Written Answers Nos. 115-136
115. Deputy Cian O'Callaghan asked the Minister for Education if she will provide an updated list of new autism classes opening in Dublin in September 2024; and if she will make a statement on the matter. [15775/24]
View answerEnabling children with special educational needs to receive an education is a priority for this government. It is also a key priority for 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, €2.6 billion was spent 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 these children.
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 under way 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 the establishment of a further four new special schools for the 2024/25 school year in Meath, Kildare, Wexford and Limerick. This will bring to 11 the number of new special schools established in recent years.
Along with the two new special schools opening this school year, 390 new special classes – 254 at primary and 136 at post-primary level – have been sanctioned by the NCSE for opening this current school year.
Of these 71 are in Dublin, 48 at primary level and 23 at post-primary level. This brings to 534 the number of special classes in County Dublin, 408 at primary level and 126 at post-primary level. The vast majority of these class are autism classes and have a teacher/pupil ratio of 1:6.
The attached documents provide a breakdown of the primary and post-primary schools with autism classes within the Dublin school planning area for this school year.
Planning for special classes and special school places in County Dublin and nationwide is currently underway ahead of the 2024/25 school year. The locations of new classes for 2024/25 will be confirmed by the NCSE shortly.
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 wrote to all post-primary schools requesting that each school begin planning to provide for up to four special classes to meet the needs of children progressing from primary school. The department and the NCSE continue to have engagement with post-primary school management bodies in relation to the provision of special classes.
Parents seeking special class placements for their children are advised to contact the NCSE locally so that their needs can be taken into account for planning purposes. Local 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 on the NCSE's website at: www.ncse.ie/regional-services-contact-list
My department will continue to support the NCSE and schools through the provision of the necessary funding and capital investment to ensure all children are successful in accessing an education.
116. Deputy Seán Haughey asked the Minister for Education the number of reading classes at primary school level in Dublin; the number of children on waiting lists to enrol in a reading class at primary school level in Dublin; her policy on the establishment of reading classes; her plans to extend this service; and if she will make a statement on the matter. [15788/24]
View answerEnabling children with special educational needs to receive an education is a priority for this government. It is also a key priority for my department and for the National Council for Special Education (NCSE). It is my department’s policy, in accordance with the principles of inclusive education, that students with additional learning needs are supported in mainstream classes along with their peers, with additional supports provided as necessary.
My department provides for a range of placement options and supports for schools, which have enrolled students with special educational needs in order to ensure that wherever a child is enrolled, they will have access to an appropriate education.
My department has invested considerably in ensuring that all recognised mainstream schools have been allocated additional special education teaching resources to support them in providing optimal learning experiences for children with special educational needs, including students with a specific learning disability such as dyslexia.
Provision for students is governed by the continuum of support and a range of guidance documents, resources and training opportunities is available to schools to inform their approaches in meeting the needs of students with special educational needs. The most significant of these resources are the 14,500 special education teachers who are employed in schools to provide additional support for children with special educational needs, including dyslexia.
The allocation of special education teachers allows schools to provide additional teaching support for all students who require such support and for schools to deploy resources based on each student’s individual learning need.
Where children’s needs are more complex, some may avail of a special class placement. There are nearly 3,000 special classes across primary and post-primary schools which provide for a broad range of needs including a small number (14) for children with dyslexia, of which eight are in County Dublin. In addition, there are four special schools which provide for children with the most acute levels of reading difficulties, of these three are located in Dublin.
Enrolments to schools are a matter for each board of management and parents apply directly to schools, my department does not hold records in relation to waiting lists as requested by the Deputy.
The NCSE, through its network of local special educational needs organisers (SENOs), is responsible for processing applications from schools for special educational needs supports as required. The NCSE is aware of emerging need from year to year and where additional provision is required to support schools to meet the needs of children with special educational needs, it is planned and established to meet that need.
In addition, there are specialist educational supports provided by the National Educational Psychological Services (NEPS) and the NCSE to help schools provide an appropriate education for students with special educational needs.
Funding is also made available to schools for the purchase of specialised equipment such as computers and/or software to assist children with special educational needs, including children with a specific learning disability such as dyslexia. This is provided where relevant professionals recommend the equipment as being essential for the provision of education. Schools can apply to the NCSE, through their local SENO for such support.
It is important to note that all classroom teachers at primary level and subject teachers at post-primary level have responsibility for the progress of their students. Where necessary, additional support is provided by special education teachers. The majority of students with significant literacy difficulties currently receive additional teaching support from a special education teacher in a mainstream class. This is provided on the basis of the individual student’s learning need, identified in schools, as opposed to being based on a requirement for a child to have a diagnosis, or an assessment, of a particular disability.
These supports are intended to provide students with the highest standard of education in mainstream classes, special classes and special schools.
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.
117. Deputy Seán Haughey asked the Minister for Education the number of speech and language classes at primary school level in Dublin; the number of children on waiting lists to enrol in a speech and language class at primary school level in Dublin; the number of speech and language therapists working in primary schools in Dublin; the number of pupils entitled to intervention by a speech and language therapist; her policy on the establishment of speech and language classes; her plans to extend this serviced; and if she will make a statement on the matter. [15789/24]
View answerEnabling children with special educational needs to receive an education is a priority for this Government. It is also a key priority for 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, €2.6 billion was spent 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 there will be over 41,500 qualified and committed people in our schools who are focused wholly and exclusively on supporting these children.
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 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, 391 new special classes – 255 at primary and 136 at post-primary level – have been sanctioned by the NCSE for opening this current school year.
There are 64 speech and language classes nationwide. Of these, 11 are in primary schools in Dublin.
Students with Specific Speech and Language Difficulties (SSLD) have access to speech therapy services either through the speech and language therapy services provided in the special class setting by the Health Service Executive (HSE), or through the HSE’s primary care service.
Students with specific speech and language difficulties that are not enrolled in a special class for SSLD may qualify for additional teaching support under the school's special education teaching support provision.
In deciding on the location of a special class special educational needs organisers (SENOs) take into account both the present and the future potential need for special class provision and they must be satisfied that the special class is sustainable and appropriately located. SENOs liaise with relevant professionals in their area to arrive at an informed decision. In the case of SSLD special classes, the SENO liaises with HSE speech and language therapists.
Enrolments into SSLD classes are managed locally by an admissions & discharges committee, therefore, information on waiting lists is not held by my department.
The provision of health supports, including speech and language therapy services, is the responsibility of the HSE. The opening of a speech and language class is contingent on the HSE being in a position to provide speech and language therapy to the students in the class.
The NCSE publish lists of special classes in tabular form, by county by school and by class type, for each school year, this information is available on their website, www.ncse.ie or by using the following link ncse.ie/statistics
The department will continue to support the NCSE and schools through the provision of the necessary funding and capital investment to ensure all children are successful in accessing an education.
118. Deputy Richard Bruton asked the Minister for Education if she will assess the position of a school (details supplied) which lost out last year through the cancellation of the Covid grant, the IT grant and the minor works grant and fears that the IT grant will again not be paid, thereby undermining its funding position. [15791/24]
View answerAs you are aware I recently announced €79 million in funding to support digital learning in schools and minor building works. €50 million in grant funding for Information and Communications Technology (ICT) will issue shortly to all recognised primary and post-primary schools, while a separate €29 million in minor works funding is being provided to primary and special schools.
This ICT funding is being provided to schools to help them continue to use digital technologies in their teaching, learning and assessment and which represents the second tranche of ICT funding under the Digital Strategy for Schools to 2027.
The Digital Strategy for Schools to 2027 was published last year and is underpinned by an investment of €200m to support its implementation, committed to under Ireland’s National Development Plan (NDP). The first tranche of €50m issued to all recognised primary and post-primary schools in late 2021.
Under the previous Digital Strategy for Schools 2015 to 2020, saw overall investment of €210m issued to all recognised primary and post-primary schools in annual grant funding. This funding enabled schools to invest in appropriate digital infrastructure to enable the embedding of the use of digital technology in teaching, learning and assessment.
Additionally, further Funding of €50m secured as part of Ireland's National Recovery and Resilience Plan under the NextGenerationEU Recovery and Resilience Facility also issued to all recognised schools in the free education scheme to support learners at risk of educational disadvantage through the digital divide in late 2021.
119. Deputy Fergus O'Dowd asked the Minister for Education to consider a review of the Drogheda school planning area, with consideration of the population sprawl in Drogheda rural, which in many cases is leaving students in Drogheda rural unable to attend their nearest primary/secondary schools in the town; and if she will make a statement on the matter. [15794/24]
View answerIn order to plan for school provision and analyse the relevant demographic data, my Department divides the country into 314 school planning areas and uses a Geographical Information System, using data from a range of sources, including CSO Census data, Child Benefit and school enrolment data, to identify where the pressure for school places across the country will arise and where additional school accommodation is needed at primary and post-primary level.
In most areas, school planning areas were based on traditional school catchment areas where all primary schools were assigned to a post-primary feeder area (typically a population centre or town), containing one or more post-primary schools. With the introduction of Small Areas in Census 2011, these feeder areas were amended to align with Census Small Areas. The current school planning areas take account not only of local groupings of schools, but also of natural boundaries, Census Small Areas and other local conditions.
The school planning areas provide a useful means of projecting demographic demand in a localised area or areas, thereby allowing the Department to determine oncoming growth at a relatively localised level to inform recommendations and decisions on where additional school places may be needed. However, there can be a high degree of inward and outward mobility of children between school planning areas and parents are free to apply to enrol their children in any school, whether that is in the school planning area in which they reside or not.
The total for the population enumerated in Census 2022 was 5,149,139 persons which is an increase of 8% since April 2016. Any change arising from an increase in the number of pupils directly linked to the Census is likely to be marginal in the short term relative to the overall challenge of meeting our targets. This is because we already have the precise enrolment numbers for all of the children covered by the census. The only immediate change was likely to be to the projected intake to infant classes in September but this would already have been tracked through monitoring of child benefit data.
Major new residential developments have the potential to alter the demand for school places at a local level. In that regard, as part of the demographic demand analysis, my Department monitors planning and construction activity in the residential sector. This involves the analysis of data sources from Local Authorities and the CSO along with the engagement with local authorities and the construction sector. In this way, up-to-date information on significant new residential developments is obtained and factored into the demographic analysis exercise. This is necessary to ensure that schools infrastructure planning is keeping pace with demographic changes, at a local level, where there is a constantly evolving picture with planned new residential development.
Where demographic data indicates that additional provision is required, the delivery of such additional provision is dependent on the particular circumstances of each case and may, be provided through:
• Utilising existing unused capacity within a school or schools,
• Extending the capacity of a school or schools,
• Provision of a new school or schools.
If additional accommodation is required, the aim to try and facilitate this, as much as possible, by way of expansion of existing schools rather than establishing new schools. The expansion of existing schools is consistent with wider Government objectives under Project Ireland 2040 for an increased emphasis on compact growth.
New schools are only established in areas of demographic growth as the resources available for school infrastructure have to be prioritised to meet the needs of areas of significant population increase so as to ensure that every child has a school place.
There are 28 primary schools in the Drogheda school planning area where enrolments are primary level have peaked and projected to decrease. There are 8 post-primary schools in the school planning area. The underlying demographic trend is projected to peak in 2024 with enrolments projected to decrease thereafter. This trend will be affected by the level of new residential development, which is kept under review.
The Department will continue to liaise with Local Authorities in respect of their County Development Plan and any associated Local Area Plans with a view to identifying any potential long-term school accommodation requirements across school planning areas.
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.
Under the Education Act 1998, the question of enrolment policy in individual schools, including the setting of catchment areas, is the responsibility of the Board of Management on behalf of the school patron. The 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 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. Living in a particular catchment area is one criteria that a school may apply. The criteria to be applied by schools and the order of priority are a matter for the schools themselves. My Department does not intervene in the criteria set by a school.
Section 29 of the Education Act, 1998 provides for an appeal by a parent or guardian to the Secretary General of my Department, or in the case of an Educational Training Board (ETB) school to the ETB in the first instance, where a Board of Management of a school, or a person acting on behalf of the Board, refuses to enrol a student in a school.
Further information on the Section 29 appeals process is available on my Department's website www.education.ie. The Education Welfare Service (EWS) of the Child and Family Agency (Tusla) is the statutory agency which can assist parents who are experiencing difficulty in securing a school place for their child. The EWS can be contacted at 01-7718500.
120. Deputy Colm Burke asked the Minister for Education to confirm that the family of a child (details supplied) on a HSE waiting list for an occupational therapist since 2022, who requires assisted technology for their exams and requires rest breaks, will be permitted to request this assisted technology from SENCO for their Junior Certificate if referred by their teacher; and if she will make a statement on the matter. [15799/24]
View answerThe Assistive Technology Scheme is provided by the Department of Education to supplement the overall approach to providing funding to schools for digital technology and equipment to support children for education purposes. All equipment provided under this scheme supports children with more complex disabilities who, in order to access the school curriculum, require essential specialist equipment.
Before making an application, it must be clear that the existing I.T. equipment in the school is insufficient to meet the child's needs. Where necessary, schools may also purchase new/additional equipment or software for students from normal school resources or funds.
Where children with more complex disabilities require essential specialist equipment to access the school curriculum (which they do not already have or which cannot be provided for them through the schools' existing provisions), schools may make an application for such equipment to the National Council for Special Education (NCSE) under the terms of this scheme.
The NCSE, through its network of local Special Educational Needs Organisers (SENOs), is responsible for processing applications from schools for special educational needs supports. The SENO, on behalf of the NCSE, operates within the Department’s criteria and make recommendations to the Department where assistive technology/specialised equipment is required.
In order to qualify for equipment under the Assistive Technology Scheme, a student must have been diagnosed with a physical or communicative disability and must also have a recommendation in a professional assessment that the equipment is essential in order to allow the student to access the curriculum.
On making an application directly to the SENO, the school provides details of the student’s special educational needs or disability, including details of the approach taken by the school in making relevant interventions.
SENOs will review the application and professional reports provided in support of same in order to establish whether the criteria of the scheme have been met. They will then make a recommendation to the Department as to whether or not assistive technology is required. Based on this recommendation, the Department will decide on the level of grant, if any, to be provided.
The type of equipment provided under the Assistive Technology Scheme is varied, and includes audiological supports for students with hearing impairment, braille equipment for children with visual impairment, and computer equipment with associated modified software for students with physical or severe communicative disabilities.
Communication devices or medical or therapy related devices which are not specific educational interventions or equipment specifically required as essential for school educational access, and which have a general application outside of school, are not provided for under the Assistive Technology scheme, however. Such equipment is normally provided for children with disabilities by the Health Service Executive (HSE).
In relation to the use of assistive technology for the purpose of state examinations, the following information relates to the State Examinations Commission (SEC) and their Scheme of Reasonable Accommodations at the Certificate Examinations (RACE).
The SEC facilitates access to the certificate examinations by candidates who would have difficulty in accessing the examination or communicating what they know to an examiner because of a physical disability, including visual and hearing impairments, a medical or other condition, including sensory and mental health conditions, or a learning difficulty. The access scheme is referred to as the Scheme of Reasonable Accommodations at the Certificate Examinations or RACE Scheme.
The RACE Scheme
Some of the main features of the scheme are;
• The access arrangements made for the examination should be reflective of the arrangements normally made by the school to support learning for students with an identified need.
• Assessment of eligibility for reasonable accommodations is based on appropriate evidence of need and not on a diagnosis of any specific condition. For some accommodations evidence of need requires school-based testing to be undertaken.
• The application process is school based and the expectation is that applications for reasonable accommodations will be made by schools on behalf of candidates whose special needs have already been identified and who are being provided with appropriate learning interventions as part of a continuum of support in the school.
• Schools have devolved authority to recommend to the SEC the supports, from among those available within the RACE scheme, that should be put in place at Junior Cycle and at Leaving Certificate.
• In general, the SEC will accept the recommendation of the school.
• Accommodations granted at Junior Cycle can be reactivated at Leaving Certificate subject to confirmation by the school of an ongoing need.
• This model of decision making gives certainty, from an early stage of a student’s post primary education, about the supports that they will have in the state examinations.
• In cases where a school, candidate or parent are unhappy with the decision to refuse an accommodation, they may access the RACE Independent Appeals Committee (IAC). All members of the IAC are drawn from outside the SEC.
• The Ombudsman or, in the case of students under 18 years of age, the Ombudsman for Children also have a role in reviewing decision of the SEC in relation to the RACE Scheme.
RACE applications are made on one of four grounds as follows:
(1) Learning Difficulty
(2) Hearing Difficulty
(3) Visual Difficulty
(4) Physical Difficulty** this category is taken to include medical, sensory, mental health and behavioural difficulties as well as physical difficulties.
Details of the scheme are contained in the annually issued RACE Instructions for Schools which the handbook on the RACE Scheme. A companion Student Guide is also available. The RACE application process is school based. School authorities have discretion to apply to the SEC for supports to be provided to candidates whom they deem eligible, based on appropriate evidence of need, in line with the range of available supports, the criteria which apply to those supports; and other conditions of eligibility. Access arrangements made for the examinations should be reflective of the arrangements necessarily made by the school to support learning for students with an identified need. Generally, the SEC will accept the school’s recommendation.
Assistive Technology in the Examinations
Within the RACE Scheme, the main assistive technology options available for candidates are the use of a word processing device (a laptop or a tablet); use of a recording device; or the use of exam reading pens. To qualify for the use of assistive technology in the certificate examinations candidates must, in the first instance, be eligible for the accommodation as evidenced by the qualifying criteria set out in Section 9 of the “Instruction for schools”. The candidate must also be using the assistive technology for day to day schooling and in-house examinations.
In terms of the use of Assistive Technology in the RACE scheme, when approving word processors, the SEC does not recommend any particular device; once the candidate is eligible and the device can be restricted in order to preserve integrity then it can be used in the exam. Similarly, with tablets, which can also be approved for use, we do not recommend any particular device; the candidate must be eligible for reasonable accommodations; the device must be capable of being restricted from the internet and other information sources; and the examination content must be capable of being printed from the device and provided on removable media from the device.
Schools do not have delegated authority to recommend any accommodations not listed among the range of available accommodations. However, the SEC will consider applications for use of other forms of assistive technology (other than those named in the scheme) in the examinations as set out in the Instructions for Schools . The SEC is open to considering use of non-standard assistive technologies in the examinations provided the assistive technology:
• is already being used by the candidate
• does not give rise to any examinations’ integrity concerns;
• does not require any development work to be done by the SEC in respect of its examination papers.
Such applications will be decided upon by the SEC in light of the constraints listed above; the overhead of providing individual examination centres to meet the needs of candidates using assistive technology and the principles and requirements of the scheme.
Rest Breaks
Detailed information on rest breaks and the rules that apply to rest breaks can be found in section 5.3.3 of the RACE 2024 “Instructions for Schools”. Briefly. to provide for emergency situations and to provide for a candidate’s medical needs, schools have discretion to grant rest breaks or rest periods, not exceeding 20 minutes per examination, to candidates with significant physical and/or medical conditions. It is important to note that rest breaks do not represent additional time in which to complete the examination.
121. D'fhiafraigh Deputy Patrick Costello den Aire Oideachais cathain a bheidh an plean maidir le soláthar gaelcholáiste nó gaelcholáistí nua i gceantar Átha Cliath Theas réidh ag an Roinn Oideachais agus a thagair tú dó nuair a d'fhreagair tú ceist 476 le freagra 428 ar 20 Márta 2024. [15801/24]
View answerMaidir le pleananna chun níos mó áiteanna i scoileanna Gaeilge a chur ar fáil i gceantar Bhaile Átha Cliath Theas, ceantar a chuimsíonn Baile Átha Cliath 2, 4, 6 agus 8, ba chóir a thabhairt a aird go bhfuil an bhliain bhunaithe, an tsamhail phátrúnachta agus teanga an teagaisc fós le socrú do na hiar-bhunscoileanna nua atá fógartha a bheidh ag freastal ar na limistéir pleanála scoile seo a leanas i gceantar ginearálta Bhaile Átha Cliath Theas: Baile Átha Cliath 2_Baile Átha Cliath 4 agus An Naigín_Cill Aighne_Dún Laoghaire Ráth an Dúin/Coill na Silíní.
Is príomhghné den phleanáil don soláthar iar-bhunscolaíochta Gaeilge é an rollú reatha agus an rollú atá beartaithe do Ghaelscoileanna sa cheantar, ar mhaithe le riachtanais soláthair don iar-bhunscolaíocht Ghaeilge atá ag teacht chun cinn a aithint a bhféadfadh sé nach mbeadh na Gaelcholáistí atá sa cheantar faoi láthair ábalta freastal orthu.
Cé go bhfuiltear ag súil go mbeidh dóthain áiteanna scoile sna Gaelcholáistí atá ann cheana féin i gceantar Bhaile Átha Cliath Theas chun freastal ar an éileamh sa ghearrthéarma, i bhfianaise líon na nGaelscoileanna nua a osclaíodh le blianta beaga anuas nó atá beartaithe a oscailt sa cheantar seo, tá mo Roinn ag déanamh athbhreithniú gníomhach ar an gcás de réir mar atá na scoileanna seo agus líon na ndaltaí i rang a sé i nGaelscoileanna ag méadú.
Táthar ag obair go leanúnach sa Roinn ar an athbhreithniú ar áiteanna i scoileanna Gaeilge i mBaile Átha Cliath Theas.
122. Deputy Carol Nolan asked the Minister for Education to provide immediate additional SNA allocation to a school (details supplied); and if she will make a statement on the matter. [15802/24]
View answerEnabling children with special educational needs to receive an education is a priority for this government. It is also a key priority for 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, €2.6 billion was spent 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 these children.
The NCSE has the responsibility for planning and coordinating school supports for children with special educational needs including the allocation of SNAs and reviews.
SNAs play a central role in the successful inclusion of students with additional and significant care needs into mainstream education, special classes and special schools ensuring that these students can access education to enable them to achieve their best outcomes and reach their full potential.
SNAs are allocated to schools as a school based resource and not to individual children. The deployment of SNAs within schools is a matter for the individual principal/board of management of the school. SNAs should be deployed by the school in a manner which best meets the care support requirements of the children enrolled in the school for whom SNA support has been allocated.
This allows schools flexibility in how the SNA support is utilised.
The NCSE have published the SNA allocations for the 2023/24 school year. For ease of reference these allocations are broken down by school type and are available on the NCSE's website at: www.ncse.ie/set-hours-and-sna-allocations
Schools can apply to the NCSE for a review of its SNA allocation if it is insufficient to meet the needs of its students.
Detailed information on the NCSE exceptional review process is published on the NCSE website: www.ncse.ie/application-for-sna-exceptional-review.
The NCSE manages the exceptional review process and handles each case individually. Some review requests can be concluded as an office based exercise, whilst others require a school to be visited in order to observe the current deployment of SNA support in the school setting.
The timeframe for concluding a review can vary depending on the school context or the nature of the information provided.
Following the outcome of the review, the NCSE can make the local special educational needs officer (SENO) available to the school to discuss their current deployment of SNA supports in the school and to put these supports to the best advantage of the students. NCSE in-school support is also available to schools to offer further guidance and support.
The department does not have a role in making individual school determinations and the school should liaise with the NCSE directly in the event that additional supports are required.
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.
123. 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. [15806/24]
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.
124. Deputy Colm Burke asked the Minister for Education when it will be possible for a school (details supplied) to make a decision to go ahead with a tender for a school extension; and if she will make a statement on the matter. [15807/24]
View answerI can confirm that the school referred to by the Deputy has been approved for a project under my Department's Additional Accommodation Scheme. The project will provide 2 Mainstream Classrooms, 2 Classroom SEN base and Early Intervention Unit. This project has been devolved for delivery to the school authority and is currently awaiting approval to construction.
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 is committed to ensuring appropriate accommodation is available for the pupils in the school referred to by the Deputy and will in the wider context outlined, ensure that this school's project - as for all projects on our school building programme - is subject to the due diligence required under the public Infrastructure Guidelines. The project is currently being reviewed from both a technical and cost perspective in accordance with the requirements of the Public Spending Code. This Department will be in contact with the school directly once this review has been completed.
125. Deputy Carol Nolan asked the Minister for Education if a parents/guardian may educate their children in a school which is not recognised in accordance with section 10 of the Education Act 1998; the number of such schools, or so-called homeschools that were approved from 2010 to date; the financial supports available from her Department to assist parents or guardians who wish to home school; the amounts paid from 2010 to date; and if she will make a statement on the matter. [15864/24]
View answerThe Constitution of Ireland acknowledges the family as the primary and natural educator of the child and sets out the rights and duties of the State in the matter of education. The Constitution makes explicit that the State does not oblige parents to send their children to any particular type of school. Parents are free to provide education in their homes, in private schools, or in schools recognised or established by the State.
In line with the provisions of Section 14(1) of the Education (Welfare) Act, 2000, Tusla’s Alternative Education Assessment and Registration Service (AEARS) is responsible for the regulation of the provision of education for children in places other than in a recognised school, including for children enrolled in a non-recognised independent school. This is to ensure that such children receive a certain minimum education.
Parents who wish to send their child to be educated in a place other than a recognised school, including non-recognised independent schools, are required to make an application to AEARS to have their child included on the Section 14 Statutory Register. The AEARS will then make an assessment of the educational provision to determine if the child is eligible to be placed on the Section 14 Statutory Register. Assessments at non-recognised Independent schools are carried out by an authorised person in line with the ‘Guidelines on the Assessment of Education in Places other than a Recognised School’, issued by my Department.
The number of non-recognised schools from 2010 to date, where children attending are eligible for Section 14 Registration, is provided in the table below:
|
2024 Current |
60 |
|
2023 |
58 |
|
2022 |
56 |
|
2021 |
56 |
|
2020 |
46 |
|
2019 |
49 |
|
2018 |
45 |
|
2017 |
43 |
|
2016 |
44 |
|
2015 |
40 |
|
2014 |
40 |
|
2013 |
39 |
|
2012 |
37 |
|
2011 |
34 |
|
2010 |
34 |
There is no funding available from my Department, to assist with the cost of education, where parents choose to educate their child in a place other than in a recognised school.
126. D'fhiafraigh Deputy Éamon Ó Cuív den Aire Oideachais cén fáth nár ceadaíodh iarratas ar mhúinteoir/Chúntóir Riachtanais Speisialta (CRS) a shannadh do rang speisialta i scoil (sonrai tugtha) le freastal ar pháiste a bhfuil riachtanais speisialta air, atá ag freastal ar Scoil Ghaeltachta agus atá i dteideal na ndeiseanna céanna oideachais a fhaigheann gach páiste eile; agus an ndéanfaidh sí ráiteas ina thaobh. [15871/24]
View answerIs tosaíocht í don rialtas seo leanaí a bhfuil riachtanais speisialta oideachais acu a chumasú le hoideachas a fháil.
Tugtar tacaíocht d’fhormhór mór na leanaí a bhfuil riachtanais speisialta oideachais acu chun freastal ar ranganna príomhshrutha lena bpiaraí. Áit a bhfuil tacaíochtaí breise ag teastáil ó leanaí a bhfuil riachtanais níos casta acu, cuirtear ranganna speisialta agus áiteanna i scoileanna speisialta ar fáil.
In 2023, caitheadh €2.6 billiún ar oideachas speisialta agus déanfar tuilleadh dul chun cinn i mbliana mar go mbeidh €113 milliún sa bhreis dírithe ar thacaíochtaí a chur ar fáil do leanaí a bhfuil riachtanais speisialta oideachais acu.
Cuimsíonn sé seo maoiniú chun tacú le leanaí a bhfuil riachtanais speisialta oideachais acu i ranganna príomhshrutha; maoiniú le haghaidh ranganna speisialta nua agus áiteanna nua i scoileanna speisialta; múinteoirí oideachais speisialta breise, cúntóirí riachtanas speisialta (CRSanna) agus maoiniú don tSeirbhís Náisiúnta Síceolaíochta Oideachais (SNSO).
In 2024, méadófar líon na bpost teagaisc agus CRS inár scoileanna agus beidh 744 múinteoir agus 1,216 CRS sa bhreis curtha ar fáil chun suas le 2,700 áit nua a sheachadadh do leanaí a bhfuil riachtanais speisialta oideachais acu. Ciallaíonn sé seo go mbeidh níos mó ná 41,500 duine cáilithe agus tiomanta inár scoileanna atá ag díriú go hiomlán agus go heisiach ar thacaíocht a thabhairt do leanaí a bhfuil riachtanais speisialta oideachais acu.
Tá an SNSO freagrach as tacaíochtaí scoile a phleanáil agus a chomhordú do leanaí a bhfuil riachtanais speisialta oideachais acu.
Tá ról lárnach ag CRSanna le scoláirí a bhfuil riachtanais chúraim bhreise agus shuntasacha acu a imeascadh isteach go rathúil in oideachas príomhshrutha, i ranganna speisialta agus i scoileanna speisialta lena chinntiú gur féidir leis na scoláirí seo rochtain a dhéanamh ar oideachas chun iad a chumasú leis na torthaí is fearr agus is féidir a bhaint amach agus le barr a gcumais a bhaint amach. Leithdháiltear CRSanna ar scoileanna mar acmhainn scoilbhunaithe agus ní leithdháiltear iad ar leanaí aonair.
Is faoin bpríomhoide/mbord bainistíochta ar leith de chuid na scoile CRSanna a leithdháileadh laistigh de scoileanna. Ba chóir don scoil CRSanna feidhm a bhaint as CRSanna ar an tslí is fearr ina bhfreastalaítear ar riachtanais tacaíochta cúraim na leanaí atá rollaithe sa scoil dá bhfuil tacaíocht CRS leithdháilte.
Leis seo, ceadaítear solúbthacht do scoileanna maidir le conas a bhaintear úsáid as an tacaíocht CRS.
Tá leithdháiltí CRS foilsithe ag an SNSO le haghaidh scoilbhliain 2023/24. Chun tagairt dóibh a éascú, tá na leithdháiltí miondealaithe de réir cineál scoile agus tá siad ar fáil ar shuíomh gréasáin an SNSO ag: ncse.ie/ga/set-hours-and-sna-allocations.
Is féidir le scoileanna iarratas a dhéanamh chuig an SNSO ar athbhreithniú a dhéanamh ar a leithdháileadh CRS mura leor é chun freastal ar riachtanais a scoláirí.
Tá mioneolas faoi phróiseas athbhreithnithe eisceachtúil an SNSO foilsithe ar shuíomh gréasáin an SNSO: ncse.ie/ga/application-for-sna-exceptional-review
Déanann an SNSO bainistíocht ar an bpróiseas athbhreithnithe eisceachtúil agus déileáiltear le gach cás ar bhonn aonair. Is féidir iarratais áirithe ar athbhreithniú a dhéanamh a thabhairt chun críche mar chleachtadh oifige, cé go mbeidh gá le cuairt a thabhairt ar an scoil i gcásanna eile chun breathnú ar imlonnú reatha na tacaíochta CRS i suíomh na scoile.
Defhéadfadh an tréimhse ama le hathbhreithniú a thabhairt chun críche a bheith éagsúil ag brath ar chomhthéacs na scoile nó ar nádúr an eolais a chuirtear ar fáil.
Tar éis thoradh an athbhreithnithe, is féidir leis an SNSO an t-oifigeach riachtanas speisialta oideachais áitiúil (ORSO) a chur ar fáil don scoil chun plé a dhéanamh faoina n-imlonnú reatha de thacaíochtaí CRS sa scoil agus na tacaíochtaí seo a chur ar fáil leis an mbuntáiste is fearr a thabhairt do na scoláirí. Tá tacaíocht inscoile SNSO ar fáil freisin do scoileanna chun tuilleadh treorach agus tacaíochta a chur ar fáil.
Ós rud é go bhfuil an SNSO freagrach as CRSanna a leithdháileadh ar scoileanna, déanfaidh mé socrú le d’fhiosrú a chur ar aghaidh go dtí an SNSO lena haird a tharraingt air agus le freagra díreach a chur ar fáil.
127. Deputy Éamon Ó Cuív asked the Minister for Education when approval will be given for emergency works at a school (details supplied); the reason for the delay with this; and if she will make a statement on the matter. [15873/24]
View answerThe school to which the Deputy refers submitted an Emergency Works Scheme (EWS) application for funding for roof repair works. This application has now been approved and is with the Board of Management to progress the works.
128. Deputy Éamon Ó Cuív asked the Minister for Education the progress made to date with processing payment of a grant to a school (details supplied); and if she will make a statement on the matter. [15874/24]
View answerThe purpose of the Summer Works Scheme (SWS) is to enable individual school authorities to undertake small-scale building works on a devolved basis. I can advise that the school in question was granted funding under the SWS 2022 to upgrade the windows at their school.
As the project was devolved to the school for delivery, the onus is on the school to abide by the SWS process. The approval granted was approval in principle, and prior to going to tender and appointing a contractor the school is advised to interact with the Department of Education on each occasion and receive formal approval before proceeding to site. Unfortunately, this did not happen in this case, and as such, my Department does not fund projects retrospectively, however officials from my Department continue to engage with the school to try and resolve the issue.
The first communication my Department had from the school was when the school submitted an invoice for the completed works in January 2023. My Department requested further information and a detailed breakdown of the works that had been completed. Following intensive engagement with the school and it's consultant, it was advised that €7,000 worth of works was completed on a new principal’s office, which was outside the scope of works that was originally approved. The school was advised that the Department would not be funding this scope of works. In addition to this the school was visited by a member of my Department's Professional & Technical area, where it was discovered that the windows installed were not suitable for a school environment and would not provide the required background ventilation in classrooms in accordance with the Department of Education's Technical Guidance Documents (TGDs).
The school was advised to revert to my Department with a proposed solution to ensure that the classroom ventilation would adhere to the TGDs. The proposed solution was submitted to my Department on the 22/02/2024 which was reviewed by our technical team, following this review further confirmation was sought from the school as to the replacement of recently installed domestic type external doors with fire escape external doors in accordance with current building regulations and the Department of Education's TGDs. My Department continues to liaise with the school and will revert when this information has been received.
129. Deputy Frankie Feighan asked the Minister for Education the reasons an ASD class funding that was approved by her Department for a school (details supplied) is not progressing, as it would seem that her Department has stopped providing a modular building or cabin as temporary accommodation whilst the school gets the extra space built; and if she will make a statement on the matter. [15942/24]
View answerEnabling children with special educational needs to receive an education is a priority for this government. It is also a key priority for 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, €2.6 billion was spent 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 these children.
The NCSE has the responsibility for planning and co-ordinating 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 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, 391 new special classes – 255 at primary and 136 at post-primary level – have been sanctioned by the NCSE for opening this current school year.
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.
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 on the NCSE’s website at: www.ncse.ie/regional-services-contact-list
Information on the list of schools with special classes, the types and locations of these classes is published on the NCSE website and is available at: www.ncse.ie/special-classes
I want to assure you that my department will continue to support the NCSE and schools through the provision of the necessary funding and capital investment to ensure all children are successful in accessing an education.
130. D'fhiafraigh Deputy Éamon Ó Cuív den Aire Turasóireachta, Cultúir, Ealaíon, Gaeltachta, Spóirt agus Meán líon na mBailte Seirbhíse Gaeltachta atá ainmnithe go dtí seo agus ainm gach baile acu sin; an líon acu atá sa Ghaeltacht; agus an ndéanfaidh sí ráiteas ina thaobh. [15869/24]
View answerTar éis próiseas comhairliúcháin a eagrú ar an ábhar seo i samhradh 2014, seo a leanas an liosta bailte a d’fhéadfadh a bheith aitheanta mar Bhailte Seirbhíse Gaeltachta ach pleananna teanga a bheith aontaithe leis na pobail sna bailte éagsúla i gcomhréir leis na critéir pleanála teanga forordaithe faoi Acht na Gaeltachta.
|
Contae |
Baile |
|
Dún na nGall |
Leitir Ceanainn, An Clochán Liath* agus Baile Dhún na nGall |
|
Maigh Eo |
Béal an Mhuirthead*, Baile an Róba agus Caisleán an Bharraigh |
|
Gaillimh |
Cathair na Gaillimhe agus An Clochán |
|
Ciarraí |
Daingean Uí Chúis*, Trá Lí agus Cathair Saidhbhín |
|
Corcaigh |
Cathair Chorcaí agus Maigh Chromtha |
|
Port Láirge |
Dún Garbhán |
|
An Mhí |
Baile Átha Buí agus An Uaimh |
* bailte lonnaithe sa Ghaeltacht
Tá pleananna teanga ceadaithe i leith an 8 mbaile seo a leanas:
• Daingean Uí Chúis
• Leitir Ceanainn
• Cathair na Gaillimhe
• An Chlochán Liath
• Trá Lí
• Dún Garbhán
• Caisleán an Bharraigh
• Cathair Saidhbhín
Is mór an tionchar cultúrtha agus geilleagrach a imríonn an Ghaeltacht ar na bailte a dhéanann freastal uirthi. Bíonn tionchar suntasach chomh maith céanna ag na bailte sin ar an nGaeltacht féin. Faoi Acht na Gaeltachta 2012, tugtar Bailte Seirbhíse Gaeltachta ar na bailte sin atá suite i Limistéir Pleanála Teanga Ghaeltachta nó taobh leo agus a bhfuil ról suntasach acu maidir le seirbhísí poiblí, saoráidí áineasa, sóisialta agus tráchtála a sholáthar do na limistéir sin. Tá 26 Limistéar Pleanála Teanga Gaeltachta aitheanta chun críche an Achta.
Chomh fada is a bhaineann sé leis na Bailte Seirbhíse Gaeltachta, is é cuspóir Acht na Gaeltachta féachaint conas is féidir an tionchar dearfach atá na bailte seo in ann a imirt ar an nGaeilge mar theanga pobail agus teaghlaigh sa Ghaeltacht a chothú agus a threisiú.
Leagtar síos faoin Acht an próiseas faoina bhféadfaí aitheantas a bhaint amach mar Bhaile Seirbhíse Gaeltachta. Ní foláir:
• don bhaile a bheith suite i Limistéar Pleanála Teanga Gaeltachta nó taobh leis;
• daonra de 1,000 duine ar a laghad a bheith sa mbaile, de réir an daonáirimh is deireanaí;
• ról suntasach a bheith á imirt ag an mbaile maidir le seirbhísí poiblí, saoráidí áineasa, sóisialta agus tráchtála a sholáthar do phobal na Gaeltachta; agus
• tionchar suntasach agus dearfach a bheith á imirt dá réir ag an mbaile ar stádas na Gaeilge mar theanga pobail agus teaghlaigh sa cheantar Gaeltachta lena mbaineann sé.
Ina theannta sin, caithfidh eagraíocht atá gníomhach sa bhaile a bheith roghnaithe chun plean teanga a ullmhú agus a fheidhmiú i gcomhréir leis na critéir pleanála teanga atá forordaithe faoin Acht.
131. Deputy Éamon Ó Cuív asked the Minister for Tourism, Culture, Arts, Gaeltacht, Sport and Media when a decision will be made on an application under the Sports Capital Programme (details supplied); and if she will make a statement on the matter. [15875/24]
View answerThe latest round of the Sports Capital and Equipment Programme SCEP (2023) closed for applications on Friday 8 September, 2023. A preliminary examination of the submitted applications demonstrates that the Programme has again generated a very large number of applications. The total number of 3,210 applications, including an application from the organisation referred to by the Deputy, exceeds the record number submitted under the last (2020) round.
The "Scoring System and Assessment Manual" for the 2023 round has been finalised and published along with a list of all applications received by county including the relevant sport type for each application received. These details can be accessed at gov - SCEP 2023 - Applications Received www.gov.ie). The necessary assessment work has commenced and it is planned to assess the "equipment-only" applications first and announce these grants in the coming months. Work will then commence on assessing the capital applications with the allocations to be announced later.
132. Deputy Éamon Ó Cuív asked the Minister for Tourism, Culture, Arts, Gaeltacht, Sport and Media when a decision will be made on an application under the Sports Capital Programme (details supplied); and if she will make a statement on the matter. [15876/24]
View answerThe latest round of the Sports Capital and Equipment Programme SCEP (2023) closed for applications on Friday 8 September, 2023. A preliminary examination of the submitted applications demonstrates that the Programme has again generated a very large number of applications. The total number of 3,210 applications, including an application from the organisation referred to by the Deputy, exceeds the record number submitted under the last (2020) round.
The "Scoring System and Assessment Manual" for the 2023 round has been finalised and published along with a list of all applications received by county including the relevant sport type for each application received. These details can be accessed at gov - SCEP 2023 - Applications Received (www.gov.ie/en/publication/1c0f6-scep-2023-applications-received/). The necessary assessment work has commenced and it is planned to assess the "equipment-only" applications first and announce these grants in the coming months. Work will then commence on assessing the capital applications with the allocations to be announced later.
133. D'fhiafraigh Deputy Éamon Ó Cuív den Aire Turasóireachta, Cultúir, Ealaíon, Gaeltachta, Spóirt agus Meán líon na mbailte sa nGaeltacht a bhfuil daonra os cionn 1,000 duine iontu; ainm gach baile acu sin, an bhfuil i gceist aici leasú a dhéanamh ar an Acht cuí chun an bundaonra sin a laghdú ionas go bhféadfaí bailte ar nós na Ceathrún Rua a ainmniú mar Bhailte Seirbhíse Gaeltachta; agus an ndéanfaidh sí ráiteas ina thaobh. [15879/24]
View answerSeo a leanas an liosta bailte - Gaeltachta agus neamh-Ghaeltachta - a d’fhéadfadh a bheith aitheanta mar Bhailte Seirbhíse Gaeltachta ach pleananna teanga a bheith aontaithe leis na pobail sna bailte éagsúla i gcomhréir leis na critéir pleanála teanga forordaithe faoi Acht na Gaeltachta 2012. Is figiúirí an daonáireamh is déanaí atá á n-úsáid sa léárgas mar atá le fáil ó shuíomh gréasáin an Phrímh-oifig Staidrimh.
|
Baile Seirbhíse Gaeltachta |
Daonra |
|
Leitir Ceanainn |
22,549 |
|
An Clochán Liath |
1,247 |
|
Baile Dhún na nGall |
2,749 |
|
Béal an Mhuirthead |
1,042 |
|
Baile an Róba |
3,148 |
|
Caisleán an Bharraigh |
13,054 |
|
Cathair na Gaillimhe |
85,910 |
|
An Clochán |
1,259 |
|
Daingean Uí Chúis |
1,671 |
|
Trá Lí |
26,079 |
|
Cathair Saidhbhín |
1,297 |
|
Cathair Chorcaí |
222,526 |
|
Maigh Chromtha |
4,096 |
|
Dún Garbhán |
10,081 |
|
Baile Átha Buí |
2,596 |
|
An Uaimh |
33,886 |
Tá trí bhaile eile sa Ghaeltacht le daonra ós cionn 1,000 duine nach bhfuil áitheanta mar Bhailte Seirbhísí Gaeltachta agus is iad sin; Maigh Cuilinn a bhfuil daonra de 2,279 ann, Bearna bhfuil daonra de 2,336 ann, agus Baile Chláir na Gaillimhe bhfuil daonra de 1,632 ann.
Is tar éis próiseas comhairliúcháin a eagrú ar an ábhar seo i samhradh 2014 a cuireadh an liosta bailte i dtoll a chéile mar aon leis na critéir a bhaineann le baile a bheith aitheanta mar Bhaile Seirbhíse Gaeltachta.
Leagtar síos faoin Acht an próiseas faoina bhféadfaí aitheantas a bhaint amach mar Bhaile Seirbhíse Gaeltachta. Ní foláir:
• don bhaile a bheith suite i Limistéar Pleanála Teanga Gaeltachta nó taobh leis;
• daonra de 1,000 duine ar a laghad a bheith sa mbaile, de réir an daonáirimh is deireanaí;
• ról suntasach a bheith á imirt ag an mbaile maidir le seirbhísí poiblí, saoráidí áineasa, sóisialta agus tráchtála a sholáthar do phobal na Gaeltachta; agus
• tionchar suntasach agus dearfach a bheith á imirt, dá réir, ag an mbaile ar stádas na Gaeilge mar theanga pobail agus teaghlaigh sa cheantar Gaeltachta lena mbaineann sé.
Tá sráidbhaile na Ceathrú Rua lonnaithe sa Limistéar Pleanála Teanga An Cheathrú Rua agus, trí Údarás na Gaeltacta, cuireann mo Roinn tacaíocht agus maoiniú de €120,000 in aghaidh na bliana ar fáil chun plean teanga an Limistéara a fheidhmiú.
Níl aon phleananna ag mo Roinn leasú a dhéanamh ar an Acht chun an bundaonra a laghdú ionas go bhféadfaí bailte ar nós na Ceathrún Rua a ainmniú mar Bhailte Seirbhíse Gaeltachta. Chuir oifigigh mo Roinne é sin in iúl d'iondaithe ó phobal na Ceathrú Rua ag cruinniú a bhí acu leo le déanaí.
134. Deputy Marian Harkin asked the Minister for Housing, Local Government and Heritage if the Government is putting a fund in place to support farmers in the implementation of the nature restoration fund; and if he will make a statement on the matter. [10697/24]
View answerThe Nature Restoration Law (NRL) presents significant opportunities to support the achievement of nature, water and climate objectives, as well as substantial co-benefits in rural economies and communities. Ireland continues to support this ambition and the principles underpinning the proposed EU Regulation.
The Government is clear that farmers have nothing to fear as the legal obligation to achieve the targets set out in the NRL proposal is on the Member State, not the landowner. Landowner participation in the NRL is voluntary and the Regulation is explicit on this in relation to rewetting. The Government is clear that all restoration measures will be voluntary. This is why any restoration measures that landowners choose to participate in will be well incentivised and resourced.
The design of appropriate incentive schemes to deliver the restoration measures required by the NRP will be one of the key tasks of the restoration planning process and will include consideration of national and EU funding opportunities and a comprehensive assessment of funding needs.
Completion of the NRP will be aligned with the opening of the Government’s €3.15bn Climate and Nature Fund in 2026. This fund is expected to play an important role in resourcing the measures in the Plan.
135. Deputy Ruairí Ó Murchú asked the Minister for Housing, Local Government and Heritage if there is a mechanism available to deal with a sight line issue during the construction of a major road project in Dundalk (details supplied), if it is under consideration by his Department; if his Department has been in contact with other Government departments in order to find a solution; and if he will make a statement on the matter. [13269/24]
View answerThe objective of the Local Infrastructure Housing Activation Fund (LIHAF) is to provide public off-site infrastructure to relieve critical infrastructure blockages which were frustrating the delivery of housing. This is enabling the accelerated delivery of housing on key development sites in Dublin and in urban areas of high demand. LIHAF was designed to specifically address the issue of housing supply, a crucial factor in terms of moderating house prices. Infrastructure being funded under LIHAF included access roads, distributor roads, link roads, road improvements, roundabouts, bridges and parks.
The Mount Avenue Link Road in Dundalk, Co. Louth is one of the approved LIHAF projects to receive grant funding. The tender for infrastructure works was approved by my Department in November 2022 and construction commenced in 2023.
The Local Authority has responsibility for carrying out the LIHAF infrastructure works, including design and construction of the scheme. In relation to the issues raised, I understand that Louth County Council has advised that vertical deflection speed measures are to be introduced in the vicinity of the Rise and the Paddocks Estates as a traffic calming measure. They have also advised that the Mount Avenue scheme will be subject to a Stage 3 Road Safety Audit, and any recommendations as a result will be implemented.
Under section 30 of the Planning and Development Act 2000 (as amended), as Minister, I am specifically precluded from exercising power or control in relation to any particular case with which a planning authority or An Bord Pleanála is or may be concerned. Rather, my Department’s role in relation to local authorities is primarily to provide the policy, financial and legislative framework within which local authorities perform their functions. The day-to-day operation of the planning system, including planning applications, is a matter for the planning authorities.
