Written Answers Nos. 172-189
172. Deputy Brendan Griffin asked the Minister for Public Expenditure, National Development Plan Delivery and Reform if the remaining works on an embankment in County Kerry (details supplied) will be completed, to prevent flooding of homes and in advance of scheduled road repairs; and if he will make a statement on the matter. [9849/24]
View answerThe Office of Public Works (OPW) is responsible for the maintenance of Arterial Drainage Schemes completed under the Arterial Drainage Acts, 1945 and 1995, as amended, including the Maine Arterial Drainage Scheme at the location in question.
The OPW has raised and strengthened several kilometres of flood defence embankments protecting this polder, and intends to carry out further investigation works to raise the remaining section and to address the seepage issue.
The scheduling of construction works thereafter is subject to weather windows, environmental windows, environmental consents and OPW resource availability.
173. Deputy Brendan Griffin asked the Minister for Public Expenditure, National Development Plan Delivery and Reform if he will provide an update on a river flooding risk (details supplied); what solutions the local authority has proposed; if his Department will provide funding for the solutions; and if he will make a statement on the matter. [9852/24]
View answerMore time is needed to collate the information to answer the question tabled by the Deputy. My officials will collate the information and reply directly to the Deputy.
174. Deputy Holly Cairns asked the Minister for Enterprise, Trade and Employment to provide a breakdown of all EU funding made available to his Department which has not yet been allocated; and the purpose for which this funding has been made available by the EU. [9803/24]
View answerThe information requested is currently being collated by my Department and will be forwarded directly to the Deputy as soon as it is finalised.
175. Deputy Bernard J. Durkan asked the Minister for Enterprise, Trade and Employment the procedure to be followed to obtain a work permit in the case of a person (details supplied); and if he will make a statement on the matter. [9897/24]
View answerDetails of the application procedures in respect of Employment Permits are set out on the Department's website at Employment Permits - DETE (enterprise.gov.ie). This includes information on the permit types, eligibility requirements, checklists and user guides.
176. Deputy Peter Burke asked the Minister for Education if a query from persons (details supplied) in relation to a childcare provider will be examined; and her plans to assist these children. [9776/24]
View answerRegional Education and Language Teams, or REALTs, were established as part of the Department of Education’s response to the humanitarian crisis arising from the war in Ukraine. REALTs assist Ukrainian families in securing school places.
Families who have recently moved into the accommodation referred to by the Deputy are currently being assisted by the REALT coordinator to locate school places.
If the nearest schools do not have capacity, then transport will be sought to other schools with available capacity within the locality.
177. Deputy Neasa Hourigan asked the Minister for Education if an analysis has been conducted on the demand for primary school places in the Drumcondra, Marino, and Dublin 1 school planning area; her plans to ensure a sufficient number of primary school places in the same area; and if she will make a statement on the matter. [9756/24]
View answerI can assure the Deputy that the provision of school places to meet the needs of children and young people at primary and post primary level, including children and young people with special educational needs is an absolute priority for my Department.
In order to plan for school place needs, my Department divides the country into 314 school planning areas and utilises a Geographical Information System to anticipate school place demand. Information from a range of sources, including Child Benefit data, school enrolment data and information on residential development activity is used for this purpose. Additionally, Project Ireland 2040 population and housing targets inform my Department's projections of school place requirements.
While my Department is aware of enrolment pressures and demand for additional school places in some areas, it is important to note that where enrolment pressures arise, it may not be as a result of lack of accommodation but may be driven by the following factors:
• Duplication of applications
• School of choice
• Single sex schools
• External draw
Having considered the projected requirements in each school planning area, my Department then makes an assessment of the existing capacity and identifies any requirement for additional provision.
Where demographic data indicates that additional provision is required, the delivery of such additional provision is dependent on the particular circumstances of each case and may, be provided through:
• Utilising existing unused capacity within a school or schools,
• Extending the capacity of a school or schools,
• Provision of a new school or schools.
My Department's main responsibility is to ensure that schools in an area can, between them, cater for all pupils seeking school places in the area. In relation to school admissions, it is the responsibility of the managerial authorities of all schools to implement an enrolment policy in accordance with the Education Act, 1998.
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 may 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.
I can assure the Deputy that my Department will continue to keep the school place requirements in the Drumcondra_Marino_Dublin 1 school planning area, as with other areas across the country, under review.
178. Deputy James Lawless asked the Minister for Education for an update and timeline on when a new autism classroom planned for a school (details supplied) will be opened; whether it is on course to open in September; and if she will make a statement on the matter. [9761/24]
View answerEnabling children with special educational needs to receive an education is a priority for this government. It is also a key priority for me as Minister for Special Education & Inclusion, for my department and for the National Council for Special Education (NCSE).
The vast majority of children with special educational needs are supported to attend mainstream classes with their peers. Where children with more complex needs require additional supports, special classes and special school places are provided.
In 2023, my department spent over €2.6 billion on special education and further progress will be made this year as an additional €113 million will be dedicated to providing supports for children with special educational needs.
This includes funding to support children with special educational needs in mainstream classes; funding for new special classes and new special school places; additional special educational teachers, special needs assistants (SNAs) and funding for the National Educational Psychological Service (NEPS).
In 2024, the number of teaching and SNA posts in our schools will increase with an additional 744 teachers and 1,216 SNAs added to deliver up to 2,700 new places for children with special educational needs. This will mean we will have over 41,500 qualified and committed people in our schools who are focused wholly and exclusively on supporting children with special educational needs.
The NCSE has the responsibility for planning and coordinating school supports for children with special educational needs.
Over the last number of years, my department and the NCSE have introduced a number of strategic initiatives to plan for and provide sufficient special class and special school places.
These initiatives are bearing fruit with almost 1,300 new special classes sanctioned and seven new special schools established over the last four years.
My department engage intensely with the NCSE in relation to the forward planning of new special classes and additional special school places. This forward planning work is well underway ahead of the 2024/25 school year. This work involves a detailed review of statistical data in relation to forecasting demand for special class places, an analysis of available school accommodation, consideration of improved data sharing arrangements and a particular focus on the provision of special classes at post-primary level.
As a result of this forward planning, two new special schools 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 Meath, Kildare, Wexford 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 12 are in Kildare, 7 at primary and 5 at post-primary level. This brings to 116 the number of special classes in County Kildare, 85 at primary level and 31 at post-primary level.
Planning for special classes and special school places in County Kildare and nationwide is currently underway ahead of the 2024/25 school year.
In relation to the school referred to by the Deputy, the NCSE has advised my department that they received an expression of interest for the establishment of a special class from the school. It is of course open to any school to do so and every school who express such an interest is to be commended.
The department and the NCSE are currently reviewing the overall demand for such provision in the area alongside the availability of space in local schools. The local special educational needs officer (SENO) remains in contact with the school’s management team and with the parents of children in the area. Parents will be duly notified as new special class placements become available and are sanctioned for the 2024/25 school year within the area.
When assessing the needs in the local area, the NCSE identify schools in the neighbouring vicinity with available special class vacancies and assess their capability with consideration to demographical and statistical data.
Parents seeking special class placements for their children are advised to contact the NCSE locally so that their needs can be taken into account for planning purposes. Local SENOs are available to assist and advise parents of children with special educational needs. Parents may contact SENOs directly using the contact details available on the NCSE's website at: www.ncse.ie/regional-services-contact-list.
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.
179. Deputy Imelda Munster asked the Minister for Education if she will make provision for additional school bus places to cater for all secondary school children travelling from Collon to Ardee, County Louth for the forthcoming school year; and if she will make a statement on the matter. [9763/24]
View answerThe School Transport Scheme is a significant operation managed by Bus Éireann on behalf of the Department of Education. In the current school year over 161,600 children, including over 135,000 pupils travelling on primary and post primary services, 19,800 pupils with special educational needs, and 6,800 pupils who have arrived to Ireland from Ukraine are transported on a daily basis to primary and post-primary schools throughout the country.
The total cost of the scheme in 2023 was €382.02m.
There has been an overall increase in both applications and tickets issued for the 2023/2024 school year in comparison to the 2022/2023 school year
The School Transport Scheme is an important service for families and children. The purpose of the Department's School Transport Scheme is, having regard to available resources, to support the transport to and from school of children who reside remote from their nearest school. Under the current scheme, children are eligible for transport at primary level where they reside not less than 3.2 kilometres from and are attending their nearest national school, and at post primary level where they reside not less than 4.8 kilometres from and are attending their nearest post primary school/education centre as determined by the Department/Bus Éireann, having regard to ethos and language.
A minimum number of 10 eligible children residing in a distinct locality, as determined by Bus Éireann, are required before consideration may be given to the establishment or retention of school transport services, provided this can be done within reasonable cost limits.
All school transport services are reviewed over the summer months. Arising from this review, routes may be altered, extended or withdrawn depending on the number and location of eligible children who will be availing of school transport for the following school year.
Children who are eligible for school transport and who have completed the application process on time are accommodated on school transport services where such services are in operation. In addition, temporary alleviation measures have been continued for the 2024/2025 school year, and mean that transport is provided where there is capacity to do so, for post-primary concessionary pupils who are eligible for transport to their nearest school and are attending their second nearest school and who applied and paid on time.
Children who are not eligible for school transport, but who completed the application process on time, are considered for spare seats that may exist after eligible children have been facilitated; such seats are referred to as concessionary seats.
A review of the School Transport Scheme has been completed. This review was conducted with a view to examining the current scheme, its broader effectiveness, and sustainability and to ensure it services students and their families adequately.
The School Transport Scheme 2030 report has now been published, which marks the largest review of the School Transport Scheme since it was established in 1967. The Government is committed to working to achieve the report’s recommendation of expanding access to the scheme so that an additional 100,000 pupils can be carried by 2030. Throughout the review, the value of the School Transport Scheme to both families and in supporting wider Government policies has been very apparent. In summary, school transport not only plays an important part in supporting children's access to education, but it also aligns to wider Government objectives.
Overall the recommended changes to the future operation of the Scheme concern:
• expansion of the current eligibility criteria,
• addressing current operational challenges
• charges and grants and
• over time, moving towards better integration with public transport to ensure optimum value for money to the Exchequer
A phased implementation of the review’s recommendations will commence in September 2024. This will include a shared effort between my Department and the Department of Transport to pilot and introduce greater integration of the roll out of transport networks with school transport routes, with a view to expanding provision of transport and reducing the reliance over time on individual car trips for school journeys. It is intended subject to resources to commence implementing the revised eligibility criteria in the 2025/2026 school year.
Families who wish to avail of school transport scheme services for the 2024/2025 school are advised to apply online on the Bus Éireann application portal which is opening shortly. Eligibility will be determined by Bus Éireann once applications are submitted.
180. Deputy Michael Ring asked the Minister for Education the update position with an extension for a school in County Mayo (details supplied); and if she will make a statement on the matter. [9772/24]
View answer181. Deputy Michael Ring asked the Minister for Education when a final decision will be made on an extension for a school in County Mayo (details supplied); and if she will make a statement on the matter. [9774/24]
View answer182. Deputy Michael Ring asked the Minister for Education when an application for an extension for a school in County Mayo (details supplied) was first made; when was this application assessed; what stage is this at now; and if she will make a statement on the matter. [9775/24]
View answerI propose to take Questions Nos. 180, 181 and 182 together.
The school referred to by the Deputy has been approved a project under my Department’s Additional School Accommodation (ASA) Scheme to provide 6 general classrooms (prefab replacement), 4 SET rooms, 1 textiles room, 2 classroom SEN base and ancillary, removal of prefabs, and replacement works.
The project has been devolved to the school authority for delivery.
My Department has received the Stage 1 report submitted by the design team and this is currently under review by my Department's Professional and Technical staff.
Once the review is complete, the outcome will be communicated to the school authority in due course on the next steps to progress this important project.
183. Deputy Réada Cronin asked the Minister for Education if her Department will examine the inherently inequitable situation whereby children with intellectual disabilities who are frequently ill, hospitalised and unable to attend school for long periods of time, sometimes a school year, cannot avail of additional school years later (details supplied); and if she will make a statement on the matter. [9777/24]
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).
Special schools funded by my department are classified as primary national schools and are intended, in accordance with the provisions of rule 64(1) of the Rules for National Schools, to cater for children and young persons with special educational needs from the age of 4 years until the end of the school year in which they reach their 18th year.
Special schools may however seek approval from my department for an exemption from rule 64(1) in respect of students over the age of 18 who are pursuing courses leading to accreditation on the National Qualifications Framework (e.g. Junior Certificate/Leaving Cert Applied/QQI Level 3).
A request for an exemption from rule 64(1) can only be made by a school where:
The student is pursuing a course leading to accreditation on the National Qualifications Framework (e.g. Junior Certificate/Leaving Certificate Applied/QQI Level 3)
The student requires one additional year in order to complete their course
Retaining the student in the school for another school year will not prevent a younger pupil being enrolled there and
Plans are in place to transition the student to a post-school setting at the end of the 2024/2025 school year
Special schools are invited each year to make applications to my department for exemptions from rule 64(1) in respect of pupils who meet the above criteria. Where the criteria is met, my department will approve the exemptions.
My department is 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.
184. Deputy Fergus O'Dowd asked the Minister for Education to respond to concerns raised by school (details supplied) in respect of the cut to SET resources in terms of the impact it will have on the overall ability of the school to provide appropriate special education to pupils in need; and if she will make a statement on the matter. [9779/24]
View answerI would like to thank the Deputy for the question.
At the outset, I want to stress that enabling students with additional needs to receive an education appropriate to their needs is an ongoing priority for this Government.
The special education teacher (SET) allocations provide additional teaching support for students with special educational needs enrolled in mainstream classes in primary and post primary schools.
Approximately 98% of all children, including those with special education needs, are educated in mainstream classes.
There has been an increase in the number of full-time SET posts across the country, increasing the overall availability of resources. This is the highest number of SET teachers ever in our schools.
There will be 14,600 SETs supporting mainstream classes in the 2024/25 school year, which is an increase of 1,000 since the end of the 2021 school year.
There has been a limited change to the method used to allocate Special Education Teachers to mainstream classes. The previous SET allocation model was in place since 2017. The Department commenced a review of the model in late 2022 to ensure that it was meeting the changing needs in special education. This review involved consulting with unions, management bodies, and schools to hear their views on the strengths and shortcomings of the allocation model and that feedback was incorporated into the revised model.
The allocations to schools issued on the 6th February 2024 arising from the review. 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. Children with complex needs are supported in the model by now using school-level data from standardised tests in order to reflect relative levels of overall needed. The model also seeks to distribute teaching resources in the fairest possible manner, taking into account as much evidence as possible in respect of individual schools and evidence in respect of the best possible use of resources.
Of schools across the country, 67% of schools have either increased their allocation or retained their previous allocation. Of those schools whose allocation has been decreased, 70% of these schools have reduced their hours by 5 hours or less.
The SET allocation model is designed to distribute additional teaching resources across the entire school system. This is to ensure that additional teaching resources are available to support pupils with the greatest level of learning need. There is a defined level of resources available to distribute across the whole school system.
It is important to understand that Special Education Teacher resources are distributed to schools based on learning needs across the entire system. This round of allocation of Special Education Teacher resources to schools will see some schools gaining hours while others may see a reduction in hours.
The 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.
A phased high level plan has been compiled to further enhance the model over the coming years.
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.
185. Deputy Robert Troy asked the Minister for Education if she will urgently reconsider proposals contained within circular 0002/24 issued by her Department, specifically proposals to remove the category of "complex educational needs" in allocating SET hours; if the Minister consulted with Down Syndrome Ireland in relation to this proposed change; and if she agrees that it could have a detrimental effect on the possible educational attainments of some pupils. [9786/24]
View answerI would like to thank the Deputy for the question.
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.
In 2023, my department spent over €2.6 billion on special education and further progress will be made this year as an additional €113m will be dedicated to providing supports for children with special educational needs.
As the SET allocation model has been in place since 2017 based on a 2014 NCSE report, my Department believed a review of the model was prudent. The department commenced a review in late 2022 to ensure that the model was meeting the changing needs in special education.
The review of the SET allocation model further identified that a programme of continuous development was required to ensure that the model was delivering effectively, both in supporting the changing needs in the education system, and for individual schools. All schools received their full allocations, including the SET allocations, for the next school year, on 6th February 2024.
A high level roadmap has been discussed and agreed with our education partners during a series of consultations to enhance the inputs and improve the sensitivity of the model.
The journey of enhancement begins with the 2024/25 allocation by ensuring that the model has a strong foundation.
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 entering junior infants with special education needs who were assessed or triaged for a waiting list for assessment.
The review highlighted concerns in relation to the veracity and the consistency of the data provided on a national basis by the CDNT. This resulted in the potential for significant variations from one area of the country to another. In addition, it is not possible to verify whether all data reported relates solely to educational need as distinct from care needs, which are resourced through the Special Needs Assistant allocation process, or medical needs.
To ensure that schools are not negatively impacted by these issues, all existing hours assigned for complex needs are being maintained for each school and future data from the CDNT will not be used as a value in the model. This is being done by reapportioning this value at individual school level across the remaining pillars with an emphasis on the Literacy and Numeracy category which demonstrates where additional teaching supports are required. This exercise strengthens the model to give a sustainable allocation to schools, which recognises where there are significant learning needs.
I would like to assure you that there have been no cuts to mainstream Special Education Teaching posts in the education system. There are now more Special Education Teaching posts than ever before in schools.
For 2024/25 there will be 14,600 SETs – double the figure from 2014 and an increase of 1,000 from the 2020/21 school year.
Furthermore the SET model is an allocation model to provide schools with additional teaching supports to support the learning needs of students. I want to assure you that the guidance to schools on the proper deployment and usage remains unchanged and that schools must deploy their SET resources in line with the Continuum of Support. The guiding principle of the continuum is that SET resources usage and deployment continues to be that the student greatest level of need should receive the greatest level of support.
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 the review process has been streamlined for Special Education Teachers and schools who feel that they have received an inappropriate allocation can make this application to the NCSE.
My department is committed to ongoing engagement with all of our education partners in relation to future developments and enhancements to the SET model.
The Department of Education values hugely the close collaboration with stakeholders, including advocacy groups in supporting children with SEN. An Advocacy Forum, which includes Down Syndrome Ireland and was established in March 2022, has been a useful mechanism to progress shared objectives. To date the Forum has focused on issues that were prioritised by the advocate groups – including summer programmes, special class provision and behaviours of concern.
The Department has agreed that further engagement is required with advocacy groups, including on SET early next week and other issues which affect their members, which is planned in 2024.
186. Deputy Catherine Murphy asked the Minister for Education if she will reconsider a case brought to her in respect of a school place (details supplied). [9794/24]
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).
Special schools funded by my department are classified as primary national schools and are intended, in accordance with the provisions of rule 64(1) of the Rules for National Schools, to cater for children and young persons with special educational needs from the age of 4 years until the end of the school year in which they reach their 18th year.
Special schools may however seek approval from my department for an exemption from rule 64(1) in respect of students over the age of 18 who are pursuing courses leading to accreditation on the National Qualifications Framework (e.g. Junior Certificate/Leaving Cert Applied/QQI Level 3).
A request for an exemption from rule 64(1) can only be made by a school where:
The student is pursuing a course leading to accreditation on the National Qualifications Framework (e.g. Junior Certificate/Leaving Certificate Applied/QQI Level 3)
The student requires one additional year in order to complete their course
Retaining the student in the school for another school year will not prevent a younger pupil being enrolled there and
Plans are in place to transition the student to a post-school setting at the end of the 2024/2025 school year
Special schools are invited each year to make applications to my department for exemptions from rule 64(1) in respect of pupils who meet the above criteria. Where the criteria is met, my department will approve the exemptions.
My department is 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.
187. Deputy Holly Cairns asked the Minister for Education to provide a breakdown of all EU funding made available to her Department which has not yet been allocated; and the purpose for which this funding has been made available by the EU. [9802/24]
View answerI wish to advise the Deputy that all EU funding made available to my Department has been fully allocated.
The EU funding for this Department has been allocated for such actions as the European Accredited School, the PEACE IV Programme and the EU Eurydice Policy network activities.
188. Deputy Rose Conway-Walsh asked the Minister for Education if she will introduce exemptional measures in terms of eligibility for CID for all educators affected by the recently announced changes to special education funding, given many people are being negatively impacted in their careers such as in this case of a person (details supplied) where they are one contract away from CID in their current school but the school is no longer able to offer them a fixed term due to the cuts; and if she will make a statement on the matter. [9820/24]
View answerThe information requested by the Deputy is being reviewed at the moment and will be conveyed to the Deputy as soon as it is available.
189. Deputy Sorca Clarke asked the Minister for Education if she will pause the new planned changes to the special education teacher allocation until such time as comprehensive engagement has been had with parents of autistic children and parents of children with complex needs. [9827/24]
View answerI would like to thank the Deputy for the question.
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.
In 2023, my department spent over €2.6 billion on special education and further progress will be made this year as an additional €113m will be dedicated to providing supports for children with special educational needs.
As the SET allocation model has been in place since 2017 based on a 2014 NCSE report, my Department believed a review of the model was prudent. The department commenced a review in late 2022 to ensure that the model was meeting the changing needs in special education.
The review of the SET allocation model further identified that a programme of continuous development was required to ensure that the model was delivering effectively, both in supporting the changing needs in the education system, and for individual schools. All schools received their full allocations, including the SET allocations, for the next school year, on 6th February 2024.
A high level roadmap has been discussed and agreed with our education partners during a series of consultations to enhance the inputs and improve the sensitivity of the model.
The journey of enhancement begins with the 2024/25 allocation by ensuring that the model has a strong foundation.
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 entering junior infants with special education needs who were assessed or triaged for a waiting list for assessment.
The review highlighted concerns in relation to the veracity and the consistency of the data provided on a national basis by the CDNT. This resulted in the potential for significant variations from one area of the country to another. In addition, it is not possible to verify whether all data reported relates solely to educational need as distinct from care needs, which are resourced through the Special Needs Assistant allocation process, or medical needs.
To ensure that schools are not negatively impacted by these issues, all existing hours assigned for complex needs are being maintained for each school and future data from the CDNT will not be used as a value in the model. This is being done by reapportioning this value at individual school level across the remaining pillars with an emphasis on the Literacy and Numeracy category which demonstrates where additional teaching supports are required. This exercise strengthens the model to give a sustainable allocation to schools, which recognises where there are significant learning needs.
I would like to assure you that there have been no cuts to mainstream Special Education Teaching posts in the education system. There are now more Special Education Teaching posts than ever before in schools.
For 2024/25 there will be 14,600 SETs – double the figure from 2014 and an increase of 1,000 from the 2020/21 school year.
Furthermore the SET model is an allocation model to provide schools with additional teaching supports to support the learning needs of students. I want to assure you that the guidance to schools on the proper deployment and usage remains unchanged and that schools must deploy their SET resources in line with the Continuum of Support. The guiding principle of the continuum is that SET resources usage and deployment continues to be that the student greatest level of need should receive the greatest level of support.
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 the review process has been streamlined for Special Education Teachers and schools who feel that they have received an inappropriate allocation can make this application to the NCSE.
My department is committed to ongoing engagement with all of our education partners in relation to future developments and enhancements to the SET model.
The Department of Education values hugely the close collaboration with stakeholders, including advocacy groups in supporting children with SEN. An Advocacy Forum, established in March 2022, has been a useful mechanism to progress shared objectives. To date the Forum has focused on issues that were prioritised by the advocate groups – including summer programmes, special class provision and behaviours of concern.
The Department has agreed that further engagement is required with advocacy groups, including on SET early next week and other issues which affect their members, which is planned in 2024.
