Written Answers Nos. 332-350
332. Deputy Ged Nash asked the Minister for Education if she is aware that planning permission for an extension and refurbishment of a school (details supplied) was granted in 2021; if she will provide an update on when work will start on the school redevelopment project; the timeline for completion of the project; and if she will make a statement on the matter. [6575/24]
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 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 underway 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 Marymount National School.
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.
333. Deputy Ged Nash asked the Minister for Education to provide information on the full and total cost of the provision of modular facilities at the site of a school (details supplied) since the school has occupied the current site to the end of 2023; if she will provide a costing for the additional modular units required for the site for the 2024-2025 school year; and if she will make a statement on the matter. [6576/24]
View answerThe total costs spent to the end of 2023 for the school to which the deputy refers is €14,220,621.21
My department currently have no plans to install any additional modular accommodation for 2024-2025 academic year.
334. Deputy Cathal Crowe asked the Minister for Education if she will provide an update on an application submitted by a school for assisted technology for a pupil (details supplied); and if she will make a statement on the matter. [6589/24]
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. Assistive technology can be seen 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).
Based on the professional information provided to the SENO and in line with criteria set out in Circular 10/2013, the SENO was not in a position to recommend an assistive technology grant for the school concerned on behalf of the student. This decision issued to the school on the 9th of January 2024. It is open to the school to appeal this decision. The appeals process is outlined on my Department’s website at the following link: www.gov.ie/en/service/237c68-assistive-technology-grant/.
Separately, where an appeal has been unsuccessful, but new information becomes available, it is open to the school to submit a new application to the SENO for consideration.
It is also open to parents to contact SENOs directly to discuss their child’s special educational needs, using the contact details available at: www.ncse.ie/seno-contact-information.
335. Deputy Bernard J. Durkan asked the Minister for Education the extent to which she continues to liaise with the parents and management of various schools throughout north Kildare, with a view to ensuring the availability of school transport in the widest form possible, whether on a concessionary or regular basis with particular reference to children attending schools in Maynooth from Straffan, Clane, Prosperous and Rathcoffey, given the present circumstances; and if she will make a statement on the matter. [6623/24]
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.
The purpose of my Department's School Transport Scheme is, having regard to available resources, to support the transport to and from school of children who reside remote from their nearest school.
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.
Temporary Alleviation Measures (TAMS) at post-primary level are continued for the current school year. Under these measures, transport will be provided where there is a route in operation and where capacity exists for concessionary post-primary pupils who are eligible for transport to their nearest school and are attending their second nearest school and who applied and paid on time.
Children who are not eligible for school transport may apply for transport on a concessionary basis only and will be facilitated where spare seats are available after eligible children have been accommodated. Where the number of ineligible children exceeds the number of spare seats available Bus Éireann will allocate tickets for the spare seats using an agreed selection process.
If families have applied to attend their nearest school in regards to ethos and language and have been advised by the school authorities that it is full, my Department will consider if students can be deemed eligible for transport to the next nearest school.
In general the pupils from the above areas are not eligible for school transport as they are attending their 3rd or 4th closest school. However my Department has received correspondence from two schools in relation to their capacity and availability to enrol pupils outside of their catchment area and this is being assessed by both School Transport Section with regard to capacity issues in the area which have been highlighted to the Planning and Building Unit and also by Bus Éireann who will reassess the eligibility status of students based on this information.
If the eligibility of a pupil is changed following the above assessments, Bus Éireann will contact the families directly.
336. Deputy Bernard J. Durkan asked the Minister for Education the extent to which ongoing dialogue continues between her Department, the KWETB and the relevant school authorities in Maynooth, County Kildare at pre-primary, primary- and post-primary levels with a view to ensuring that sufficient places are being made available to meet the demand of the current and subsequent years without interruption either in respect of continued building where required, the planning of any new schools, or the acceleration of ongoing work in all schools, including gaelcholáiste; if satisfactory results can be achieved before the new school year next year; if she is satisfied that work in progress or steps yet to be taken can proceed without interruption; and if she will make a statement on the matter. [6624/24]
View answerI can assure the Deputy that the provision of school places to meet the needs of children and young people at primary and post primary level, including children and young people with special educational needs is an absolute priority for the Department.
As the Deputy may be aware, in order to plan for school place needs, my Department divides the country into 314 school planning areas and utilises a Geographical Information System to anticipate school place demand. Information from a range of sources, including Child Benefit data, school enrolment data and information on residential development activity is used for this purpose. Additionally, Project Ireland 2040 population and housing targets inform my Department's projections of school place requirements.
My Department is aware of pressures for school places for the 2024/25 school year in Maynooth.
As part of planning for September 2024, data on applications for admission has been received by the department from post-primary schools across areas of enrolment pressure, and updated data on offers and acceptances continue 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. My 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. My 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.
The Deputy may be aware that the Department of Children, Equality, Disability, Integration and Youth (DCEDIY) is responsible for early years education outside the formal education system, including pre-school provision through the free Early Childhood Care and Education Scheme (ECCE).
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.
337. Deputy Bernard J. Durkan asked the Minister for Education the extent to which ongoing dialogue continues between her Department, the KWETB and the relevant school authorities in Kilcock, County Kildare at pre-primary, primary- and post-primary levels with a view to ensuring that sufficient places are being made available to meet the demand of the current and subsequent years without interruption either in respect of continued building where required, the planning of any new schools, or the acceleration of ongoing work in all schools; if satisfactory results can be achieved before the new school year; if she is satisfied that work in progress or steps yet to be taken can proceed without interruption; and if she will make a statement on the matter. [6625/24]
View answerI can assure the Deputy that the provision of school places to meet the needs of children and young people at primary and post primary level, including children and young people with special educational needs is an absolute priority for the Department.
As the Deputy may be aware, in order to plan for school place needs, my Department divides the country into 314 school planning areas and utilises a Geographical Information System to anticipate school place demand. Information from a range of sources, including Child Benefit data, school enrolment data and information on residential development activity is used for this purpose. Additionally, Project Ireland 2040 population and housing targets inform my Department's projections of school place requirements.
My Department is aware of pressures for school places for the 2024/25 school year in Kilcock.
As part of planning for September 2024, data on applications for admission has been received by the department from post-primary schools across areas of enrolment pressure, and updated data on offers and acceptances continue 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. My 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. My 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.
The Deputy may be aware that the Department of Children, Equality, Disability, Integration and Youth (DCEDIY) is responsible for early years education outside the formal education system, including pre-school provision through the free Early Childhood Care and Education Scheme (ECCE).
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.
338. Deputy Bernard J. Durkan asked the Minister for Education the extent to which ongoing dialogue continues between her Department, the KWETB and the relevant school authorities in Clane, County Kildare at pre-primary, primary- and post-primary levels with a view to ensuring that sufficient places are being made available to meet the demand of the current and subsequent years without interruption either in respect of continued building where required, the planning of any new schools, or the acceleration of ongoing work in all schools; if satisfactory results can be achieved before the new school year; if she is satisfied that work in progress or steps yet to be taken can proceed without interruption with particular to the children whose parents previously attend the local schools; and if she will make a statement on the matter. [6626/24]
View answerI can assure the Deputy that the provision of school places to meet the needs of children and young people at primary and post primary level, including children and young people with special educational needs is an absolute priority for the Department.
As the Deputy may be aware, in order to plan for school place needs, my Department divides the country into 314 school planning areas and utilises a Geographical Information System to anticipate school place demand. Information from a range of sources, including Child Benefit data, school enrolment data and information on residential development activity is used for this purpose. Additionally, Project Ireland 2040 population and housing targets inform my Department's projections of school place requirements.
My Department is aware of pressures for school places for the 2024/25 school year in 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. My 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. My 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.
The Deputy may be aware that the Department of Children, Equality, Disability, Integration and Youth (DCEDIY) is responsible for early years education outside the formal education system, including pre-school provision through the free Early Childhood Care and Education Scheme (ECCE).
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.
339. Deputy Bernard J. Durkan asked the Minister for Education the extent to which ongoing dialogue continues between her Department, the KWETB and the relevant school authorities in Naas, County Kildare at pre-primary, primary- and post-primary levels with a view to ensuring that sufficient places are being made available to meet the demand of the current and subsequent years without interruption either in respect of continued building where required, the planning of any new schools, or the acceleration of ongoing work in all schools; if satisfactory results can be achieved before the new school year; if she is satisfied that work in progress or steps yet to be taken can proceed without interruption; and if she will make a statement on the matter. [6627/24]
View answerI can assure the Deputy that the provision of school places to meet the needs of children and young people at primary and post primary level, including children and young people with special educational needs is an absolute priority for the Department.
As the Deputy may be aware, in order to plan for school place needs, my Department divides the country into 314 school planning areas and utilises a Geographical Information System to anticipate school place demand. Information from a range of sources, including Child Benefit data, school enrolment data and information on residential development activity is used for this purpose. Additionally, Project Ireland 2040 population and housing targets inform my Department's projections of school place requirements.
My Department is aware of pressures for school places for the 2024/25 school year in Naas.
As part of planning for September 2024, data on applications for admission has been received by the department from post-primary schools across 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. My 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. My 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.
The Deputy may be aware that the Department of Children, Equality, Disability, Integration and Youth (DCEDIY) is responsible for early years education outside the formal education system, including pre-school provision through the free Early Childhood Care and Education Scheme (ECCE).
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.
340. Deputy Bernard J. Durkan asked the Minister for Education the extent to which ongoing dialogue continues between her Department, the KWETB and the relevant school authorities in Prosperous, County Kildare at pre-primary, primary- and post-primary levels with a view to ensuring that sufficient places are being made available to meet the demand of the current and subsequent years without interruption either in respect of continued building where required, the planning of any new schools, or the acceleration of ongoing work in all schools; if satisfactory results can be achieved before the new school year; if she is satisfied that work in progress or steps yet to be taken can proceed without interruption; and if she will make a statement on the matter. [6628/24]
View answerI can assure the Deputy that the provision of school places to meet the needs of children and young people at primary and post primary level, including children and young people with special educational needs is an absolute priority for the Department.
As the Deputy may be aware, in order to plan for school place needs, my Department divides the country into 314 school planning areas and utilises a Geographical Information System to anticipate school place demand. Information from a range of sources, including Child Benefit data, school enrolment data and information on residential development activity is used for this purpose. Additionally, Project Ireland 2040 population and housing targets inform my Department's projections of school place requirements.
My Department is aware of pressures for school places for the 2024/25 school year in 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. My 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. My 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.
The Deputy may be aware that the Department of Children, Equality, Disability, Integration and Youth (DCEDIY) is responsible for early years education outside the formal education system, including pre-school provision through the free Early Childhood Care and Education Scheme (ECCE).
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.
341. Deputy Bernard J. Durkan asked the Minister for Education the extent to which ongoing dialogue continues between her Department, the KWETB and the relevant school authorities in Prosperous, County Kildare at pre-primary, primary- and post-primary levels with a view to ensuring that sufficient places are being made available to meet the demand of the current and subsequent years without interruption either in respect of continued building where required, the planning of any new schools, or the acceleration of ongoing work in all schools; if satisfactory results can be achieved before the new school year; if she is satisfied that work in progress or steps yet to be taken can proceed without interruption; and if she will make a statement on the matter. [6629/24]
View answerI can assure the Deputy that the provision of school places to meet the needs of children and young people at primary and post primary level, including children and young people with special educational needs is an absolute priority for the Department.
My Department is aware of pressures for school places for the 2024/25 school year in 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. My 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. My 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.
342. Deputy Bernard J. Durkan asked the Minister for Education the extent to which ongoing dialogue continues between her Department, the KWETB and the relevant school authorities in Leixlip, County Kildare at pre-primary, primary- and post-primary levels with a view to ensuring that sufficient places are being made available to meet the demand of the current and subsequent years without interruption either in respect of continued building where required, the planning of any new schools, or the acceleration of ongoing work in all schools; if satisfactory results can be achieved before the new school year; if she is satisfied that work in progress or steps yet to be taken can proceed without interruption; and if she will make a statement on the matter. [6630/24]
View answerI can assure the Deputy that the provision of school places to meet the needs of children and young people at primary and post primary level, including children and young people with special educational needs is an absolute priority for the Department.
As the Deputy may be aware, in order to plan for school place needs, my Department divides the country into 314 school planning areas and utilises a Geographical Information System to anticipate school place demand. Information from a range of sources, including Child Benefit data, school enrolment data and information on residential development activity is used for this purpose. Additionally, Project Ireland 2040 population and housing targets inform my Department's projections of school place requirements.
My Department is aware of pressures for school places for the 2024/25 school year in Leixlip.
As part of planning for September 2024, data on applications for admission has been received by the department from post-primary schools across 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. My 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. My 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.
The Deputy may be aware that the Department of Children, Equality, Disability, Integration and Youth (DCEDIY) is responsible for early years education outside the formal education system, including pre-school provision through the free Early Childhood Care and Education Scheme (ECCE).
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.
343. Deputy Bernard J. Durkan asked the Minister for Education the extent to which emergency measures are being taken to ensure the availability of an adequate number of school places at primary and second level in September 2024; and if she will make a statement on the matter. [6631/24]
View answerI can assure the Deputy that the provision of school places to meet the needs of children and young people at primary and post primary level, including children and young people with special educational needs is an absolute priority for the Department.
My Department is aware of pressures for school places for the 2024/25 school year in a number of School Planning Areas.
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, 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.
344. Deputy Bernard J. Durkan asked the Minister for Education the extent to which special needs teachers and SNAs continue to be available to the extent required in County Kildare, and all areas throughout the country; and if she will make a statement on the matter. [6632/24]
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.
SNAs play a central role in the successful inclusion of students with additional and significant care needs into mainstream education, special classes and special schools ensuring that these students can access education to enable them to achieve their best outcomes and reach their full potential.
SNAs are allocated to schools as a school based resource and not to individual children. The deployment of SNAs within schools is a matter for the individual principal/board of management of the school. SNAs should be deployed by the school in a manner which best meets the care support requirements of the students enrolled in the school for whom SNA support has been allocated. This allows schools flexibility in how the SNA support is utilised.
The NCSE have published the SNA allocations for the 2023/24 school year. For ease of reference these allocations are broken down by school type and are available on the NCSE's website at: www.ncse.ie/set-hours-and-sna-allocations.
Schools can apply to the NCSE for a review of its SNA allocation if it is insufficient to meet the needs of its students.
Detailed information on the NCSE exceptional review process is published on the NCSE website: www.ncse.ie/application-for-sna-exceptional-review.
The NCSE manages the exceptional review process and handles each case individually. Some review requests can be concluded as an office based exercise, whilst others require a school to be visited in order to observe the current deployment of SNA support in the school setting.
The timeframe for concluding a review can vary depending on the school context or the nature of the information provided.
Following the outcome of the review, the NCSE can make the local special educational needs officer (SENO) available to the school to discuss their current deployment of SNA supports in the school and to put these supports to the best advantage of the students. NCSE in-school support is also available to schools to offer further guidance and support.
All schools have an allocation of special education teaching (SET) support for pupils with special educational needs. The SET Allocation Model provides a single unified allocation for special educational support teaching needs to each school, based on a school’s educational profile.
The special education teacher allocations provide additional teaching support for students with special educational needs enrolled in mainstream classes in primary and post primary schools. Approximately 98% of all children, including those with special education needs, are educated in mainstream classes.
The SET Allocation Model has been in place since 2017. The department commenced a review of the model in late 2022 to ensure that it was meeting the changing needs in special education.
During this review the department sought and listened to the views, concerns and issues raised by our education partners and schools around the existing model through a series of consultations. The feedback received was used to prepare these allocations.
The circulars advising schools of how these allocations were calculated for the 2024/25 school year were published on 6 February 2024.
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.
345. Deputy Bernard J. Durkan asked the Minister for Education the extent of progress in ensuring the provision of a new primary school in Newtown, Enfield, County Kildare; the degree to which such provision is capable of meeting the demand in the current and subsequent years; and if she will make a statement on the matter. [6633/24]
View answerThe school referred to by the Deputy has been approved a project under my Department’s Additional School Accommodation (ASA) scheme for provision of a 2 classroom SEN base.
This project has been devolved to the school authority for delivery.
The Department issued an approval to planning letter to the school authorities in November 2023 and the outcome of this planning application is awaited.
My Department will continue to engage with the school authority to provide any assistance needed to progress this important project.
346. Deputy Bernard J. Durkan asked the Minister for Education the extent to which she expects to be in a position to address issues of teacher shortages at all primary and or second-levels schools throughout the country, with particular reference to the need for locums; and if she will make a statement on the matter. [6634/24]
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.
Budget 2024 contained 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 graduating in 2024. Those newly qualified teachers who graduate with a PME will, subject to some conditions, be eligible for an incentive payment of up to €2,000 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:
• 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 2022/23, more than 2,700 3rd and 4th-year undergraduate student teachers registered with the Teaching Council and provided valuable support to schools as substitute teachers. In January this year there were 3,300 registered under Route 5 on the Teaching Council register.
• 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.
• Newly qualified teachers (NQTs) employed in primary schools from 14 November 2023 may 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.
• 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. A new communications campaign has begun recently to encourage retired teachers to return to teaching.
• The 50 day pension abatement waiver, for retirees returning to work, has been extended for a further two years to the end of 2025.
• Restrictions on job-sharing teachers and those on a career break from working as substitutes have been reduced.
• Post-primary teachers can provide up to 35 additional hours of substitute cover per term in the subject they are qualified to teach.
• At primary level, I approved 610 additional places on initial teacher education programmes for this and the next academic year (2023/24 and 2024/25).
• The Teaching Transforms campaign continues to promote the teaching profession and encourage students to follow a career in teaching. The campaign uses digital, radio and video media, and is supported by a dedicated webpage, www.gov.ie/teachingtransforms.
The teacher allocation ratio in primary schools is now at the lowest ever seen at primary level. The average student-per-teacher ratio in primary schools reduced by 10% between 2017 and 2023.
Teaching remains an attractive career choice;
• CAO first preference choices for post-primary teaching increased in 2023 by 14%, in addition to a 9% increase in 2022.
• Starting pay for Primary teachers is over €41,000 and for post-primary teachers over €42,000 since October under the extension to Building Momentum. Further increases will arise under the new public sector pay agreement once it is ratified by union members.
• Over 3,700 newly qualified teachers have registered with the Teaching Council in 2023, with over 120,000 now on the Teaching Council register.
While schools in certain locations are experiencing challenges in both recruiting teachers and obtaining substitute teachers, the vast majority of sanctioned teacher positions are filled. The rate of resignation and retirement is very low by any standard and is consistent with previous years.
My Department continues to engage closely with education stakeholders to develop further, innovative measures to address teacher supply issues.
347. Deputy Bernard J. Durkan asked the Minister for Education the progress to date in the provision of new school building for a school (details supplied) given the current premises was only intended to be temporary; and if she will make a statement on the matter. [6635/24]
View answerThe school project to which the Deputy refers is devolved for delivery to the National Development Finance Agency (NDFA) as part of a bundled school building programme.
This project is progressing through the various stages in line with necessary governance and compliance. The project is currently at Stage 1 of the architectural design process. The procurement process to appoint the design team is ongoing in accordance with procedures set out in EU public procurement directives. The design team, once appointed, will take the project through the various stages of architectural planning and onwards through the statutory planning requirements and construction.
As the project is at an early stage in the delivery process, it is not possible at this time to give a date for its completion. The NDFA have and will continue to engage directly with the school authorities to keep them informed of progress.
348. Deputy Bernard J. Durkan asked the Minister for Education the extent to which special needs provision in terms of school places continues in line with requirements and discussions with the various school authorities with the need to ensure the elimination of waiting lists; and if she will make a statement on the matter. [6636/24]
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 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, 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.
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.
349. Deputy Bernard J. Durkan asked the Minister for Education the extent to which she expects to be in a position to meet the special needs education requirements throughout north Kildare with particular reference to the growing population, the extra needs arising therefrom in terms of accommodation and special classes or special schools; and if she will make a statement on the matter. [6637/24]
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 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, 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.
In addition to the establishment of four new schools for the 2024/25 school year, a significant number of school building projects relating to special schools is currently in progress. This includes the provision of three additional classrooms in one special school in Maynooth.
The department is actively exploring the accommodation options available to facilitate the establishment of the new special school in the South Kildare area. This is being advanced as quickly as possible to facilitate the delivery of accommodation for the new school in the 2024/25 school year. Once this process has been completed, the department will then be in a position to advise the relevant stakeholders.
It is also expected that the new special school to be established in Enfield, Co. Meath will help meet the needs of some students from the North Kildare region and other local areas.
Both schools will cater for young people with autism and complex learning needs up to 18 years of age.
These schools have been sanctioned as early as possible as part of advanced planning to meet the needs of students with special educational needs due to start school next September.
This was after analysis by the NSCE and the department found that the level of need in these particular areas could not be catered for by expanding places in existing special schools. This analysis also considered the distances being travelled by students to access a special school place.
A dedicated working group comprised of department officials, Education and Training Board (ETB) staff and NCSE local staff has been set up to support the establishment of the new special school in the South Kildare area. This group has met on a number of occasions and is working to progress a range of issues relating to the development of an admission policy, staff recruitment and training.
The new schools are also the first in recent years to be established in the regions, following the establishment of 7 special schools in Dublin and Cork over the past four years.
These additions to the country’s existing network of 130 special schools is part of the expanded package in Budget 2024 for special needs education, which includes
• Up to 2,700 new places for children with special educational needs, which includes up to 400 new special classes and 300 additional special school places.
• The recruitment of 744 extra special needs teachers, and 1,216 extra special needs assistants to cater for the increased number of students.
• 100 new teaching posts in existing and new special schools, plus an Administrative Deputy Principal, from September 2024, to benefit almost 9,000 children in these schools.
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, 12 are in County Kildare (7 in primary and 5 in post-primary settings). This brings the total of special class in Kildare to 116 (85 at primary and 31 at post-primary level).
Of these 12 are in Kildare, 7 at primary and 5 at post-primary level. This brings to 116 the number of special classes in County Kildare, 85 at primary level and 31 at post-primary level.
The attached document provides a breakdown of primary and post-primary schools with special classes within the Kildare area for the current school year. Planning for special classes and places in Kildare 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. 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.
350. Deputy Bernard J. Durkan asked the Minister for Education the extent to which primary school places at Johnstownbridge, County Kildare continue to be assessed with a view to ensuring that accommodation is sufficient to meet population increases; and if she will make a statement on the matter. [6638/24]
View answerAs the Deputy may be aware, in order to plan for school place needs, my Department divides the country into 314 school planning areas and utilises a Geographical Information System to anticipate school place demand. Information from a range of sources, including Child Benefit data, school enrolment data and information on residential development activity is used for this purpose. Additionally, Project Ireland 2040 population and housing targets inform my Department's projections of school place requirements.
Johnstownbridge is part of the Longwood School Planning Area. My Department's projections of primary school place requirements in the Longwood SPA indicate that enrolments at primary level peaked in 2022 and will steadily decrease in the coming years. At a national level, primary enrolments are projected to decrease by circa 10,000 every year over the course of a decade.
It is important to note that where enrolment pressures arise, it may not always be as a result of lack of accommodation but may be driven by the following factors:
• Duplication of applications
• School of choice
• Single sex schools
• External draw
Having considered the projected requirements in each school planning area, including the Longwood School Planning Area, my Department then makes an assessment of the existing capacity and identifies any requirement for additional provision.
Where demographic data indicates that additional provision is required, the delivery of such additional provision is dependent on the particular circumstances of each case and may, be provided through:
• Utilising existing unused capacity within a school or schools,
• Extending the capacity of a school or schools,
• Provision of a new school or schools.
My Department's main responsibility is to ensure that schools in an area can, between them, cater for all pupils seeking school places in the area. In relation to school admissions, it is the responsibility of the managerial authorities of all schools to implement an enrolment policy in accordance with the Education Act, 1998.
My Department will continue to keep the school place requirements in Johnstownbridge, as with other areas across the country, under review.
