Danny Healy-Rae
Question:323. Deputy Danny Healy-Rae asked the Minister for Education for an update on a payroll issue for a primary school teacher (details supplied); and if she will make a statement on the matter. [10674/24]
View answerSchool Staff
Questions (323)
Written answers
The Board of Management of schools are the direct employer of teachers and my Department provides a payroll service to schools.
A teacher who is employed in an Oireachtas funded position in a school must be registered with the Teaching Council. The teacher referred to by the Deputy in not registered with the Teaching Council which is a requirement for payment of salary.
Officials from my Department has been in direct contact on a number of occasions with the Principal of the school and with the teacher concerned reminding them of the requirement for teacher registration with the Teaching Council.
An official from my Department also contacted the Teaching Council to confirm the registration status of this teacher. The Teaching Council confirmed that this teacher is not registered. As of today's date, the teacher has not registered with the Teaching Council and as such no payment of salary can be made.
Island Communities
Questions (324)
Noel Grealish
Question:324. Deputy Noel Grealish asked the Minister for Education for an update regarding the current status of a possible post-primary school to serve students on Inisbofin, County Galway; and if she will make a statement on the matter. [10675/24]
View answerWritten answers
I wish to advise the Deputy that requirements for school places is kept under on-going review in the context of available information on population, enrolments and residential development activity.
In order to plan for school provision and analyse the relevant demographic data, my Department divides the country into 314 school planning areas and uses a Geographical Information System, using data from a range of sources, including CSO Census data, Child Benefit and school enrolment data, to identify where the pressure for school places across the country will arise and where additional school accommodation is needed at primary and post-primary level.
Major new residential developments have the potential to alter the demand for school places at a local level. In that regard, as part of the demographic demand analysis, my Department monitors planning and construction activity in the residential sector. This involves the analysis of data sources from Local Authorities and the CSO along with the engagement with local authorities and the construction sector. In this way, up-to-date information on significant new residential developments is obtained and factored into the demographic analysis exercise. This is necessary to ensure that schools infrastructure planning is keeping pace with demographic changes, at a local level, where there is a constantly evolving picture with planned new residential development.
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; and provision of a new school or schools.
If additional accommodation is required, the aim to try and facilitate this, as much as possible, by way of expansion of existing schools rather than establishing new schools. The expansion of existing schools is consistent with wider Government objectives under Project Ireland 2040 for an increased emphasis on compact growth. In respect of post primary schools, new post primary schools must have a student enrolment capacity of 600-1,000 students and must be co-educational. A lower threshold of 400 students may apply to Gaelcholáistí, having regard to the alternative of establishing an Irish-medium unit (Aonad) in an English-medium school.
New schools are only established in areas of demographic growth as the resources available for school infrastructure have to be prioritised to meet the needs of areas of significant population increase so as to ensure that every child has a school place.
Inisbofin Island is located in the Clifden school planning area. There is 1 primary school on the island –Inisbofin National School (Roll number 13927H) which had 18 students enrolled for the 2022/2023 academic year.
Given the low population numbers on the island, it is not anticipated that there will be a requirement for the establishment of a new post-primary there within the foreseeable future.
In relation to the post-primary situation, pupils resident on off-shore islands that do not have a school providing suitable free second level education may qualify for assistance under the Remote Area Boarding Grant scheme. The purpose of the Remote Area Boarding Grant scheme is to give students who are disadvantaged, because of their remoteness from schools, the opportunity to attend school on the same basis as students not so disadvantaged. It is important that post primary students have access to a range of subject choices, as well as other social and developmental opportunities.
The terms of the Remote Area Boarding Grant scheme are set out in Circular 16/2016 which is published on my Department’s website (www.education.ie/en/Circulars-and-Forms/Active-Circulars/cl0016_2016.pdf).
The Department of Education was represented on the inter-departmental committee for the development of the National Islands Policy – Our Living Islands – which was published by the Department of Community and Rural Development in 2023.
In relation to the post-primary situation, pupils resident on off-shore islands that do not have a school providing suitable free second level education may qualify for assistance under the Remote Area Boarding Grant scheme. The purpose of the Remote Area Boarding Grant scheme is to give students who are disadvantaged, because of their remoteness from schools, the opportunity to attend school on the same basis as students not so disadvantaged. It is important that post primary students have access to a range of subject choices, as well as other social and developmental opportunities.
The terms of the Remote Area Boarding Grant scheme are set out in Circular 16/2016 which is published on my Department’s
website (www.education.ie/en/Circulars-and-Forms/Active-Circulars/cl0016_2016.pdf).
The Department of Education was represented on the inter-departmental committee for the development of the National Islands Policy – Our Living Islands – which was published by the Department of Community and Rural Development in 2023.
Special Educational Needs
Questions (325)
Paul Murphy
Question:325. Deputy Paul Murphy asked the Minister for Education her views on the adequacy of supports for children with autism and other additional educational needs in north Dublin, and the Ballymun-Finglas area in particular, and if she will comment specifically on the situation in which a person and his family (details supplied) find themselves. [10677/24]
View answerWritten answers
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 Co. Dublin and nationwide is currently underway ahead of the 2024/25 school year.
As demand for new special classes at post-primary level is expected to increase significantly over the next few years, due to increasing demographics and increasing prevalence rates, my Department and the NCSE have engaged with post-primary stakeholders in relation to the provision of special classes.
My Department has communicated to all post-primary schools of the need to begin planning to provide additional special classes. It is envisaged that all post-primary schools will be required to provide special classes over the next 2 to 4 years, with an approximate average of 4 special classes in each school.
As your query refers to an individual placement case, 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.
Bullying in Educational Institutions
Questions (326)
Sorca Clarke
Question:326. Deputy Sorca Clarke asked the Minister for Education if she will provide an update on the national action plan on bullying. [10679/24]
View answerWritten answers
An implementation plan for Cineáltas was published on 10 April 2023 and commits to implementing each of the 61 actions contained in Cineáltas within a 5 year period.
Work is well underway to implement many of these actions.
An Implementation and Evaluation Group has been established to oversee implementation of the actions and the publication of annual implementation and evaluation reports, informed by feedback from children and young people, parents, school staff, education partners, key stakeholders and relevant agencies. This group is chaired by the Secretary General of my Department, Bernie McNally.
The Student Participation Unit was established in March 2023 to promote the participation of children and young people into the development of my Department's policy.
A new inspection model has been developed under Cineáltas to assess whether a school has appropriate strategies in place to promote wellbeing, prevent and address bullying, and promote a positive and inclusive school culture. This new inspection model is being piloted in schools in 2024.
€5 million is being invested to pilot a programme of counselling supports for primary school students.
The Department is continuing its work with the Anti-Bullying Centre to roll out the FUSE anti-bullying programme to schools.
In advance of anti-bullying week in November 2023 all schools were given a Cineáltas flag. This flag will act as a symbol to remind the whole school community of the importance of kindness, respect, equality, and inclusion.
Work is ongoing to update the anti bullying procedures for primary and post primary schools. CPD to support all school staff, boards of management and parents in implementing the new procedures will be made available.
A new Junior Cycle SPHE/RSE specification was published in May 2023 and is scheduled to be implemented in post-primary schools in September 2024.
A post-graduate programme for SPHE/RSE post-primary teachers in DCU has commenced with the first intake of 34 teachers since Feb 2023. A second intake commenced in January 2024, with up to 70 places on the course.
The Report on the Review of the 2013 Action Plan on Bullying and the Development of the Action Plan on Bullying was published in December 2023.
Special Educational Needs
Questions (327)
James O'Connor
Question:327. Deputy James O'Connor asked the Minister for Education the position regarding the reduction of 2.5 special education teaching hours at a school (details supplied); the reasons for this reduction; and if she will make a statement on the matter. [10698/24]
View answerWritten answers
I want to thank the Deputy for raising this issue.
The Special Education teaching allocation model for 2024/25 distributes the total available number of SET posts in line with each school’s profile of need.
It seeks to distribute teaching resources in the fairest possible manner, taking into account quality, robust evidence in respect of individual schools.
This ensures that resources are in the right place at the right time to meet the needs of children in mainstream.
There will more Special Education Teachers in our schools in September 2024 than ever before – an increase of 1,000 from 2020/21 school year. This is in addition to a significant reduction in class teachers sizes at primary level over three budgets to where our Pupil to Teacher Ratio at primary level is now 23:1.
This means, more than ever, children with SEN in our mainstream schools are best supported to meet their needs.
In addition the model will now be run annually in line with general teacher allocations. This allows schools to better plan their staffing structures and gives them time to arrange clusters in areas where schools share an SET teacher.
There has been a limited change to the method used to allocate SET to mainstream classes. This review involved extensive consultation and visits to schools by the NCSE to look at the strengths and shortcomings of the allocation model. The feedback has been incorporated into the revised model for 2024/25.
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 relation to the specific school mention in your question, I would like to the advise that reduction of 2.5 hours relates to a change in the schools profile particularly due to a reduction in enrolments since last profile update.
Special Educational Needs
Questions (328)
James O'Connor
Question:328. Deputy James O'Connor asked the Minister for Education the position regarding the reduction of 2.5 special education teaching hours at a school (details supplied); the reasons for this reduction; the position regarding an additional accommodation application for two SEN classrooms; and if she will make a statement on the matter. [10699/24]
View answerWritten answers
I want to thank the Deputy for raising this issue.
The Special Education teaching allocation model for 2024/25 distributes the total available number of SET posts in line with each school’s profile of need.
It seeks to distribute teaching resources in the fairest possible manner, taking into account quality, robust evidence in respect of individual schools.
This ensures that resources are in the right place at the right time to meet the needs of children in mainstream.
There will more Special Education Teachers in our schools in September 2024 than ever before – an increase of 1,000 from 2020/21 school year. This is in addition to a significant reduction in class teachers sizes at primary level over three budgets to where our Pupil to Teacher Ratio at primary level is now 23:1.
This means, more than ever, children with SEN in our mainstream schools are best supported to meet their needs.
In addition the model will now be run annually in line with general teacher allocations. This allows schools to better plan their staffing structures and gives them time to arrange clusters in areas where schools share an SET teacher.
There has been a limited change to the method used to allocate SET to mainstream classes. This review involved extensive consultation and visits to schools by the NCSE to look at the strengths and shortcomings of the allocation model. The feedback has been incorporated into the revised model for 2024/25.
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 relation to the specific school mentioned in your question, I would like to advise that the reduction of 5 hours relates to a change in the school's profile particularly due to a reduction in enrolments since last the profile update.
Ukrainian and International Protection students are supported through a separate allocation process and I would like to confirm that the school has also been allocated 7.5 additional temporary special education teacher hours under this scheme.
I wish to confirm to the Deputy that my Department is in receipt of 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. However, my Department is working towards an increasing focus on the upgrade and refurbishment of the existing school stock, with particular focus on climate action goals.
The application is currently in the final stages of assessment and when finalised the school authority will be contacted directly with a decision.
Special Educational Needs
Questions (329)
Matt Carthy
Question:329. Deputy Matt Carthy asked the Minister for Education if a child (details supplied) will be in a position to continue being educated at a school considering he or she has undertook early intervention at the school; and if she will make a statement on the matter. [10703/24]
View answerWritten answers
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 3 are in Monaghan, 2 at primary and 1 at post-primary level. This brings to 42 the number of special classes in County Monaghan, 28 at primary level and 14 at post-primary level.
Enrolments to individual schools are a matter for each board of management.
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
As your query refers to an individual placement case, I will arrange to have it referred to the NCSE for their attention and direct reply.
My Department and the NCSE are committed to ensuring that sufficient special education placements will be available for children for this school year and future years.
Special Educational Needs
Questions (330)
Martin Browne
Question:330. Deputy Martin Browne asked the Minister for Education , further to Parliamentary Question No. 276 of 20 February 2024, the number of post-primary schools that are currently without special classes; the number currently with fewer than four special classes; and if she will make a statement on the matter. [10705/24]
View answerWritten answers
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.
There are currently 722 mainstream post-primary schools nationwide, of these 420 have at least one special class, 92 have 3 special classes and 35 have four or more special classes. Planning for special classes for the 2024/25 school year is currently underway.
As demand for new special classes at post-primary level is expected to increase significantly over the next few years, due to increasing demographics and increasing prevalence rates, my Department and the NCSE have engaged with post-primary stakeholders in relation to the provision of special classes.
My Department has communicated to all post-primary schools of the need to begin planning to provide additional special classes. It is envisaged that all post-primary schools will be required to provide special classes over the next 2 to 4 years, with an approximate average of 4 special classes in each school.
Parents seeking special class placements for their children are advised to contact the NCSE locally so that their needs can be taken into account for planning purposes. The local special educational needs organisers (SENOs) remain available to assist and advise parents of children with special educational needs. Parents may contact SENOs directly using the contact details available at: www.ncse.ie/regional-services-contact-list
Information on the list of schools with special classes, the types and locations of these classes is published on the NCSE website and is available at: www.ncse.ie/special-classes
My Department will continue to support the NCSE and schools through the provision of the necessary funding and capital investment to ensure all children are successful in accessing an education.
Special Educational Needs
Questions (331)
Aodhán Ó Ríordáin
Question:331. Deputy Aodhán Ó Ríordáin asked the Minister for Education if she could ensure that a school (details supplied) which is losing an SET teacher is included in the review process, and if she will restore complex needs as a requirement in allocating teachers. [10715/24]
View answerWritten answers
I want to thank the Deputy for raising this issue.
The Special Education teaching allocation model for 2024/25 distributes the total available number of SET posts in line with each school’s profile of need.
It seeks to distribute teaching resources in the fairest possible manner, taking into account quality, robust evidence in respect of individual schools.
This ensures that resources are in the right place at the right time to meet the needs of children in mainstream.
There will more Special Education Teachers in our schools in September 2024 than ever before – an increase of 1,000 from 2020/21 school year. This is in addition to a significant reduction in class teachers sizes at primary level over three budgets to where our PTR at primary level is now 23:1.
This means, more than ever, children with SEN in our mainstream schools are best supported to meet their needs.
In addition the model will now be run annually in line with general teacher allocations. This allows schools to better plan their staffing structures and gives them time to arrange clusters in areas where schools share an SET teacher.
There has been a limited change to the method used to allocate SET to mainstream classes. This review involved extensive consultation and visits to schools by the NCSE to look at the strengths and shortcomings of the allocation model. The feedback has been incorporated into the revised model for 2024/25.
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 relation to the specific school mentioned in your question, I would like to advise that the school continues to have 8 fulltime SET teachers posts as before and the part time hours have reduced by 15 hours which relates to a change in the schools profile particularly due to a reduction in enrolments since the last profile update.
I would like to clarify that complex needs have not been removed but the data is no longer coming from the HSE but from education related sources.
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 educational 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.
School Accommodation
Questions (332)
Cathal Crowe
Question:332. Deputy Cathal Crowe asked the Minister for Education if she and officials in the additional school accommodation unit of her Department will urgently revisit the capital funding that has been approved for a school (details supplied); and if she will make a statement on the matter. [10767/24]
View answerWritten answers
The school referred to by the Deputy has been approved for a project under my Department's Additional School Accommodation (ASA) Scheme for the provision of a 1 classroom SEN base and 5 SET rooms.
This project has been devolved to the school authorities for delivery.
I wish to advise the Deputy that funding for this project is currently being reviewed by officials in my Department and the Department will revert to the school authorities shortly.
Special Educational Needs
Questions (333)
Éamon Ó Cuív
Question:333. Deputy Éamon Ó Cuív asked the Minister for Education the progress made in providing a modular classroom for a special class in a school (details supplied); the reason for the delay in providing this modular classroom; when the classroom is likely to be provided; and if she will make a statement on the matter. [10771/24]
View answerWritten answers
My Department approved a project for the provision of modular accommodation in respect of a special education class under the Additional School Accommodation scheme for the school to which the Deputy refers.
In order to assist the school authority in the delivery of this accommodation, my Department arranged under its procurement framework for a project manager namely Kerrigan Sheanan Newman Construction consultants (KSN) to manage the design, tender and construction of the project. The Department is working closely with Project Managers and the modular accommodation suppliers to ensure this project and the Department’s wider ambitious programme of modular accommodation is completed as soon as possible and to minimise the impact of challenging market conditions and contingencies such as adverse weather has on such projects. The project referred to by the Deputy is currently on-site and is expected to be practically completed shortly. The project manager also engages with the school authority directly to update it on project progression.
Special Educational Needs
Questions (334)
Paul Kehoe
Question:334. Deputy Paul Kehoe asked the Minister for Education for an update on the delivery of the new special school (details supplied); how many students it will accommodate; and if she will make a statement on the matter. [10773/24]
View answerWritten answers
The major building project for the school referred to by the Deputy is to provide a new 20 classroom Special Educational Needs School located at Blanchardstown Road North, Blanchardstown, Dublin 15.
The major building project will be delivered under my Department's ADAPT programme.
ADAPT is an acronym for the "Accelerated Delivery of Architectural Planning and Tendering".
The ADAPT programme uses a professional external Project Manager to co-ordinate and drive the Design Team to achieve the best possible timeframe for the project through the stages of Architectural Planning to Tender and Construction.
The project is currently at Design Team Appointment stage.
Invitations to tender issued to shortlisted consultants on the Department’s Consultant Framework during Quarter 4 2023, and the tender returns have been received.
Representatives from the School Patron body and Board of Management attended a tender evaluation meeting in the Department offices in Tullamore on 28th February 2024.
As a result of that meeting and subject to no issues arising with the completion of the procurement process, a Design Team will shortly be appointed for Danu Community Special School.
The Project Manager and my Department will inform the school authorities of the Design Team appointment.
Upon ratification of the Design Team Appointment, the Project Manager will arrange an initial briefing meeting between all the Stakeholders prior to the Design Team commencing Stage 1 - Preliminary Design (assessment of site and location suitability and initial sketch scheme)
Schools Building Projects
Questions (335)
Éamon Ó Cuív
Question:335. Deputy Éamon Ó Cuív asked the Minister for Education when a decision will be made on an appeal lodged against the refusal of grant aid under the emergency works scheme to a school in County Galway (details supplied); the need for said grant assistance due to the school's concern for the health and well-being of their pupils due to the lack of vital facilities in the school; and if she will make a statement on the matter. [10789/24]
View answerWritten answers
The School to which the deputy refers appealed this decision and supplied additional supporting documentation and photographs to my Department. In light of the additional information provided the EWS team has advised the school that it has been successful in its appeal and the application has now been approved, my Department will continue to liaise with the school as appropriate.
School Admissions
Questions (336)
Bernard Durkan
Question:336. Deputy Bernard J. Durkan asked the Minister for Education the efforts in hand to ensure that all students in Kill secure a school place in September 2024 given 16 primary school children have so far been refused a place for the coming year; and if she will make a statement on the matter. [10815/24]
View answerWritten answers
The provision of school places to meet the needs of children and young people at primary and post primary level, including children and young people with special educational needs is an absolute priority for the Department.
As the Deputy may be aware, in order to plan for school place needs, my Department divides the country into 314 school planning areas and utilises a Geographical Information System to anticipate school place demand. Information from a range of sources, including Child Benefit data, school enrolment data and information on residential development activity is used for this purpose. Additionally, Project Ireland 2040 population and housing targets inform my Department's projections of school place requirements.
It is important to note that where enrolment pressures arise, it may not always be as a result of lack of accommodation but may be driven by the following factors:
Duplication of applications – pupils have applied for a place to a number of schools in the area;
School of choice – pupils can’t get a place in their preferred school while there are places in other schools in the town/area;
Some towns/areas have single sex schools and while places are available in the school they are not available to all pupils; and
External draw – pupils coming from outside the local area.
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; and
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.
There are currently a number of active projects at primary level in the Naas School Planning Areas which will increase local capacity. The Capital Programme details the school projects that are being progressed under Project Ireland 2040. The current status of large-scale projects being delivered under Project Ireland 2040, may be viewed on my Department's website at www.gov.ie and this information is updated regularly. In addition, a list of large-scale projects completed from 2010 to date may also be viewed on the website.
My Department will continue to keep the school place requirements in Kill, as with other areas across the country, under review.
Special Educational Needs
Questions (337)
Catherine Connolly
Question:337. Deputy Catherine Connolly asked the Minister for Education , further to Parliamentary Question No. 189 of 19 October 2023, the timeline for when the promised second modular classroom to accommodate the ASD unit at a school (details supplied) will be delivered and operational; the reason for the delay in the delivery of the unit; the details of any engagement with the company building the unit, particularly on the delays in delivery; and if she will make a statement on the matter. [10821/24]
View answerWritten answers
As the Deputy is aware, my Department approved a project for the provision of modular accommodation in respect of a special education class under the Additional School Accommodation scheme.
In order to assist the school authority in the delivery of this accommodation, my Department arranged under its procurement framework for a project manager namely Kerrigan Sheanan Newman Construction consultants (KSN) to manage the design, tender and construction of the project. The Department is working closely with Project Managers and the modular accommodation suppliers to ensure this project and the Department’s wider ambitious programme of modular accommodation is completed as soon as possible and to minimise the impact of challenging market conditions and contingencies such as adverse weather has on such projects. The project referred to by the Deputy is currently on-site and is expected to be practically completed shortly. The project manager also engages with the school authority directly to update it on project progression.
Schools Building Projects
Questions (338)
Mark Ward
Question:338. Deputy Mark Ward asked the Minister for Education if there are plans to build new secondary schools in the Lucan area given the recent population growth; what planning is in place to address this shortage of secondary school places; and if she will make a statement on the matter. [10832/24]
View answerWritten answers
I 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.
As part of planning for September 2024, data on applications for admission has been received by my Department from post-primary schools across areas of enrolment pressure, including Lucan, and updated data on offers and acceptances continues to be received as admissions processes transact.
The sharing of this data has been very effective in the identification of school place requirements across the areas. In the majority of areas through the work of schools, patrons, management bodies and the Department, there are sufficient school places available to meet the needs of children in the area.
While some applicants may not yet have received an offer of a school place for 2024/25, families can be assured that all children who require a school place will be provided with one. My Department is continuing to work with schools and patrons to ensure that there are sufficient school places available, and to put any required solutions in place.
There will be greater clarity for families over the coming weeks as admissions processes continue to work through and required additional places come on stream.
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.
My Department is progressing a number of building projects under the National Development Plan for post primary schools in the Lucan school planning area including a new school build for Griffeen Community College to provide for LTPE 1000 plus 4 SEN base, this project is currently at Stage 3. In addition, there are building projects for extensions of Lucan Community College and St. Joseph’s College to cater for LTPE 1000, the project for Lucan Community College is at Stage 3 and the project for St. Joseph’s College is currently at Stage 4.
The Capital Programme details the school projects that are being progressed under Project Ireland 2040. The current status of large-scale projects being delivered under Project Ireland 2040, may be viewed on the Department’s website at, www.gov.ie and this information is updated regularly. In addition, a list of large-scale projects completed from 2010 to date may also be viewed on the website.
As per population growth, In order to plan for school provision and analyse the relevant demographic data, my Department divides the country into 314 school planning areas and uses a Geographical Information System, using data from a range of sources, including CSO Census data, Child Benefit and school enrolment data, to identify where the pressure for school places across the country will arise and where additional school accommodation is needed at primary and post-primary level.
Major new residential developments have the potential to alter the demand for school places at a local level. In that regard, as part of the demographic demand analysis, my Department monitors planning and construction activity in the residential sector. This involves the analysis of data sources from Local Authorities and the CSO along with the engagement with local authorities and the construction sector. In this way, up-to-date information on significant new residential developments is obtained and factored into the demographic analysis exercise. This is necessary to ensure that schools infrastructure planning is keeping pace with demographic changes, at a local level, where there is a constantly evolving picture with planned new residential development.
The 2023 demographic exercise indicates that 79% of the 314 school planning areas at primary level show static or decreasing enrolments for the period to 2027 compared with 2022. At post-primary level some 78% of school planning areas are anticipated to have increased enrolments for the period to 2030, with most expected to reach a peak within the next two or three years.
The most recent post primary demographics project a peak year in 2024 and decline thereafter in the Lucan school planning area.
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, and
Provision of a new school or schools.
If additional accommodation is required, the aim to try and facilitate this, as much as possible, by way of expansion of existing schools rather than establishing new schools. The expansion of existing schools is consistent with wider Government objectives under Project Ireland 2040 for an increased emphasis on compact growth. In respect of post primary schools, new post primary schools must have a student enrolment capacity of 600-1,000 students and must be co-educational. A lower threshold of 400 students may apply to Gaelcholáistí, having regard to the alternative of establishing an Irish-medium unit (Aonad) in an English-medium school. New schools are only established in areas of demographic growth as the resources available for school infrastructure have to be prioritised to meet the needs of areas of significant population increase so as to ensure that every child has a school place.
The Department will continue to liaise with Local Authorities in respect of their County Development Plan and any associated Local Area Plans with a view to identifying any potential long-term school accommodation requirements across the Lucan school planning area.
I can assure the Deputy that Department officials will continue to actively engage with schools and patrons to ensure that there is appropriate provision for all students in Lucan for the 2024/25 school year and into the future. Families can be assured that any necessary solution will be delivered so that all of the children in the Lucan School Planning Area will receive a first year place.
Commemorative Events
Questions (339)
Holly Cairns
Question:339. Deputy Holly Cairns asked the Minister for Tourism, Culture, Arts, Gaeltacht, Sport and Media to provide details on the arrangements for the national famine commemoration this year. [9819/24]
View answerWritten answers
As chair of the National Famine Commemoration Committee I am pleased to confirm that this year's National Famine Commemoration will take place in Edgeworthstown, Co. Longford on Sunday 19 May 2024.
The ceremony will mark the culmination of a week of community-focused remembrance activities and provide the people of Longford and surrounding counties the opportunity to honour the memory of all those who suffered during the Great Irish Famine. The event will be open to the public and will include military honours and a wreath-laying ceremony.
The choice of Edgeworthstown is particularly appropriate given the connections to the novelist Maria Edgeworth and her family, who were involved in famine relief efforts at the time.
My officials will work closely with Longford County Council and other key stakeholders to ensure the victims of this seismic event in our history are appropriately commemorated.
Culture Policy
Questions (340)
Jim O'Callaghan
Question:340. Deputy Jim O'Callaghan asked the Minister for Tourism, Culture, Arts, Gaeltacht, Sport and Media the measures in place in respect of user rights of images, objects, historical records and sites that are owned by public collections, archives and museums. [9941/24]
View answerWritten answers
The arrangements with regard to images of cultural goods and heritage sites is primarily a matter for the relevant institutional body, especially where any commercial use is envisaged.
Where objects are held by the National Cultural Institutions, each Institution has responsibility for putting appropriate arrangements in place, having regard to the necessity to ensure that the conservation requirements for objects are not compromised and to ensure compliance with the Institution's own obligations in areas such as copyright.
In order to assist the Deputy, I can provide examples of some of the arrangements that are in place.
In the National Gallery of Ireland, members of the public may purchase high-quality digital images of the collection, on the Gallery’s Images website nationalgalleryimages.ie, or purchase high-quality reproductions of objects from the collection (in the form of postcards, cards and prints) in the Gallery Shop shop.nationalgallery.ie/
Requests relating to the reproduction of images and/or works that are in copyright will be considered by the Gallery’s Images and Licensing Department. The Gallery also provides high-resolution images of certain objects that are no longer in copyright from its collection, free to download under an Open Data Initiative. This means that members of the public can download (for free and without seeking permission from the Gallery) any image of an object that is labelled as being available under Creative Commons Attribution 4.0 International.
At the National Museum of Ireland, requests for high-resolution copies of images of items in its collection are given due consideration as to whether the proposed use of the image is suitable. Any proposal for commercial use of NMI’s images is assessed on a case-by-case basis.
Museum Projects
Questions (341)
Aengus Ó Snodaigh
Question:341. Deputy Aengus Ó Snodaigh asked the Minister for Tourism, Culture, Arts, Gaeltacht, Sport and Media if she has considered the purchase, or encouraging the owners to make a cultural donation to the State, of Ernest Shackleton's Polar medal, which is being touted for sale so it can be displayed along with other artefacts relating to his and other Irish explorers of the Polar regions over the centuries in an appropriate museum collection in Ireland that is open to the public; and if she will make a statement on the matter. [10024/24]
View answerWritten answers
My Department is aware that of the wide public interest in the Polar Medal awarded to Sir Ernest Shackleton and the possibility of acquisition that coincides with the celebrations in Dublin and London of the 150th anniversary of the birth of the famous Antarctic explorer. The mention of his name invokes memories of amazing adventures, bravery, fortitude and skill in perhaps the final phase of the Age of Discovery. Because of his indomitable spirit and achievements, Sir Ernest remains in the popular memory as an inspirational hero.
Although a figure of international renown, Shackleton is particularly memorialised in Ireland, Great Britain, and in New Zealand (Antarctic Heritage Trust). Born in Athy in 1874, the family moved to London when Ernest was 10. Shackleton is very much part of the 'shared heritage' of Britain and Ireland, in which context it was welcome to note that the new memorial plaque at Westminster Abbey incorporated both Kilkenny limestone and Connemara marble in acknowledgement of his Irish identity.
Among the many awards bestowed on Shackleton, particular interest has focussed on the Polar Medal and the possibility that it could be acquired for public display in Ireland. It is an artefact of exceptional significance, a silver medal with three bars representing the Antarctic voyages of 1902-04, 1907-09 and 1914-16. I understand that a prohibition on export from the United Kingdom is currently in place on the recommendation of the Reviewing Committee on the Export of Works of Art and Objects of Cultural Interest. This first period of deferral will end on 1 May, 2024 and consideration of an export licence will resume. The delayed consideration and media coverage were intended to provide opportunity for a non-export acquisition bid to come forward in the context of the assessed value of GB£1.76 million (c.€2.0 million).
Tourism Policy
Questions (342)
Darren O'Rourke
Question:342. Deputy Darren O'Rourke asked the Minister for Tourism, Culture, Arts, Gaeltacht, Sport and Media to provide a breakdown of all grants made by her Department to tourism bodies and tourism companies in each of the years 2022 and 2023, including the value and reason for each grant, in tabular form; and if she will make a statement on the matter. [10157/24]
View answerWritten answers
My role and that of my Department in relation to tourism lies primarily in the area of national tourism policy development and in securing resources to assist the tourism agencies, Fáilte Ireland and Tourism Ireland, in implementing that policy.
Details of the annual funding allocations provided by my Department to Tourism Ireland and Fáilte Ireland are available in the annual Revised Estimates Volume (REV) and supplementary estimates published by the Department of Public Expenditure, National Development Plan Delivery and Reform and are available on that Department's website.
Tourism Ireland is funded through the Department of Tourism, Culture, Arts, Gaeltacht, Sport and Media and the Department for the Economy in Northern Ireland.
The subheads of relevance to Tourism Ireland are A4, A5 for 2022 and 2023 and additionally A7 for 2023. The subheads of relevance to Fáilte Ireland are A3, A5 and A6 for 2022 and 2023 and additionally A8 for 2023. Further details are available in the Agency Statements for Fáilte Ireland included in the REV under Vote 33.
With regard to specific expenditure by Fáilte Ireland and Tourism Ireland from its Exchequer funding allocations, grants provided to tourism companies in 2022 and 2023 are operational matters for both tourism agencies.
Accordingly, I have referred this question to Fáilte Ireland and Tourism Ireland for their attention and for direct response to you in relation to grants provided to tourism companies in 2022 and 2023. Please contact my private office if you have not received a reply within ten working days.
A referred reply was forwarded to the Deputy under Standing Order 51.