Written Answers Nos. 503-523
503. Deputy Sorca Clarke asked the Minister for Education regarding the issue of an added stream for junior infants in a school (details supplied), with whom the final decision in granting additional places lies. [12772/24]
View answerI can assure the Deputy that the provision of school places to meet the needs of children and young people at primary and post primary level, including children and young people with special educational needs is an absolute priority for my Department.
In order to plan for school place needs, my Department divides the country into 314 school planning areas and utilises a Geographical Information System to anticipate school place demand. Information from a range of sources, including Child Benefit data, school enrolment data and information on residential development activity is used for this purpose. Additionally, Project Ireland 2040 population and housing targets inform my Department's projections of school place requirements.
While my Department is aware of enrolment pressures and demand for additional school places in some areas, it is important to note that where enrolment pressures arise, it may not be as a result of lack of accommodation but may be driven by the following factors:
• Duplication of applications – 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
• External draw – pupils coming from outside the local area
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.
The Educational Welfare Services (EWS) of the Child and Family Agency (Tusla) is the statutory agency that can assist parents who are experiencing difficulty in securing a school place for their child. The local service is delivered through the national network of Educational Welfare Officers (EWO). Contact details are available at www.tusla.ie/get-in-touch/education-and-welfare/.
504. Deputy Sorca Clarke asked the Minister for Education if she will review the case of a child (details supplied) who is living in the village of Dunmore who did not get a school place for next year in a school; if she will provide a solution to this issue; and if she will make a statement on the matter. [12773/24]
View answer505. Deputy Sorca Clarke asked the Minister for Education if she will increase funding and resources for a school (details supplied) to ensure that no child is left without an appropriate school place; and if she will make a statement on the matter. [12774/24]
View answerI propose to take Questions Nos. 504 and 505 together.
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.
The Educational Welfare Services (EWS) of the Child and Family Agency (Tusla) is the statutory agency that can assist parents who are experiencing difficulty in securing a school place for their child. The local service is delivered through the national network of Educational Welfare Officers (EWO). Contact details are available at www.tusla.ie/get-in-touch/education-and-welfare/.
506. Deputy Mark Ward asked the Minister for Education the ongoing supports available for survivors of abuse in industrial schools, reformatories and related institutions; and if she will make a statement on the matter. [12775/24]
View answerAs the Deputy will be aware, on 27 June 2023 Government approved proposals for the provision of a package of ongoing supports to survivors. This package of supports is comprised of a number of elements, including health, education, and advocacy supports.
The delivery of both the health and education supports will require the passage of legislation, the General Scheme of which was published and referred to the relevant Committee for Pre-Legislative Scrutiny (PLS) in September 2023. The Committee’s PLS Report was received by my Department in December 2023.
My Department is working closely with the Office of the Parliamentary Counsel to finalise the drafting of the Bill and it is intended to progress the preparation of the legislation as quickly as possible to enable its passage in the first half of 2024.
With regard to advocacy supports, my Department has engaged Sage Advocacy, an independent advocacy organisation with a strong track record in providing advocacy supports to vulnerable adults, older people and healthcare patients, to develop information, support and advocacy services for survivors to assist them in engaging with and accessing relevant services and supports. Sage Advocacy has already begun to roll out this service and will be engaging with relevant groups and organisations to promote awareness of its availability.
In addition, my Department has since 2002 fully funded the Origins Information and Tracing Service which is for individuals who spent all or part of their childhood in an industrial school and who are interested in tracing information about their parents, siblings or other relatives.
This service, which is operated by Barnardos, is available free of charge to survivors in Ireland and abroad.
507. Deputy Niall Collins asked the Minister for Education if she can expedite a matter (details supplied); and if she will make a statement on the matter. [12777/24]
View answerThe project to which the Deputy refers to was approved for a project under my Department's Additional School Accommodation scheme for the provision of a Special Education Needs class. I am pleased to confirm that my Department has been informed that this project was practically completed in Q1 2023.
In Q1 2024, the school authority submitted a final drawdown request for the remainder of their approved grant aid together with a change order request and an inflation claim for review. Officials at my Department have assed each of these payment requests. A response issued to the school authority in Q1 2024 requesting further information in relation to the payment requests.
It is now the responsibility of the school authority to supply the necessary information as requested in order for a full assessment to be completed. Officials at my Department are liaising with the school authority to assist in this regard.
508. Deputy Niall Collins asked the Minister for Education if she can provide assistance and advice on a matter (details supplied); and if she will make a statement on the matter. [12780/24]
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).
While the additional funding being made available to provide more special education teachers, SNAs, NCSE supports and NEPs supports in our schools is significant, it is accepted that there are a range of additional challenges facing our special schools.
Special schools support children and young people with the most complex special educational needs and need to invest significant time to establish and foster positive links between the home, school and other agencies.
My department has been actively engaging with the representative bodies for boards of management, particularly the body representing special schools, the National Association of Boards of Management in Special Education (NABMSE) over the last year or more to address some of these additional challenges.
In 2023 NABMSE facilitated a series of meetings nationwide with special schools. This engagement has focused in on a number of issues including:
a. The challenges attached to the designation of special schools as primary schools (the vast majority of special schools enrol students from 4 through to 18) and how this could be addressed
b. The resources necessary for special schools to support their students and
c. How best to ensure that all children who require it have access to a summer programme.
Following this close engagement with special schools, and aware of the challenges facing special schools from my own engagement with and visits to these schools, I was determined to introduce a number of new measures to support special schools. Some of these measures require additional budgetary provision. Budget 2024 has provided for two very targeted measures to support our special schools. These measures are effective for the 2024/25 school-year.
Firstly, the removal of the current 15 teacher threshold for the appointment of administrative deputy principals in special schools, so that all special schools can benefit from this additional resource. These posts will be instrumental in assisting principals with leadership and management functions and to support learning and parental and community engagement. This will make a real difference to staff and students in our special schools.
Secondly, an additional allocation of 100 teaching posts will be provided to special schools. I am very conscious that our special schools provide an education for children and young people aged from 4 – 18 years of age and these posts will allow schools to deliver a greater range of the national curriculum subjects and to improve student progression and transition. A circular letter outlining further details for special schools on these two measures will be issued shortly.
In addition, special schools will also benefit from the increase in capitation grants for all schools. Funding has also been secured to continue to provide an enhanced summer programme for students with special educational needs, with a focus again on children and young people in special schools.
In addition to these budgetary measures, my department is also working closely with the NCSE to further support special schools in relation to a range of issues relating to administration, curriculum and training.
These measures will ensure that my department can deliver 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.
509. Deputy Martin Kenny asked the Minister for Education if she will provide funding to a school (details supplied) to provide a SEN class to six pupils enrolled for the class to start next September; and if she will make a statement on the matter. [12810/24]
View answerI can confirm to the Deputy, that my department has received an application for capital funding, under the Additional School Accommodation (ASA) scheme, from the school to which the Deputy refers
The purpose of my Department’s Additional School Accommodation (or ASA) scheme is to ensure that essential mainstream classroom accommodation and accommodation for pupils with special education needs is available to cater for pupils enrolled each year, where the need cannot be met by the school’s existing accommodation or at other schools in the area.
At primary level, this situation generally arises to cater for a school’s accommodation requirements where an additional teaching post has been sanctioned by Teacher Allocation Section, or the requirement for a new class for pupils with special education needs has been identified by the National Council for Special Education (NCSE), and all available alternative accommodation within the school is already being used for classroom purposes. The capacity at other schools in the area is also considered as part of the assessment of any accommodation needs.
The NCSE has the responsibility for planning and coordinating school supports for children with special educational needs.
The Department engages intensely with the NCSE in relation to the forward planning of new special classes and additional special school places. This forward planning work is well underway ahead of the 2024/25 school year. This work involves a detailed review of statistical data in relation to forecasting demand for special class places, an analysis of available school accommodation, consideration of improved data sharing arrangements and a particular focus on the provision of special classes at post-primary level.
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 educational needs.
A proposed brief of accommodation has issued to the school and it is currently with their Board of Management for consideration. Officials in my Department await a response from the school authority.
510. Deputy Eoin Ó Broin asked the Minister for Education if a school (details supplied) will retain the same number of teachers in the coming academic year; and if she will ensure the school can cater for the demand of the growing local population. [12831/24]
View answerThe key factor for determining the level of staffing resources provided at individual school level is the staffing schedule for the relevant school year and pupil enrolments on the previous 30 September.
The staffing process contains an appeals mechanism for schools to submit a staffing appeal under certain criteria to an independent Primary Staffing Appeals Board.
The appeal submitted by the school referred to by the Deputy has been deemed ineligible by the Appeals Board, as the grounds of the appeal did not meet the appeal criteria published in Circular 0011/2024. The Appeals Board operates independently of the Department and its decision is final.
511. Deputy Bernard J. Durkan asked the Minister for Education if all steps possible can be taken to ensure that the son of a person (details supplied) secures a school place in the same school as their sibling; and if she will make a statement on the matter. [12838/24]
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.
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.
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.
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.
The Educational Welfare Services (EWS) of the Child and Family Agency (Tusla) is the statutory agency that can assist parents who are experiencing difficulty in securing a school place for their child. The local service is delivered through the national network of Educational Welfare Officers (EWO). Contact details are available at www.tusla.ie/get-in-touch/education-and-welfare/.
512. Deputy Michael Healy-Rae asked the Minister for Education if she will publish the bank accounts of Bus Éireann that show the moneys held in reserve by Bus Éireann for school transport and on behalf of the Minister for Education for each year end between 2012 and 2016; and if she will make a statement on the matter. [12851/24]
View answerThe School Transport Scheme is a significant operation managed by Bus Éireann on behalf of the Department of Education. In the current school year over 161,600 children, including over 135,000 pupils travelling on primary and post primary services, 19,800 pupils with special educational needs, and 6,800 pupils who have arrived to Ireland from Ukraine are transported on a daily basis to primary and post-primary schools throughout the country.
The total cost of the scheme in 2023 was €382.02m.
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’s bank accounts are reviewed by independent auditors as part of the annual audit process. Bus Éireann’s School Transport scheme annual costs are set out in the Annual Statement of Account. This Statement of Account is independently audited by the Bus Éireann auditors in accordance with the 1975 Summary of Accounting Arrangements and this report is submitted to my Department on an annual basis. In addition, separate to the audit of the Statement of Account, the Financial Statements for the Bus Éireann group are independently audited on an annual basis.
513. Deputy Catherine Connolly asked the Minister for Education further to Parliamentary Question No. 249 of 24 March 2024, the status of the development of the next policy on Gaeltacht education, to replace the 2017-22 policy that was extended to the end of the 2023-24 school year; and if she will make a statement on the matter. [12857/24]
View answerMy department launched the Policy on Gaeltacht Education as a strategic response to address the linguistic challenges facing Gaeltacht language-planning areas. Significant progress has been made across all aspects of the Policy since the commencement of its implementation.
The Gaeltacht School Recognition Scheme was launched in April 2017. 103 primary schools and 29 post-primary schools in the Gaeltacht are currently participating in the Scheme. The main aim of the Scheme is to strengthen immersion education experiences in Irish to support pupils’ language acquisition and enrichment.
The term of the Scheme was extended by two years to the end of the 2023/2024 school year due to the impact of school closures during the COVID-19 pandemic. This ensured that schools in the Scheme would continue to access additional supports to fulfil the language-based criteria to gain recognition as a Gaeltacht school.
A validation process for Gaeltacht School recognition commenced in October 2022. The process is to confirm that schools participating in the Gaeltacht School Recognition Scheme are fulfilling the necessary language-based criteria. Recognition as a Gaeltacht school will be awarded to a school when it is confirmed that the school’s practice has been developed in accordance with the language-based criteria. Evaluation visits by inspectors will conclude before the Easter break.
Schools participating in the Scheme have been advised that supports under the Gaeltacht School Recognition Scheme will continue throughout the school year 2024/2025.
A research and evaluation study is currently being undertaken by the Educational Research Centre (ERC) to evaluate the impact and effectiveness of the Scheme in order to inform future policy and practice in schools.
The ERC continues to conduct research on student attainment and on the views of parents, students, teachers and principals of participating schools. A report on these research findings will be published by my Department in due course.
514. Deputy Catherine Connolly asked the Minister for Education further to Parliamentary Question No. 248 of 24 March 2024, the status of the Gaeltacht education policy advisory committee; for an update on the work of the committee; the role being played by the committee in the development of the next policy on Gaeltacht education; the terms of reference of the committee; and if she will make a statement on the matter. [12858/24]
View answerThe Gaeltacht Education Policy Advisory Committee was established in March 2017 to support the phased implementation of the Policy on Gaeltacht Education. The committee, which is chaired by an official from my Department, comprises representatives from a wide range of stakeholder groups. Details of the membership along with discussion papers, the committee’s terms of reference, agendas and minutes of all meetings can be found on the gov.ie website (Gaeltacht Education Policy Advisory Committee).
Meetings of the advisory committee create a forum to:
• share valuable advice, views and feedback to support the implementation of the Policy and inform decision making;
• build partnerships and forge links with other agencies and groups;
• identify challenges and opportunities to support the effective implementation of the Policy;
• build confidence, momentum and enthusiasm for the implementation of the Policy and the Gaeltacht School Recognition Scheme; and
• provide guidance on future priorities.
The Advisory Committee meets regularly and its most recent meeting was in December 2023.
The Advisory Committee will continue to provide support and advice to my Department in the implementation of the Policy on Gaeltacht Education and will, in due course, be involved in the review of the existing policy and the development of the new policy.
515. Deputy Michael Lowry asked the Minister for Education if she will review correspondence from a school (details supplied); what financial assistance can be offered to this school to assist it with the critical financial situation; and if she will make a statement on the matter. [12868/24]
View answerMy Department is committed to providing funding to recognised primary and post-primary schools in the free education scheme by way of per capita grants. The two main grants are the Capitation grant to cater for day to day running costs such as heating, lighting, cleaning, insurance, general up-keep etc. and the Ancillary grant to cater for the cost of employing ancillary services staff. Schools have the flexibility to use capitation funding provided for general running costs and ancillary funding provided for caretaking and secretarial services as a common grant from which the Board of Management can allocate according to its own priorities.
In addition to these grants, €20 million in funding was issued during October 2023 to support all recognised primary and post-primary schools in the Free Education Scheme. This funding is the first tranche of an overall additional €60 million funding announced as part of Budget 2024 measures designed to assist schools with increased day-to-day running costs such as heating and electricity. A further €40 million in funding was delivered in early 2024.
As part of Budget 2024, significant increases in capitation funding for primary and post-primary schools were confirmed which includes a permanent restoration of capitation funding as well as an increase for cost of living pressures. 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 will be paid to schools in January & June 2024 for the 2023/24 academic year.
As part of the capitation package in Budget 2024, €21 million was secured 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 grant to the pre-2011 level of €200 per student in primary schools. Enhanced rates will also be paid in respect of pupils with Special Educational Needs. This represents an increase of circa 9.2% of current standard and enhanced capitation rates.
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.
My Department spends €180m annually in supporting schools in the DEIS programme, of which, over €20m is allocated to schools by way of a DEIS grant.
The DEIS grant should be utilised to attain the targets set in the school's three year improvement plan across the DEIS themes. It is a matter for the Board of Management of each school to allocate DEIS grant funding so that it targets those students deemed most in need. This may include allocating a proportion of the DEIS grant funding towards the cost of school trips.
I wish to advise that the Emergency Works Scheme is set up to address small scale works that are sudden, unforeseen and where the school might have to close if not addressed. The Emergency Works Scheme does not fund retrospectively, so any works required to be carried out must be applied for and approved prior to being carried out.
The Financial Support Services Unit (FSSU) is an important source of advice and support. It is available to primary schools to assist on financial matters. Officials from my Department have made contact with the FSSU on behalf of your school. They will provide advice and support as required. A member of staff from the FSSU recently contacted your school and has arranged a call with your Principal in the coming days.
516. Deputy Michael Healy-Rae asked the Minister for Education for an update on an application for a school extension (details supplied); and if she will make a statement on the matter. [12872/24]
View answerI can confirm to the Deputy that the school referred to has been approved a project by my Department to provide a mainstream classroom under the Additional Schools Accommodation Scheme. The project has been devolved to the school authority for delivery and a design team have been appointed.
The school submitted a architectural design (stage 1) report which is currently under review by my Department officials. The outcome of this stage review including practical recommendations on how to progress this important project shall be communicated to the School Authority shortly.
517. Deputy Peter Burke asked the Minister for Education if a second ASD class will be sanctioned in a school (details supplied) to accommodate applications; and if she will make a statement on the matter. [12875/24]
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 6 are in Longford. This brings to 39 the number of special classes in County Longford, 25 at primary level and 14 at post-primary level.
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.
In relation to the school referred to by the Deputy, the NCSE has advised my department that they recently received an expression of interest for the establishment of an autism class from the school. It is of course open to any school to do so and every school who express such an interest is to be commended.
However, it may not be possible for the NCSE to sanction a new special class in every school that expresses an interest.
The department and the NCSE are currently reviewing the overall demand for such provision in the area alongside the availability of space in local schools. The local special educational needs officer (SENO) remains in contact with the principal of the school and with the parents of children in the area. Parents will be duly notified as new special class placements become available and are sanctioned for the 2024/25 school year within the area.
When assessing the needs in the local area, the NCSE identify schools in the neighbouring vicinity with available special class vacancies and assess their capability with consideration to demographical and statistical data.
Planning for special classes and places in Co. Longford and nationwide is currently underway ahead of the 2024/25 school year. Schools and parents will be notified as soon as possible if a special class can be established.
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 and the NCSE are committed to ensuring that sufficient special education placements will be available for children for this school year and future years.
519. Deputy Niamh Smyth asked the Minister for Education if he will address a matter in relation to Teaching Council registration (details supplied); and if she will make a statement on the matter. [12879/24]
View answerUnder the Teaching Council Acts 2001-2015 the Teaching Council is the body with the statutory authority and responsibility for the regulation of the teaching profession in Ireland including the registration of teachers in the State.
The Teaching Council is the professional standards body for the teaching profession, which promotes and regulates professional standards in teaching. The Teaching Council registers teachers under the Teaching Council Act 2001-2015 and in line with the Teaching Council Registration Regulations, 2016. The Council registers teachers under five routes of registration namely, Route 1 - Primary, Route 2 - Post-primary, Route 3 - Further Education, Route 4 - Other and Route 5 - Student Teacher. The minimum registration requirements for each route are set out in the Schedule of the regulations.
The Teaching Council can confirm that an ezine was issued to all registered teachers on 5 January 2023 notifying of an amendment to the Registration Regulations. An email was also issued to the UK HEI’s in March 2023 outlining all of the eligibility and qualification requirements so she may have received information via that route also.
All relevant communications, including direct correspondence, website and application documents, referenced eligibility requirements and would not have committed to automatic eligibility for any qualification.
This amendment provided for, on a time bound basis, primary and post primary teacher who qualified outside of the Republic of Ireland to apply for registration and complete, their induction here in Ireland, subject to meeting eligibility and qualifications requirements.
The amendment Regulation closed to applications on 1 February 2024.
A link to the eligibility requirements was also provided in the ezine on 5 January 2023 which stated the following:
1. Qualified Teacher status (or equivalent)
You must:
• Have qualified as a teacher outside of the Republic of Ireland and gained qualified teacher status or equivalent (licence to teach), and
• Completed an accredited programme of initial teacher education in the country where you qualified.
2(a). Qualification requirements – primary applicants
If applying for primary registration, you must have a primary teacher education qualification aimed at 4 to 12 year olds which is comparable to the standard of Irish graduates.
Irish Language Requirement
Irish language requirement (ILR) will be applied as a condition to your registration. You may be registered on a conditional basis for three years.
The Irish language requirement (ILR) can be completed in one of two ways:
• Doing an aptitude test (module/ course of study). This includes attending the Gaeltacht (Irish language region) for a period of time.
• Teaching in the area of the shortfall (adaptation period)
You can find more information at ilrweb.ie
In all communications pertaining to the Teaching Council (Registration) (Amendment) Regulation 2023, it was outlined that registration under this regulation was subject to meeting eligibility and qualifications requirements as outlined above.
As the Teaching Council (Registration) (Amendment) Regulations 2023 has now closed, applications for registration under Route 1 (Primary) should be made via the standard pathway for registration for teachers who are awarded their teaching qualification outside of the Republic of Ireland. To be eligible for registration under the standard pathway, applicants must be fully qualified, i.e., have been awarded a teaching qualification, have a licence to teach (QTS in England) and have completed a period of induction in the country where they qualified.
All applications from teachers who qualified abroad are processed in line with EU Directive 2005/36/EC and the Teaching Council (Registration) Regulations 2016.
The Council is considering any further amendment in the context of its legislative framework, including relevant EU legislation. Any updates in this regard will be published on the Teaching Council website www.teachingcouncil.ie
520. Deputy Bernard J. Durkan asked the Minister for Education if all efforts can be made to ensure a school place can be found for a child (details supplied); and if she will make a statement on the matter. [12881/24]
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.
Parents have the right to choose which school to apply to and where the school has places available for the relevant year, the pupil/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 pupils/student not obtaining a place in the school of their first choice.
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.
521. Deputy Michael Creed asked the Minister for Education the current status of Cineáltas as an effort to address bullying in schools; if the initiative will address any shortcomings with regard to school disciplinary processes where the Garda juvenile justice system is also involved in investigating such incidences; if she is aware that for alleged GDPR reasons the outcome of such juvenile justice enquiries cannot be shared with schools' boards of management who are subsequently left in the invidious position of not being able to act on proven assaults as per Garda enquiries; and if she will make a statement on the matter. [12917/24]
View answerAs you are aware, I launched Cineáltas: Action Plan on Bullying in December 2022. Cineáltas is the Department’s whole-education approach to preventing and addressing bullying behavior in schools. Cineáltas is dedicated to the prevention and addressing of bullying, cyber bullying, racist bullying, gender identity bullying and sexual harassment, among other areas, in schools.
Cineáltas is centred on a child right’s based approach and provides a collective vision and clear roadmap for how the whole education community and society can work together to prevent and address bullying in our schools. Cineáltas incorporates each of the nine components of UNESCO’s Whole Education Approach to prevent and address bullying. It is rooted in four key principles: prevention, support, oversight and community. 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.
I am committed to preventing and addressing bullying in schools, and through the implementation of Cineáltas we can work together towards a diverse, inclusive Irish society free from bullying in all its forms and where all our children and young people can feel happy and safe in our schools.
Work is well underway to implement many of the actions contained in Cineáltas and I have established an Implementation and Evaluation Group, chaired by the Secretary General of the Department, Bernie McNally, to oversee implementation.
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
A new inspection model is being 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 this year.
A key action contained in Cineáltas is to review and update the anti-bullying procedures for schools which were published in 2013. The procedures are being updated to take account of gender identity bullying, cyberbullying, racist bullying, sexist bullying, and sexual harassment. The procedures will focus on prevention strategies for schools and on supporting schools to address bullying behavior.
The procedures will reference the current legal basis within which schools function today, taking account of new legislation such as Coco’s Law. The procedures will include updated guidance for schools on where bullying behaviour escalates to criminal behaviour and on when bullying behaviour becomes a child protection concern.
Schools will be required to develop their anti-bullying policy in consultation with the entire school community, which includes school staff, students, parents and the school’s board of management. Schools will be required to regularly review their records of bullying behaviour to discern emerging trends, identify key learning and to consider what measures could be taken to prevent re-occurrence. It is intended that the Bí Cineálta procedures will be published in the coming months with CPD/training being made available for all school staff, boards of management and parents.
The Education (Welfare) Act 2000 sets out certain matters that must be included in a code of behaviour which include the standards of behaviour that shall be observed by each student attending the school and the measure that may be taken when a student fails or refuses to observe those standards.
As part of Cineáltas, Tusla Education Support Service (TESS) is currently undertaking a review of the 2008 Developing a Code of Behaviour Guidelines for Schools to ensure that schools have sufficient tools to address bullying issues as they arise.
The updated Code of Behaviour guidelines will include updated information for schools relating to behaviour matters which include the involvement of an Garda Síochána.
It is expected that these new guidelines will be published by TESS in the coming months.
522. Deputy Matt Carthy asked the Minister for Education if potential sites or locations in County Monaghan have been yet considered for a new special school; the timeframe envisaged to deliver a new special school in County Monaghan; and if she will make a statement on the matter. [12941/24]
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, Minister Foley and l announced the establishment of two special schools for this school year, with further capacity being expanded in 11 other special schools.
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.
The new special schools established over recent years have focused on providing additional places in our largest urban areas – Dublin and Cork. The department and NCSE have already begun planning in relation to further expanding special school capacity for the 2024/25 school year and beyond.
It is estimated that a further 300 new special school places may be required each year for the coming years. When looking to provide additional capacity the department’s preferred option is to increase provision in existing special schools if possible. Where this is not possible in a region, the department and NCSE will consider the need to establish a new special school.
Four new special schools will be established for the 2024/25 school year in Meath, Kildare, Wexford and Limerick. The schools will be under the patronage of the local Education and Training Boards.
In relation to provision in Monaghan, I want to reassure the Deputy that both my department and the NCSE will continue to monitor and review the need for further new special schools or the expansion of existing special schools in all areas of the country over the coming months and years.
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.
523. Deputy Matt Carthy asked the Minister for Education the criteria used to determine the location for new special schools; whether there is a standardised formula to adjudicate upon different potential locations; and if she will make a statement on the matter. [12942/24]
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.
There continues to be an increasing need to provide additional special school places to support children with complex needs. To meet this need, seven new special schools have been established in recent years and capacity has been expanded in a number of other special schools.
The new special schools established over recent years have focused on providing additional places in our largest urban areas – Dublin and Cork. A further four special schools will be established for the 2024/25 school year. These four schools will be established in Meath, Kildare, Wexford and Limerick. These schools will be under the patronage of the local Education and Training Boards.
It is estimated that a further 300 new special school places may be required each year for the coming years.
When looking to provide additional capacity the department’s preferred option is to increase provision in existing special schools if possible. Where this is not possible in a region, the department and NCSE will consider the need to establish a new special school.
In planning for increased special school places, the department and NCSE review all of the available data on the growing need for special school places across the country. This involves a detailed analysis of enrolment trends and the potential for existing special schools in a region to expand.
An important consideration when deciding to establish or expand provision in an existing special school is the distances that some students are travelling in order to access a special school placement.
My department and the NCSE are continually reviewing where additional capacity is required in existing special schools or in what regions a new special school may need to be established over the coming years.
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.
