of the educational system and compatibility with market capacity and resources. This flexibility will involve in some cases full deep retrofit and in others a phased approach developing a decarbonisation glide path towards zero carbon. This decarbonisation glide path approach towards zero carbon will initially focus on a national biomass programme and a national heat pump delivery programme.
Indicative trajectory which will be further refined is targeting 51 % of thermal heating output in the school sector to be transitioned by 2030 to renewal heating thus reducing significantly fossil fuel use and carbon emissions.
483. Deputy Aodhán Ó Ríordáin asked the Minister for Education the number of ASD and special school spaces at primary school level and at secondary school level, by county, in tabular form; and if she will make a statement on the matter. [56532/23]
View answerEnabling 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.
The attached document provides a breakdown of primary and post-primary schools with autism classes nationwide for this school year. There are a number of categories of special classes with autism classes being the largest category of special classes at both primary and post-primary. Planning for special classes and places nationwide is currently underway ahead of the 2024/25 school year.
In 2023, my department spent over €2.6 billion on special education and further progress will be made this year as an additional €113m will be dedicated to providing supports for children with special educational needs.
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 2024, the number of teaching and SNA posts in our schools will increase with an additional 744 teachers and 1,216 SNAs 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 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, Minister Foley and l announced the establishment of two special schools for this school year, with further capacity being expanded in 11 other special schools and that a further four special schools for the 2024/25 school year will be established.
Special schools publish their admission notice which sets out the number of places available for the next enrolment intake. Capacity is subject to multiple factors that are dependent on the individual needs of the pupils. The attached document outlines the number of pupils enrolled in special schools.
Along with the two new special schools, 389 new special classes – 253 at primary and 136 at post-primary level – have been sanctioned by the NCSE for opening this school year. The majority of special classes are autism classes with a teacher/pupil ratio of 1:6.
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.
My department has communicated to all post-primary schools 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 2 to 4 years, with an approximate average of 4 special classes in each school.
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. Local special educational needs organisers (SENOs) are available to assist and advise parents of children with special educational needs. Parents may contact SENOs directly using the contact details available on the NCSE's website at: www.ncse.ie/regional-services-contact-list.
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.
484. Deputy Aodhán Ó Ríordáin asked the Minister for Education the number of ASD and special school spaces by primary school level and by secondary school level in Dublin, by post code, in tabular form; and if she will make a statement on the matter. [56533/23]
View answerEnabling children with special educational needs to receive an education is a priority for this government. It is also a key priority for me as Minister for Special Education & Inclusion, for my department and for the National Council for Special Education (NCSE).
The vast majority of children with special educational needs are supported to attend mainstream classes with their peers. Where children with more complex needs require additional supports, special classes and special school places are provided.
In 2023, my department spent over €2.6 billion on special education and further progress will be made this year as an additional €113m will be dedicated to providing supports for children with special educational needs.
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 2024, the number of teaching and SNA posts in our schools will increase with an additional 744 teachers and 1,216 SNAs 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 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, Minister Foley and I announced the establishment of two special schools for this school year, with further capacity being expanded in 11 other special schools and that a further four special schools for the 2024/25 school year will be established.
Special schools publish their admission notice which sets out the number of places available for the next enrolment intake. Capacity is subject to multiple factors that are dependent on the individual needs of the pupils. When necessary, special schools expand at local level to respond to developing local needs. The attached document outlines the number of pupils enrolled in special schools in the Dublin school planning area.
Along with the two new special schools, 389 new special classes – 253 at primary and 136 at post-primary level – have been sanctioned by the NCSE for opening this school year.
Of these 71 are in Dublin, 48 at primary and 23 at post-primary level. This brings to 534 the number of special classes in County Dublin, 408 at primary level and 126 at post-primary level. The vast majority of these class are autism classes and have a teacher/pupil ratio of 1:6.
The attached documents provide a breakdown of the primary and post-primary schools with autism classes (which make up the majority of all special classes) and special schools within the Dublin school planning area for this school year. Planning for special classes and places in Dublin and nationwide is currently underway ahead of the 2024/25 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.
My department has communicated to all post-primary schools 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 2 to 4 years, with an approximate average of 4 special classes in each school.
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. Local special educational needs organisers (SENOs) are available to assist and advise parents of children with special educational needs. Parents may contact SENOs directly using the contact details available on the NCSE's website at: www.ncse.ie/regional-services-contact-list.
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.
485. Deputy Claire Kerrane asked the Minister for Education if she will consider a proposal (details supplied) from a post-primary school; and if she will make a statement on the matter. [56536/23]
View answerMy Department is committed to providing funding to recognised primary and post-primary schools in the free education scheme by way of per capita grants. The two main grants are the capitation grant to cater for day to day running costs such as heating, lighting, cleaning, insurance, general up-keep, waste disposal etc. and the ancillary grant to cater for the cost of employing ancillary services staff. Schools have the flexibility to use capitation funding provided for general running costs and ancillary funding provided for caretaking and secretarial services as a common grant from which the board of management can allocate according to its own priorities.
In addition to these grants, €20 million in funding was issued during the mid-term break, to support all recognised primary and post-primary schools in the free education scheme. This funding is the first tranche of an overall additional €60 million funding announced as part of Budget 2024 measures designed to assist schools with increased day-to-day running costs such as heating and electricity. A further €40 million in funding will be delivered in 2024.
I understand the need for increased capitation funding and I am pleased that I have been able to provide for significant increases in capitation funding for primary and post-primary schools in Budget 2024 which includes also a permanent restoration of capitation funding as well as an increase for cost of living pressures.
This year’s Budget will provide targeted funding for school communities with an increase in capitation of over €81 million.
The current standard rate of capitation grant is €183 per pupil at Primary level and will be paid to schools in January & June 2024 for the 2023/24 academic year.
As part of the capitation package in Budget 2024 I am pleased to have secured €21 million as a permanent increase in capitation funding to assist schools now and longer term with increased day-to-day running costs. This will support a permanent restoration of funding for all primary and post-primary schools from September 2024. This will bring the basic rate of capitation grant to the pre-2011 level of €200 per student in primary schools and to €345 in voluntary secondary schools. Enhanced rates will also be paid in respect of pupils with Special Educational Needs. This represents an increase of circa 9.2% of current standard and enhanced capitation rates.
Schools also receive an ancillary services grant. The standard rate is €173 per pupil in primary schools and €224.50 per student in post-primary schools.
Primary schools with less than 60 pupils are paid the capitation and the ancillary grants on the basis of having 60 pupils. At post-primary level, schools with less than 200 students receive ancillary related grants on the basis of having 200 students.
