Written Answers Nos. 290-309
290. Deputy Colm Brophy asked the Minister for Education if consideration can be giving to enabling SNAs make contributions to an AVC pension scheme directly from their salary; and if she will make a statement on the matter. [2683/24]
View answerMy Department provides a Deduction at Source facility for voluntary deductions on the 4 payrolls for serving and retired teachers and Non Teaching Staff including SNAs. This facility is governed by the Deduction at Source Policy which is available on my Department’s website.
Amongst the criteria to be met to operate a deduction at source is that a minimum of 10% of the payroll population in question must require the deduction from salary before such a facility will be set up on a payroll.
SNAs are currently paid as part of the Non Teaching Staff Payroll. There were approximately 21,400 contracted staff paid on this payroll in January 2024 who would be eligible to join an AVC. This means that a new Deduction at Source would need to meet the 10% threshold of 2,140 subscribers.
If an AVC Provider can demonstrate that they are in a position to meet the criteria set out in the Policy document then discussions can then be initiated regarding the implementation of the deduction at source.
291. Deputy Róisín Shortall asked the Minister for Education further to a formal announcement made by her in mid-2023 (details supplied), to outline the health, education, and advocacy supports and services currently available to survivors of institutional abuse after the winding down of the Caranua agency; and if she will make a statement on the matter. [2704/24]
View answerAs the Deputy is aware, on 27 June 2023 Government approved proposals for the provision of a package of ongoing supports to survivors and for the dissolution of the Residential Institutions Statutory Fund Board (“Caranua”). The package of supports is comprised of a number of elements, including health, education, and advocacy supports.
The delivery of both the health and education supports will require the passage of the legislation, the General Scheme of which was published and referred to the relevant Committee for Pre-Legislative Scrutiny (PLS) in September 2023. The Committee’s PLS Report was received by my Department in December 2023.
My Department is also working closely with the Office of the Parliamentary Counsel on the drafting of the Bill which has been included as a Priority for Publication in the Government’s Spring Legislation Programme. It is intended to progress the preparation of the legislation as quickly as possible to enable its passage in the first half of 2024.
With regard to advocacy supports, my Department has engaged Sage Advocacy, an independent advocacy organisation with a strong track record in providing advocacy supports to vulnerable adults, older people and healthcare patients, to develop information, support and advocacy services for survivors to assist them in engaging with and accessing relevant services and supports. Sage Advocacy has already begun to roll out this service and will be engaging with relevant groups and organisations to promote awareness of its availability.
292. Deputy Róisín Shortall asked the Minister for Education if she will respond to matters raised in a correspondence (details supplied) from a teacher regarding the teaching of sraithpictiúir as part of the Leaving Certificate curriculum for Irish; and if she will make a statement on the matter. [2705/24]
View answerThe sraitheanna pictiúr, or picture sequences, are a component of the common Irish Oral test for Higher Level and Ordinary Level candidates, with the Oral test accounting for 40% of the overall marks for Leaving Certificate Irish.
In response to issues highlighted in National Council Curriculum and Assessment (NCCA) and Chomhairle um Oideachas Gaeltachta & Gaelscolaíochta (COGG) research in relation to the conversational elements of the Oral Irish Leaving Certificate examination, the State Examinations Commission introduced adjustments to the structure of the Common Oral examination for the 2020 examinations and thereafter. These aim to create greater opportunity for candidate-examiner interaction and so give the candidate scope to display their competence while keeping a balance between the different parts of the oral exam.
The oral examinations did not take place in 2020 as a result of the pandemic. Since then there have been adjustments to assessment arrangements for the State examinations, in light of the pandemic’s impact on teaching and learning. In regard to Leaving Certificate Irish, these adjustments include a reduction in the number of sraitheanna pictiúr that each candidate must prepare from 20 to 10. On 16 May, I announced that these adjustments would apply again in 2024.
The changes have been made with due regard for the principles of equity, fairness and integrity, in relation to student-to-student, subject-to-subject, and year-to-year comparisons.
A decision has not yet been made in relation to any assessment adjustments for 2025. The details of any assessment adjustments which may apply to the 2025 examinations will be communicated to schools once a decision is made, and schools will be asked to ensure that all students are made aware of these changes.
293. Deputy John Lahart asked the Minister for Education to provide an update on school building projects (details supplied). [2715/24]
View answerThe project for Sancta Maria College is currently at Stage 3 - Tender Action and Award. The brief is a completion contract for refurbishment works and a Sports Hall, following termination of the original contract. The Design Team are working on the prequalification process in order to shortlist potential tenderers. As soon as the prequalification process is finalised the project will proceed to tender. My Department will keep the school informed of progress.
The project for Tallaght Community School is included in my Department’s Construction Programme.
The brief for this project is to provide a new 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.
The Department will keep the school and its patron body informed of the progression of this project.
294. Deputy Niamh Smyth asked the Minister for Education when the allocation of free school books will start to roll out to schools for the Junior Certificate cycle; and if she will make a statement on the matter. [2770/24]
View answer296. Deputy Niamh Smyth asked the Minister for Education when schools will be notified of the delivery of free school books for the Junior Certificate cycle; and if she will make a statement on the matter. [2772/24]
View answerI propose to take Questions Nos. 294 and 296 together.
As Minister for Education, I believe it is crucially important that children and young people are actively supported to access education in its fullest forms. This Government recognises that the cost of preparing children for school each September can be a cause of financial difficulty and worry for many Irish families.
As part of Budget 2023, I announced a major investment of over €50 million to provide free schoolbooks in recognised primary schools and special schools. This was a landmark moment in Irish education and one that furthers our goal to provide free education for all and ensure that every child can benefit from free education.
The introduction of this measure directly addressed our commitment under the Programme for Government to commence a free schoolbooks scheme pilot in September 2020 and expand the scheme to schools nationwide, as resources allow.
To further the delivery of our important government commitment, I announced that funding is allocated under Budget 2024 to extend the free schoolbooks scheme to all students in Junior Cycle years in public post-primary schools. The total funding available for this extension of the scheme is €67 million.
The grant for this scheme will be paid based on the previous year’s validated enrolment figures which, for the 2024/25 school year, will be the number of students enrolled in Junior Cycle for the current 2023/24 school year.
It is estimated that up to 213,000 students, in over 670 schools across all counties, will benefit from this new measure, which will commence from September 2024.
Guidance on the new Junior Cycle Free Schoolbooks Scheme is currently being developed as part of our engagement process with all stakeholders. The scheme will aim to ensure that value for money is achieved, and that schools will be supported to implement the scheme in a way that has the best learning outcomes for Junior Cycle students.
Similar to the scheme at primary level, administrative supports will be provided to schools in order to roll out the scheme. Details of the funding, including the per capita rate and the Administrative Support Grant, will be set out in the guidance to schools.
It is recognised that guidance and funding will need to be provided to schools as early as possible in 2024 to support the purchase of the books and resources in time for the start of the 2024/25 school year.
295. Deputy Peter Burke asked the Minister for Education when a school place in second-level education for a child with special needs will be confirmed (details supplied); and if she will make a statement on the matter. [2771/24]
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 l announced the establishment of two special schools for this current 2023/2024 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 current 2023/2024 school year.
Of these 6 are in Westmeath, 4 at primary and 2 at post-primary level. This brings to 59 the number of special classes in County Westmeath, 39 at primary level and 20 at post-primary level.
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.
In relation to the student referred to by the Deputy, the NCSE has advised my department that the family have been in contact with the local special educational needs organiser (SENO) in relation to a secondary-level placement. The SENO has advised the family of available autism classes in the area and a particular school with available capacity are aware of the transition documents that are required and have liaised with NEPS in order to support this transition.
The SENO remains available to the family to provide further support and advice.
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 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 and the NCSE are committed to ensuring that sufficient special education placements will be available for children for this school year and future years.
297. Deputy Réada Cronin asked the Minister for Education if she will provide, as a matter of urgency, a finish date for completed works at a location (details supplied); and if she will make a statement on the matter. [2784/24]
View answerThe large scale capital project for the completion of a school referred to by the deputy is at Architectural Planning Stage 3 – Tender Action and Award. The project brief was for the construction of a 32 classroom school and 2 classrooms for children with Special Educational needs, together with all associated site works.
A tender report is under review by Department Officials. When this review is complete my Department will be in contact with the School Authority and the Design Team to progress the project and to authorise the issue of the Letter of Intent to the lowest tenderer.
Until the contractor is appointed it is not possible to provide an estimated completion date. However once the contractor has been appointed, it is expected that it will take approximately 15 months to complete the project
298. Deputy Darren O'Rourke asked the Minister for Education her views on the recent ruling in the High Court which challenged the legality of the of the devolution of the NCSE's legislative responsibility for the assessment of children with additional needs on to schools; what steps she will take to address this; and if she will make a statement on the matter. [2823/24]
View answerAs the Deputy will be aware the outcome of the judicial review cases relating to the process that is in place to provide a report on the assessment of education needs as part of the wider HSE’s Assessment of Need process was received on the 12th January 2024. I also wish to advise the Deputy that my Department does not comment on individual Court cases.Notwithstanding this I wish to inform the Deputy that this decision relates to the assessment of needs system established by the HSE arising from the Disability Act 2005 and specifically the requirement for an educational component in the assessment process. A separate component was established in order to comply with the assessment process from an educational perspective, and it is this element that was being challenged in the Courts.My Department is carefully considering the detailed judgement and seeking legal advice from the Attorney General. My Department will continue to engage with the NCSE, the HSE and the full range of education stakeholders to ensure that we have a process that will stand up to scrutiny and will also need to give detailed consideration to the implications of Justice Bolger’s ruling for our schools, our services and for our students. In conclusion I wish to reassure the Deputy that this Government will continue to support children with special educational needs and work with all stakeholders to ensure an appropriate education is provided for these children.
299. Deputy Darren O'Rourke asked the Minister for Education if she is aware of concerns that bodies representing schools felt they were insufficiently consulted concerning the devolution of the NCSE's legislative responsibility for the assessment of children with additional needs on to schools; what steps she is taking to address these concerns; and if she will make a statement on the matter. [2824/24]
View answerThe Department consults and engages with the broad range of education stakeholders, and advocacy groups where relevant, in respect of any initiative, programme or development of significance which is relevant to schools.
In developing and implementing the education element of the AON process, there has been extensive formal and informal consultation and engagement with the education partners and with individual schools. My Department is committed to monitoring the impact of the AON process on schools and is currently engaging with a number of schools to collate feedback on how they engaged with the AON process and the extent to which they utilised available resources and supports. This engagement will ensure that any additional guidance, supports or resources required will be put in place at the earliest possible opportunity.
My Department will continue to work with the education stakeholders to ensure that schools are supported within this process.
300. Deputy Darren O'Rourke asked the Minister for Education her views on teacher shortages; how many positions remain unfilled; what measures she is taking to address this; and if she will make a statement on the matter. [2825/24]
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 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.
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). In that regard, there are more than 3,700 individual employers (boards of management of primary schools and post primary schools, as well as ETBs).
While my Department does not collect data on the recruitment by individual employers, an analysis of the Department’s payroll systems (Teacher Payroll Unit and ETB Payroll Shared Services) as well as other relevant information systems is being undertaken to generate statistics on the teacher workforce across the country. This work began recently, is ongoing, and the relevant data is expected to be available in the near future.
Budget 2024 contains a range of measures that demonstrate my commitment to continued investment in our education system.
A professional masters’ of education incentive scheme will be introduced for newly qualified teachers. 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.
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 and society, and computer science will be in addition to existing upskilling programmes in maths, physics and Spanish.
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.
These new measures are in addition to a range of targeted measures that I have introduced in recent times, including:
• Post-primary teachers can provide up to 35 additional hours of substitute cover per term in the subject they are qualified to teach. In term 1 of this school year, over 11,000 hours were provided under this scheme.
• Ensuring initial teacher education providers created 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. This number is expected to be exceeded in the current school year.
• Encouraging retired teachers to provide substitute cover. A communications campaign ran in early 2023 resulting in an increase in the number of teaching days provided by retired teachers of 49%, an increase of over 17,000 days between the 2021/22 school year, and the 2022/23 school year.
• Restrictions on job-sharing teachers and those on a career break from working as substitutes have been reduced.
• 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).
• Newly qualified teachers (NQTs) employed in primary schools will from 14 November be able to apply to the Teaching Council to complete the Droichead process while employed on a Supply Panel or Principal Release Time Post. The measure has been extended to the end of the 2024/2025 school year. This measure increases the attractiveness of these posts to NQTs, and supports primary schools to provide substitute cover.
• Continuing the operation of primary substitute teacher supply panels in 2023/24, with 590 teaching posts allocated to 166 panels covering nearly 2,900 schools. This scheme provides substitute cover for teachers employed in primary schools who are absent on short-term leave.
Teaching is 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 primary teachers is over 41,000 and for post-primary teachers is over €42,000 since October under the extension to Building Momentum.
• Almost 3,800 newly qualified teachers have registered with the Teaching Council in 2023, with over 122,000 now on the Teaching Council register.
My Department continues to engage closely with education stakeholders to develop further, innovative measures to address teacher supply issues.
301. Deputy Emer Higgins asked the Minister for Education to reassess a school's application (details supplied) for a weather porch at their front door, given a senior architect from the buildings unit recently confirmed that the lack of weather porch and heavy front doors is an issue; and if she will make a statement on the matter. [2933/24]
View answerI refer to the Deputy’s query regarding funding towards an outdoor weather porch and Front door.
The purpose of my Department’s Additional School Accommodation (or 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. Outdoor facilities, such as the weather porch do not fall under the remit of the ASA scheme.
In this instance it would be more appropriate for the school in question to utilise their minor works grant
All primary schools receive a flat rate Minor Works Grant of €5,500 plus €18.50 per mainstream pupil and €74 per special needs pupil on the school roll on the 30th September of the year prior to the issue of the grant.
Schools have the autonomy to use this funding for maintenance and small-scale improvements to school buildings and grounds. Given that each school setting is different, individual schools are best placed to decide how best to use this funding to address their particular needs.
The works that can be undertaken under the minor works scheme include maintenance and small-scale improvements to school buildings and grounds, improvement or replacement of mechanical and electrical services, the purchase of standard furniture and physical education equipment, the purchase of floor coverings and window blinds, the purchase of IT related equipment, ventilation improvements, enhancements to outdoor learning environments and the purchase of equipment such as defibrillators.
Additional information on the Minor Works Grant can be accessed at: www.gov.ie/en/service/4e6ef-minor-works-grant/#grant-scheme-for-minor-works
302. Deputy Alan Kelly asked the Minister for Education when refurbishment works at a school (details supplied) will be completed [2942/24]
View answerThe project to which the Deputy refers has been devolved to the National Development Finance Agency (NDFA) for delivery as part of a programme of school building projects. This school is part of the bundle known as ‘Project Nore’
I am pleased to inform the Deputy that the project is at Stage 4 of the delivery process, and construction commenced in Q4, 2023.
At this early stage of construction, it is not possible to provide a timeline for completion of the project; the NDFA will be engaging directly with relevant school authorities to keep them informed of progress.
303. Deputy Denise Mitchell asked the Minister for Education the status of the works being carried out at a school (details supplied). [2970/24]
View answerThe large scale capital project at the school is for the provision of a new 600 pupil school and ancillary accommodation. The project is at Architectural Planning Stage 3 – Tender Action and Award.
The original grant of planning expired in December 2022, but due to changes to the Planning Acts in September 2021, it was no longer possible to apply for an extension to the planning permission for the main building project and a new application was required. The new planning permission application was lodged, and subsequently granted in December 2023, with a number of conditions attached.
The Design Team are examining the implications of these conditions.
My Department officials will be in contact with the School authority when the Design Team complete their review.
304. Deputy Denise Mitchell asked the Minister for Education if there are plans to increase the number of ASD units in Dublin 5, 13 and 17, respectively for the academic year beginning September 2024; and if she will make a statement on the matter. [2971/24]
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 l announced the establishment of two special schools for this current 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 in this current 2023/2024 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 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 document provides a breakdown of primary and post-primary schools with autism classes within Dublin. 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.
305. Deputy Aengus Ó Snodaigh asked the Minister for Education if autism places in schools and in special schools are allocated based on need, geographical proximity or other factors; how access for such pupils to places on associated school transport or individual transport to a school is arranged; and if she will make a statement on the matter. [2972/24]
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 l announced the establishment of two special schools for this current 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 in this current 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.
A student must have a professional report with a recommendation for a special class or special school placement to access such a placement. Each school with a special class publishes details in relation to the admission process for a class in their admission policy. Decisions on admission are a matter for each board of management at local level and in accordance with their published admission policy. The NCSE is available at a local to assist both parents and schools in relation to admission.
Under the terms of the School Transport Scheme for Children with Special Educational Needs, my department will consider the report of the special education needs organiser (SENO). School transport is provided to children with special educational needs who are attending the nearest school to their place of residence that is or can be resourced to meet their educational needs, as identified by the SENO.
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 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.
306. Deputy Catherine Murphy asked the Minister for Education the status of a school project (details supplied) in County Kildare; and if she will clarify whether responsibility has been devolved to the KWETB as of 17 January 2024. [2974/24]
View answerThe project to which the Deputy refers has been devolved for delivery to Kildare & Wicklow Education and Training Board (KWETB).It is currently at Stage 2b of the process, which allows for detailed design/planning, obtaining the necessary statutory permissions and the preparation of tender documents. When this stage is finalised, the next stage is tendering for a contractor and then onwards to construction, in due course. While at this early stage it is not possible to provide a timeline for completion of the project, KWETB will be engaging directly with the school to keep it informed of progress.
307. Deputy Catherine Murphy asked the Minister for Education if she will provide a schedule of all school expansions and new build projects in Kildare; and if she will indicate the stage and whether devolution has occurred in respect of their delivery. [2983/24]
View answerSince 2020, my Department has invested in the region of €4.3 billion in our schools throughout the country, involving the completion of over 750 school building projects with construction currently underway at approximately 300 other projects, which includes 34 new school buildings.
School building projects at construction involve an overall State investment of over €1.2 billion. We also have a large modular accommodation programme delivering urgently needed school places, of which 6 projects which are at advanced stage of construction and delivery are in county Kildare.
This is a record level of investment in our schools and highlights the Government’s very strong track record of delivery in providing additional capacity and modern facilities for our school communities.
Since 2020 in Kildare alone, we have invested some €250m in our schools and completed 23 school building projects. We also have construction underway at 14 other projects under the Large Scale and Additional Accommodation Scheme.
This is a record level of investment in our schools and highlights the Government’s very strong track record of delivery in providing additional capacity and modern facilities for our school communities.
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.
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.
The current status of all projects, including those in Kildare, are listed on a county by county basis at www.gov.ie/en/service/c5b56b-major-projects/ and is updated on a regular basis to reflect their progress through the various stages of capital appraisal, site acquisition, design, tender and construction.
Table below shows all Large Scale and ASA projects in Kildare, including current stage of school building projects
|
No. |
Roll Number |
School Name |
Project Type |
Programme List |
Devolved to external Delivery Body |
Current Stage of Project |
|
1 |
15769C |
Scoil Eimhinn Naofa & St Peter's NS, Monasterevin |
New School Building |
Large Scale Major Project |
No |
Stage 4 |
|
2 |
16707I |
SCOIL NAISIUNTA NAOMH PHEADAR |
New School Building |
Large Scale Major Project |
No |
Stage 4 |
|
3 |
17872F |
St Conleth's/ St Mary's, Newbridge |
Extension & Refurbishment |
Large Scale Major Project |
No |
Stage 4 |
|
4 |
17873H |
St Conleth's Infant school |
Extension & Refurbishment |
Large Scale Major Project |
No |
Stage 4 |
|
5 |
18096P |
Coill Dubh NS |
SEN Reconfiguration |
ASA |
Yes |
Stage 4 |
|
6 |
18288B |
Scoil Mhichil Naofa, Athy |
Extension & Refurbishment |
Large Scale Major Project |
Yes |
Stage 4 |
|
7 |
19455W |
St. Mark's Special, Newbridge |
New School Building |
Large Scale Devolved Project |
Yes |
Stage 4 |
|
8 |
19796C |
St Patrick's BNS, Clane |
New School Building |
Large Scale Major Project |
No |
Stage 4 |
|
9 |
19897I |
Scoil Ui Riada, Kilcock |
Extension |
ASA |
Yes |
Stage 4 |
|
10 |
61661P |
Salesian College, Celbridge |
Extension |
ASA |
Yes |
Stage 4 |
|
11 |
61691B |
Scoil Dara |
Refurbishment Only |
ASA |
Yes |
Stage 4 |
|
12 |
61691B |
Scoil Dara |
Refurbishment Only |
ASA |
Yes |
Stage 4 |
|
13 |
76554W |
Gael Coláiste Mhuaigh |
Refurbishment Only |
ASA |
Yes |
Stage 4 |
|
14 |
76554W |
Gaelcholáiste Mhaigh Nuad |
Refurbishment Only |
ASA |
Yes |
Stage 4 |
|
15 |
13328I |
St Patricks NS |
Extension |
ASA |
Yes |
Stage 3 |
|
16 |
15040T |
Mercy Convent, Naas |
New School Building |
Large Scale Major Project |
No |
Stage 3 |
|
17 |
18092H |
Cadamstown NS |
Extension |
ASA |
Yes |
Stage 3 |
|
18 |
17254C |
St. Corban's NS, Naas |
New School Building |
Large Scale Major Project |
No |
Stage 2b |
|
19 |
18449W |
St Conleth's NS |
Extension |
ASA |
No |
Stage 2b |
|
20 |
18650P |
Newtown National School |
Extension |
ASA |
Yes |
Stage 2b |
|
21 |
19277B |
St Anne's Special Sch, Ballymany Cross, Curragh |
New School Building |
Large Scale Major Project |
No |
Stage 2b |
|
22 |
20527F |
Maynooth Primary - Gaelscoil Ruairí |
New School Building |
Large Scale Major Project |
Yes |
Stage 2b |
|
23 |
61681V |
Patrician Post Primary, Newbridge |
Extension & Refurbishment |
Large Scale Devolved Project |
Yes |
Stage 2b |
|
24 |
61690W |
Cross & Passion Secondary School, Kilcullen |
Extension & Refurbishment |
Large Scale Devolved Project |
Yes |
Stage 2b |
|
25 |
61730I |
St. Mary's Girls Post Primary, Naas |
Extension & Refurbishment |
Large Scale Devolved Project |
Yes |
Stage 2b |
|
26 |
70650L |
Athy Community College |
Extension & Refurbishment |
Large Scale Devolved Project |
Yes |
Stage 2b |
|
27 |
70660O |
Curragh Community College |
New School Building |
Large Scale Major Project |
No |
Stage 2b |
|
28 |
70720G |
St Farnan's Post Primary, Prosperous |
New School Building |
Large Scale Devolved Project |
Yes |
Stage 2b |
|
29 |
91372D |
Scoil Mhuire CS |
Extension |
ASA |
Yes |
Stage 2b |
|
30 |
00779U |
Presentation Girls School |
Extension |
ASA |
Yes |
Stage 2a |
|
31 |
13902O |
Hewetson NS |
Extension & Refurbishment |
Large Scale Devolved Project |
Yes |
Stage 2a |
|
32 |
15957D |
Rathangan BNS |
Extension & Refurbishment |
ASA |
Yes |
Stage 2a |
|
33 |
14643V |
Bigstone National school |
Extension |
ASA |
Yes |
Stage 1 |
|
34 |
16654N |
S N BRIGHDE |
Refurbishment Only |
ASA |
Yes |
Stage 1 |
|
35 |
16654N |
S N BRIGHDE |
Extension |
ASA |
Yes |
Stage 1 |
|
36 |
16777G |
S N NMH MHUIRE |
Refurbishment Only |
ASA |
Yes |
Stage 1 |
|
37 |
17567A |
Allen NS |
Extension |
ASA |
Yes |
Stage 1 |
|
38 |
17650K |
Scoil Ide Naofa |
Extension |
ASA |
Yes |
Stage 1 |
|
39 |
18055B |
Scoil Mhuire |
Extension |
ASA |
Yes |
Stage 1 |
|
40 |
18096P |
S N COILL DUBH |
Extension |
ASA |
Yes |
Stage 1 |
|
41 |
18378C |
St Josephs NS Haverstown |
Extension |
ASA |
Yes |
Stage 1 |
|
42 |
18378C |
S N NAOMH IOSEPH |
Refurbishment Only |
ASA |
Yes |
Stage 1 |
|
43 |
18675I |
S.N. Cill Daingin (Kildangan NS) |
Extension & Refurbishment |
ASA |
Yes |
Stage 1 |
|
44 |
18988G |
St Raphael's Special School |
New School Building |
Large Scale Devolved Project |
Yes |
Stage 1 |
|
45 |
19407L |
Scoil Bride |
Extension |
ASA |
Yes |
Stage 1 |
|
46 |
19597T |
Holy Child NS |
Extension |
ASA |
Yes |
Stage 1 |
|
47 |
19786W |
CASTLEDERMOT NS MXD |
SEN Reconfiguration |
ASA |
Yes |
Stage 1 |
|
48 |
20257C |
Scoil Naomh Padraig, Celbridge |
New School Building |
Large Scale Devolved Project |
Yes |
Stage 1 |
|
49 |
20505S |
Scoil Mhuire Allenwood |
Extension & Refurbishment |
ASA |
Yes |
Stage 1 |
|
50 |
20558Q |
St Catherine's, Curragh, Co Kildare |
Extension |
ASA |
Yes |
Stage 1 |
|
51 |
61691B |
Scoil Dara, Kilcock |
Extension |
ASA |
Yes |
Stage 1 |
|
52 |
70670R |
Colaiste Lorcan |
Extension & Refurbishment |
ASA |
Yes |
Stage 1 |
|
53 |
70680U |
St Conleth's Community College |
Extension |
ASA |
Yes |
Stage 1 |
|
54 |
70691C |
Confey College |
Extension |
ASA |
Yes |
Stage 1 |
|
55 |
70710D |
Pipers Hill College |
Refurbishment Only |
ASA |
Yes |
Stage 1 |
|
56 |
70730J |
Ardscoil Rath Iomghain, Rathangan, Co. Kildare |
Extension |
ASA |
Yes |
Stage 1 |
|
57 |
76554W |
Gaelcholaiste Maynooth |
New School Building |
Large Scale Major Project |
Yes |
Stage 1 |
|
58 |
91614B |
Celbridge Community School |
New School Building |
Large Scale Devolved Project |
Yes |
Stage 1 |
|
59 |
20526D |
Leixlip Primary - Leixlip ETNS |
New School Building |
Large Scale Major Project |
No |
Project Brief |
|
60 |
20542B |
Naas Primary School |
New School Building |
Large Scale Major Project |
No |
Project Brief |
Table below shows all Modular Projects in Kildare, including current stage of school building project
|
No. |
Roll Number |
School Name |
Nature of approved accommodation |
Devolved to external delivery body |
Current Stage of project |
|
1 |
11976K |
SCOIL CHÓCA NAOFA |
Modular Accommodation Framework |
Yes |
Stage 4 - Start on Site |
|
2 |
16845U |
Rathcoffey NS |
Purchase Temporary Accommodation |
Yes |
Stage 4 - Start on Site |
|
3 |
61691B |
Scoil Dara |
Modular Accommodation Framework |
Yes |
Stage 4 - Start on Site |
|
4 |
70650L |
Athy Community College |
Modular Accommodation Framework |
Yes |
Stage 4 - Start on Site |
|
5 |
91505T |
St Wolstan's Community School |
Modular Accommodation Framework |
Yes |
Stage 4 - Start on Site |
|
6 |
70720G |
St Farnan's Post Primary School |
Modular Accommodation Framework |
Yes |
Stage 2 - Approval to proceed to construction/Task Order 2 |
|
7 |
19786W |
Scoil Diarmada |
Modular Accommodation Framework |
Yes |
Stage 1 |
308. Deputy Willie O'Dea asked the Minister for Education if there any plans to provide similar funding to all schools who applied to develop projects to engage pupils in science, technology, engineering and maths in preparation for the changes to the curriculum in 2025; and if she will make a statement on the matter. [2984/24]
View answerI wish to advise the Deputy that it is not possible to commit to a date or a new round of funding at this time. As the Deputy will be aware, any future funding is contingent on the budgetary resources available to the Department.
309. Deputy Sorca Clarke asked the Minister for Education if there are plans to extend teacher training in the Technological University of the Shannon, Athlone. [2991/24]
View answerUnder Section 38 of the Teaching Council Act, all initial teacher education programmes must be accredited by the Teaching Council for registration purposes.
The Council reviewed its policy on standards for programmes of initial teacher education and published updated standards in Céim Standards for Initial Teacher Education in October 2020. These standards ensure that graduates from ITE have experienced foundation studies, professional studies (incorporating pedagogy of the curriculum for the appropriate age group/s) and school placement, as well as core elements such as inclusive education and digital skills.
The Department published an Initial Teacher Education (ITE) Policy Statement in 2023, presenting a vision for policy and provision across the sector which can ensure that student teachers at primary and post-primary level have the skills to support all of our children and young people as learners in the years ahead. One of the guiding principles of the policy statement is the continuation of the vision that ITE provision will be led by a small number (seven) of university-led centres of teacher education excellence, and that each of these will have a critical mass to provide for good teaching, research and international co-operation and structures to ensure meaningful collaboration across education. The policy statement recognises the contribution that Technological Universities can make, linking in with those centres.
At present, a Bachelor of Education in Technology, Engineering and Graphics (Post Primary) is being delivered through a partnership of Dublin City University, one of the seven centres, and Technological University of the Shannon (TUS), Athlone. The first two years of study for this programme take place at the TUS Athlone campus, and the final two years at the DCU Institute of Education in Dublin. This is an excellent example of the type of innovative collaboration which can take place.
As an autonomous body, it would fall to TUS Athlone to consider the scope of their expansion of any future ITE provision in line with their mission/strategy. This Department would favour new programmes being introduced in areas where there is an identified national need. In this regard it would be expected that there would be liaison with this Department (by TUS Athlone as well as the Teaching Council, DFHERIS) when considering new ITE programme proposals and that there would be due regard given to available data on teacher-supply needs.
