Written Answers Nos. 272-291
272. Deputy Carol Nolan asked the Minister for Education if she will address concerns raised by a teacher (details supplied) who qualifies for an allowance for the professional Master’s in Education is not being paid this allowance; the reason for same; and if she will make a statement on the matter. [6109/24]
View answerI wish to advise the Deputy that Department of Education Circular 0059/2022 'Implementation of Sectoral Bargaining with effect from 1 February 2022 for post primary teachers – Payment of PME/HDip Allowance' provided that for appropriately qualified post primary teachers who entered teaching on or after the 1 January 2011, and who are paid on the new entrant pay scale (post-1 Jan 2011), a revised pay scale will apply inclusive of the value of the PME/H. Dip. in Ed. allowance with effect from 1 February 2022.
The revised new entrant salary scale was increased to include the value of the Professional Masters in Education (PME) /Honours H.Dip in Education Allowance in the post 2011 pay scales.
Circular 059/2022 also noted that there are a small number of teachers who entered employment after the discontinuation of the PME/H.Dip in Ed allowance on 1 February 2012, but who were appointed to the existing pre-2011 pay scale, who are not in receipt of either a H Dip in Education allowance or a PME allowance.
Such persons may apply for receipt of a PME/H.Dip in Ed allowance, in accordance with the criteria and application process which are set out in DE Circular 0038/2023.
This Circular is available at www.gov.ie/en/circular/cd067-building-momentum-a-new-public-service-agreement-2021-2022-implementation-of-sectoral-bargaining-with-effect-from-1-february-2022-payment-of-pmehdip-allowance-to-post-primary-teachers-on-the-pre-2011-teacher-pay-scale/.
273. Deputy Catherine Murphy asked the Minister for Education if she will provide a detailed update in respect of school places in Prosperous and Clane in County Kildare (details supplied). [6111/24]
View answerMy Department is aware of pressures for school places for the 2024/25 school year in North Kildare School Planning Areas including Prosperous_Clane.
As part of planning for September 2024, data on applications for admission has been received by the department from post-primary schools across these areas of enrolment pressure, and updated data on offers and acceptances continues to be received as admissions processes transact.
The sharing of this data has been very effective in the identification of school place requirements across the areas. In the majority of areas across Kildare, through the work of schools, patrons, management bodies and the Department, there are sufficient school places available to meet the needs of children in the area. The Department is working with schools and patrons to make additional places available in a small number of areas where a need has been identified.
While some applicants may not yet have received an offer of a school place for 2024/25, families can be assured that all children who require a school place will be provided with one. The Department is continuing to work with schools and patrons to ensure that there are sufficient school places available, and to put any required solutions in place.
There will be greater clarity for families over the coming weeks as admissions processes continue to work through and required additional places come on stream.
My Department has invested significantly in schools in County Kildare over recent years. Under the National Development Plan, a total of almost €250m has been invested in schools in County Kildare over the last five years. This investment has focused on provision of additional capacity to cater for its increasing population and there are further significant projects in our pipeline including for the North Kildare area.
These projects include recently completed new school buildings in Naas. Additionally, a number of further new school buildings and extensions are at construction or planned in Prosperous_Clane School Planning Area. The project to provide for 1,000 pupils at St. Farnan's is currently at Stage 2b and the project at Scoil Mhuire is to provide additional classrooms, 2 science labs and 4 classroom SEN base is at Stage 2b
The Capital Programme details the school projects that are being progressed under Project Ireland 2040. The current status of large-scale projects being delivered under Project Ireland 2040, may be viewed on my Department's website at, www.gov.ie and this information is updated regularly. In addition, a list of large-scale projects completed from 2010 to date may also be viewed on the website.
The picture in relation to school place requirements is very dynamic, noting that children may also move into an area during the course of the school year (including from overseas). This is a particular issue in parts of the country where expansion of residential development has been contributing to mid-year demand for places.
In limited cases where an appropriate school place is not immediately available, an application may be made to the Department of Education’s Home Tuition Grant Scheme.
Home tuition is not an alternative to a school placement and is provided in very limited and specific circumstances. By its nature, it is intended to be a short term intervention.
One of the reasons why home tuition might be required for a period is to allow time for a school transport solution to be put in place so that a child can avail of a school placement.
There are currently 11 pupils in County Kildare who are in receipt of Home Tuition Grants due to not having a school place and while school placement solutions are being worked through.
I can assure the Deputy that the Department will continue to work with schools and patrons to ensure that there is appropriate provision for all students in Prosperous_Clane School Planning Area for the 2024/25 school year and into the future.
274. Deputy Pearse Doherty asked the Minister for Education the reason for the delay with the promised SEN provision for a school (details supplied), which includes an extension to the school; and if she will make a statement on the matter. [6140/24]
View answerThe school to which the Deputy refers was approved a project under my Department’s Additional School Accommodation (ASA) scheme to provide a 3 classroom SEN base, 2 SET rooms and 3 general classrooms.
My Department has received the Tender report, which is currently under review by my Department's Professional and Technical staff. Once the review is complete, the outcome will be communicated to the school authority in due course.
This school was also approved for the reconfiguration of 1 SEN room under the Additional School Accommodation (ASA) Scheme. It is currently 90% funded and is at practical completion.
275. Deputy Seán Crowe asked the Minister for Education the reason a student requiring hearing aids would have to wait three months for software to be purchased for use with a system (details supplied); his views on whether a process taking three months in an academic year presents an unacceptable barrier to education for students with hearing difficulties; the changes she plans to make to streamline this process and bring the delay to an absolute minimum; and if she will make a statement on the matter. [6188/24]
View answerUnder the Assistive Technology Scheme, as set out in my Department’s Circular 0010/2013, funding is provided to schools towards the cost of computers and specialist equipment, which are required for educational purposes.
All equipment provided under this scheme supports children with more complex disabilities who, in order to access the school curriculum, require essential specialist equipment.
It must be clear that the existing I.T. equipment in the school is insufficient to meet the child's needs. Where necessary, schools may also purchase new or additional equipment or software for students from normal school resources or funds.
The Assistive Technology Scheme is provided by my Department to supplement the overall approach to providing funding to schools for digital technology and equipment to support children for education purposes. All equipment provided under this scheme supports children who require essential specialist equipment in order to access the school curriculum. I see assistive technology as a critical enabler for those with special educational needs to gain the maximum benefit from a modern technologically focused education system. Where children with more complex disabilities require essential specialist equipment to access the school curriculum, which they do not already have, or which cannot be provided for them through the schools' existing provisions, schools may make an application for such equipment to the National Council for Special Education (NCSE) under the terms of this scheme.
The NCSE, through its network of local Special Educational Needs Organisers (SENOs), is responsible for processing applications from schools for special educational needs supports. SENOs also make recommendations to my Department where assistive technology/specialised equipment is required. The NCSE operates within my Department's criteria in making recommendations for support.
Schools make applications directly to the SENO, providing details of the student’s special educational needs or disability, including details of the approach taken by the school in making relevant interventions.
In order to qualify for equipment under the Assistive Technology Scheme, a student must have been diagnosed with a physical or communicative disability and must also have a recommendation in a professional assessment that the equipment is essential in order to allow the student to access the curriculum.
SENOs will review the application, and professional reports provided in support of same, in order to establish whether the criteria of the scheme have been met. They will then make a recommendation to my Department as to whether or not assistive technology is required; and based on this recommendation, my Department will decide on the level of grant, if any, to be provided.
The type of equipment provided under the Assistive Technology Scheme is varied, and includes audiological supports for students with hearing impairment, braille equipment for children with visual impairment, and computer equipment with associated modified software for students with physical or severe communicative disabilities.
Communication devices or medical or therapy related devices which are not specific educational interventions or equipment specifically required as essential for school educational access, and which have a general application outside of school, are not provided for under the Assistive Technology scheme, however. Such equipment is normally provided for children with disabilities by the Health Service Executive (HSE).
Officials from my Department have reached out to the school to progress this case. The school have submitted the application to the NCSE in recent weeks, and once the Department receives a recommendation the average turnaround for a decision for this type of equipment is 5 days. The school are aware that the Special Education Section is available to provide any assistance they may require to ensure the child concerned get the equipment they need in a timely fashion.
276. Deputy Sean Sherlock asked the Minister for Education when additional rooms will be provided for a school (details supplied) in County Laois; and if she will make a statement on the matter. [6190/24]
View answerThe Additional School Accommodation scheme project in relation to the school in question is currently under consideration. The assessment process is at the final stage with a decision expected to issue to the school authority in the coming days.
277. Deputy Sean Sherlock asked the Minister for Education when additional rooms will be provided for a school (details supplied) in County Kildare; and if she will make a statement on the matter. [6191/24]
View answerThe school referred to by the Deputy was approved a project under my Department’s Additional School Accommodation (ASA) scheme for a 2-class SEN base and 4 mainstream classrooms.
This project has been devolved to the school authority for delivery.
The school has appointed a design team for the delivery of the project and submitted a revised Stage 1/2A report in May 2023. Additional information was requested from the school authority, which is awaited. Once this information has been provided to my Department, it will be reviewed and the outcome of which will be communicated to the school authority.
278. Deputy John McGuinness asked the Minister for Education if she will resolve the issues relative to a construction project at a school (details supplied) as a matter of urgency to allow the project to proceed. [6198/24]
View answerThe school to which the Deputy refers was approved a project under my Department’s Additional School Accommodation (ASA) scheme to provide 1 mainstream classroom.
My Department has received a Tender report from the school authorities and this is currently under review. As soon as the review is complete, my Department will be in contact with the school directly on the next steps to progress this project.
My Department will continue to engage with the school authority to provide any assistance needed to progress this important project.
279. Deputy Sorca Clarke asked the Minister for Education the number of autism and special education class spaces currently in Kilkenny; and the number of spaces expected to be in place in Kilkenny in August 2024. [6216/24]
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 €113 million 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 under way 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, two new special schools are being established for this current school year in Cork and Dublin, with further capacity being expanded in 11 other special schools.
In December 2023, I was also very happy to announce with my colleague Minister Foley, the establishment of a further four new special schools for the 2024/25 school year in Enfield, South Kildare, Gorey and Limerick. This will bring to 11 the number of new special schools established in recent years.
Along with the two new special schools opening this school year, 390 new special classes – 254 at primary and 136 at post-primary level – have been sanctioned by the NCSE for opening this current school year.
Of these 9 are in Kilkenny, 4 at primary level and 5 at post-primary level. This brings to 51 the number of special classes in Co. Kilkenny, 32 at primary level and 19 at post-primary level. The vast majority of these class are autism classes and have a teacher/student ratio of 1:6.
Attached is a document listing the current special classes in primary and post-primary schools in County Kilkenny.
Primary Special Classes Kilkenny 2023/24
Post-primary Special Classes Kilkenny 2023/24
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. 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 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.
280. Deputy Sorca Clarke asked the Minister for Education to provide an update on the school building programme in County Roscommon. [6217/24]
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 800 school building projects with construction currently under way 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 3 projects, which are at advanced stage of construction and delivery, are in County Roscommon.
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 Roscommon alone, we have invested over €40m in our schools and completed 16 school building projects. We also have construction under way at 5 other projects under the Additional Accommodation Scheme.
The key drivers of capital investment in the schools sector are as follows:
• demographic growth, particularly at post primary level
• increased demand for special educational needs provision
• alignment of school place provision with new housing development
• 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 Roscommon, 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.
281. Deputy Sorca Clarke asked the Minister for Education the number of special educational needs organisers currently in place in Kerry. [6218/24]
View answerI would like to thank the Deputy for the question and would like to advise the following:
The National Council for Special Education (NCSE) is responsible, through its network of Special Needs Organisers (SENOs), for fulfilling the functions of the Council within a designated area in relation to the identification of and delivery and co-ordination of education services to children with disabilities.
The Council employs SENOs to provide a nationwide system of local services. Locally based SENOs consult widely with parents/guardians, teachers, health care professionals, school authorities, HSE and other relevant government agencies.
It is a priority that the NCSE is properly resourced to have a visible and effective presence in our schools and to guide and support our parents and children on their educational journey. The government has recently provided an additional €13 million for the expansion of services within the NCSE. This will mean an increase of up to 161 additional staff in the organisation, a workforce increase of 50%. Within this, provision has been made to increase the number of SENOs nationally by 47, to give a total SENO complement of 120. These SENOs will be organised and targeted into the areas of greatest need and organised on a county basis.
Currently, the Kerry area falls under the NCSE’s West Team 2 region, which includes the counties of Limerick and Clare and team consists of 9 SENOs. Should any vacancy arise, a SENO point of contact is assigned to the area to assist schools, parents, and local services until the position is filled. Essential services are maintained through cover provided from available staffing resources. Parents should consult the regional contact list on the NCSE website to ensure they have the most up-to-date contact details of their SENO, or the SENO covering for their area.
282. Deputy Sorca Clarke asked the Minister for Education when refurbishment works at a school (details supplied) will move to construction commencing on site. [6219/24]
View answerThe large scale capital project at the school referred to is assigned to my Department’s ADAPT programme. ADAPT is an acronym for Accelerated Delivery of Architectural Planning and Tendering.
Prior to the commencement of the main contract, necessary enabling works under the contract are progressing on site for a number of months. The Enabling works contractor completed the ground works for the ESB ducting in October 2023, and remaining works for the diversion of the ESB overhead wires will be co-ordinated by ESB Networks Ireland and the Design Team.
There are two individual ESB line installation works to be completed at the new site - the first was completed in December 2023, in relation to the second line, the HSE issued the signed and sealed SWA1 (deed of transfer easement for underground cables) to the ESB 9 January 2024. Following an update received on 31 January from the Design Team, the ESB have outages provisionally booked for 15 and 16 February to carry out this diversion.
On completion of the ESB works, the enabling works Contractor will have approximately 1 weeks’ work remaining to make the site safe and to decant from the site to enable the main contractor to commence.
The Invitation to Tender issued in April 2023 and the tenders to build the new school itself were received from contractors in late September 2023. Recent experience has shown that a Tender stage can take between 8-12 months from the initial Invitation to Tender, subject to no issues arising.
The Tender Report was received from the Kolbe Board of Management and the Design Team is currently under review. Only when the Letter of Acceptance has issued is there a contract in place and all the contract terms and conditions apply.
However, in this particular instance it will not be possible to issue the Letter of Acceptance until the enabling works contract is completed and unencumbered possession of the site is available to the incoming contractor for the new school building.
Under Project Ireland 2040, my Department is investing well in excess of €5 billion over the period 2021 to 2025, to add capacity and develop and upgrade school facilities across the country for the almost one million students and over 100,000 staff that learn and work in our schools every day.
My Department has a strong track record of delivery of school building projects and this was achieved again in 2023 notwithstanding the wider construction sector environment of high inflation, labour shortages and supply chain issues.
283. Deputy Sorca Clarke asked the Minister for Education the number of WTE educational psychologists attached to north-west/north midlands region in 2022, 2023 and to-date in 2024, in tabular form. [6220/24]
View answerMy Department’s National Educational Psychological Service (NEPS) provides educational psychological support to all primary and post-primary and special schools.
The NEPS service provides access for all schools to:
• Psychological support in the event of a Critical Incident
• A Casework Service for individual children where there is a need for intensive consultation and assessment via a NEPS psychologist or through the Scheme for the Commissioning of Psychological Assessments (SCPA).
• A school staff Support and Development Service, to build school capability to provide a comprehensive continuum of support in schools and
• Ongoing access to advice and support for schools.
I can inform the Deputy that the number of educational psychologists currently employed in NEPS stands is 226 across the eight NEPS regions. Please see the following table showing the whole time equivalent for educational psychologists attached to the North West / North Midlands Region in 2022, 2023 and 2024.
|
Year |
Region |
WTE Psychologists |
|
2022 |
NW |
17.40 |
|
2023 |
NW |
20.10 |
|
2024 |
NW |
20.10 |
284. Deputy Sorca Clarke asked the Minister for Education when refurbishment works at a school (details supplied) will move to construction commencing on site. [6221/24]
View answerThe school referred to by the Deputy is at Architectural Planning Stage 3 - Tender Action & Award.
A tender report was received by my Department and is currently under review. When the review is complete, my Department will be in contact with the school authority.
The project has an estimated contract duration of 22 months to complete construction.
285. Deputy Sorca Clarke asked the Minister for Education when refurbishment works at a school (details supplied) will move to tender stage of works. [6222/24]
View answerThe major building project for the school referred to by the Deputy is currently at an advanced stage of Architectural Planning - Stage 2(b) - Detailed Design, where the design team secure all statutory approvals and prepare the suite of tender documents..
The Stage 2(b) Submission has recently been received in my Department and upon review, comments will issue from my Department for the Design Teams attention.
The Design Team will then be requested to confirm to my Department in writing that their tender documents are in order and comply with all current Building and Procurement regulatory guidelines, and Department Technical Guidance documents, before the project is eligible to progress to tender stage.
Since 2020, my Department has invested in the region of €4.3 billion in our schools throughout the country, involving the completion of over 800 school building projects with construction currently under way at approximately 300 other projects, which includes 34 new school buildings.
These 300 projects currently at construction involve a total State investment of over €1.2bn. There are a further 90 projects at tender and a further circa 200 in advanced stage of planning and design, including this major building project for St Columba's College.
All departments, including the Department of Education, have to control the timing and scope of capital projects to remain within agreed budgetary parameters.
The Department of Public Expenditure, NDP Delivery and Reform is currently engaging with capital spending departments on future NDP allocations. As part of this, it is understood that limited additional capital allocations will be made for 2024 and 2025 and departmental capital ceilings will be established for 2026. The Department of Education is fully engaging with this process.
286. Deputy Seán Haughey asked the Minister for Education if the school transport scheme can be amended to allow qualified school bus drivers over the age of 70 drive school buses for Bus Éireann; and if she will make a statement on the matter. [6236/24]
View answerThe School Transport Scheme is a significant operation managed by Bus Éireann on behalf of the Department of Education. In the current school year over 161,600 children, including over 135,000 pupils travelling on primary and post primary services, 19,800 pupils with special educational needs, and 6,800 pupils who have arrived to Ireland from Ukraine are transported on a daily basis to primary and post-primary schools throughout the country.
The total cost of the scheme in 2023 was €382.02m.
While over 90% of school transport services are contracted locally, Bus Éireann apply stringent assessments of each individual driver on over 7,000 school routes. This includes vetting and background checks.
It is Bus Éireann company policy that normal retirement age for all Bus Éireann staff is currently 66 years. However, Bus Éireann part-time school bus drivers and drivers nominated by private operators who operate service as part of the School Transport Scheme may continue to perform in the role provided they hold the requisite license and satisfy an annual medical examination until they retire at age 70. This policy and criteria is applied to all drivers who provide school transport services on behalf of Bus Éireann equally.
The age limit on school bus drivers was increased to 70 years a number of years ago. While Bus Éireann have informed the Department there is no plan to increase the age limit further at this time, the matter will continue to be kept under review.
287. Deputy Chris Andrews asked the Minister for Education if a sanction will be granted for a reading school to be opened in an area (details supplied) to cater for the high number of dyslexic children in the locality; and if she will make a statement on the matter. [6237/24]
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).
It is my department’s policy, in accordance with the principles of inclusive education, that students with additional learning needs are supported in mainstream classes along with their peers, with additional supports provided as necessary.
My department provides for a range of placement options and supports for schools, which have enrolled students with special educational needs in order to ensure that wherever a child is enrolled, they will have access to an appropriate education.
My department has invested considerably in ensuring that all recognised mainstream schools have been allocated additional special education teaching resources to support them in providing optimal learning experiences for children with special educational needs, including students with a specific learning disability such as dyslexia.
Provision for students is governed by the continuum of support and a range of guidance documents, resources and training opportunities is available to schools to inform their approaches in meeting the needs of students with special educational needs. The most significant of these resources are the 14,500 special education teachers who are employed in schools to provide additional support for children with special educational needs, including dyslexia.
The allocation of special education teachers allows schools to provide additional teaching support for all students who require such support and for schools to deploy resources based on each student’s individual learning need.
Where children’s needs are more complex, some may avail of a special class placement. There are nearly 3,000 special classes across primary and post-primary schools which provide for a broad range of needs including a small number (13) for children with dyslexia. In addition, there are four special schools which provide for children with the most acute levels of reading difficulties.
The NCSE, through its network of local special educational needs organisers (SENOs), is responsible for processing applications from schools for special educational needs supports as required. The NCSE is aware of emerging need from year to year and where additional provision is required to support schools to meet the needs of children with special educational needs, it is planned and established to meet that need.
In addition, there are specialist educational supports provided by the National Educational Psychological Services (NEPS) and the NCSE to help schools provide an appropriate education for students with special educational needs.
Funding is also made available to schools for the purchase of specialised equipment such as computers and/or software to assist children with special educational needs, including children with a specific learning disability such as dyslexia. This is provided where relevant professionals recommend the equipment as being essential for the provision of education. Schools can apply to the NCSE, through their local SENO for such support.
It is important to note that all classroom teachers at primary level and subject teachers at post-primary level have responsibility for the progress of their students. Where necessary, additional support is provided by special education teachers. The majority of students with significant literacy difficulties currently receive additional teaching support from a special education teacher in a mainstream class. This is provided on the basis of the individual student’s learning need, identified in schools, as opposed to being based on a requirement for a child to have a diagnosis, or an assessment, of a particular disability.
These supports are intended to provide students with the highest standard of education in mainstream classes, special classes and special schools.
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.
288. Deputy Sean Sherlock asked the Minister for Education the status of the review for school transport; and if she will publish the review in full. [6242/24]
View answerThe School Transport Scheme is a significant operation managed by Bus Éireann on behalf of the Department of Education. In the current school year over 161,600 children, including over 135,000 pupils travelling on primary and post primary services, 19,800 pupils with special educational needs, and 6,800 pupils who have arrived to Ireland from Ukraine are transported on a daily basis to primary and post-primary schools throughout the country.
The total cost of the scheme in 2023 was €382.02m.
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, children are eligible for transport at primary level where they reside not less than 3.2 kilometres from and are attending their nearest national school, and at post primary level where they reside not less than 4.8 kilometres from and are attending their nearest post primary school/education centre as determined by the Department/Bus Éireann, having regard to ethos and language. Any children 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.
Undoubtedly, the School Transport Scheme is of huge importance to families, the review has been conducted with a view to examining the current scheme, its broader effectiveness, and sustainability and to ensure it services students and their families adequately. Considering how to best maximise the benefits now and into the future has been a significant factor in the review of the Scheme which commenced in February 2021.
Following phase 1 of the review, Temporary Alleviation Measures (TAMS) were introduced at post-primary level and are being continued for the current school year. Under these measures, which were initially introduced in 2019, transport is 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.There has been an extensive stakeholder engagement process, including consultation with parents, students, providers, and other key stakeholders, as part of this engagement we consulted with families who use the scheme, who would like to use the scheme and also with young people with special educational needs and mainstream students. The results from the stakeholder engagement with parents and children illustrated the importance of school transport to families with most indicating it is a safe and reliable service which helps families to live and work in rural Ireland. Another important finding of the stakeholder engagement process was that the Special Educational Needs Transport Scheme supports many children in attending specialist school placements which they may otherwise may not be able to attend.An analysis of school transport schemes in other jurisdictions was also conducted as part of this stakeholder engagement and review process including the EU, the UK, the United States and Australia. This research and analysis outlined the evidence in terms of the need for a school transport service in an Irish context compared to some comparative countries as well as an analysis of the costs to users of school transport services in some other jurisdictions.The Technical Working Group and the Steering Group have recently completed their work on the final report of the review. This final report includes recommendations on the future operation of the scheme.I am aware that this review is much-awaited, it is recognised that there are improvements which need to be made to the scheme and I know the importance of doing so. I expect to be in a position shortly to bring the review to government, and further to government approval, the review will be published.
289. Deputy Sean Sherlock asked the Minister for Education the number of appeals on file for school transport by county, in tabular form. [6243/24]
View answerThe School Transport Scheme is a significant operation managed by Bus Éireann on behalf of the Department of Education. In the current school year over 161,600 children, including over 135,000 pupils travelling on primary and post primary services, 19,800 pupils with special educational needs, and 6,800 pupils who have arrived to Ireland from Ukraine are transported on a daily basis to primary and post-primary schools throughout the country.
The total cost of the scheme in 2023 was €382.02m.
Decisions made by, or on behalf of, the Department of Education regarding the provision of school transport services and/or grant-aid under the terms of the School Transport Schemes may be appealed to the School Transport Appeals Board.
The School Transport Appeals Board is independent of my Department and the Board liaise directly with appellants when their appeal is due for consideration. The role of the Board is to ensure that the terms of the School Transport Scheme are applied correctly.
Currently there are a total of 110 appeals awaiting consideration, of which 27 are awaiting reports for the Board, and 83 are with the Board for their deliberation. The breakdown of the 110 appeals by County is as follows;
|
COUNTY |
WITH BOARD |
AWAITING REPORT FOR BOARD |
|
CORK |
12 |
3 |
|
DONEGAL |
2 |
1 |
|
DUBLIN |
4 |
1 |
|
GALWAY |
7 |
1 |
|
KERRY |
1 |
0 |
|
KILDARE |
8 |
3 |
|
KILKENNY |
1 |
1 |
|
LAOIS |
4 |
0 |
|
LEITRIM |
2 |
0 |
|
LIMERICK |
1 |
1 |
|
LONGFORD |
2 |
0 |
|
LOUTH |
3 |
0 |
|
MAYO |
2 |
0 |
|
MEATH |
4 |
3 |
|
MONAGHAN |
2 |
0 |
|
OFFALY |
1 |
5 |
|
ROSCOMMON |
0 |
2 |
|
SLIGO |
3 |
1 |
|
TIPPERARY |
5 |
1 |
|
WATERFORD |
3 |
0 |
|
WESTMEATH |
3 |
0 |
|
WEXFORD |
7 |
3 |
|
WICKLOW |
6 |
1 |
|
TOTAL APPEALS AWAITING CONSIDERATION |
83 |
27 |
290. Deputy Cormac Devlin asked the Minister for Education if she will provide an update on the funding supports available for educational psychologists, in particular matching HSE funding; and if she will make a statement on the matter. [6248/24]
View answerSince January of 2023, NEPS is supporting bursaries for students who are enrolled in the University College Dublin (UCD) Professional Doctorate in Educational Psychology and the Mary Immaculate College (MIC), Limerick’s Professional Doctorate in Educational and Child Psychology for Trainee Educational Psychologists. Those in receipt of a bursary commit to joining NEPS upon graduation.
As of February 2024 there are 15 graduates in 2023 who have received a bursary and a further 45 Trainee Educational Psychologists currently in receipt of a bursary who are expected will fill a vacancy in NEPS upon graduation, over the next three years.
The current funding supports available under the scheme while training to become an educational psychologist come to a maximum sum of €40,000 per each of the three academic years of study and cover:
- tuition fees
- annual maintenance/living expenses
The HSE also employs Educational Psychologists. Some HSE CHOs have introduced a funded model for Trainee Educational Psychologists (TEPS) that comprises a temporary employment contract for the duration of their professional training programme. It is understood that the Department model provides a commensurate level of financial support to that available through the HSE.
291. Deputy Matt Shanahan asked the Minister for Education if she is considering giving incremental credit to teachers who have worked abroad for a number of years and have now returned to work in Ireland (details supplied); and if she will make a statement on the matter. [6258/24]
View answerAs referenced in Question No. 195 of 7 January 2024, the criteria for the award of incremental credit are set out in the Department’s Circulars 10/2001 for Primary teachers, 29/2007 and 29/2010 for Post-Primary teachers. The criteria for the award of incremental credit to recognised teachers was agreed under the auspices of the Teachers Conciliation Council (TCC).
These circulars provide for the award of incremental credit in respect of overseas teaching service, both within and without the EU. Where a school satisfies the criteria set out in the circulars to have service at that school recognised for incremental credit, an award of incremental credit can be made.
An application for incremental credit was received by my Department from the person named. My Department has recently completed the processing of this application and a decision letter has issued to the person named from my Department advising of the outcome of their application.
