Written Answers Nos. 73-92
73. Deputy John McGuinness asked the Minister for Education if she will provide accommodation at a school (details supplied) for use as a special class for autistic students with complex and severe educational needs; and if she will make a statement on the matter. [8186/24]
View answerThe National Council for Special Education (NCSE) is the statutory body responsible for planning and coordinating school supports for children with special educational needs.
Over the last number of years, the Department of Education 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.
The 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.
My department's focus is on the most critical needs for the next school year and how each individual school’s accommodation can be best utilised. It is very important that capacity in existing schools and across a town or area is maximised to the greatest extent possible . This includes ensuring that all school accommodation is being utilised as efficiently as possible, and that priority is given to the use of accommodation for classroom purposes, either to meet mainstream or special educational needs.
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 School Accommodation (ASA) scheme is to ensure that essential mainstream classroom and Special Education Needs (SEN) accommodation is available to cater for pupils enrolled each year, where the need cannot be met by the school’s existing accommodation.
At primary level, this situation generally arises to cater for a school’s accommodation requirements where an additional teaching post has been sanctioned by Teacher Allocation Section, or a new SEN class has been sanctioned by the NCSE, and all available alternative accommodation within the school is already being used for classroom purposes.
74. Deputy Emer Higgins asked the Minister for Education if the Department site at St. Finian’s National School, Newcastle, County Dublin, is big enough to accommodate a post primary school or school campus that offers post primary education. [8226/24]
View answerThe site in the Minister's ownership, adjacent to St. Finian’s National School, Newcastle, Co. Dublin extends to 2.1 Hectares (5.2 acres).
My Department has published guidelines to assist in the identification and the assessment for suitability of new sites for schools where the procurement of a new site is required. The relevant guidelines are TGD-025 for Primary School site identification and TGD-027 for Post-Primary site identification. All technical guidelines are available at: www.gov.ie/en/publication/7e515-technical-guidance-documents/
The recommended site area, outlined in these guidelines, for a 750 pupil post primary school is 3.81 Hectares and 4.57 Hectares for an 1,000 pupil post primary school.
These guidelines are not intended to be prescriptive and cover a number of technical criteria to be taken into account when appraising the suitability and development potential of a site for a new school relative to other available options.
The site is zoned ‘New Residential’ and there is also an Objective on the site to develop a new community park. There are no plans to develop a post primary school on this site.
75. Deputy Duncan Smith asked the Minister for Education to provide an update on the timeline of the delivery of a new special school (details supplied); and if she will make a statement on the matter. [8258/24]
View answerThe major building project for the school referred to by the Deputy has recently completed Stage 2(b) Detailed Design. 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 Michael's House Special School, Skerries.
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. My Department will contact the school authorities to advise of project progression as soon as possible.
76. Deputy Niamh Smyth asked the Minister for Education why a person (details supplied) cannot get assistive technology; and if she will make a statement on the matter. [8259/24]
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/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, the SENO was not in a position to recommend an assistive technology grant for the school concerned on behalf of the student as the report did not clearly illustrate how, when and in what way the equipment will be used to access education throughout the school day. However, additional information has now been provided and officials from my Department are in contact with the NCSE and the school directly with a view to providing a positive outcome to this case.
77. Deputy Sean Sherlock asked the Minister for Education further to Parliamentary Question No. 392 of 13 February 2024, if the school has been told that the information is with the Department’s technical team and the Department would follow up and revert to the school, and if she will investigate the matter. [8269/24]
View answerThe school referred to by the Deputy was approved a project under my Department’s Additional School Accommodation (ASA) Scheme for the provision of a 2 class SEN base and 4 mainstream classrooms.
My Department received a revised Stage 1/2A report and this report was reviewed, with additional information requested by Department Officials in order to complete this review. The additional information requested was subsequently received in Q3, 2023. Upon completion of review of this information, the school authority will be advised on the next steps to progress their project.
Whilst this project has been devolved to the school authority for delivery, the Department is engaged directly with the school to provide whatever practical assistance and advice is necessary to implement this important project for the wider school community.
78. Deputy Michael Ring asked the Minister for Education to acknowledge that a rural school in County Mayo (details supplied) is being unfairly impacted by the methodology change in allocating special needs teaching hours in view of the needs of the children in this school; ask that the Minister will intervene to ensure that the children with additional needs in this school are not left without their fair share of special needs teaching hours allocation and that their hours are not reduced; and if she will make a statement on the matter. [8282/24]
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).
Approximately 98% of all children, including those with special education needs, are educated in mainstream classes with their peers.
The allocation model for 2024/25 distributes the total available number of SET posts in line with each school’s profile of need. The model makes an allocation on the basis of a number of inputs, including enrolment numbers. It also uses school-level data from standardised tests in order to reflect relative levels of overall need. It seeks to distribute teaching resources in the fairest possible manner, taking into account quality, robust evidence in respect of individual schools. This ensures that resources are in the right place at the right time to meet the needs of children in mainstream.
For the 2024/25 school year nationwide, 67 % of schools have either increased their allocation of hours or retained their previous allocation of hours. Of those schools whose allocation of hours will reduce, 70% will have a reduction of 5 hours or less.
I would be the first to acknowledge that every school is different, and that schools can experience unique circumstances that may be difficult to reflect in any standardised method. This is always a challenge when we seek to make allocations in respect of 4,000 schools. It is for this reason that we have also streamlined the review process for Special Education Teachers and schools who feel that they have received an inappropriate allocation can make this application to the NCSE.
The Department is cognisant that it is possible that unique circumstances may present in a school which could require an urgent review. In such circumstances, the school may apply for this process through the NCSE. Reviews will be conducted by the NCSE, between March and May each year, to better enable schools to plan for the following September.
Appendix 1 of Circular 002/2024 & 003/2024 clarifies what constitutes unique circumstances and provides further information on the SET Review process.
Application forms for schools to apply for a SET Review will be available on the NCSE website from the week commencing the 19th February 2024.The NCSE will begin accepting applications for SET Reviews on the 1st March 2024 with a closing date for applications of SET Reviews on the 22nd March. Schools must submit their completed application forms through the online portal on the NCSE website.
79. Deputy Catherine Connolly asked the Minister for Education the availability, location and number of places in ASD units in primary schools in Galway city and county for the 2024-25 academic year; and if she will make a statement on the matter. [8283/24]
View answer80. Deputy Catherine Connolly asked the Minister for Education the availability, location and number of places in ASD units in primary schools in Galway city and county for the current academic year; and if she will make a statement on the matter. [8284/24]
View answerI propose to take Questions Nos. 79 and 80 together.
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 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, Kildare, Gorey and Limerick. This will bring to 11 the number of new special schools established in recent years.
Along with the two new special schools opening this school year, 390 new special classes – 254 at primary and 136 at post-primary level – have been sanctioned by the NCSE for opening this current school year.
Of these 15 are in Galway, 10 at primary and 5 at post-primary level. This brings to 149 the number of special classes in County Galway, 90 at primary level and 59 at post-primary level. The vast majority of these class are autism classes and have a teacher/pupil ratio of 1:6.
The table below provides a list of the autism classes within primary schools in County Galway for the 2023/24 school year.
Planning for special classes and places in Galway and nationwide is currently underway ahead of the 2024/25 school year.
As demand for new special classes at post-primary level is expected to increase significantly over the next few years, due to increasing demographics and increasing prevalence rates, my department and the NCSE have engaged with post-primary stakeholders in relation to the provision of special classes.
My department has communicated to all post-primary schools of the need to begin planning to provide additional special classes. It is envisaged that all post-primary schools will be required to provide special classes over the next 2 to 4 years, with an approximate average of 4 special classes in each school.
Parents seeking special class placements for their children are advised to contact the NCSE locally so that their needs can be taken into account for planning purposes. Local special educational needs organisers (SENOs) are available to assist and advise parents of children with special educational needs. Parents may contact SENOs directly using the contact details available on the NCSE's website at: www.ncse.ie/regional-services-contact-list
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.
Autism Classes, Galway 2023/34
|
School roll no. |
School Name |
No of Autism Classes |
|
10863P |
SN na Coille Glaise |
1 |
|
14294W |
Brierfield NS |
1 |
|
18572V |
Glenamaddy National School |
2 |
|
18746F |
S.N. Muine Mhea |
1 |
|
19818J |
Creggs Central N S |
1 |
|
20211B |
Claregalway Educate Together NS |
2 |
|
20547L |
Scoil Mhuire Primary |
6 |
|
12946G |
S N Coilm Cille |
1 |
|
16943U |
Niochlas N S |
4 |
|
17574U |
S N Naomh Ciarain |
1 |
|
17782E |
S N Bride Naofa |
1 |
|
17784I |
S N Padraic Naofa |
2 |
|
17845C |
Briarhill NS |
2 |
|
18514H |
S N Choilm Chille |
1 |
|
19973V |
Scoil Mhuire |
1 |
|
20000L |
Galway Educate Together NS |
3 |
|
20350P |
Merlin Woods Primary School |
2 |
|
04506F |
Scoil Na Ngasur |
1 |
|
05754G |
S N Creachmhaoil |
1 |
|
07551C |
Ballinderreen Mxd N S |
1 |
|
13365O |
Scoil Mhuire |
2 |
|
15523Q |
S N Naomh Iosef |
2 |
|
15958F |
St. Josephs N.S. |
1 |
|
17170T |
Lawrencetown National School |
1 |
|
17198S |
S N Muire gan Smal |
1 |
|
17444H |
S N Seosamh Naofa |
2 |
|
17475S |
S N Aine Naofa |
1 |
|
17934B |
Scoil Bhride |
2 |
|
18112K |
Scoil Naomh Eanna |
1 |
|
19506N |
Cappataggle Central School |
1 |
|
19996K |
St Brendan's N.S. |
1 |
|
20042E |
Scoil an Chroí Naofa |
1 |
|
04515G |
Scoil An Linbh Iosa |
1 |
|
09069L |
S N An Bhain Mhoir |
2 |
|
12782C |
Bunscoil Naomh Chuana |
2 |
|
13914V |
Scoil Naomh Iosef |
3 |
|
14590D |
Ainbhthin Naofa |
2 |
|
17221K |
Sn Colmcille |
1 |
|
17759J |
SN Brighde |
1 |
|
18021H |
Sn An Croi Ro Naofa |
1 |
|
18581W |
Scoil Mhuire |
1 |
|
19241D |
Dominican Convent |
1 |
|
20199O |
Oughterard N S |
2 |
|
20554I |
Radharc Na Mara |
3 |
81. Deputy Catherine Connolly asked the Minister for Education the availability, location and number of places in ASD units in secondary schools in Galway city and county for the 2024-25 academic year; and if she will make a statement on the matter. [8285/24]
View answer82. Deputy Catherine Connolly asked the Minister for Education the availability, location and number of places in ASD units in secondary schools in Galway city and county for the current academic year; and if she will make a statement on the matter. [8286/24]
View answerI propose to take Questions Nos. 81 and 82 together.
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 work involves a detailed review of statistical data in relation to forecasting demand for special class places, an analysis of available school accommodation, consideration of improved data sharing arrangements and a particular focus on the provision of special classes at post-primary level.
As a result of this forward planning, two new special schools are being established for this current school year in Cork and Dublin, with further capacity being expanded in 11 other special schools.
In December 2023, I was also very happy to announce with my colleague Minister Foley, the establishment of a further four new special schools for the 2024/25 school year in Enfield, South Kildare, Gorey and Limerick. This will bring to 11 the number of new special schools established in recent years.
Along with the two new special schools opening this school year, 390 new special classes – 254 at primary and 136 at post-primary level – have been sanctioned by the NCSE for opening this current school year.
Of these 15 are in Galway, 10 at primary and 5 at post-primary level. This brings to 149 the number of special classes in County Galway, 90 at primary level and 59 at post-primary level. The vast majority of these class are autism classes and have a teacher/pupil ratio of 1:6.
The table below provides a list of the post-primary special classes in Galway for the 2023/24 school year. Planning for special classes and places in Galway and nationwide is currently underway ahead of the 2024/25 school year.
As demand for new special classes at post-primary level is expected to increase significantly over the next few years, due to increasing demographics and increasing prevalence rates, my department and the NCSE have engaged with post-primary stakeholders in relation to the provision of special classes.
My department has communicated to all post-primary schools of the need to begin planning to provide additional special classes. It is envisaged that all post-primary schools will be required to provide special classes over the next 2 to 4 years, with an approximate average of 4 special classes in each school.
Parents seeking special class placements for their children are advised to contact the NCSE locally so that their needs can be taken into account for planning purposes. Local special educational needs organisers (SENOs) are available to assist and advise parents of children with special educational needs. Parents may contact SENOs directly using the contact details available on the NCSE's website at: www.ncse.ie/regional-services-contact-list
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.
Autism Classes Post-primary Galway 2023/24
|
School Roll No. |
School Name |
No. of Autism Classes |
|
62870G |
Presentation College Athenry |
1 |
|
62900M |
Colaiste Mhuire |
1 |
|
62930V |
Mean Scoil Naomh Cuan |
1 |
|
68074M |
St Jarlath's College |
2 |
|
68466G |
High Cross College |
1 |
|
71270G |
Clarin College |
3 |
|
71390Q |
Tuam Voc School |
2 |
|
76233C |
Colaiste Bhaile Chlair |
1 |
|
91414Q |
Dunmore Community School |
2 |
|
91514U |
Glenamaddy Community School |
1 |
|
62981P |
Colaiste Einde |
2 |
|
68347V |
Galway ETSS |
2 |
|
71250A |
Coláiste Cholmcille |
1 |
|
76096S |
Colaiste Mhuirlinne |
2 |
|
81012N |
Scoil Chuimsitheach Chiarain |
2 |
|
91412M |
Clifden Community School |
1 |
|
62880J |
Colaiste Sheosaimh |
2 |
|
62890M |
Ardscoil Mhuire |
1 |
|
63050T |
Seamount College |
1 |
|
63070C |
St Raphaels College |
1 |
|
63100I |
Calasanctius College |
1 |
|
63171I |
Mercy College |
2 |
|
91413O |
Portumna Comm School |
1 |
|
91498C |
Gort Community School |
3 |
|
62960H |
St Josephs college |
2 |
|
62970K |
Colaiste Iognaid |
1 |
|
63040Q |
Presentation Convent |
2 |
|
63101K |
St Pauls |
2 |
|
68405J |
Colaiste Muire Máthair |
3 |
|
71400Q |
Galway Community College |
2 |
83. Deputy Catherine Connolly asked the Minister for Education the reason for the removal of complex needs from the criteria for the allocation of special education teaching hours; the details of any consultation undertaken by her Department with teacher and parent representative groups with regard to the decision to remove complex needs from the criteria; and if she will make a statement on the matter. [8287/24]
View answerI want to thank the Deputy for raising this issue and for giving me the opportunity to clarify some of the concerns that have been raised regarding the Special Education Teacher Allocations for mainstream schools which issued on the 6th February.
At the outset, I would like to clarify Complex needs have not been removed – the data which was used since 2017 from the CDNT and which is no longer routinely available is being replaced by high quality, verifiable education data.
To ensure that schools are not negatively impacted all existing hours assigned for complex needs are being maintained for each school.
The allocation model for 2024/25 distributes the total available number of SET posts in line with each school’s profile of need. It seeks to distribute teaching resources in the fairest possible manner, taking into account quality, robust evidence in respect of individual schools. This ensures that resources are in the right place at the right time to meet the needs of children in mainstream.
There will more Special Education Teachers in our schools in September 2024 than ever before – an increase of 1,000 from 2020/21 school year. This is in addition to a significant reduction in class teachers sizes at primary level over three budgets to where our PTR at primary level is now 23:1. This means, more than ever, children with SEN in our mainstream schools are best supported to meet their needs. In addition the model will now be run annually in line with general teacher allocations. This allows schools to better plan their staffing structures and gives them time to arrange clusters in areas where schools share an SET teacher.
There has been a limited change to the method used to allocate SET to mainstream classes. This review involved extensive consultation and visits to schools by the NCSE to look at the strengths and shortcomings of the allocation model. The feedback has been incorporated into the revised model for 2024/25.
It is important to note, that the review involved extensive consultation with our education partners and visits to schools by the NCSE to look at the strengths and shortcomings of the allocation model. The feedback has been incorporated into the revised model for 2024/25.
The change to the SET model does not mean a change in policy as it only relates to replacing data, which the review identified was not accurately representing the children with the greatest level of need, with data that is provided to the Department directly from schools. This means that all children in schools, regardless of whether they have been seen by CDNTs are supported in schools.
The policy that individual schools are required to adhere to is the principle that the allocation is utilised to ensure that those pupils with the greatest level of need receive the greatest level of support and this remains unchanged.
The complex needs input, which was introduced in the 2017 model, was predicated on the provision of data from the HSE Children Disability Network Teams on children with special education needs who were assessed or triaged for a waiting list for assessment.
The review highlighted significant concerns in relation to the availability and consistency of the data provided on a national basis by CDNT. This meant that schools for whom no data was returned, even where there was significant need, might lose out. It also meant, where the CDNT’s own data is showing more 16,500 children awaiting a first appointment with a CDNT that these children, who may be of school going age, would also not be supported through the SET allocation.
Therefore the profiles are directly correlated to, and focused on, pupils with the greatest level of need in the areas of literacy and numeracy.
84. Deputy Catherine Connolly asked the Minister for Education the details of her engagement with a group (details supplied) with regard to its proposal for a new mechanism to allow schools to inform the Department and NCSE of the level of special educational needs in their schools on a yearly basis to allow for more accurate SET and SNA allocations by the NCSE; and if she will make a statement on the matter. [8288/24]
View answerI want to thank the Deputy for question raised.
My Department commenced a review of the model in late 2022 to ensure that it was meeting the changing needs in special education.
This review involved extensive consultation with our education partners and visits to schools by the NCSE to look at the strengths and shortcomings of the allocation model. The feedback has been incorporated into the revised model for 2024/25.
As outlined by my department in the circular accompanying the issue of Special Education Teaching allocations for the 2024/25 school year, the focus for 2024/25 allocations was to create a stabilised and solid foundation as the starting point for a roadmap of continuous development and enhancements of the model over the coming years.
My department, along with stakeholders, are cognisant that the model needs to continue to evolve so that the SET allocations process takes into account new or improved data sources and other changes within the school system.
My department is very much aware that additional data is available in individual schools which may not be available consistently across all schools and a key focus of the roadmap is to develop an accurate and verifiable system to capture such data.
A phased high level plan has been compiled to further enhance the model over the coming years.
My department intends to undertake further detailed consultations with our education partners in the development of future enhancements to the model. The initial focus will be on areas such as:
• Examination of additional potential data sets already available in schools or other areas within the early years settings that could support greater sensitivity in the model.
• Development of a revised process for resourcing new schools and those in early stages of development
• Development of a mechanism for transfer of resources from primary to post primary based on changing demographics
• Examination of geographically isolated schools
• Delivery of a package of training and supports on the use of the continuum and education passports
In the context of an inclusive education, and in recognition of the significant growth in special classes and special schools, further work is required to consider SET and special school/class resources to align with the needs of all children.
It further phases, it is intended that my department, in consultation with education partners, will examine an ongoing continuous improvement process that can give schools more input into identifying the need in their school in the most efficient way possible.
85. Deputy Catherine Connolly asked the Minister for Education the number of schools, nationwide and in Galway city and county, that will lose special education teaching resources under the new education model for special needs resources; and if she will make a statement on the matter. [8289/24]
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).
Approximately 98% of all children, including those with special education needs, are educated in mainstream classes with their peers.
The allocation model for 2024/25 distributes the total available number of SET posts in line with each school’s profile of need. The model makes an allocation on the basis of a number of inputs, including enrolment numbers. It also uses school-level data from standardised tests in order to reflect relative levels of overall need. It seeks to distribute teaching resources in the fairest possible manner, taking into account quality, robust evidence in respect of individual schools. This ensures that resources are in the right place at the right time to meet the needs of children in mainstream.
For the 2024/25 school year nationwide, 67 % of schools have either increased their allocation of hours or retained their previous allocation of hours. Of those schools whose allocation of hours will reduce, 70% will have a reduction of 5 hours or less.
On a national basis 33% of schools will see a reduction in their SET hours of which 70% will be 5 hours or less.
In county Galway 38% will see a reduction in their SET hours of which 72% will be 5 hours or less. The reduction in hours allocated is driven by a significant reduction in enrolments in primary schools, with 10 schools having reduced enrolments of 30 or more pupils.
When we also take account of the significant additional resources being allocated for Ukrainian and/or International Protection children, there will be a net increase of 15 hours across primary and post primary for this County in September 2024
The Department acknowledges that every school is different, and that schools can experience unique circumstances that may be difficult to reflect in any standardised method. This is always a challenge when making allocations in respect of 4,000 schools. It is for this reason that the Department, working with the NCSE has streamlined the review process for special education teachers and schools who have any concerns can engage with the NCSE on their allocation.
86. Deputy Cathal Crowe asked the Minister for Education if she will reconsider the decision not to grant assistive technology to a child (details supplied); and if she will make a statement on the matter. [8290/24]
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/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, the SENO was not in a position to recommend an assistive technology grant for the school concerned on behalf of the student as the information provided does not confirm a diagnosed disability or medical condition in line with my Department's policy circulars. Officials from my Department are contacting the NCSE directly to examine this case further.
If 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
87. Deputy Bernard J. Durkan asked the Minister for Education if a school place could be urgently offered (details supplied); and if she will make a statement on the matter. [8298/24]
View answerIn relation to school admissions, it is the responsibility of the managerial authorities of all schools to implement an admissions policy in accordance with the Education Act, 1998 and the Education (Admission to Schools) Act 2018. Under the provisions of the Act, school admission policies are approved by the Patron, following consultation with staff and parents of children who are attending the school. The school’s admissions policy is published on the school’s website. My Department's main responsibility is to ensure that schools in an area can, between them, cater for all pupils seeking school places in that area.
Parents have the right to choose which school to apply to and where the school has places available the pupil should be admitted. However, in schools where there are more applicants than places available, a selection process will be necessary. This selection process and the enrolment policy on which it is based must be non-discriminatory and must be applied fairly in respect of all applicants. However, this may result in some pupils not obtaining a place in the school of their first choice.
All schools must clearly set out their selection criteria in their admission policies. Schools have discretion in relation to their admission criteria and how they are applied. The criteria to be applied by schools and the order of priority are a matter for the schools themselves. My Department does not seek to intervene in the selection criterion that is applied by schools.
Section 29 of the Education Act, 1998 provides for an appeal where a board of management, or a person acting on behalf of the board of management (normally the school principal) refuses to admit a student to a school. Where the decision to refuse admission is due to the school being oversubscribed, a review of the decision by the board of management must be sought in the first instance. Following a review it is open to the parent to appeal to the independent appeals committee.
Tusla Education Support Service (TESS) is the agency which can assist parents who are experiencing difficulty in securing a school place for their child. TESS can be contacted at 01-7718500 (tessinfo@tusla.ie) for assistance. More information is available on their website on the following link: www.tusla.ie/tess/tess-ews/
88. Deputy Mark Ward asked the Minister for Education what plans are in place to ensure school caretakers will be afforded the opportunity to avail of a similar deal as school secretaries; when an update will be provided on this work; and if she will make a statement on the matter. [8327/24]
View answerCaretakers are valued and vital members of the school system. The majority of primary and post-primary schools receive assistance to provide for caretaker services under grant schemes. Where a school employs a caretaker under these grant schemes to support those functions, those staff members are employees of the individual schools and as such the responsibility for the terms and conditions of employment as well as rates of pay currently rests with the school.
The February 2022 agreement for revised salary and annual leave entitlements for grant funded school secretaries is now fully operational, and the lessons learned from that process will form a key element in negotiating and implementing a similar package for grant funded school caretakers.
At present work is ongoing in my Department to develop a comprehensive survey which will enable my officials to confirm their understanding of the current working patterns as well as the terms and conditions of work for school caretakers. In parallel with this, officials from the Department and Fórsa are currently in communication on this important issue and anticipate that a meeting will be scheduled in the near future to progress the matter.
89. Deputy Cian O'Callaghan asked the Minister for Education if she will examine a case (details supplied); and if she will make a statement on the matter. [8328/24]
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. As your question refers to an individual placement, I will arrange to have it referred to the NCSE for their attention and direct reply.
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, 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.
My department and the NCSE are committed to ensuring that sufficient special education placements will be available for children for this school year and future years, including children transitioning from an early intervention class who require a special class at primary.
90. Deputy Mark Ward asked the Minister for Education for an update on the review of the second tender report for a school (details supplied); when the school can expect to be contacted on this issue; and if she will make a statement on the matter. [8342/24]
View answerThe project referred to by the Deputy, is included in my Department’s Construction Programme which will be delivered under the National Development Plan (NDP) as part of Project Ireland 2040 framework.
My Department’s planning and building unit is currently assessing its work programme and priorities for 2024 in the context of overall requirements. The school campus project remains a priority for delivery, in line with the accommodation issues present at the schools.
The tender process was undertaken and a contractor identified.
The project is at Architectural Planning Stage 3 - Tender Action and award. The next steps for the project will be the completion of the tender process and progression to Stage 4 – Construction.
My Department want to reassure the Deputy and the school community that the school building project will be progressed and delivered.
My Department will update the school authorities when there is a further update on the progression of the major project.
91. Deputy Patricia Ryan asked the Minister for Education if she will look into enrolment challenges currently being experienced by a school (details supplied) where, even though it has the physical space for the children applying to enrol, departmental regulations mean it cannot employ the necessary extra teacher required until 2025, which means it is having to turn away children who have already completed the 2 ECCE preschool years, with some children going to almost six years of age starting primary school. [8394/24]
View answerThe key factor for determining the level of staffing resources provided at individual school level is the staffing schedule for the relevant school year and pupil enrolments on the previous 30 September.
The staffing arrangements include a provision whereby schools experiencing rapid increases in enrolment can apply for additional permanent mainstream posts, using projected enrolment.
The staffing process also contains an appeals mechanism for schools to submit a staffing appeal under certain criteria to an independent Primary Staffing Appeals Board. The appeals process includes a criteria for schools which are not gaining an additional teaching post under the projected enrolments process but make a significant contribution to the provision of school places and are under pressure on their class sizes at infants level. Information and application forms are available in Circular 0011/2024 on the Department website.
92. Deputy Patricia Ryan asked the Minister for Education if she will clarify if there are any plans for the possible construction of a secondary school in the area around Prosperous-Clane-Derrinturn and south Kildare; and, if so, if her Department has identified any possible site and what stage the process is now at. [8397/24]
View answerAs the Deputy may be aware, in order to plan for school provision and analyse the relevant demographic data, 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 from the Department of Social Protection, and my Department's own school enrolment databases, is analysed to identify where the pressure for school places across the country will arise. Additionally, Project Ireland 2040 population and housing targets inform my Department's projections of school place requirements.
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 schools, or
• Provision of a new school or schools.
My Department has invested significantly in schools in County Kildare over recent years. Under the National Development Plan, a total of almost €250m has been invested in schools in County Kildare over the last five years. This investment has focused on provision of additional capacity to cater for its increasing population and there are further significant projects in our pipeline including for the North Kildare area.
In line with the Department's demographic projections of post primary school place requirements, there has been a continued growth in enrolments throughout many School Planning Areas in North Kildare. In response, the Department is progressing a number of building projects in North Kildare under the National Development Plan. This includes projects at primary and post primary schools, and includes provision for mainstream accommodation as well as for children with special educational needs. These projects include recently completed new school buildings for Maynooth Community College, Maynooth Post Primary School, Naas Community College and Maynooth ETNS. Additionally, a number of further new school buildings and extensions are at construction or planned, including for St. Farnan’s Post Primary School, Prosperous; Scoil Dara and Scoil Uí Riada, Kilcock; Maynooth BNS; Celbridge Community School; Scoil Naomh Padraig, Celbridge; St. Raphael’s Special School, Celbridge; Leixlip ETNS; Gaelscoil Ruairí, Maynooth; Mercy Convent Primary School, Naas; Hewetson NS, Clane and St Patrick’s BNS, Clane.
My Department is aware of increasing enrolment pressures in some areas, including Prosperous_Clane. As part of planning for September 2024, data on applications for admission has been received by the department from post-primary schools across these areas of enrolment pressure, and updated data on offers and acceptances continues to be received as admissions processes transact.
The sharing of this data has been very effective in the identification of school place requirements across the areas. In the majority of areas across Kildare, through the work of schools, patrons, management bodies and the Department, there are sufficient school places available to meet the needs of children in the area. The Department is working with schools and patrons to make additional places available in a small number of areas where a need has been identified.
While some applicants may not yet have received an offer of a school place for 2024/25, families can be assured that all children who require a school place will be provided with one. The Department is continuing to work with schools and patrons to ensure that there are sufficient school places available, and to put any required solutions in place.
There will be greater clarity for families over the coming weeks as admissions processes continue to work through and required additional places come on stream.
