Niamh Smyth
Question:89. Deputy Niamh Smyth asked the Minister for Education the reason a person (details supplied) was denied assistive technology; and if she will make a statement on the matter. [10912/24]
View answerSchool Equipment
Questions (89)
Written answers
Under the Assistive Technology Scheme, as set out in my Department’s Circular 0010/2013, funding is provided to schools towards the cost of computers and specialist equipment, which are required for educational purposes.
All equipment provided under this scheme supports children with more complex disabilities who, in order to access the school curriculum, require essential specialist equipment.
It must be clear that the existing I.T. equipment in the school is insufficient to meet the child's needs. Where necessary, schools may also purchase new or additional equipment or software for students from normal school resources or funds.
The Assistive Technology Scheme is provided by my Department to supplement the overall approach to providing funding to schools for digital technology and equipment to support children for education purposes. All equipment provided under this scheme supports children who require essential specialist equipment in order to access the school curriculum. Assistive technology can be seen as a critical enabler for those with special educational needs to gain the maximum benefit from a modern technologically focused education system. Where children with more complex disabilities require essential specialist equipment to access the school curriculum, which they do not already have, or which cannot be provided for them through the schools' existing provisions, schools may make an application for such equipment to the National Council for Special Education (NCSE) under the terms of this scheme.
The NCSE, through its network of local Special Educational Needs Organisers (SENOs), is responsible for processing applications from schools for special educational needs supports. SENOs also make recommendations to my Department where assistive technology/specialised equipment is required. The NCSE operates within my Department's criteria in making recommendations for support.
Schools make applications directly to the SENO, providing details of the student’s special educational needs or disability, including details of the approach taken by the school in making relevant interventions.
In order to qualify for equipment under the Assistive Technology Scheme, a student must have been diagnosed with a physical or communicative disability and must also have a recommendation in a professional assessment that the equipment is essential in order to allow the student to access the curriculum.
SENOs will review the application, and professional reports provided in support of same, in order to establish whether the criteria of the scheme have been met. They will then make a recommendation to my Department as to whether or not assistive technology is required; and based on this recommendation, my Department will decide on the level of grant, if any, to be provided.
The type of equipment provided under the Assistive Technology Scheme is varied, and includes audiological supports for students with hearing impairment, braille equipment for children with visual impairment, and computer equipment with associated modified software for students with physical or severe communicative disabilities.
Communication devices or medical or therapy related devices which are not specific educational interventions or equipment specifically required as essential for school educational access, and which have a general application outside of school, are not provided for under the Assistive Technology scheme, however. Such equipment is normally provided for children with disabilities by the Health Service Executive (HSE).
An application for Assistive Technology was received by the Department on the 21st of February 2024, and a decision letter sanctioning the equipment issued to the school on the 1st of March 2024.
Special Educational Needs
Questions (90)
Bernard Durkan
Question:90. Deputy Bernard J. Durkan asked the Minister for Education if a place in a special autism class in a school (details supplied) could be urgently offered to a child; and if she will make a statement on the matter. [10946/24]
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 12 are in Kildare, 7 at primary and 5 at post-primary level. This brings to 116 the number of special classes in County Kildare, 85 at primary level and 31 at post-primary level.
Planning for special classes and special school places in County Kildare and nationwide is currently underway ahead of the 2024/25 school year.
In relation to the student referred to by the Deputy, the NCSE has advised my department that their special educational needs organiser (SENO) has advised the family of suitable special classes in the local area. The SENO will maintain regular contact with the family and continue to provide assistance on the options available.
Parents seeking special class placements for their children are advised to contact the NCSE locally so that their needs can be taken into account for planning purposes. Local SENOs are available to assist and advise parents of children with special educational needs. Parents may contact SENOs directly using the contact details available on the NCSE's website at: www.ncse.ie/regional-services-contact-list
Information on the list of schools with special classes, the types and locations of these classes is published on the NCSE website and is available at: www.ncse.ie/special-classes
My department will continue to support the NCSE and schools through the provision of the necessary funding and capital investment to ensure all children are successful in accessing an education.
School Uniforms
Questions (91)
Peter Burke
Question:91. Deputy Peter Burke asked the Minister for Education if in relation to Circular 0032/2017 she envisioned that schools would undertake to sell school uniforms directly to families and to take away the element of choice from parents who are now compelled to purchase from the school and not avail of other available retailers; and if she will make a statement on the matter. [10977/24]
View answerWritten answers
Ultimately, decisions on school uniforms are a matter for individual schools and Boards of Management.
Taking the above into account, the Department’s Circular 0032/2017, was issued to the Boards of Management of all recognised primary and post-primary schools and to the Chief Executives of the Education and Training Boards. This Circular sets out the principles of cost-effective practice to be adopted by schools to reduce the cost of returning to school.
Under these measures, schools should select school uniform items which are generic and can be purchased from an array of retailers. Only "iron on" or "sew on" crests should be used.
Schools should also consult with parents as to their views on how to reduce costs.
The Education (Student and Parent Charter) Bill is currently before Dáil Éireann. When enacted, it will improve how schools engage with students and their parents by requiring each school to consult with students and their parents on individual school plans, policies and activities, including school costs.
The Bill is awaiting an order for Committee Stage and officials in my Department are working to progress the Bill which will ensure that the various views of students and parents are heard and responded to by schools.
Departmental Staff
Questions (92)
Carol Nolan
Question:92. Deputy Carol Nolan asked the Minister for Education to clarify the number of redundancies, or so called ‘exit-packages’, that have been paid to staff or personnel at any level of seniority in her Department, or in any agency or body under the aegis of her Department, from 2018 to date; the value of each and the total value, in tabular form; and if she will make a statement on the matter. [10982/24]
View answerWritten answers
The information requested by the deputy is attached in tabular format in respect of payments to staff of my Department. I can confirm to the Deputy that all severance or redundancy payments to which staff in my Department were entitled were calculated and processed by the National Shared Service Office in accordance with DPENDR guidelines. In relation to the aegis bodies, a list of the points of contact within the organisations who would be in a position to supply the information requested, is attached.
Departmental Budgets
Questions (93, 94)
Michael Fitzmaurice
Question:93. Deputy Michael Fitzmaurice asked the Minister for Education if she will publish documentation whether bank accounts and fund transfers or otherwise that proves €8.195 million surplus from school transport was held by Bus Éireann for her as of 31 December 2011; and if she will make a statement on the matter. [10998/24]
View answerMichael Fitzmaurice
Question:94. Deputy Michael Fitzmaurice asked the Minister for Education the transaction purportedly returning the net cash surplus of €6.7 million to her in 2018 from the ringfenced account; and if she will make a statement on the matter. [10999/24]
View answerWritten answers
I propose to take Questions Nos. 93 and 94 together.
The School Transport Scheme is a significant operation managed by Bus Éireann on behalf of the Department of Education. In the current school year over 161,600 children, including over 135,000 pupils travelling on primary and post primary services, 19,800 pupils with special educational needs, and 6,800 pupils who have arrived to Ireland from Ukraine are transported on a daily basis to primary and post-primary schools throughout the country.
The total cost of the scheme in 2023 was €382.02m.
The 1975 Summary of Accounting Arrangements form the basis of the payment to Bus Éireann for the operation of the School Transport Scheme. In this regard, the Department reimburses Bus Éireann for a range of costs incurred in the operation and administration of the scheme. Re-imbursement to Bus Éireann is on a cost recovery basis.
The Comptroller and Auditor General (C&AG) carried out an examination of the provision of school transport and completed its report in August 2017 – the C&AG Special Report 98. The C&AG report referenced a surplus in the Transport Management Charge element of the costs. This amount was held by way of an uncommitted reserve by Bus Éireann to be used solely for the purposes of the School Transport Scheme. The balance on the uncommitted reserve was €8.1m at the end of December 2011 and reduced to €6.7m at the end of December 2018 when it was repaid fully to the Department.
The school transport scheme is a demand-led service based on the number of eligible children who apply to avail of transport. My Department works with Bus Éireann to analyse costs to the scheme on an on-going basis while each year the company produces an audited statement of account. This ensures that the financial information provided by Bus Éireann is in accordance with the relevant summary of accounting arrangements.
Bus Éireann provide the Department with an annual projected cost of school transport services together with a provisional spread of payments. These figures are incorporated into the Department’s annual profile of expenditure and are monitored on a monthly basis both in terms of the Department’s monthly profile of expenditure and Bus Éireann information based on actual costs versus projected costs. Expenditure headings and profiles are discussed at monthly meetings held between the Department and Bus Éireann. Where changes in projected expenditure occur, a new year-end forecast is submitted by Bus Éireann and reflected in a revised spread of payments.
Actual expenditure is finalised in the Bus Éireann annual statement of account which is independently audited by the Bus Éireann auditors in accordance with the 1975 Summary of Accounting Arrangements. Balances, where they occur, are accounted for in the following year’s projected cost.
Departmental Staff
Questions (95)
Catherine Murphy
Question:95. Deputy Catherine Murphy asked the Minister for Education the number of exit and or severance and or redundancy packages granted by her Department, and bodies under her aegis, and of bodies he funds in full or in part, of €200,000 and above in the years 2019, 2020, 2021, 2022, 2023 and to date in 2024; and if she will provide the amount of same, body, name and year. [11011/24]
View answerWritten answers
The available details sought by the Deputy in regard to the bodies in the scope of the question are set out in the table below.
The Annual Appropriation Accounts for Vote 26 lists redundancy payments processed through my Department’s School and Administrative payrolls.
The Code of Practice for the Governance of State Bodies 2016 outlines the disclosure requirements for inclusion within the Annual Reports and Financial Statements. These disclosures include Termination/Severance Payments and Agreements which come to an aggregate value of €10,000 for each reporting period.
Provisional data relating to 2023 is being compiled at present and will be available when respective audits have been completed.
Details regarding the Education & Training Boards (ETB) is being collated and will be forwarded to you when available.
|
Year |
Name of Organisation |
Number & amount of exit packages |
No & amount of severance packages |
No & amount of redundancy packages |
|
2019 |
a. Dept of Education School Payroll. |
|
|
a. 84 €1.75m |
|
2020 |
a. Caranua b. Dept of Education School payroll c. Dept of Education Admin payroll |
|
|
a. 7 €38K b. 48 €549K
c. 4 €180K |
|
2021 |
a. Caranua b. CICA c. ERC d. Dept of Education School payroll |
|
|
a. 4 €19K b. 1 €20K c. 1 €63K d. 13 €160K |
|
2022 |
a. CICA b. Dept of Education School payroll |
|
|
a. 2 €41K b. 3 €44K |
|
2023 |
Will be available when audits are completed |
|
|
|
Schools Building Projects
Questions (96)
Thomas Gould
Question:96. Deputy Thomas Gould asked the Minister for Education if she will provide an update on the development of a new school site to accommodate schools (details supplied); if tenders have been awarded; when the new schools will be operational; and if she will make a statement on the matter. [11036/24]
View answerWritten answers
The school campus building project on the site referred to by the Deputy is included in my Department’s Construction Programme and will deliver a new 1,000 pupil post-primary school and accommodation, including 6 classrooms, for children with special educational needs and a new 8 classroom primary school and accommodation, including 2 classrooms, for children with special educational needs.
My Department has received a request for a review of the accommodation brief for the primary school referred to by the Deputy and this is currently being examined. My Department expects to be back in contact with the patron on this matter shortly.
The project will be delivered under my Department's ADAPT Programme which 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 Programme Manager was appointed in Q3 2023 and is in the process of preparing documentation for the tender process for the appointment of multi-disciplinary design team consultants.
It is not possible to provide a timeframe for the progression of the project to tender and construction stages until such time as the necessary statutory approvals have been secured.
My Department will keep the schools and their patron bodies informed of the progression of this campus project and in relation to interim accommodation pending delivery of the permanent accommodation for the schools.
Special Educational Needs
Questions (97)
Niall Collins
Question:97. Deputy Niall Collins asked the Minister for Education if she will address a matter regarding SET hours (details supplied); and if she will make a statement on the matter. [11051/24]
View answerWritten answers
Answer: 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 SET model is an allocation model to provide schools with additional teaching hours to support the teaching needs of their students.
When the 2017 model was introduced it replaced a diagnosis led model with one based on need. This has not changed for 2024 and the allocation to schools is to support all of the children in school who require some level of additional teaching support.
The SET allocation model only deals with the allocation of hours to schools and there is no change to the guidelines for schools on the usage and deployment of SET hours.
Schools must allocate the hours allocated to them based on the ‘continuum of support’ process to meet the identified needs of pupils.
The Department recognises the importance of supporting children with complex needs in mainstream education. The Department wishes to clarify that complex needs has not been removed from the model.
The existing complex needs in each school is maintained within the model. The percentage of allocation in the old model for complex needs and literacy and numeracy has been maintained and incorporated under a single heading ‘Literacy and Numeracy’.
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.
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
All primary schools have benefited in recent years from a reduction in pupil teacher ratio to the lowest ever level of 23:1 and all schools continue to have access to a Special Education Teacher (SET) allocation to meet the additional needs of children in schools.
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.
Schools Administration
Questions (98)
Niall Collins
Question:98. Deputy Niall Collins asked the Minister for Education for an update on the sanction of a roll number for Glenroe national school in Limerick; and if she will make a statement on the matter. [11052/24]
View answerWritten answers
I can confirm to the Deputy, that officials from my Department’s Reconfiguration and School Property Management Unit are liaising with the management authority of the school in question regarding the plans for the school.
Glenroe school was initially set up in September 2020 on a three year pilot basis as a satellite school of Mol an Óige school in Clare. A decision was made to extend the pilot period to allow for 3 full academic years to be reviewed. My officials are currently completing a review of the viability of Glenroe school and once this review is finalised the school community will be informed of the review's recommendations.
Schools Building Projects
Questions (99)
Réada Cronin
Question:99. Deputy Réada Cronin asked the Minister for Education if her Department will take special measures to speed the finishing of the interior of the Convent of Mercy, Naas, given the unnecessary and damaging delay in same, and the costs to the Exchequer; and if she will make a statement on the matter. [11101/24]
View answerWritten answers
The major project referred to by the Deputy is at Architectural Planning Stage 3 – Tender Action and Award.
The Department’s planning and building unit is currently assessing its work programme and priorities for 2024 in the context of overall requirements. The large scale capital project remains a priority for delivery.
A tender report is under review by Department Officials. When this review is complete my Department will be in contact with the School Authority and the Design Team to progress the project and to authorise the issue of the Letter of Intent to the lowest tenderer.
Until the contractor is appointed it is not possible to provide an estimated completion date. However once the contractor has been appointed, it is expected that it will take approximately 15 months to complete the project.
Schools Building Projects
Questions (100)
Réada Cronin
Question:100. Deputy Réada Cronin asked the Minister for Education for an update on co-ed developments in relation to the Convent of Mercy, Naas; and if she will make a statement on the matter. [11102/24]
View answerWritten answers
I wish to confirm that the decision making authority for any change of status is the patron/trustees of a school, subject to the approval of my Department. To date my Department has not received any application from the patron for a change of status for Mercy Convent National School Naas Co. Kildare.
My Department understands that there has been discussions on this matter locally and that it has been confirmed that there will be no change in status for the school for 2024/25.
When or if an application is received in the Department on this matter from the patron it will be considered and a decision confirmed to the patron as soon as possible.
Departmental Staff
Questions (101)
Alan Kelly
Question:101. Deputy Alan Kelly asked the Minister for Education to list all staff/management exit packages for staff/management in their Departments that they sanctioned since 2016 (details supplied). [11156/24]
View answerWritten answers
I can confirm to the Deputy that all severance or redundancy payments to which staff in my Department were entitled were calculated and processed by the National Shared Service Office in accordance with DPENDR guidelines. The details requested by the Deputy are included in the attached table.
PQ Ref: 11156/24 Alan Kelly
|
Year |
Role |
Payment Amount € |
|
2023 |
Special Advisor to Minister |
21,866.33 |
|
2023 |
Civilian Driver to Minister |
10,453.47 |
|
2023 |
Civilian Driver to Minister |
10,287.31 |
|
2023 |
Special Advisor to MoS |
24,636.87 |
|
2020 |
Special Advisor to Minister |
19,107.83 |
|
2020 |
Special Advisor to Minister |
103,328.46 |
|
2020 |
Special Advisor to MoS |
21,126.10 |
|
2020 |
Special Advisor to MoS |
11,684 |
|
2020 |
Special Advisor to MoS |
24,640.75 |
|
2020 |
Civilian Driver to MoS |
17,005.29 |
|
2020 |
Civilian Driver to MoS |
17,005.29 |
|
2020 |
Civilian Driver to MoS |
6,175.76 |
|
2020 |
Civilian Driver to Minister |
36,475 |
|
2020 |
Civilian Driver to MoS |
16,997.51 |
|
2020 |
Civilian Driver to Minister |
20,170.51 |
|
2020 |
Civilian Driver to MoS |
11,342.33 |
|
2017/8 |
Special Advisor to Minister |
59,977.05 |
|
2016 |
Special Advisor to Minister |
37,278.90 |
|
2016 |
Special Advisor to Minister |
31,949.81 |
|
2016 |
Personal Secretary to Minister |
64,099.29 |
|
2016 |
Civilian Driver to Minister |
16,048 |
|
2016 |
Civilian Driver to Minister |
19,826.25 |