Written Answers Nos. 463-482
463. Deputy John Lahart asked the Minister for Education the position in relation to the minor works scheme for primary schools, which for some if not many schools have not been paid for 2022 and 2023; if such works will be funded in 2024; and if she will make a statement on the matter. [12429/24]
View answerThe Department recognises the importance of the Minor Works Grant to primary schools.
Under the scheme, funding is made available to all primary schools on the basis of a €5,500 basic grant plus €18.50 per mainstream pupil and €74 per special needs pupil enrolled in the school on the 30th of September of the year prior to the issue of the grant. The grant is paid on an annual basis.
Between 2018 and 2023 in the region of €310 million in Minor Works Grants and Enhanced Minor Works Grants has been allocated to schools. The Minor Works Grant for the school year 2022/2023 was paid in December 2021 and the Minor Works Grant for the current school year 2023/2024 was paid in April 2023 to all primary schools including special schools.
Schools have the autonomy to use this funding for maintenance and small-scale improvements to school buildings and grounds. Given that each school setting is different, individual schools are best placed to decide how best to use this funding to address their particular needs.
The works that can be undertaken under the Minor Works Grant Scheme include maintenance and small-scale improvements to school buildings and grounds, improvement or replacement of mechanical and electrical services, the purchase of standard furniture and educational equipment, the purchase of floor coverings and window blinds, the purchase of IT related equipment, ventilation improvements, and enhancements to outdoor learning environments.
The Department's Planning & Building Unit is currently assessing its work programme and priorities for 2024 in the context of its available funding. ?The timeline for the payment of the minor works grant for the 2024/25 school year will be confirmed in due course.
464. Deputy Colm Burke asked the Minister for Education when a review being undertaken by her Department in respect of a Stage 2B submission will be finalised and the school (details supplied) contacted about the outcome of this review as it has been confirmed that it has been near completion for some time; and if she will make a statement on the matter. [12436/24]
View answerThe project to which the Deputy refers, includes an extension to the existing school buildings, decanting if required, necessary to satisfactorily develop the post primary school on its existing site to cater for an enrolment of 700 pupils. The project has been devolved for delivery to the school authority and it has appointed a design team to progress the project.
The Stage 2b architectural 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 the school authority directly on the outcome and the next steps to progress this project.
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.
465. Deputy Denis Naughten asked the Minister for Education the engagement to date with schools in general regarding amalgamation and the provision of a co-educational offering; if she will review the options for 2nd level facilities in the catchment, in the interest of pupils, their subject choices, and the maximisation in the use of educational facilities funded by the local community and the Exchequer; if consideration has been given to options for coordination in advance of approving any request from individual schools boards of management; and if she will make a statement on the matter. [12444/24]
View answerI wish to advise the Deputy, that the decision-making authority for any amalgamation is the patron/trustees of the schools concerned and it is open to any patron to submit proposals to the Department for consideration.
Any proposed change involves extensive consultation at local level and must be well planned and managed in a manner that accommodates the interests of students, parents, teachers, local communities and contributes to an inclusive education system.
The Patron and relevant stakeholders are also advised to consider the implications that any amalgamation proposal may have on factors such as school accommodation, funding, staffing and school transport so that an informed decision can be made.
If the Deputy would like to reference a specific area my Department can confirm whether an application for amalgamation or change of status has been received from relevant schools.
466. Deputy Sean Fleming asked the Minister for Education if a central portal will be established for parents to enrol their children at both primary and second level schools in large towns (details supplied); and if she will make a statement on the matter. [12445/24]
View answer469. Deputy Jennifer Whitmore asked the Minister for Education to detail the process for enrolments to schools under the Limerick area post primary programme; how this programme was initiated; whether a similar programme could be applied to schools in particular areas in Wicklow; and if she will make a statement on the matter. [12461/24]
View answerI propose to take Questions Nos. 466 and 469 together.
The Education (Admission to Schools) Act 2018, is an important piece of legislation which has introduced a more parent-friendly, equitable and consistent approach to how school admissions policy operates for the almost 4,000 primary and post-primary schools.
Parents have the right to choose which school to apply to and where the school has places available the pupil should be admitted. However, in schools where there are more applicants than places available, a selection process will be necessary. This selection process and the enrolment policy on which it is based must be non-discriminatory and must be applied fairly in respect of all applicants. However, this may result in some pupils not obtaining a place in the school of their first choice.
The act requires schools to clearly set out their selection criteria in their admission policies. Schools have discretion in relation to their admission criteria and how they are applied. The criteria to be applied by schools and the order of priority are a matter for the schools themselves.
The analysis of the applications for enrolment provides clarity on duplicates and the extent to which families applied to multiple schools which is quite a common feature. Good coordination between schools can help ensure that this is managed and worked through at the earliest possible stage of the annual enrolment process. The categorisation of applicants by each school in accordance with its enrolment policy also helps to provide clarity on the extent to which the enrolment pressure is driven by local demand or in some cases by applications from outside the immediate area served by the school.
In order to facilitate an efficient admission process for schools and applicants, the 2018 admission to school act allows schools to share information relating to the dates an application for admission was received and made by the school, including the date an offer was accepted by the applicant and data relating to a student’s identifying personal details (to ensure that it is the same person applying to both schools). It is open to schools concerned in a locality to agree and put in place arrangements for any sharing of information under the act, and for the admission of students. Similar arrangements are currently in place in Ennis, and in Howth.
467. Deputy Matt Carthy asked the Minister for Education the number of special educational needs organisers (SENOs) that are currently assigned to County Monaghan; if Monaghan has been served by SENO throughout the period since the beginning of the school year, August 2023-March 2024; the proposals to increase the SENO support for County Monaghan; and if she will make a statement on the matter. [12449/24]
View answerI would like to thank the Deputy for the question and would like to advise the following:
The National Council for Special Education (NCSE) is responsible, through its network of Special Needs Organisers (SENOs), for fulfilling the functions of the Council in relation to the identification, delivery and co-ordination of education services to children with disabilities. The Council employs SENOs to provide a nationwide system of local services. Locally based SENOs consult widely with parents/guardians, teachers, health care professionals, school authorities, HSE and other relevant government agencies.
In Budget 2023, the government provided an additional €13 million for the expansion of services within the NCSE. This will mean an increase of up to 161 additional staff in the organisation, a workforce increase of 50%. As a result of the additional funding allocated to the NCSE, it is intended to increase the number of SENOs to approximately 120, from the previously sanctioned 73. They NCSE is progressively altering the current team structure, from a regional to a county basis with an assigned number of SENOs for each county.
The first intake of new SENO grades has already commenced and 12 additional SENOs joined in February. There will also be a further 20 SENO posts added by end March and an additional 20 posts added by the end of May. The recruitment process allows for training, induction, back-filling and the equitable distribution of cases on a county basis to new SENOs, without disrupting existing service to schools & children.
County Monaghan falls under North Team 2 which currently comprises of 7 SENOs, a team manager, regional manager and additional national support. The recent SENO recruitment competition has led to the NCSE extending offers of employment to a further 3 SENOs for this area with more to follow in the coming weeks.
468. Deputy Duncan Smith asked the Minister for Education the reason for the significant delay with the special four classroom extension progressing to tender for a school (details supplied); and if she will make a statement on the matter. [12460/24]
View answerAs the Deputy is aware, the school to which he refers was approved a school building project under the Department’s Additional School Accommodation (ASA) Scheme. The project is being managed on a devolved basis by Louth & Meath Education and Training Board on behalf of the school authority and a design team was appointed for the project.
The project approved consists of the building of a 4 classroom Special Education Needs unit as an extension to the existing school building, secure hard & soft play areas, a sensory garden and associated works with the school's car park.
I can confirm to the Deputy that my Department has received a Stage 2b (post planning approval) report from the school. This report is currently being reviewed from both a technical and cost perspective in accordance with the requirements of the public Infrastructure Guidelines. This review is nearing completion and my Department will be in contact with LMETB directly once fully completed.
My Department has a strong track record of delivery of school building projects involving circa. 300 projects currently at construction including 34 new school buildings and over 800 projects completed since 2020 notwithstanding the wider construction sector environment of high inflation, labour shortages and supply chain issues. We continue to have a strong pipeline of projects for delivery under the school building programme. My Department has 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. 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.
Last year, my Department received supplementary funding to help alleviate funding pressures which was reflective of my Department’s strong delivery of school building projects particularly to support mainstream provision accommodating Ukrainian students and special education needs provision. My Department 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. It is a challenging construction environment across all sectors (Education, Housing, Transport etc.) and my Department is also required to manage the timing, scope and cost of individual projects to remain within budgetary parameters for the overall programme – this involves constant review throughout the project life cycle. My Department is committed to ensuring appropriate accommodation is available for the pupils in Skerries Educate Together and will in the wider context outlined, ensure that the Skerries Educate Together project - as for all projects on our school building programme - is subject to the due diligence required under the public Infrastructure Guidelines.
470. Deputy Cian O'Callaghan asked the Minister for Education if she will provide an update on the Government's Divestment Programme; how many schools have been successfully reconfigured; how many schools are in the process of reconfiguration; how many schools are expected to enter this process in 2024; how her Department assesses the demand for Educate Together/multi-denominational schools in any given area; and if she will make a statement on the matter. [12468/24]
View answerIn the last number of years there has been considerable progress towards increasing the number of multi-denominational schools with 52 of the 53 new primary schools and 44 of the 50 new post-primary schools established since 2011 having a multi-denominational ethos.
Patronage transfers have taken place in recent years, resulting in the provision of:
- 14 multi-denominational community national schools under the ETBs. (This number includes two new multi-denominational schools which have been announced as part of the 2022/23 pilot).
- in 2021, an Irish-medium gaelscoil in Dublin (Scoil Chaitlín Maude) transferred patronage from its Catholic patron to An Foras Pátrúnachta. This school offers parents of junior infants the choice of undertaking an Ethics and Morality Programme or a Catholic Programme.
- a gaelscoil in Gorey under the patronage of An Foras Pátrúnachta (Gaelscoil Moshíológ) changed to a multi-denominational ethos, on a phased basis from September 2022.
Separately 12 primary schools have been established under the patronage divesting process, all of which have a multi-denominational ethos. In two of the patronage divesting areas, the demographics increased sufficiently to warrant the establishment of new schools for demographic purposes outside of the divesting process and new multi-denominational schools have been established in these areas.
There are currently 168 primary schools with a multi-denominational or inter-denominational ethos. For historical reasons, most primary schools are State-aided parish schools, with the local Bishop as patron, although this pattern is changing. It is recognised, including by the Catholic patrons, that more diverse provision is required to cater for our changing society.
The Schools Recon?guration for diversity process, supporting transfers of schools to multi-denominational patrons in response to the wishes of local communities, has been developed in order to accelerate the delivery of multi-denominational schools.
During 2022/23 a structured engagement process took place with school communities in a number of towns and areas of cities that had no multi-denominational primary schools. This process aimed to identify potential schools and to engage with school authorities, school staff and the school communities with a view to agreeing on a transfer of patronage and change of ethos, where there was sufficient demand for this. Two schools, Cornamaddy National School in Athlone and St. Enda’s Primary School in Whitefriar Street, Dublin 8, have transferred from Catholic patronage to the local Education and Training Board, becoming multi-denominational community national schools. My Department is hopeful that there will be a number of other transfers of patronage and change of ethos to multi-denominational in the short-term.
When a school transfers from the patronage of one patron to another, the school remains open with the same roll number and operating from the same school property. All state-funded primary schools follow a common national curriculum and are subject to the same department rules and regulations.
It is intended that the review of the 2022/23 engagement process will be finalised and published, following consultation with relevant stakeholders. It is envisaged that it will include a framework for delivering on the Government commitment for increasing multi-denominational provision.
The Government’s goal remains to establish a strong process, that has the support of patrons and local communities, and which will enable us to continue to increase the number of multi-denominational primary schools across the country.
To assist school patrons and school communities, my Department has published a guidance pack, setting out some general and practical information relating to transfer of patronage which may be useful for parents/guardians, pupils and school communities and school authorities and staff where transfer of patronage of a school is being considered or implemented.
This information pack is available from the schools reconfiguration page of the gov.ie website.
471. Deputy Cian O'Callaghan asked the Minister for Education if boards of management are required to use catchment area as a selective criteria in their admission policy; and if she will make a statement on the matter. [12469/24]
View answerIn 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 and the Education (Admission to Schools) Act 2018. My Department's main responsibility is to ensure that schools in an area can, between them, cater for all pupils seeking school places in that area.
Parents have the right to choose which school to apply to and where the school has places available the pupil should be admitted. However, in schools where there are more applicants than places available, a selection process will be necessary. This selection process and the enrolment policy on which it is based must be non-discriminatory and must be applied fairly in respect of all applicants. However, this may result in some pupils not obtaining a place in the school of their first choice.
The act requires schools to clearly set out their selection criteria in their admission policies. Schools have discretion in relation to their admission criteria and how they are applied, giving a priority to a certain catchment area is permitted as a criterion under the act, and schools can apply this as a criterion should they wish to do so. The criteria to be applied by schools and the order of priority are a matter for the schools themselves. My Department does not seek to intervene in the selection criterion that is applied by schools.
472. Deputy Paul Kehoe asked the Minister for Education whether she is considering including Ukrainian as an exam subject on the second level curriculum; and if she will make a statement on the matter. [12479/24]
View answerMeeting the educational needs of children and young people from Ukraine is a priority for the Government, and my Department is determined to support the efforts of school communities across the country, who have shown huge commitment and generosity. To assist with the transition of Ukrainian students and their families into Irish schools, Regional Education and Language Teams (REALT) continue to operate. These are hosted by the 16 regional education and training boards around Ireland and staffed by regionally-based education support personnel. These teams continue to make sure that clear, accessible information flows are in place between schools, local education support services and national support structures in relation to people arriving from Ukraine.
The State Examinations Commission (SEC) has responsibility for the operation, delivery and development of the State examinations. The SEC provides Leaving Certificate examinations in a range of subjects in the language area referred to as the non-curricular EU languages. These are languages which do not appear as part of the normal school curriculum but in which students may opt to be examined if they meet certain criteria. The examination model is based on that of the First Foreign Language final written examination of the European Baccalaureate, and is offered at Higher Level only. Having regard to Ireland’s national response to the war in Ukraine, and the principles that had been developed for the school sector which are informed by that position, my Department considered it appropriate that Ukrainian would also be examined as a non-curricular language for Leaving Certificate. In August 2022, my Department requested that the SEC develop a Leaving Certificate examination in Ukrainian as a non-curricular language. The SEC have advised that the first examination will be available for students sitting the Leaving Certificate in June 2025.
473. Deputy Claire Kerrane asked the Minister for Education if she will act immediately when the scoping inquiry into abuse in schools run by religious orders is provided to her in June 2024, given this timeline is already delayed and given survivors involved in the process need to see immediate action; and if she will make a statement on the matter. [12482/24]
View answerThe Scoping Inquiry into Historical Sexual Abuse in Day and Boarding Schools Run by Religious Orders was announced on March 7th 2023. The Scoping Inquiry is independently led by Ms Mary O’Toole SC.
The Scoping Inquiry was initially requested to report to the Minister by November 7th 2023. The Lead of the Scoping Inquiry requested an extension to the deadline for the submission of the report and explained the reasons why additional time was needed. In view of the reasons outlined, I acceded to the request. These included the need for additional time to consider the significant volume of information provided by individual survivors in the Scoping Inquiry’s two-stage, trauma-informed survivor engagement process, along with other information that is being gathered across the Scoping Inquiry’s workstreams as set out in its Terms of Reference. This includes substantial engagement with religious orders, An Garda Síochána, a number of Government Departments and Tusla. The Scoping Inquiry has also commissioned expert reports on child protection systems and frameworks, and on restorative justice. In addition, it is engaged in research on previous inquiries and their impact on survivors and their families.
The Scoping Inquiry is independent and its work is ongoing. It is now due to report by June 7th 2024. The Scoping Inquiry team has assured me that it is committed to providing a fully rounded and extensive report under its Terms of Reference.
I am looking forward to receiving the report and, conscious of the trauma that has been suffered by all survivors of abuse, I will give it my fullest consideration before bringing it to Government for a decision on next steps in due course.
474. Deputy Claire Kerrane asked the Minister for Education if she will ensure that survivors who were involved in the scoping inquiry into abuse in schools run by religious orders will receive a copy of the report in June 2024; and if she will make a statement on the matter. [12483/24]
View answerThe Scoping Inquiry into Historical Sexual Abuse in Day and Boarding Schools Run by Religious Orders was announced on March 7th 2023. The Scoping Inquiry is independently led by Ms Mary O’Toole SC. It is due to report to me by June 7th 2024.
The Scoping Inquiry is independent and its work is ongoing. A central element of the Scoping Inquiry is a trauma-informed survivor engagement process, led by child protection expert, Kieran McGrath. The purpose of the Scoping Inquiry’s engagement with survivors is to hear from those who experienced historical sexual abuse in day and boarding schools run by religious orders about their experiences and their preferences for the Government’s response. The report of the Scoping Inquiry will have particular regard to the outcome of the survivor engagement process.
On receipt of the report of the Scoping Inquiry, it is my intention to give the report and its recommendations detailed consideration before bringing it to Government in due course, at which point decisions relating to next steps will be made.
I am deeply cognisant of the trauma that has been suffered by all survivors of abuse and I am hugely grateful to those who have come forward to participate in the Scoping Inquiry. Their participation is key to ensuring that the wishes of survivors in relation to a Government response can be taken into consideration and I commend the courage that they have shown in doing so.
475. Deputy Niamh Smyth asked the Minister for Education to review a case (details supplied) regarding the allocation of a permanent EAL post at a school; to provide an update on this matter; and if she will make a statement on the matter. [12515/24]
View answerThe Special Education Teaching allocation provides a single unified allocation for special educational support teaching needs to each school, based on each school’s educational profile and also encompasses the Language Support (EAL) allocation that schools were allocated in previous years. All schools are advised in the first instance to review whether the needs of newly enrolled pupils can be met from within existing allocations.
The Department also provides specific English Language support to schools with pupils newly arrived into the country that have English as an additional language.
Schools may apply for further language support through the staffing appeals process. Having considered the circumstances outlined by the school and having regard to the high number of pupils requiring EAL support, additional support may be approved to meet the educational needs of such pupils.
The school referred to by the Deputy currently has an allocation of 2 temporary EAL posts for the 2023/24 school year. The school has submitted an application for EAL support for the 2024/25 school year and will be informed of the outcome of their application shortly.
476. Deputy Patrick Costello asked the Minister for Education when her Department will seek to establish a gaelcholáiste in Dublin 8, given the number of feeder primary schools which have no geographically near Irish medium secondary school to attend; and if she will make a statement on the matter. [12522/24]
View answerI refer to the representation from the Deputy concerning the possible establishment of a gaelcholáiste in Dublin 8.
Regarding plans for increasing Irish-medium school places in the South Dublin area, which encompasses the Dublin 2, 4, 6 and 8 areas, it should be noted that the year of establishment, patronage model and language of instruction have yet to be determined for the new post-primary schools announced to serve the following school planning areas in the general South Dublin area: Dublin 2_Dublin 4 and Sallynoggin_Killiney_DLR/Cherrywood.
My Department is currently undertaking a review of the mechanism for new post-primary school provision in the South Dublin area. In this regard, the Department is expediting the preparation of a plan for the delivery of a gaelcholáiste or gaelcholáistí, where such needs are demonstrated, in the South Dublin area. A key element of the planning for Irish-medium post-primary provision is the existing and planned enrolment for gaelscoileanna in the area, with a view to identifying oncoming needs for post-primary Irish-medium provision which may not be catered for by the existing gaelcholáistí in the area.
While it is expected that the existing gaelcholáistí in the general South Dublin area between them have sufficient school places to accommodate demand in the short term, given the number of new gaelscoileanna which have opened in recent years or are planned to open in this area, my Department is keeping the position under active review as these schools grow and the number of sixth class pupils in gaelscoileanna increases.
478. Deputy James O'Connor asked the Minister for Education the position regarding the additional school accommodation scheme in respect of a school (details supplied); if her Department has considered the school's request for traditional build as opposed to modular and that the school's projected enrolment will reach the threshold for an additional class in September 2024, underlying its need for additional accommodation; if her Department will review the school's application in the context of the key points raised; and if she will make a statement on the matter. [12537/24]
View answerI can confirm to the Deputy, that the Department is in receipt of an application for capital funding, under the Additional School Accommodation (ASA) scheme, from the school authority in question.
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.
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 NCSE, and all available alternative accommodation within the school is already being used for classroom purposes.
I can confirm that a brief letter of offer issued to the school authorities for modular accommodation. The school authorities have requested to progress their application as a traditional build project. The application is currently being assessed by my officials. Once the assessment process has been finalised, the school authority will be notified of the decision directly.
479. Deputy Brendan Smith asked the Minister for Education if she is aware that despite reduced pupil teacher ratios and increased capitation grants, many schools are finding it difficult to manage given the level of cost inflation that they have to deal with; if she is further aware that schools are looking at dramatically reducing their expenditure, impacting essential school services and extra-curricular activities; and if she will make a statement on the matter. [12539/24]
View answerAs part of Budget 2024, €10.5 billion in total funding was secured for Education. This significant increase in funding ensures that the total budget is at the highest ever for our primary and post-primary schools. The funding will ensure continued reduced costs for families; it will continue to tackle disadvantage and it will provide further supports to safeguard inclusive education for all school communities.
This year’s Budget will provide targeted funding for school communities with an increase in capitation of over €81 million.
The current standard rate of capitation grant is €183 per pupil at primary level, and at post-primary the standard rate is €316 per student for voluntary secondary schools. The standard capitation rates are different for Community and Comprehensive schools as well as those in the ETB sector as these schools are funded via non-pay budget grants from the Department.
As part of the capitation package in Budget 2024, I am pleased to have secured €21 million as a permanent increase in capitation funding to assist schools now and longer term with increased day-to-day running costs. This will support a permanent restoration of funding for all primary and post-primary schools from September 2024. This will bring the basic rate of capitation to €200 per student in primary schools and to €345 in voluntary secondary schools. Enhanced rates will also be paid in respect of pupils with Special Educational Needs. This represents an increase of circa 9.2% on current standard and enhanced capitation rates.
The €81 million secured for capitation also includes €60 million as part of the Cost of Living measures in Budget 2024. All recognised primary and post-primary schools in the Free Education scheme have benefitted from this additional capitation funding, paid at an average rate of €49 per pupil at primary level and €75 at post-primary level. Enhanced rates were also paid in respect of pupils with Special Educational Needs. This funding was paid in two instalments to schools, in October 2023 and in early 2024 respectively.
Schools also receive an Ancillary Services Grant. The standard rate is €173 per pupil in primary schools and €224.50 per student in post-primary schools.
Primary schools with less than 60 pupils are paid the Capitation and the Ancillary grants on the basis of having 60 pupils. At post-primary level, schools with less than 200 students receive ancillary-related grants on the basis of having 200 students.
Schools also receive a range of other grants including Book Grants and Programme grants. For the 2023/24 school year I introduced a landmark new scheme that signifies a new chapter in Irish primary education, to provide free school books for all primary and special school pupils.
Following on from this, I am pleased to confirm that funding is secured to extend the free school books scheme to junior cycle students from the start of the next school year in September 2024. The total funding available for this extension of the scheme is €67 million.
480. Deputy John McGuinness asked the Minister for Education if a school place will be provided as a matter of urgency for a person (details supplied); and if she will make a statement on the matter. [12541/24]
View answerEnabling children with special educational needs to receive an education is a priority for this government. It is also a key priority for me as Minister for Special Education & Inclusion, for my department and for the National Council for Special Education (NCSE).
The vast majority of children with special educational needs are supported to attend mainstream classes with their peers. Where children with more complex needs require additional supports, special classes and special school places are provided.
In 2023, my department spent over €2.6 billion on special education and further progress will be made this year as an additional €113 million will be dedicated to providing supports for children with special educational needs.
This includes funding to support children with special educational needs in mainstream classes; funding for new special classes and new special school places; additional special educational teachers, special needs assistants (SNAs) and funding for the National Educational Psychological Service (NEPS).
In 2024, the number of teaching and SNA posts in our schools will increase with an additional 744 teachers and 1,216 SNAs added to deliver up to 2,700 new places for children with special educational needs. This will mean we will have over 41,500 qualified and committed people in our schools who are focused wholly and exclusively on supporting children with special educational needs.
The NCSE has the responsibility for planning and coordinating school supports for children with special educational needs.
Over the last number of years, my department and the NCSE have introduced a number of strategic initiatives to plan for and provide sufficient special class and special school places.
These initiatives are bearing fruit with almost 1,300 new special classes sanctioned and seven new special schools established over the last four years.
My department engage intensely with the NCSE in relation to the forward planning of new special classes and additional special school places. This forward planning work is well underway ahead of the 2024/25 school year. This work involves a detailed review of statistical data in relation to forecasting demand for special class places, an analysis of available school accommodation, consideration of improved data sharing arrangements and a particular focus on the provision of special classes at post-primary level. As a result of this forward planning, two new special schools have been established for this current school year in Cork and Dublin, with further capacity being expanded in 11 other special schools.
In December 2023, I was also very happy to announce with my colleague Minister Foley, the establishment of a further four new special schools for the 2024/25 school year in Meath, Kildare, Wexford and Limerick. This will bring to 11 the number of new special schools established in recent years.
Along with the two new special schools opening this school year, 390 new special classes – 254 at primary and 136 at post-primary level – have been sanctioned by the NCSE for opening this current school year.
Of these 76 are in Cork, 52 at primary and 24 at post-primary level. This brings to 496 the number of special classes in County Cork, 351 at primary level and 145 at post-primary level.
In relation to the student referred to by the Deputy, the NCSE has advised my department that the NCSE regional team continues to work closely with the family regarding special education placements options. A significant number of state agencies have engaged with the family to try to reintegrate the student into her existing school placement. The NCSE will continue to provide support to the family.
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
My department and the NCSE are committed to delivering an education system that is of the highest quality and where every child and young person feels valued and is actively supported and nurtured to reach their full potential.
481. Deputy Seán Canney asked the Minister for Education if her Department will fund the construction of a general purpose/physical education hall in a school (details supplied); and if she will make a statement on the matter. [12551/24]
View answerI can confirm to the Deputy, that the Department approved significant capital funding for the school in question under the Additional School Accommodation (ASA) scheme. The project approved was for 12x General classrooms, 1x Technology room & Prep area, 2x Home Economics rooms, 1x Art craft room, 1x Science lab & prep area 2x WC and 1x staff room. This project was devolved to the school authorities for delivery and it is currently at stage 4, construction stage.
The school in question also requested funding for a new sports hall. However, provision for GP/PE halls does not fall within the remit of the ASA scheme.
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 or by available accommodation at other schools in the area.
Investment and expenditure on PE Halls is an element of the overall School Building Programme. The provision of GP rooms and PE Halls, at primary and post primary level respectively, and outdoor hard play areas, form part of the accommodation brief for all new school buildings.
Almost 95% of the post primary schools that made 2020 Annual Schools Returns have indicated to the Department that they either have a PE Hall, access to a nearby PE Hall, or a project in train that will deliver a new PE Hall. Practically all schools have outdoor play areas and many schools use adjacent local facilities, including community halls, public parks, playing fields and swimming pools.
Since 2020, my Department has invested in the region of €4.3 billion in our schools throughout the country, including the completion of over 750 school building projects with construction currently underway at approximately 300 other projects, which includes 34 new school buildings.
School building projects at construction involve an overall State investment of over €1.2 billion. We also have a large modular accommodation programme delivering urgently needed school places.
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.A future strengthened focus on refurbishment of existing school stock will have different strands and will include a PE build and modernisation programme which will enable students in post-primary schools to have access to appropriate facilities to support PE provision, particularly also in the context of the roll-out of PE as a leaving-certificate subject. Enhanced and modernised PE facilities will also provide important amenities for local communities.
However, the main focus of the Department’s capital funding over the last decade and for the coming period is on provision of critical additional capacity to cater for increasing demographics and children with special education needs.
The Department is required to manage the overall school building programme so that we target and prioritise areas that are under greatest pressure for additional school places. This reflects the Department’s fundamental objective of ensuring the availability of a school place for every child.
The overall position with regard to potential modernisation and replacement of existing school infrastructure will be kept under review as capital funding allocations for future years are clarified.
The Department has to prioritise its limited capital resources, in the context both of the ongoing requirement for additional school places, including Special Education Needs places, and the high construction inflation which has significantly impacted on the cost of projects that we must deliver.
I can confirm to the Deputy, that the school in question are aware of my Department's current position on their request for funding for a sports hall. Their request will be considered when funding for this type of school accommodation is available.
482. Deputy Niall Collins asked the Minister for Education if she can advise on a matter raised in correspondence (details supplied); and if she will make a statement on the matter. [12577/24]
View answerMy 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.
The Education (Admission to Schools) Act 2018 provides that all schools must have an admission policy, part of which is the Admission Statement. The Admission Statement sets out that the school will not discriminate against an applicant on the grounds of gender, civil status, family status, sexual orientation, religion, disability, race, member of traveller community or special educational needs.
Parents have the right to choose which school to apply to and where the school has places available for the relevant year, the student should be admitted. However, in schools where there are more applicants than places available, a selection process will be necessary. This selection process and the enrolment policy on which it is based must be non-discriminatory and must be applied fairly in respect of all applicants. However, this may result in some student not obtaining a place in the school of their first choice.
The act requires schools to clearly set out their selection criteria in their admission policies. Schools have discretion in relation to their admission criteria and how they are applied. The criteria to be applied by schools and the order of priority are a matter for the schools themselves. It is an important feature of the act that schools can only make a decision on an application for admission that is based on the school’s admission policy.
Under Section 29 of the Education Act 1998, the parent of the student, or in the case of a student who has reached the age of 18 years, the student, may appeal a decision of this school to refuse admission. An appeal may be made under Section 29 (1)(c)(i) of the Education Act 1998 where the refusal to admit was due to the school being oversubscribed. An appeal may be made under Section 29 (1)(c)(ii) of the Education Act 1998 where the refusal to admit was due a reason other than the school being oversubscribed.
TUSLA’s Education Support Service (TESS) which is the statutory agency that can assist parents who are experiencing difficulty in securing a school place for their child. TESS can be contacted at 01-7718500. For ease of reference, I have provided you with a link to the relevant phone numbers for the Education Welfare Officers who are part of TESS assigned to various areas around the country. www.tusla.ie/get-in-touch/local-area-offices.
