Tuesday, 5 Mar 2024

Written Answers Nos. 283-302

Special Educational Needs

Questions (283)

Róisín Shortall

Question:

283. Deputy Róisín Shortall asked the Minister for Education if her attention has been drawn to the case of a child (details supplied) attending an early intervention preschool in Dublin 11; what supports can be offered to the child's family as they continue to search for a suitable school place for their child; what steps her Department is taking to ensure that children with additional needs can secure suitable school places upon leaving preschool; and if she will make a statement on the matter. [10091/24]

Written answers

Minister for Education

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

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

In 2023, my department spent over €2.6 billion on special education and further progress will be made this year as an additional €113 million will be dedicated to providing supports for children with special educational needs.

This includes funding to support children with special educational needs in mainstream classes; funding for new special classes and new special school places; additional special educational teachers, special needs assistants (SNAs) and funding for the National Educational Psychological Service (NEPS).

In 2024, the number of teaching and SNA posts in our schools will increase with an additional 744 teachers and 1,216 SNAs added to deliver up to 2,700 new places for children with special educational needs. This will mean we will have over 41,500 qualified and committed people in our schools who are focused wholly and exclusively on supporting children with special educational needs.

The NCSE has the responsibility for planning and coordinating school supports for children with special educational needs.

Over the last number of years, my department and the NCSE have introduced a number of strategic initiatives to plan for and provide sufficient special class and special school places.

These initiatives are bearing fruit with almost 1,300 new special classes sanctioned and seven new special schools established over the last four years.

My department engage intensely with the NCSE in relation to the forward planning of new special classes and additional special school places. This forward planning work is well underway ahead of the 2024/25 school year. This work involves a detailed review of statistical data in relation to forecasting demand for special class places, an analysis of available school accommodation, consideration of improved data sharing arrangements and a particular focus on the provision of special classes at post-primary level.

As a result of this forward planning, two new special schools have been established for this current school year in Cork and Dublin, with further capacity being expanded in 11 other special schools.

In December 2023, I was also very happy to announce with my colleague Minister Foley, the establishment of a further four new special schools for the 2024/25 school year in 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 71 are in Dublin, 48 at primary and 23 at post-primary level. This brings to 534 the number of special classes in County Dublin, 408 at primary level and 126 at post-primary level. The vast majority of these classes are autism classes and have a teacher/student ratio of 1:6.

Planning for special classes and special school places in County Dublin and nationwide is currently underway ahead of the 2024/25 school year.

As your query refers to an individual placement, I will arrange to have it referred to the NCSE for their attention and direct reply.

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

Information on the list of schools with special classes, the types and locations of these classes is published on the NCSE website and is available at: www.ncse.ie/special-classes

My department will continue to support the NCSE and schools through the provision of the necessary funding and capital investment to ensure all children are successful in accessing an education.

Special Educational Needs

Questions (284)

Peter Burke

Question:

284. Deputy Peter Burke asked the Minister for Education if an application for an ASD class in a Westmeath school (details supplied) could be urgently considered; and if she will make a statement on the matter. [10097/24]

Written answers

Minister for Education

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

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

In 2023, my department spent over €2.6 billion on special education and further progress will be made this year as an additional €113 million will be dedicated to providing supports for children with special educational needs.

This includes funding to support children with special educational needs in mainstream classes; funding for new special classes and new special school places; additional special educational teachers, special needs assistants (SNAs) and funding for the National Educational Psychological Service (NEPS).

In 2024, the number of teaching and SNA posts in our schools will increase with an additional 744 teachers and 1,216 SNAs added to deliver up to 2,700 new places for children with special educational needs. This will mean we will have over 41,500 qualified and committed people in our schools who are focused wholly and exclusively on supporting children with special educational needs.

The NCSE has the responsibility for planning and coordinating school supports for children with special educational needs.

Over the last number of years, my department and the NCSE have introduced a number of strategic initiatives to plan for and provide sufficient special class and special school places.

These initiatives are bearing fruit with almost 1,300 new special classes sanctioned and seven new special schools established over the last four years.

My department engage intensely with the NCSE in relation to the forward planning of new special classes and additional special school places. This forward planning work is well underway ahead of the 2024/25 school year. This work involves a detailed review of statistical data in relation to forecasting demand for special class places, an analysis of available school accommodation, consideration of improved data sharing arrangements and a particular focus on the provision of special classes at post-primary level.

As a result of this forward planning, two new special schools have been established for this current school year in Cork and Dublin, with further capacity being expanded in 11 other special schools.

In December 2023, I was also very happy to announce with my colleague Minister Foley, the establishment of a further four new special schools for the 2024/25 school year in 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 6 are in Westmeath, 4 at primary and 2 at post-primary level. This brings to 59 the number of special classes in County Westmeath, 39 at primary level and 20 at post-primary level. The vast majority of these classes are autism classes and have a teacher/student ratio of 1:6.

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 an autism 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.

However, it may not be possible for the NCSE to sanction a new special class in every school that expresses an interest.

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 principal of the school 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.

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.

Planning for special classes and special school places in Co. Westmeath and nationwide is currently underway ahead of the 2024/25 school year.

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

Information on the list of schools with special classes, the types and locations of these classes is published on the NCSE website and is available at: www.ncse.ie/special-classes

My department will continue to support the NCSE and schools through the provision of the necessary funding and capital investment to ensure all children are successful in accessing an education.

Special Educational Needs

Questions (285)

John Lahart

Question:

285. Deputy John Lahart asked the Minister for Education to facilitate the contact from an official within her planning department and a school (details supplied) specifically concerning an additional special classroom as recommended to it by the NCSE to fulfil a need in the area; and if she will make a statement on the matter. [10103/24]

Written answers

Minister for Education

I can confirm to the Deputy, that my Department is not in receipt of a current application from the school in question, for the Additional School Accommodation (ASA) scheme.

The purpose of my Department’s Additional School Accommodation (or ASA) scheme is to ensure that essential mainstream classroom accommodation and accommodation for pupils with special education needs is available to cater for pupils enrolled each year, where the need cannot be met by the school’s existing accommodation or at other schools in the area or at other schools in the area.

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 the requirement for a new class for pupils with special education needs has been identified by the National Council for Special Education (NCSE), and all available alternative accommodation within the school is already being used for classroom purposes. The capacity at other schools in the area is also considered as part of the assessment of any accommodation needs. The capacity at other schools in the area is also considered as part of the assessment of any accommodation needs.

The NCSE has the responsibility for planning and coordinating school supports for children with special educational needs.

The Department engages 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.

In general, demographics have been falling at primary level and are due to continue to decrease. Therefore the Department considers it prudent to maximise the use of existing spare accommodation capacity at primary level in the first instance, before considering any applications for further accommodation needs. This is in line with public spending requirements. In relation to the provision of primary special classes, the shared preference of both the Department and the NCSE is to use and reconfigure existing school accommodation to provide special classes. Given the number of primary special classes available already and the falling demographics, it is also likely that most of the new additional special classes may be required in larger population centres in a local school planning area.

At local level, the NCSE is currently reviewing the overall demand for such provision in the area alongside the availability of space in local schools. The NCSE and the Department continue to engage on a regular basis in relation to the provision of additional special education placements. This involves regular weekly meetings and ongoing meetings with NCSE regional teams.

My officials have been in touch with the school outlining the requirements should they need to submit an application for the ASA scheme, if there is a confirmed requirement for an additional special class at the school.

School Funding

Questions (286)

John Lahart

Question:

286. Deputy John Lahart asked the Minister for Education the status of funding for a school (details supplied) to enable it to resource its sensory room. [10104/24]

Written answers

Minister for Education

The School to which the Deputy refers has not submitted an application in respect of a sensory room grant to date.

A school can apply for Sensory room grant if there is an existing ASD class in the school, or the school is in a process of setting up an ASD class.

The school can contact the Furniture and Equipment Section within My Department by emailing [e-mail] for information regarding the application process for sensory room grants.

Schools Building Projects

Questions (287)

John Lahart

Question:

287. Deputy John Lahart asked the Minister for Education for a progress report on a school (details supplied). [10105/24]

Written answers

Minister for Education

The campus school building project for the school referred to by the Deputy will deliver a new 1,000 pupil post-primary school and accommodation, including 4 classrooms, for children with special educational needs and a new 16 classroom primary school and accommodation, including 2 classrooms, for children with special educational needs. 

This project is being delivered under the Department’s Design and Build Programme and is currently at tender stage.

 

The Invitation to Tender for the project issued in April 2023, as part of a bundle of projects for 10 schools issued to the Department's Framework of Design and Build Contractors. Given the scale of works involving new purpose-built accommodation for 10 schools, some of which are on campus sites, the tender process involves a very large volume of documentation and drawings and can take in the region of 12 months for large scale projects. Tender returns have been received and the analysis and review is at an advanced stage. 

My Department is very conscious of the importance in getting these projects, including this campus project, delivered as quickly as possible.  Once a contractor has been appointed, it is anticipated that construction will commence shortly thereafter.

My Department are in contact with the school referred to by the Deputy in relation to interim accommodation needs pending delivery of the school's permanent accommodation.

Special Educational Needs

Questions (288)

Louise O'Reilly

Question:

288. Deputy Louise O'Reilly asked the Minister for Education the reason her Department has issued Circular 0002/24 which proposes to eliminate the category of "complex educational needs" from consideration when allocating special education teacher hours; if this will be reversed; if not, the steps being taken to ensure adequate SET hours for those students who will be affected by this change; and if she will make a statement on the matter. [10117/24]

Written answers

Minister for Education

I 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 examined the following: 

• The individual inputs (components) of the model

• The validity and reliability of the data used for each component

• Feedback from our education partners and individual schools

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.

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 key to building a solid foundation is ensuring that the data, for each pillar within the model, is already available to the department and provided by schools. Where data used in the model is received from external sources, it is critical that the information is being received on a consistent basis.

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.

At primary, the Educational Teaching needs profile is calculated based on educational outcome (STen) data which are collected and held within schools and submitted to the Department of Education. At post primary, the data used is Junior Cycle results. Hence, the profiles are directly correlated to, and focused on, pupils with the greatest level of teaching need in the areas of literacy and numeracy.

In addition, to ensure children with the greatest level of need are addressed by the model all pupils who are marked as exempt (approx. 1% of the population) are included as STen 1 to ensure that the school receives an allocation to support them. STen 1 & 2 scores (including exempted) would align in general to pupils in our education system who are in need of the greatest level of teaching support.

The review of the SET model focused on ensuring that we had the best possible data available to inform the distribution of resources to our schools.

Our policy relating to supporting all of our children in our schools based on their level of need remains.

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.

Therefore the revised profiles are directly correlated to, and focused on, pupils with the greatest level of need in the areas of literacy and numeracy.

In addition, over the last number of years we have seen significant growth in special classes from 548 in 2011 to 2,921 in 2024, with 390 opened in the past year alone. We have also opened new special schools with 130 special schools nationwide with an enrolment of over 8,700 students. A significant number of pupils who were previously supported in mainstream are now supported in these settings.

These elements of the continuum of education provision are resourced separately to the SET model. 

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. 205

My department is committed to ongoing engagement with our education partners in relation to future developments and enhancements to the SET model.

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.

School Funding

Questions (289)

Louise O'Reilly

Question:

289. Deputy Louise O'Reilly asked the Minister for Education the funding that exists for a school (details supplied) and other schools to install water fountains on their school grounds; the way in which an application can be made; and if she will make a statement on the matter. [10120/24]

Written answers

Minister for Education

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 31 new school buildings.?  

These 300 projects currently at construction involve a total State investment of over €1.2bn.? There are also approx. 90 projects currently at the tender stage including a further 28 new school buildings.? All these new school buildings are flagship projects in their area and transform the education infrastructure for those school communities.?  

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

The school referred to by the Deputy is a new modern school building that was provided for the local school community in recent times.   

My Department provides funding to all recognised schools in the Free Education Scheme by way of per capita grants. The two main grants are the Capitation grant to cater for day to day running costs including heating, lighting etc. and the Ancillary grant to cater for the cost of employing ancillary services staff. These grants may be regarded as a common grant, from which the Board of Management can allocate according to its own priorities within the guidelines of DPER Circular 52/2020, where the funding must be used for the purposes in which it was given for.  

The Summer Works Scheme is a mechanism for dealing with small-scale improvement works in schools.  The scheme operates on a multi-annual basis and school authorities will be advised in due course of the next opportunity for submitting applications for such works.

Mental Health Services

Questions (290)

Peter Burke

Question:

290. Deputy Peter Burke asked the Minister for Education when a pilot scheme for larger primary schools in a region (details supplied) will be functional and providing counselling services. [10124/24]

Written answers

Minister for Education

The Department of Education is committed to supporting the emotional wellbeing of our children and I have secured funding in Budget 2023 and 2024 to pilot for the first time the provision of direct counselling and wellbeing supports in almost 650 primary schools across the country. This complements the excellent work that schools already undertake in respect of wellbeing, as well as other services provided by the state, such as the National Educational Psychologists Service and by the HSE.

The Counselling in Primary Schools Pilot 2023-25 (CPS-P) includes two Strands. Strand 1 is the provision of one-to-one counselling to support a small number of children in all primary schools in counties Cavan, Laois, Leitrim, Longford, Mayo, Monaghan and Tipperary. Strand 2 of the pilot is the establishment of a new type of support to schools from Education Wellbeing Teams and the introduction of Education Wellbeing Practitioners to support clusters of schools in Cork, Carlow, Dublin 7 and Dublin 16.

Under Strand 1, panels of counsellors have been established for the seven pilot counties.  Counsellors on the panel are currently providing counselling sessions to a number of children in primary schools in the pilot counties. There are currently 29 counsellors on panels across the seven counties. This is below the anticipated number of counsellors that we expected to apply to work on the pilot. NEPS continue to accept and process applications from counsellors on an ongoing basis. The six accrediting bodies for counsellors who have been supporting this work, have contacted their membership in order to encourage recruitment of additional counsellors to the panels.

NEPS on behalf of the Department of Education progressed the first phase of the pilot in November 2023, when a letter was sent to the first number of schools in Cavan, Laois, Leitrim, Longford, Mayo, Monaghan, and Tipperary advising them of their allocation of blocks of counselling sessions for children. In the first instance an allocation of blocks of counselling was given to the larger schools in selected counties.

 

NEPS psychologist made contact with all the schools that were allocated blocks of counselling to agree with the school, the pupils to prioritise for counselling and a suggested counsellor to contact from the panel, based on location and counsellor’s availability. Schools then commissioned the counsellors directly to provide the service, which children in a number of schools have already benefitted from. Blocks with eight counselling sessions in each block, were allocated to 246 of schools in the pilot counties.  We are looking at the next allocation to schools, which includes an allocation to smaller schools in the pilot counties

 

Guidelines for Schools have been provided to support schools in the implementation of Strand 1 of the pilot. A dedicated webpage with information for parents, information for counsellors and information for schools is also available on gov.ie.

 

Strand 2 of the pilot is the establishment of a new type of support to schools from Education Wellbeing Teams and the introduction of Education Wellbeing Practitioners to support clusters of schools in Cork, Carlow, Dublin 7 and Dublin 16. The Education Wellbeing Practitioner is a new role in schools being introduced as part of this pilot to provide enhanced in-school support. The practitioners are graduates from psychology, education and social science. The recruitment process for the practitioners is complete, and they have undergone an intensive training programme provided by NEPS and have commenced visiting and supporting schools in recent weeks. NEPS psychologists are providing oversight and professional supervision to support and maintain the work undertaken by the practitioners. This will ensure safe practice and the use of evidence-informed programmes and supports in schools.

The focus of the support to be provided under Strand 2 is on strengthening whole school approaches to promoting wellbeing, in line with the Department of Education’s Wellbeing Policy and Framework for Practice. This includes offering psycho-educational support for parents and teachers, and the delivery of evidence-based interventions to children to promote resilience and coping strategies and to maintain and develop wellbeing.

NEPS has met with officials from the Department of Education in Northern Ireland in relation to the Healthy Happy Minds Pilot, which was the provision of counselling in schools. NEPS have also met with the Education Authority in Dorset in the UK and with a Mental Health Support Team in West Sussex in relation to the Mental Health Support Teams model. A team from NEPS visited Dorset and West Sussex last December to meet with Mental Health leads, Education Mental Health Practitioners, and counsellors involved in the project. The NEPS team also visited schools in the project to learn from how the project was implemented.

Through this existing pilot programme and subsequent evaluation we are confident that we will gather valuable learning that will inform future policy and provision in this area.

Scoileanna Oileáin

Questions (291)

Éamon Ó Cuív

Question:

291. D'fhiafraigh Deputy Éamon Ó Cuív den Aire Oideachais cén uair a dhéanfar cinneadh ar iarratais le haghaidh síneadh a chur le scoil i gContae na Gaillimhe (sonraí tugtha) ag tógail san áireamh an gá atá ann go gcuirfear an síneadh seo leis an scoil le go mbeidh spás féiliúnach ar fáil do na daltaí agus an fhoireann i gcoitinne; agus an ndéanfaidh sí ráiteas ina thaobh. [10127/24]

Written answers

Minister for Education

Is é príomhfhócas acmhainní mo Roinne le deich mbliana anuas agus don tréimhse atá le teacht ná spás ríthábhachtach breise a sholáthar chun freastal ar dhéimeagrafaic mhéadaitheacha.

 

Is féidir liom a dheimhniú go bhfuil iarratas faighte ag an Roinn, faoin scéim um Chóiríocht Scoile Bhreise, ón scoil thuasluaite. Is é cuspóir na scéime um Chóiríocht Scoile Bhreise ná a chinntiú go bhfuil cóiríocht ranga príomhshrutha agus oideachas speisialta riachtanach ar fáil chun freastal ar dhaltaí a chláraítear gach bliain agus nuair nach féidir an riachtanas a shásamh trí chóiríocht na scoile mar atá faoi láthair nó trí scoileanna eile sa cheantar.

 

Tá breithniú ar na riachtanais chóiríochta don scoil atá i gceist mar chuid de mheasúnú foriomlán an Aonaid Pleanála agus Foirgníochta ar a chlár oibre agus a thosaíochtaí i gcomhthéacs an mhaoinithe caipitil atá ar fáil. Tá soláthar áiteanna scoile riachtanacha, lena n-áirítear áiteanna do leanaí a bhfuil riachtanais speisialta oideachais acu, mar thosaíocht ag mo Roinn. Tá m’oifigigh ag obair lena chinntiú go bhfuil dóthain soláthair ann chun freastal ar na riachtanais d’áiteanna scoile sa scoil atá i gceist agus sa limistéar níos leithne do 2024/25 agus do bhlianta amach anseo.

 

I gcomhthéacs na húsáide is éifeachtaí a bhaint as ár leithdháileadh caipitil, agus aird ar spriocanna gníomhaíochta aeráide, táimid ag obair lena chinntiú go bhfuil uas-úsáid á baint as gach acmhainn chóiríochta scoile. Táimid ag breathnú ar an mbealach is fearr inar féidir cóiríocht gach scoile ar leith a úsáid agus a líonadh ar fud na scoileanna i ngach limistéar pleanála scoile.

 

Tá an t-iarratas seo á mheas faoi láthair. Nuair a dhéantar cinneadh deiridh cuirfidh mo Roinn é sin in iúl do na húdaráis scoile.

School Facilities

Questions (292)

Patrick O'Donovan

Question:

292. Deputy Patrick O'Donovan asked the Minister for Education if his Department received correspondence from a school (details supplied); when they will act on same; and if she will make a statement on the matter. [10141/24]

Written answers

Minister for Education

The school to which the Deputy refers has submitted correspondence in respect of funding for a roof replacement under the Emergency Works Scheme (EWS), however no EWS application has been received to date. The EWS operates on the basis of a minimal scope of works and the school was advised to submit an EWS application with a revised scope of works based on a leak detection test, and an accompanying Itemised Cost Breakdown for the revised scope of works. To date my Department has received the leak detection report and is currently awaiting the Itemised Cost Breakdown for the revised scope of works. My Department is aware of the urgent nature of these works and will keep the school informed throughout the process.

Special Educational Needs

Questions (293)

Jim O'Callaghan

Question:

293. Deputy Jim O'Callaghan asked the Minister for Education if she can confirm a date when a school (details supplied) will be open; and if she will make a statement on the matter. [10146/24]

Written answers

Minister for Education

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

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

In 2023, my department spent over €2.6 billion on special education and further progress will be made this year as an additional €113 million will be dedicated to providing supports for children with special educational needs.

This includes funding to support children with special educational needs in mainstream classes; funding for new special classes and new special school places; additional special educational teachers, special needs assistants (SNAs) and funding for the National Educational Psychological Service (NEPS).

In 2024, the number of teaching and SNA posts in our schools will increase with an additional 744 teachers and 1,216 SNAs added to deliver up to 2,700 new places for children with special educational needs. This will mean we will have over 41,500 qualified and committed people in our schools who are focused wholly and exclusively on supporting children with special educational needs.

The NCSE has the responsibility for planning and coordinating school supports for children with special educational needs.

Over the last number of years, my department and the NCSE have introduced a number of strategic initiatives to plan for and provide sufficient special class and special school places.

These initiatives are bearing fruit with almost 1,300 new special classes sanctioned and seven new special schools established over the last four years.

My department engage intensely with the NCSE in relation to the forward planning of new special classes and additional special school places. This forward planning work is well underway ahead of the 2024/25 school year. This work involves a detailed review of statistical data in relation to forecasting demand for special class places, an analysis of available school accommodation, consideration of improved data sharing arrangements and a particular focus on the provision of special classes at post-primary level. 

As a result of this forward planning, two new special schools have been established for this current school year in Cork and Dublin, with further capacity being expanded in 11 other special schools.

In December 2023, I was also very happy to announce with my colleague Minister Foley, the establishment of a further four new special schools for the 2024/25 school year in 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 71 are in Dublin, 48 at primary and 23 at post-primary level. This brings to 534 the number of special classes in County Dublin, 408 at primary level and 126 at post-primary level. 

The City of Dublin Education Training Board (ETB) are the patron body of An Cósan special school.

My department continues to work with the City of Dublin ETB and the NCSE in supporting the opening of this special school.  I can confirm that the accommodation project is progressing well to meet the target deadline of the 31st March 2024.

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

Information on the list of schools with special classes, the types and locations of these classes is published on the NCSE website and is available at: www.ncse.ie/special-classes

My department will continue to support the NCSE and schools through the provision of the necessary funding and capital investment to ensure all children are successful in accessing an education.

School Admissions

Questions (294)

Danny Healy-Rae

Question:

294. Deputy Danny Healy-Rae asked the Minister for Education for an update on a matter (details supplied); and if she will make a statement on the matter. [10150/24]

Written answers

Minister for Education

All migrant children, including children of International Protection applicants and beneficiaries of temporary protection, can access primary and post-primary  education  in a manner similar to Irish nationals. The Department of Education’s policy is to integrate school-aged migrant children and young people into existing mainstream schools as quickly as possible, given that it can have a stabilising effect for children.  

A school’s admissions policy must provide that the school must admit each student seeking admission to the school, except where the school does not have capacity or in certain other very limited, defined circumstances provided for in statute. 

If the nearest school does not have capacity, then transport will be sought to other schools with available capacity within the locality.

Departmental Correspondence

Questions (295)

Niamh Smyth

Question:

295. Deputy Niamh Smyth asked the Minister for Education to review correspondence (details supplied); if she can respond to same and provide an update on this project; and if she will make a statement on the matter. [10152/24]

Written answers

Minister for Education

The project to which the Deputy refers has been devolved for delivery to Cavan & Monaghan Education and Training Board (CMETB). 

The Tender Report has been received by my Department and is currently under review from both a technical and cost perspective. The review is nearing completion and my Department will revert to CMETB directly on the outcome and the next steps to progress this project.

CMETB will be engaging directly with the school authority to keep it informed of progress. 

There is an overall pipeline of some 1300 projects across the school system.  The current status of all projects is listed on a county by county basis at www.gov.ie. and this is updated on a regular basis to reflect  project progress through the various stages of capital appraisal, site acquisition, design, tender and construction. 

My Department has a strong track record of delivery of school building projects and this was achieved again in 2023 notwithstanding the wider construction sector environment of high inflation, labour shortages and supply chain issues.

Under Project Ireland 2040, we are investing over €5 billion during the period 2021 to 2025, to add capacity and develop and upgrade school facilities across the country for the almost one million students and over 100,000 staff that learn and work in our schools every day.

My Department is very appreciative of the strong support provided by Government for our education budget.  As part of the supplementary budget, €405m additional capital funding was provided in 2023. This helped to alleviate capital funding pressures that arose in 2023 which was reflective of the strong delivery by my Department of school building projects – particularly to support mainstream provision accommodating Ukrainian students and special education needs provision.  My Department’s overall capital out-turn for 2023 was €1.264 billion.

We continue to have a strong pipeline of projects for delivery under the school building programme involving circa. 300 projects currently at construction, which include 34 new school buildings. We also have a large modular accommodation programme delivering urgently needed school places. The Department has always operated a tightly prioritised approach to the school building programme, focused over recent years on the delivery of additional capacity where required, and this will continue to be the case.

School Funding

Questions (296)

Michael Healy-Rae

Question:

296. Deputy Michael Healy-Rae asked the Minister for Education the status of an application for funding (details supplied); and if she will make a statement on the matter. [10173/24]

Written answers

Minister for Education

I can confirm to the Deputy, that my Department recently received an application from the school in question under the Department's Additional School Accommodation (ASA) scheme.

The purpose of my Department’s ASA scheme is to ensure that essential mainstream classroom accommodation and accommodation for pupils with special education needs is available to cater for pupils enrolled each year, where the need cannot be met by the school’s existing accommodation.

The main focus of my Department’s resources over the last decade and for the coming period is on provision of critical additional capacity to cater for increasing demographics. 

The application is currently being assessed and officials in my Department are liaising with the school in question. When the assessment process is finalised the school authority will be contacted directly with a decision

School Accommodation

Questions (297)

James O'Connor

Question:

297. Deputy James O'Connor asked the Minister for Education the position regarding additional accommodation scheme applications lodged by a school (details supplied); her Department's engagement with the school of late; the position regarding an emergency works application lodged by the school; the reason a response was not issued within the recommended 15-day timeline; and if she will make a statement on the matter. [10181/24]

Written answers

Minister for Education

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

The purpose of my Department's Additional School Accommodation (ASA) scheme is to ensure that essential mainstream and special education classroom accommodation is available to cater for pupils enrolled each year and where the need cannot be met by the school’s existing accommodation.  Where there is a need for accelerated delivery of such accommodation my Department utilises Modern Methods of Construction, including my Department's Modular Accommodation Framework, to meet the accommodation need.  My Department has additionally put Project Management provision in place to support schools in the expedited delivery of this accommodation. 

A Project Manager has been appointed to progress a proposed brief of accommodation for this school. My Department is currently engaging with Projects Managers regarding the accommodation required to meet the needs of the school. My officials remain available to the school authorities in relation to this matter.

The school has also submitted an Emergency Works Scheme (EWS) application for funding for a roof replacement in December 2023. While every effort is made by the EWS team to turn applications around within 15 working days, and despite best efforts, this did not happen on this occasion and I understand that an apology for the delay has already issued to the school. The EWS operates on the basis of a minimal scope of works and the school was advised to submit a revised scope of works based on a leak detection test, and an accompanying Itemised Cost Breakdown for the revised scope of works. My Department is currently awaiting this information which, once received, will be assessed by the EWS team. My Department is aware of the urgent nature of these works and will keep the school informed throughout the process.

Mental Health Services

Questions (298)

Joe Flaherty

Question:

298. Deputy Joe Flaherty asked the Minister for Education if she will provide a breakdown, by county of the number of schools that have been able to avail of supports as of 23 February 2024 under the pilot counselling in primary schools project. [10202/24]

Written answers

Minister for Education

As the Deputy is aware  I have secured funding in Budget 2023 and 2024 to pilot for the first time the provision of direct counselling and wellbeing supports in almost 650 primary schools across the country. This complements the excellent work that schools already undertake in respect of wellbeing, as well as other services provided by the state, such as the National Educational Psychologists Service and by the HSE.

The Counselling in Primary Schools Pilot 2023-25 (CPS-P) includes two Strands. Strand 1 is the provision of one-to-one counselling to support a small number of children in all primary schools in counties Cavan, Laois, Leitrim, Longford, Mayo, Monaghan and Tipperary. Strand 2 of the pilot is the establishment of a new type of support to schools from Education Wellbeing Teams and the introduction of Education Wellbeing Practitioners to support clusters of schools in Cork, Carlow, Dublin 7 and Dublin 16.

A breakdown by county of the number of schools that can avail of supports to date, under the Counselling in Primary Schools Pilot 2023-25 (CPS-P) is set out below.

Pilot County	Number of Schools in county	Number of Counselling Blocks Allocated *	Number of schools who received a counselling block allocation
Cavan	76	46 blocks	38
Laois	65	62 blocks	36
Leitrim	37	18 blocks	13
Longford	39	25 blocks	18
Mayo	159	69 blocks	47
Monaghan	62	43 blocks	33
Tipperary	156	75 blocks	61
Total	594	338 blocks	246

 *There are eight counselling sessions in each block

Under Strand 1, NEPS on behalf of my Department have established panels of counsellors for the seven pilot counties.  There are currently 29 counsellors on panels across these seven counties. This is below the anticipated number of counsellors that we expected to apply to work on the pilot. NEPS continue to accept and process applications from counsellors on an ongoing basis. The six accrediting bodies for counsellors who have been supporting this work, have contacted their membership in order to encourage recruitment of additional counsellors to the panels.

NEPS on behalf of the Department of Education progressed the first phase of the pilot in November 2023, when a letter was sent to the first number of schools in Cavan, Laois, Leitrim, Longford, Mayo, Monaghan, and Tipperary advising them of their allocation of blocks of counselling sessions for children. In the first instance an allocation of blocks of counselling was given to the larger schools in selected counties.

 

NEPS psychologist made contact with all the schools that were allocated blocks of counselling to agree with the school, the pupils to prioritise for counselling and a suggested counsellor to contact from the panel, based on location and counsellor’s availability. Schools then commissioned the counsellors directly to provide the service, which children in a number of schools have already benefitted from. Blocks with eight counselling sessions in each block, were allocated to 246 of schools in the pilot counties.  We are looking at the next allocation to schools, which includes an allocation to smaller schools in the pilot counties

 

Guidelines for Schools have been provided to support schools in the implementation of Strand 1 of the pilot. A dedicated webpage with information for parents, information for counsellors and information for schools is also available on gov.ie.

Departmental Correspondence

Questions (299)

Jennifer Murnane O'Connor

Question:

299. Deputy Jennifer Murnane O'Connor asked the Minister for Education the status of the application by a school (details supplied); and if she will make a statement on the matter. [10217/24]

Written answers

Minister for Education

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

The purpose of my Department's Additional School Accommodation (ASA) scheme is to ensure that essential mainstream and special education classroom accommodation is available to cater for pupils enrolled each year and where the need cannot be met by the school’s existing accommodation.  Where there is a need for accelerated delivery of such accommodation my Department utilises Modern Methods of Construction, including my Department's Modular Accommodation Framework, to meet the accommodation need.  My Department has additionally put Project Management provision in place to support schools in the expedited delivery of this accommodation. 

A Project Manager has been appointed to progress a proposed brief of accommodation for this school. My Department is currently engaging with the school authority in question following the completion of the viability report to meet the accommodation needs of the school.

Schools Building Projects

Questions (300)

Pádraig O'Sullivan

Question:

300. Deputy Pádraig O'Sullivan asked the Minister for Education further to Parliamentary Question No. 116 of 24 January 2024, when a school (details supplied) will receive approval for its building programme to move to the next phase; and if she will make a statement on the matter. [10232/24]

Written answers

Minister for Education

I can confirm to the Deputy that the school referred to has been approved for a project under my Department's Additional Accommodation Scheme. The project will provide the following accommodation at the school - 2 classroom SEN base, 12 SET rooms and reconfiguration of an existing staff room to provide HSCL room and new staff room.

This project has been devolved for delivery to the school authority.

I wish to advise the Deputy that a Stage 1 Report has been received by my Department. The report is currently being reviewed by professional and technical officials in my Department. An update will be issued by my Department to the school Board of Management once this review has been completed on the next steps to progress this project.

Schools Building Projects

Questions (301)

Mattie McGrath

Question:

301. Deputy Mattie McGrath asked the Minister for Education to confirm the position in relation to sanction of a new precast modular building for a special school in Tipperary; to confirm the status of this project; and if she will make a statement on the matter. [10239/24]

Written answers

Minister for Education

I can confirm to the Deputy, that the school in question has submitted an application for capital funding, under my Department's Additional School Accommodation Scheme (ASA)

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

In order to meet these needs my Department has broadened its delivery streams and is utilising Modern Methods of Construction, including Modular Accommodation, as well as traditional construction delivery methods.  Modular accommodation has particular advantages in terms of overall timelines and also climate impact in that they do not generally have a reliance on fossil fuels.  

In overall terms, it is important to have a range of delivery mechanisms for delivering school accommodation to support the current very strong and ambitious rollout of school building projects. This is particular relevant given the overall challenging construction sector market.    

A number of factors are considered by my Department in determining the most appropriate construction method to meet a school’s accommodation requirements, including the timing and duration of that accommodation need, and other school-specific factors. 

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

The Modular Accommodation Framework solution:

· Has significant benefits in terms of delivery timelines;

· Minimises the impact of the project on the operation of the school;

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

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

A proposed brief for precast modular accommodation was recommended for the school in question. Following consultation and technical considerations it was indicated that precast modular was undeliverable for this school for September 2024.

Officials in my Department are engaging with the National Council for Special Education (NCSE) to determine the current requirements for places in Special schools for September 2024. 

I can confirm to the Deputy that the school received approval for 3 modular classrooms in 2023 and these classrooms have since been delivered.

The Department has had on-going engagement with this school with a site visit by the Department's Professional Technical team carried out in recent months. Officials are considering alternative options of delivery for this school to ensure the best possible outcome. A decision on the appropriate delivery stream for this school is under consideration and my officials will continue to engage with the school on this matter.

Education Policy

Questions (302)

Emer Higgins

Question:

302. Deputy Emer Higgins asked the Minister for Education to confirm the awarding criteria for the new Physical Activity in Teaching and Learning Pilot Programme and if it will utilise a lottery system for awarding grants; and if she will make a statement on the matter. [10243/24]

Written answers

Minister for Education

The Physical Activity in Teaching and Learning Pilot Programme was launched on Thursday 22 February 2024 by the Minister for Sport and Physical Education, Thomas Byrne TD.

A lottery system will not be used to select schools to participate in this Pilot Programme. Every application form received will be read and assessed against the stated criteria as set out below. The purpose of the Physical Activity in Teaching and Learning Pilot Programme is to provide an opportunity for schools to be innovative and creative in integrating physical activity into the teaching and learning of a subject area. This is in addition to the physical activity experienced by learners during designated physical education lessons.

This pilot programme recognises the importance of physical activity in teaching and learning, and in health and wellbeing. It acknowledges the role of physical activity as a tool for schools to deliver a school culture and environment that supports the wellbeing of the learners, in line with the Department of Education Wellbeing Policy and Framework for Practice.

The projects undertaken by schools as part of this Pilot Programme will also be used to inform future Department of Education policy developments in relation to physical activity in teaching and learning in schools.

In relation to the assessment process, the Department will establish a panel to evaluate applications. Membership of the panel will include, but is not limited to, a representative from the Department’s Inspectorate, and Curriculum and Assessment Policy Unit.

Applications made by recognised primary, post-primary or special schools that are submitted online before the deadline will be assessed against the following criteria:

• How the project will support the school in integrating physical activity in teaching and learning in the chosen curricular or cross-curricular area (20 marks)

• The benefits the school hopes to gain from participation in the Pilot Programme and how senior leaders in the school will support the project (10 marks)

• How the teachers and school leaders will ensure that learners will play a central role in developing and implementing the project (10 marks)

• The extent to which the project will sustain a long term cultural change in physical activity in teaching and learning in the school (10 marks)

The selection process will also be informed by:

• Geographic national spread

• Urban/rural locations

• Innovation and creativity

• Range of physical activities proposed as part of the application process

• Range of school types (e.g. primary/post-primary, urban/rural, large/small, DEIS/non-DEIS, special/mainstream schools, single sex/co-ed, patron body, etc.

• Inclusion and diversity

• Impact on learning and physical activity levels

Further information on the Physical Activity in Teaching and Learning Pilot Programme is available on the Department of Education website.