Tuesday, 13 Feb 2024

Schools Building Projects

Questions (91)

Marian Harkin

Question:

91. Deputy Marian Harkin asked the Minister for Education on the provision of a new school building for a school in County Leitrim (details supplied); and if she will make a statement on the matter. [2699/24]

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Written answers

Minister for Education

As the Deputy will be aware, in order to plan for school provision and analyse the relevant demographic data, the Department divides the country into 314 school planning areas and uses a Geographical Information System, using data from a range of sources, including Child Benefit and school enrolment data, to identify where the pressure for school places across the country will arise and where additional school accommodation is needed at primary and post-primary level. Current and planned residential development activity, as well as Project Ireland 2040 population and housing targets, additionally inform the Department’s forecasts of school place needs.

Where data indicates that additional provision is required at primary or post primary level, the delivery of such additional provision is dependent on the particular circumstances of each case and may be provided through either one, or a combination of, the following:

• Utilising existing unused capacity within a school or schools

• Extending the capacity of a school or school

• Provision of a new school or schools.

Since 2020, my Department has invested in the region of €4.3 billion in our schools throughout the country, including the completion of over 750 school building projects with construction currently underway at approximately 300 other projects, which includes 34 new school buildings.

School building projects at construction involve an overall State investment of over €1.2 billion. We also have a large modular accommodation programme delivering urgently needed school places.

This is a record level of investment in our schools and highlights the Government’s very strong track record of delivery in providing additional capacity and modern facilities for our school communities.

The Department’s overall approach is to ensure that available capacity is maximised to the greatest extent possible as part of its consideration of applications for additional accommodation. Additionally, the Department is working to ensure that projects in the pipeline for planning and delivery are focused on maximising their alignment with overall capacity requirements.

The main focus of the Department’s capital funding over the last decade and for the coming period is on provision of critical additional capacity to cater for increasing demographics and children with special education needs. The Department is required to manage the overall school building programme so that we target and prioritise areas that are under greatest pressure for additional school places. This reflects our fundamental objective of ensuring the availability of a school place for every child.

The overall position with regard to potential modernisation and replacement of existing infrastructure will be kept under review as capital funding allocations for future years are clarified. The Department of Public Expenditure, NDP Delivery and Reform will be engaging with Departments on NDP allocations over the coming months.

The Department is considering the optimum way forward for the school to which the Deputy refers following a technical report on the condition of the school buildings. Given complexities with the existing school properties there is a particular challenge in identifying a solution to the school’s current accommodation needs that will support the continued effective operation of the school while presenting a sustainable solution to meet the primary school place needs in Carrick on Shannon in the longer term.

Officials in my Department have met with the school patron and school authority to discuss how this might be addressed, following on from this, the relevant application forms to support the school's immediate accommodation needs have been sent to the school.

School Enrolments

Questions (92)

Bernard Durkan

Question:

92. Deputy Bernard J. Durkan asked the Minister for Education the extent to which she remains confident that she and her Department will be in a position to meet the full requirement of school places at primary and second level throughout Kildare and the rest of the country on time for September 2024 enrolment; and if she will make a statement on the matter. [6349/24]

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Written answers

Minister for Education

As the Deputy may be aware, for school planning purposes, my Department divides the country into 314 school planning areas and uses a Geographical Information System (or GIS) 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. In addition, Project Ireland 2040 population and housing targets inform the Department’s projections of school place requirements.

Having considered the projected requirements in each school planning area, including Kildare, my Department then makes an assessment of the existing capacity and identifies any requirement for additional provision. Additional provision is made as necessary, where the existing capacity is insufficient for future needs.

My Department is aware of pressures for school places in a number of areas including Kildare and a number of school planning areas throughout the country. A critical next step for the Department is to establish the actual number of additional first year places required for 2024 in order for an appropriate solution to be put in place. In that context, schools in a number of areas of enrolment pressure, including Kildare, have been requested to share data on applications for admissions. This data has been received by my officials and is currently being analysed with a view to establishing the actual requirement for places. Preliminary assessments indicate that duplications of applications, and applications from outside the local area, are contributing to enrolment pressures in the town.

My Department is working to clarify the actual requirement for additional school places and to identify particular further capacity requirements for 2024 and forthcoming years. My Department will engage with schools and patrons to put any required solutions in place - beyond those that are already in train - to ensure sufficient school places to meet the needs of students in the Kildare and throughout the country.

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 Kildare and across the county for the 2024/25 school year and into the future.

School Accommodation

Questions (93)

Jennifer Murnane O'Connor

Question:

93. Deputy Jennifer Murnane O'Connor asked the Minister for Education the status of the application by a school (details supplied) to provide additional special classrooms; and if she will make a statement on the matter. [6167/24]

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Written answers

Minister for Education

I can confirm to the Deputy, that my Department is in receipt of an application for capital funding, under the Additional School Accommodation (ASA) scheme.

The purpose of the Additional Schools Accommodation (ASA) scheme is to ensure that essential mainstream and special education classroom accommodation is available to cater for pupils enrolled each year and where the need cannot be met by the school’s existing accommodation.

The Deputy will be aware that my Department has broadened its delivery streams and is utilising Modern Methods of Construction, including Modular Accommodation, as well as traditional construction delivery methods. Modular accommodation has particular advantages in terms of overall timelines and also climate impact in that they generally use decarbonised heating sources.

In overall terms, it is important to have a range of delivery mechanisms for delivering school accommodation to support the current very strong and ambitious roll out of school building projects. This is particular relevant given the overall challenging construction sector market. A number of factors are considered by my Department in determining the most appropriate construction method to meet a school’s accommodation requirements, including the timing and duration of that accommodation need, and other school-specific factors.

In support of the expedited delivery of critical school accommodation my Department has put in place a Modular Accommodation Framework. In addition, my Department has put new project manager support in place to assist schools with the delivery of this critical modular accommodation. All of these supports help ensure that the administrative burden for schools on procuring and delivering modular accommodation solutions is significantly eased.

The Modular Accommodation Framework solution:

• has significant benefits in terms of delivery timelines;

• minimises the impact of the project on the operation of the school;

• provides quality and sustainable accommodation that meets building regulation requirements and is Near Zero Energy Building (NZEB) compliant; and

• facilitates climate proofing of the accommodation, given that the modular accommodation has the added benefit of utilising decarbonised heating sources which should also help with the school’s energy profile and costs.

My officials are continuing to assess the requirement for additional permanent accommodation for the above named school and in consideration to the educational requirements of the area more broadly. Engagement between the school authorities and my department are continuing in this regard.

School Funding

Questions (94)

Claire Kerrane

Question:

94. Deputy Claire Kerrane asked the Minister for Education the funding that is in place to assist schools, particularly in rural areas where they are trying to improve traffic safety on school grounds; and if she will make a statement on the matter. [6402/24]

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Written answers

Minister for Education

Individual school authorities are responsible, in the first instance, for ensuring the safety and welfare of children and others in their care, including traffic management measures.

My Department will examine existing traffic management and safety at a school grounds where we are looking a wider building project or as part of a planning application for an extension at a school. It is also open to a school authority to look for funding to improve traffic safety on school grounds through applying under a future summer works scheme.

As you may be aware, the purpose of the Summer Works Scheme (SWS) is to enable individual school authorities to undertake small-scale building works on a devolved basis and, ideally, can be carried out during the summer months or at other times that avoid disrupting the operation of the school. The SWS operates on a multi-annual basis for categories of works such as roof works, window replacement, mechanical and electrical works, external works etc. and was last opened for applications in 2019.

As part of it’s planning for 2024 and beyond, Department officials are considering and planning for the next phases of the summer works programme and the opportunities this may create to support the sustainability agenda. In this regard, it is envisaged at this stage that, a Multi-Annual SWS with a focus on climate action and energy conservation will be the focus for the next summer works scheme to be opened for applications. The arrangements and timing of that SWS is still under consideration and schools will be updated in due course.

It is also open to a school authority to use their capitation grant or their minor work grant to improve traffic safety on their school grounds. The capitation grant is paid to primary and voluntary secondary schools. It is based on the number of recognised pupils enrolled in the schools. Capitation grants are paid at the applicable rate at the time the grant is issued.

The issue of road safety measures outside the vested site areas of schools, such as road signage, traffic calming measures etc., is a matter that should be raised in the first instance with the relevant Local Authority. Local Authorities have the power to decide on road safety measures outside schools and should ensure that measures are in place to protect the safety of local school children.

National Educational Psychological Service

Questions (95)

Gary Gannon

Question:

95. Deputy Gary Gannon asked the Minister for Education to outline the work conducted by the National Education Psychological Service (NEPS) in schools in Dublin 1 since November 2023; the number of therapy sessions provided by NEPS by each school; and if she will make a statement on the matter. [6345/24]

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Written answers

Minister for Education

The National Educational Psychological Service (NEPS) of my Department provides a school-based psychological service to all recognised primary and post-primary schools nationally through the application of psychological theory and practice to support the wellbeing, and the academic, social and emotional development of all learners.

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

• 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.

In the event that a student has a need for more targeted counselling or a specialised intervention, a referral is made to an outside agency. The NEPS psychologist can identify the most appropriate referral pathway and supports school with the onward referral to Child and Adolescent Mental Health Team (CAMHS), HSE Primary Care/Community Psychology teams, or an identified local community based specialist mental health service.

Dublin 1 is part of the NEPS Dublin region. All primary and post primary schools in the Dublin region have access to the NEPS service outlined above.

In addition to the NEPS service, as part of the North East Inner City (NEIC) City-Connects project, 10 primary schools have access to an enhanced NEPS service as part of the NEIC Multi-Disciplinary Team (NEIC MDT), which is an interagency team with NEPS and the HSE working directly in these schools. These schools have additional time with their NEPS psychologist.

Schools Building Projects

Questions (96)

Pádraig Mac Lochlainn

Question:

96. Deputy Pádraig Mac Lochlainn asked the Minister for Education if she is aware of the delay in the construction of the new school building at a school (details supplied); if any plans are in place to address this delay; and if she will make a statement on the matter. [6399/24]

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Written answers

Minister for Education

The major building project for the school referred to by the Deputy has recently completed Stage 2(b) Detailed Design.

As the OGP have implemented Revised Public Works Contract documents as of July 27th 2023, the Design Team have been requested to further review their tender documents, as the Stage 2(b) Submission for this project predates this revision. The Design Team are to confirm to my Department in writing once they have made the necessary revisions to their tender documents.

In parallel, a revision to the Fire Safety Certificate is also been carried out. Only upon confirmation that both of the above actions are complete, will the project be 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 St Eunan’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.

School Accommodation

Questions (97)

Pearse Doherty

Question:

97. Deputy Pearse Doherty asked the Minister for Education if she is aware of the urgency in finding a resolution to the issue of children and parents crossing the road to attend a school (details supplied) in Donegal, given that another near fatal incident occurred recently; if she plans to deal with the situation; and if she will make a statement on the matter. [6039/24]

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Written answers

Minister for Education

I wish to advise the Deputy that my Department has no current record of receiving an application for additional accommodation from the school in question

The purpose of the Additional Schools Accommodation (ASA) scheme is to ensure that essential mainstream and special education classroom accommodation is available to cater for pupils enrolled each year and where the need cannot be met by the school’s existing accommodation.

Individual school authorities are responsible, in the first instance, for ensuring the safety and welfare of children and others in their care, including traffic management measures. The issue of road safety measures in the road network outside the area of vested school sites such as road signage, traffic calming measures, car parking and pedestrian facilities are the responsibility in the first instance of the relevant local authority. Local Authorities have the power to decide on road safety measures outside schools to ensure that measures are in place to protect the safety of local school children. My Department has no function in this matter

I can confirm however that the school in question applied under the department's Emergency Works Scheme (EWS) for a safe set-down and entrance area to the school and the application was refused as it was deemed not meeting the criteria under the scheme. The main purpose of the emergency works scheme is to provide funding for unforeseen emergencies that impact on school buildings, in some circumstances the scheme also provides funding to facilitate inclusion and access for special needs pupils. An emergency is deemed to be a situation which poses an immediate risk to health, life, property or the environment which is sudden, unforeseen and requires immediate action and in the case of a school if not corrected would prevent the school or part thereof from opening. The school was therefore advised to apply for these works under future Summer Works Scheme (SWS) projects.

The Summer Works Scheme (SWS), is to devolve funding to individual school authorities to undertake small-scale building works which, ideally, can be carried out during the summer months or at other times that avoid disrupting the operation of the school. The SWS operates on a multi-annual basis. As part of its planning for 2024 and beyond, Department officials are considering and planning for the next phases of the summer works programme and the opportunities this may create to further support the sustainability agenda. Schools will be notified of the details of the next phases of the SWS in due course.

The Minor Works Grant is also available to primary schools and may be used to improve the physical infrastructure and appearance of schools without needing to deal directly with the Department.

Since 2020, my Department has invested in the region of €4.3 billion in our schools throughout the country, including the completion of over 750 school building projects with construction currently underway at approximately 300 other projects, which includes 34 new school buildings.

School building projects at construction involve an overall State investment of over €1.2 billion. We also have a large modular accommodation programme delivering urgently needed school places.

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.

School Facilities

Questions (98)

Richard Bruton

Question:

98. Deputy Richard Bruton asked the Minister for Education if her Department has carried out an assessment of the potential of remote delivery in education; and if new initiatives are planned in this arena. [50444/23]

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Written answers

Minister for Education

At the outset I would note that while remote teaching and learning was a necessity during the pandemic, the teaching model in Ireland is for in-person teaching and learning delivered in school settings, notwithstanding that, to facilitate effective approaches to supporting learning in a remote environment, schools are advised to develop and adopt a model for learning that will support continuity of education regardless of school closure or inability of a class group or pupil/student to attend school.

In November 2020, circular (No. 0074/2020) issued to all schools advising them of the requirement to put in place appropriate contingency measures, to include a Communication and Learning Platform, to ensure that there would be continuity of teaching and learning in the event of a full or partial school closure. While those circumstances are no longer envisaged, such platforms remain relevant to assist in the meaningful, mediated usage of digital technology in teaching and learning, and to facilitate school administration and communication.

Extensive support and advice for teachers and schools on the use of digital technologies in teaching and learning, including remote learning, is made available through my Department’s support service, Oide (formally the Professional Development Service for Teachers (PDST)) and its Technology in Education team at Online Learning - Oide Technology in Education.

This resource includes information on popular communication and learning platforms, digital tools and resources, video conferencing, webinars to support and inspire teachers to identify good practice and a dedicated online course for teachers for remote learning. The Department’s Education website www.scoilnet.ie also contains a wealth of curriculum tagged resources that can be used by teachers, students and parents to support the continuity of learning in the remote environment.

In addition the Gaeltacht e-Hub Project was established to provide Gaeltacht post-primary students with the opportunity to access a greater range of Senior Cycle subjects via blended learning, through the medium of Irish. In the 2023-24 school year, 30 students in ten post-primary schools located in the Gaeltacht (including three island schools) are studying Leaving Certificate Physics and/or Chemistry through the e-Hub. Nine students completed the Leaving Certificate Physics course though the e-Hub in 2023.

The NCCA recently published research in this area which is available at ncca.ie/en/senior-cycle/senior-cycle-redevelopment/the-potential-of-online-learning-environments/ and may be of interest.

It is important to note that digital technology is a tool to be employed by teachers to deliver the curriculum and that it is not replacing the teacher in the teaching process. Regular engagement with pupils and students, appropriate and engaging learning opportunities, assessment and constructive feedback is and will continue to be an important elements for the delivery of education.

The first tranche of the successor Digital Strategy ICT grant funding issued to schools in December 2021, with further funding committed to under the NDP to issue over the coming years to support the implementation of the Digital Strategy for Schools to 2027. In addition, the Department as part of Ireland’s National Recovery and Resilience Plan (NRRP) under Next Generation EU funding facility, issued a once-off grant of €50 million in December 2021 to recognised primary and post-primary schools in the free education scheme in order to support those learners at risk of educational disadvantage through the digital divide.

Such funding issues directly to schools, as they are best placed to identify the requirements of their own student cohort and to meet those requirements in the most appropriate way. This can include the purchase of ICT devices such as tablets, hybrid devices, or laptops, software and learning platforms.

Special Educational Needs

Questions (99)

David Stanton

Question:

99. Deputy David Stanton asked the Minister for Education to provide an update on the establishment of a special school (details supplied); and if she will make a statement on the matter. [6380/24]

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Written answers

Minister of State at the Department of Education

Enabling children with special educational needs to receive an education is a priority for this government. It is also a key priority for me as Minister for Special Education & Inclusion, for my department and for the National Council for Special Education (NCSE).

The vast majority of children with special educational needs are supported to attend mainstream classes with their peers. Where children with more complex needs require additional supports, special classes and special school places are provided.

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 have been 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.

The Special School referred to by the Deputy is under the patronage of Cork Education and Training Board (ETB). It has been established in interim accommodation with Scoil Chlíodhna Community National School pending the provision of permanent accommodation. Reconfiguration works have been completed in the building to facilitate the commencement of the special school.

The school opened one class on 15th January and a 2nd class on 22nd January. The school is progressing the recruitment of the remaining teaching and SNA staff. Recruitment for teachers has been continuously ongoing in recent months. Interviews are scheduled for the coming days for the current competition. The school has initially enrolled 18 pupils for this school year. This is the third special school under the patronage of Cork ETB.

Parents seeking special class or special school placements for their children are advised to contact the NCSE locally so that their needs can be taken into account for planning purposes. The local special educational needs organisers (SENOs) remain available to assist and advise parents of children with special educational needs. Parents may contact SENOs directly using the contact details available at: www.ncse.ie/regional-services-contact-list.

My department 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.

Special Educational Needs

Questions (100)

Alan Farrell

Question:

100. Deputy Alan Farrell asked the Minister for Education to provide an update on the recruitment of teachers and SNAs, as outlined in Budget 2024; and if she will make a statement on the matter. [6372/24]

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Written answers

Minister of State at the Department of Education

Enabling children with special educational needs to receive an education is a priority for this government. It is also a key priority for me as Minister for Special Education & Inclusion, for my department and for the National Council for Special Education (NCSE).

The vast majority of children with special educational needs are supported to attend mainstream classes with their peers. Where children with more complex needs require additional supports, special classes and special school places are provided.

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).

As the Deputy is aware 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.

The breakdown of posts announced in the budget is as follows:

An additional 1,216 SNA posts will be created:

• 260 SNAs in mainstream schools to provide for exceptional needs reviews and appeals;

• 806 SNAs to support new special classes;

• 150 SNAs to support special schools

An additional 744 teaching posts will be created to support the inclusion of children with special educational needs in our education system in mainstream, special class, and special school settings:

• 205 special education teachers;

• 477 special class teachers;

• 62 teachers in special schools.

The allocation of teacher and SNA posts announced in Budget 2024 is to meet the care needs of pupils in 2024 and will enable the establishment of new special classes, creation of new places in special schools and support children in mainstream classes for the 2024/25 school year.

These increases will mean there will be 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 including the allocation of SNAs, SETs and reviews. The department does not have a role in making individual school determinations and schools should liaise with the NCSE directly in the event that additional supports are required.

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.

State Examinations

Questions (101)

Willie O'Dea

Question:

101. Deputy Willie O'Dea asked the Minister for Education the number of students that sat the Leaving Certificate physical education exam in 2023; and if she will make a statement on the matter. [6168/24]

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Written answers

Minister for Education

Leaving Certificate Physical Education (LCPE) was launched on a phased basis in September 2018. This was the first time Physical Education was recognised as an examinable subject. The first cohort of students were due to sit the first set of examinations in LCPE in May 2020; however, as a result of the disruption caused by Covid-19, students did not undertake exams as set out in the specification until the 2022 Leaving Certificate examinations.

Please see below number of students who sat the LC PE 2023 exam across Higher (A) and Ordinary (G) Levels.

Subject	Level	Number of students
Physical Education	A	6508
Physical Education	G	647

School Facilities

Questions (102)

Gary Gannon

Question:

102. Deputy Gary Gannon asked the Minister for Education is she and her Department will commit to an enhanced safety audit of schools in vulnerable and high traffic areas; and if she will make a statement on the matter. [6346/24]

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Written answers

Minister for Education

I wish to advise the Deputy that the issue of road safety measures outside the vested site areas of schools on public roads, such as road crossings, road signage, traffic calming measures etc., is a matter , for the relevant Local Authority.

Local Authorities have the power to decide on road safety measures outside schools to ensure that measures are in place to protect the safety of local school children. My Department has no function in this matter.

In general, individual school authorities are responsible, in the first instance, for ensuring the safety and welfare of children and others in their care.

My Department will examine existing traffic management and safety at a school grounds where we are looking a wider building project or as part of a planning application for an extension at a school. It is also open for a school authority to look for funding to improve traffic safety on school grounds through applying under a future summer works scheme.

State Examinations

Questions (103)

Aodhán Ó Ríordáin

Question:

103. Deputy Aodhán Ó Ríordáin asked the Minister for Education if she will ensure that leaving certificate results will be available in time to allow first year third level students start college at the same time as others and if she can provide a date now. [6263/24]

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Written answers

Minister for Education

While the State Examinations Commission (SEC) is responsible for the operation, delivery and development of the State examinations, I am very much aware of the importance for students, parents and education stakeholders of ensuring that the results for Leaving Certificate 2024 are delivered in as timely a manner as possible. The SEC continues to work closely with my Department, along with other stakeholders, to ensure that this is the case.

2022 was the first time since 2019 that written State examinations were undertaken by all students. The date for issue of results in that year, which was 2 September, was influenced by a number of factors. These included a challenge in recruiting sufficient examiners, the provision of a set of deferred examinations at Leaving Certificate for candidates who experienced illness or bereavement, and the implementation of a post-marking adjustment to give effect to the commitment that results in 2022 would be no lower in the aggregate than in the previous year. By its nature such an adjustment can only be made once the full marking process has been completed.

All of these factors were considered in the planning for the 2023 examinations. It was very welcome that the date for the issue of the results in 2023 was 25 August, a full week earlier than the 2022 results date. This was a significant and very welcome step towards pre-pandemic norms in relation to the timing for issue of results. The SEC advises that candidates' results are transferred to the Central Applications Office (CAO) at the earliest opportunity to facilitate progress to higher education. In 2023 CAO first round offers issued on 30 August.

Every effort will be made to ensure that the results of the 2024 examinations are available in time to meet the needs of candidates and end users, notwithstanding the challenges such as examiner recruitment, deferred examinations and student-centred requirements that must be managed. Critical to the SEC’s planning is the absolute need to allow sufficient time for the full range of checks and quality assurance procedures which are inherent to the resulting process. It is of vital importance for students, and indeed for other stakeholders, that the procedures are given sufficient time to execute to the highest standards

The State Examinations Commission has not yet confirmed a date for issue of the 2024 Leaving Certificate results. Students, their families, school authorities and other stakeholders will be notified of this date at the earliest opportunity when all relevant factors have been considered.

Special Educational Needs

Questions (104, 129)

Ruairí Ó Murchú

Question:

104. Deputy Ruairí Ó Murchú asked the Minister for Education the availability, location and number of places in ASD units in secondary schools in County Louth for the 2024-2025 academic year; and if she will make a statement on the matter. [6339/24]

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Ruairí Ó Murchú

Question:

129. Deputy Ruairí Ó Murchú asked the Minister for Education the availability, location and number of places in ASD units in primary schools in County Louth for the 2024-2025 academic year; and if she will make a statement on the matter. [6338/24]

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Written answers

Minister of State at the Department of Education

I propose to take Questions Nos. 104 and 129 together.