Written Answers Nos. 309-326
309. Deputy Mattie McGrath asked the Minister for Education the reason some schools that have offered to open ASD classes in south Tipperary have not been sanctioned despite the huge demand (details supplied); if she will review this position to ensure that all schools offering classes will be approved in order to ensure supply and forward planning for growing demand for ASD classes; and if she will make a statement on the matter. [16319/24]
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.
For 2024, €2.7 billion is being spent on special education an increase of €113 million and this is dedicated to providing supports for children with special educational needs. This will allow for, amongst other things, the opening of up to 400 new special classes in mainstream schools and 300 additional special school places.
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.
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 addition, four new special schools will be established for the 2024/25 school year in counties 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.
Of these 14 are in County Tipperary, 5 at primary level and 9 at post-primary level. This brings to 120 the number of special classes in Tipperary, 76 at primary level and 44 at post-primary level. The vast majority of these class are autism classes and have a teacher/student ratio of 1:6.
Planning for special classes and special school places is currently underway ahead of the 2024/25 school year. The locations of the special classes will be confirmed by the NCSE shortly.
It is of course open to any school to engage with the NCSE to establish a special class 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 NCSE has statutory responsibility for planning and coordinating school supports for children with special educational needs. The NCSE have advised my Department that they are engaging closely with schools across the country, including schools in the Cahir school planning area, to open sufficient special classes to meet the needs of children with special educational needs.
The NCSE advise my Department, that they have sanctioned 2 additional special classes in the local school planning area ahead of the coming school year. There are 8 existing special classes at primary level in the local school planning area, including one in the school referred to by the Deputy.
The NCSE advise my Department that they will continue to monitor student placement need in the area. Local NCSE Management is actively engaging with schools in the area to ensure sufficient places for children are being established. Whilst schools with available accommodation are being engaged with, the need for additional classes in schools like the school referred to by the Deputy remains an active ongoing consideration and NCSE Senior management is in contact with the school on issues specific to their individual context. As the demand for placement at local level is being verified, both for students new to education and for those within existing mainstream classes, NCSE will be in contact with all relevant schools.
Parents seeking special class placements for their children are advised to contact the NCSE locally so that their needs can be taken into account for planning purposes. Local SENOs are available to assist and advise the parents of children with special educational needs. Parents may contact SENOs directly using the contact details available at: www.ncse.ie/regional-services-contact-list.
Information on the list of schools with special classes, the types and locations of these classes is published on the NCSE website and is available at: www.ncse.ie/special-classes.
My department will continue to support the NCSE and schools through the provision of the necessary funding and capital investment to ensure all children are successful in accessing an education.
310. Deputy Pa Daly asked the Minister for Education what consideration she has given to the condensing of the Professional Masters of Education; and if she will make a statement on the matter. [16324/24]
View answerThe Professional Master of Education (PME) is a two-year, full-time Level 9 postgraduate professional teacher education programme designed to qualify graduates as primary & post-primary teachers. Changes to the duration and content of initial teacher education programmes were made in response to recommendations in the National Strategy to Improve Literacy and Numeracy among children and Young People 2011-2020 and were incorporated into the Teaching Council’s accreditation standards.
What had been the ‘H-Dip’ of 18 months at primary and 1 year at post-primary became the two-year Professional Master of Education for both. The standards were arrived at following extensive research and consultation with regard to the programme that would be required in order to develop the skills, knowledge, understanding, and professional values expected of newly qualified teachers.
The reforms were focused on improving the quality of teaching and learning in schools, which is central to the educational outcomes of children. The extended duration allowed for substantial periods of school placement and a number of mandatory elements in all programmes including literacy and numeracy and ICT in teaching and learning.
These standards were recently updated by the Council in Céim (2020) which reaffirms that post-graduate ITE programmes shall be a minimum of two years’ duration.
The extensive nature of curriculum and assessment reforms over the past decade, the more complex legislative and regulatory context within which teachers and schools operate, expanded pedagogical approaches and a focus on learner-centred processes have resulted in evolving demands on teachers to reach and demonstrate high professional standards. The requirements for ITE are a significant factor in the high quality of our teaching profession in Ireland, which is recognised at home and abroad.
It is acknowledged that there are challenges around the availability of teachers at present. While there are currently no plans to reduce the duration of the postgraduate ITE programmes to one year, the Department’s ongoing approach is to continue to develop further innovative measures to improve the availability of teachers.
Budget 2024 contains a range of measures that demonstrate the Department’s commitment to continued investment in our education system. In addition to numerous actions that have been taken in recent years to address teacher supply, a number of specific, targeted measures will be introduced with new funding provided, including a PME incentive scheme.
This PME incentive scheme will be introduced for newly qualified teachers graduating in 2024. Those newly qualified teachers who graduate with a PME will, subject to some conditions, be eligible for an incentive payment of up to €2,000. This incentive payment will be paid to eligible primary and post-primary teachers in 2025.
This will recognise the costs that PME students incur when completing their initial teacher education, assist them with these costs and encourage suitable candidates to consider a career in teaching. The aim of the incentive is to encourage more graduates to consider a career in teaching and to encourage future NQTs with PMEs to take up teaching roles in Ireland after graduating.
Further details of this incentive scheme will be announced in the coming months.
311. Deputy Róisín Shortall asked the Minister for Education if she will respond to matters raised in a letter from the parents’ association of a school in Dublin 11 (details supplied); if she will meet with the parents of pupils in the school as requested; if she will provide a definitive timeline for the redevelopment of the school; and if she will make a statement on the matter. [16329/24]
View answerI can assure the Deputy that the major building project for Scoil Chiaráin Special School is a significant priority for my Department.
While the original project brief was to deliver a new extension and refurbishment of the current school building, it was agreed, following a review by the Design Team to revise the project scope to deliver a new replacement school at the current site in Glasnevin.
The current building dates from the late 1970s. The new building will provide purpose-built accommodation for students with special educational needs, ranging in age from 4 to 18 years. This will comprise 20 mainstream classrooms, along with additional specialised rooms including Art, Home Economics, Woodwork, a Library, GP Room, Dining Space, Sensory Room, dedicated therapy rooms and all associated ancillary accommodation. The accommodation will take into consideration the specific needs of the students of Scoil Chiaráin.
The project is currently close to completion of Stage 2(b) of the architectural design process. Stage 2(b) involves detailed design and the preparation of tender documentation. The next stage, subject to relevant Stage 2(b) approvals, will be Stage 3, tender stage. Projects are subject to relevant due diligence by my Department at each stage in the process, within the context of overall programme and budgetary parameters.
In late March, following a review of National Development Plan allocations, the Government approved medium term capital allocations for the Department of Education for the period to 2026. The Department’s Planning and Building Unit is now reviewing its programme plans in the context of those recently confirmed allocations.
Special schools are a particular priority for my Department’s school building programme and I know the new building for Scoil Chiaráin will be transformative for the school community.
Department officials will keep the school authorities updated on progress and next steps.
312. Deputy Peadar Tóibín asked the Minister for Education if she will examine a school transport application (details supplied). [16331/24]
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.
Children are eligible for transport at primary level where they reside not less than 3.2 kilometres from and are attending their nearest national school, and at post primary level where they reside not less than 4.8 kilometres from and are attending their nearest post primary school/education centre as determined by the Department/Bus Éireann, having regard to ethos and language.
Children who are not eligible for school transport, but who complete the application process on time, will be considered for spare seats that may exist after eligible children have been facilitated; such seats are referred to as concessionary seats.
The Bus Éireann family portal is now open for new applications for school transport services for the 2024/25 school year. The closing date for new applications is Friday 26 April 2024. Any new applications made after the closing date are considered late applications. A late application may mean that a ticket is not available.
Distance eligibility is determined by measuring the shortest traversable route from a child's home to the relevant school. The shortest traversable route between a child's home and the relevant school may be either a pedestrian or vehicular route.
Officials in School Transport Section have requested that Bus Éireann investigate the matter referred to by the Deputy. They have advised that they will measure the route and will liaise with the family directly.
313. Deputy Ged Nash asked the Minister for Education if she is aware of correspondence issued to her from a school (details supplied); further to Parliamentary Question No. 332 of 13 February 2024, if she will provide an update which relates to the subject matter of the correspondence; and if she will make a statement on the matter. [16333/24]
View answerThe major building project for the school referred to by the Deputy is currently at an advanced stage of Architectural Planning - Stage 2(b) - Detailed Design, where the design team secure all statutory approvals and prepare the suite of tender documents.
The Stage 2(b) Submission has been received in my Department and is currently under review. In order to assist with the review, the Design Team were requested to provide some clarifications and they have been received in my Department.
On completion of that review, comments will issue from my Department for the Design Teams attention.
The Design Team will then be requested to confirm to my Department in writing that their tender documents are in order and comply with all current Building and Procurement regulatory guidelines, and Department Technical Guidance documents, before the project is eligible to progress to the next stage of architectural planning.
The next stage, subject to relevant Stage 2(b) approvals, will be Stage 3, tender stage. Projects are subject to relevant due diligence by my Department at each stage in the process, within the context of overall programme and budgetary parameters.
In late March, following a review of National Development Plan allocations, the Government approved medium term capital allocations for the Department of Education for the period to 2026. The Department’s Planning and Building Unit is now reviewing its programme plans in the context of those recently confirmed allocations.
Department officials will keep the school authorities updated on progress and next steps.
Department officials will also be responding to the correspondence received from the Parents Council.
314. Deputy Aindrias Moynihan asked the Minister for Education the measures she is taking to providing better national planning and support services to make progress on school infrastructure projects advancing in a timely manner; and if she will make a statement on the matter. [16378/24]
View answerRequirements for school places are kept under ongoing review in the context of available information on population, enrolments and residential development activity.
In order to plan for school provision and analyse the relevant demographic data, my Department divides the country into 314 school planning areas and uses a Geographical Information System, using data from a range of sources, including CSO Census data, Child Benefit and school enrolment data, to identify where the pressure for school places across the country will arise and where additional school accommodation is needed at primary and post-primary level.
Major new residential developments have the potential to alter the demand for school places at a local level. In that regard, as part of the demographic demand analysis, my Department monitors planning and construction activity in the residential sector. This involves the analysis of data sources from Local Authorities and the CSO along with the engagement with local authorities and the construction sector. My Department’s Planning and Building Unit also do a more granular analysis of the impact of housing development on enrolment trends in individual towns in School Planning Area’s. In this way, up-to-date information on significant new residential developments is obtained and factored into the demographic analysis exercise. This is necessary to ensure that schools infrastructure planning is keeping pace with demographic changes, at a local level, where there is a constantly evolving picture with planned new residential development.
The 2023 demographic exercise indicates that 79% of the 314 school planning areas at primary level show static or decreasing enrolments for the period to 2027 compared with 2022. At post-primary level some 78% of school planning areas are anticipated to have increased enrolments for the period to 2030, with most expected to reach a peak within the next two or three years.
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. In respect of post primary schools, new post primary schools must have a student enrolment capacity of 600-1,000 students and must be co-educational. A lower threshold of 400 students may apply to Gaelcholáistí, having regard to the alternative of establishing an Irish-medium unit (Aonad) in an English-medium school.
New schools are only established in areas of demographic growth as the resources available for school infrastructure have to be prioritised to meet the needs of areas of significant population increase so as to ensure that every child has a school place.
The Department will continue to liaise with Local Authorities in respect of their County Development Plan and any associated Local Area Plans with a view to identifying any potential long-term school accommodation requirements across school planning areas.
315. Deputy Aindrias Moynihan asked the Minister for Education the number of ASD units identified to progress for schools in mid Cork; the number of ASD units advancing for mid Cork for 2024; and if she will make a statement on the matter. [16379/24]
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.
For 2024, €2.7 billion is being spent on special education, an increase of €113 million, and this is dedicated to providing supports for children with special educational needs. This will allow for, amongst other things, the opening of up to 400 new special classes in mainstream schools and 300 additional special school places.
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 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 addition, four new special schools will be established for the 2024/25 school year in counties 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.
Of these 76 are in Cork, 52 at primary level and 24 at post-primary level. This brings to 496 the number of special classes in County Cork, 351 at primary level and 145 at post-primary level. The vast majority of these class are autism classes and have a teacher/student ratio of 1:6.
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.
Planning for special classes and special school places is currently underway ahead of the 2024/25 school year. The locations of the new classes 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.
316. Deputy Aindrias Moynihan asked the Minister for Education the progress being made in establishing and rolling out a healthy eating education programme for primary schools; her plans to expand the provision of the School Meals Programme to all primary schools; and if she will make a statement on the matter. [16380/24]
View answerMy Department recognises the importance of a healthy lifestyle for all children. The Primary Curriculum Framework was launched in March 2023 and draws on an extensive body of national and international research and extensive consultation, including with primary school-aged children. It outlines five broad curriculum areas one of which is the area of Well-being. Well-being incorporates PE and SPHE (Social, Personal and Health Education) and the time allocations for this area in the new curriculum has increased to 2.5 hours weekly for infant classes and 3 hours weekly for first to sixth class.
The work to develop a new curriculum specification for Well-being at Primary level, including SPHE, is being undertaken currently by the National Council for Curriculum and Assessment, or NCCA. The draft specification developed by the NCCA is intended to be a platform for children to develop as engaged citizens who recognise the importance of leading healthy, active, and sustainable lifestyles. The draft contains a strand unit on Motivation for Healthy Living, which addresses positive choices to nurture well-being, including choices related to healthy eating. The public consultation on the draft specification, which commenced in March 2024, will run until June 2024, with the intention of its being introduced in schools in the 2025/2026 school year.
Furthermore, the new framework has introduced seven key competencies, one of which is “Being Well”. The competencies enable and foster deep learning while also contributing to children’s holistic development. As part of the “Being Well” competency children are helped to become healthy through physical activity, food, self-care, and interaction with nature.
My Department has also significantly increased its financial commitment to Agri Aware’s Incredible Edibles programme, a healthy eating initiative for primary school pupils. The programme is also supported by the Department of Agriculture, Food and the Marine and the Department of Health. It encourages schools across the country to grow carrots, lettuce, potatoes, strawberries, turnips and herbs. Schools are supplied with grow packs, activity sheets and videos containing everything needed to grow these foods.
With regards to the School Meals Programme, the objective is to provide regular, nutritious food to children to support them in taking full advantage of the education provided to them. The Programme is an important component of policies to encourage school attendance and extra educational achievement. Following the expansion of the Programme in recent years, some 2,600 schools and organisations, covering 443,000 children are now eligible for funding.
The School Meals Programme falls under the aegis of my colleague, Minister Heather Humphreys T.D. in the Department of Social Protection, and can be contacted at this email address: School.meals@welfare.ie.
317. Deputy Aindrias Moynihan asked the Minister for Education the current progress by her Department to deliver a programme to build and modernise PE and school sporting facilities; and if she will make a statement on the matter. [16381/24]
View answer326. Deputy Donnchadh Ó Laoghaire asked the Minister for Education to address the need to provide additional funding for sports halls in schools. [16451/24]
View answerI propose to take Questions Nos. 317 and 326 together.
Investment and expenditure on PE Halls is an element of the overall School Building Programme. The provision of GP rooms and PE Halls, at primary and post primary level respectively, and outdoor hard play areas, form part of the accommodation brief for all new school buildings. This is also the case where a major building or refurbishment project is being delivered for an existing school.
Almost 95% of the post primary schools that made 2020 Annual Schools Returns have indicated to the Department that they either have a PE Hall, access to a nearby PE Hall, or a project in train that will deliver a new PE Hall. Practically all schools have outdoor play areas and many schools use adjacent local facilities, including community halls, public parks, playing fields and swimming pools.
The purpose of the Additional School Accommodation (ASA) scheme is to ensure that essential mainstream and special education classroom accommodation is available to cater for pupils enrolled each year and where the need cannot be met by the school’s existing accommodation or by available accommodation at other schools in the area. A request for a PE Hall does not come within the remit of the ASA scheme.
Since 2020, my Department has invested in the region of €4.5 billion in our schools throughout the country, including the completion of over 800 school building projects with construction currently underway at approximately 300 other projects, which includes 31 new school buildings. School building projects at construction involve an overall State investment of over €1.2 billion. It is also planned that close to 90 projects currently at the tender stage, including a further 28 new school buildings, will be authorised to proceed to construction over the course of 2024 and early 2025. In total, around €800 million will be invested in these projects under the department’s Large Scale Capital Programme and Additional Accommodation Scheme for essential classroom accommodation. We also have a large modular accommodation programme delivering urgently needed school places. This is a record level of investment in our schools and highlights the Government’s very strong track record of delivery in providing additional capacity and modern facilities for our school communities
A future strengthened focus on refurbishment of existing school stock will have different strands and will include a PE build and modernisation programme which will enable students in post-primary schools to have access to appropriate facilities to support PE provision, particularly also in the context of the roll-out of PE as a leaving-certificate subject. Enhanced and modernised PE facilities will also provide important amenities for local communities.
However, the main focus of the Department’s capital funding over the last decade and for the coming period is on provision of critical additional capacity to cater for increasing demographics and children with special education needs.
The Department is required to manage the overall school building programme so that we target and prioritise areas that are under greatest pressure for additional school places. This reflects the Department’s fundamental objective of ensuring the availability of a school place for every child.
The overall position with regard to potential modernisation and replacement of existing school infrastructure will be kept under review as capital funding allocations for future years are clarified.
318. Deputy Aindrias Moynihan asked the Minister for Education her plans for expanding on her targeted scholarship scheme to focus on encouraging graduates into subject areas where there is a shortage of post-primary teachers in the profession; and if she will make a statement on the matter. [16382/24]
View answerEnsuring that every child's experience in school is positive and that they have qualified, engaged teachers available to support them in their learning is a priority area of action for the Government. Budget 2024 contains a range of measures that demonstrate my commitment to continued investment in our education system.
• A professional masters’ of education incentive scheme will be introduced for newly qualified teachers graduating in 2024. Those newly qualified teachers who graduate with a PME will, subject to conditions, be eligible for an incentive payment of up to €2,000. This incentive payment will be paid to eligible primary and post-primary teachers in 2025.
• Additionally, there will be an expansion in the number of upskilling programmes available. These programmes, which are free to teachers, increase the number of teachers who are qualified to teach in-demand subjects and reduce the level of out-of-field teaching. These new upskilling programmes in Irish, French, politics & society, and computer science will be in addition to existing upskilling programmes in maths, physics and Spanish. The contract for the Irish upskilling programme for post-primary teachers has been awarded to Trinity College Dublin and is due to commence in late 2024.
These new measures are in addition to a range of targeted measures that I have introduced in recent times, including:
• Ensuring initial teacher education providers created existing flexibilities that enable student teachers to support schools, either while on placement, or in a substitute capacity. In 2023, more than 2,700 student teachers registered under Route 5 with the Teaching Council and provided valuable support to schools as substitute teachers. Currently, there are over 3,600 registered under Route 5.
• Continuing the operation of primary substitute teacher supply panels in 2023/24, with 590 teaching posts allocated to 166 panels covering nearly 2,900 schools. This scheme provides substitute cover for teachers employed in primary schools who are absent on short-term leave.
• Restrictions on job-sharing teachers and those on a career break from working as substitutes have been reduced.
• Post-primary teachers can provide up to 35 additional hours of substitute cover per term in the subject they are qualified to teach.
Teaching remains an attractive career choice.
• CAO first preference choices for post-primary teaching increased in 2023 by 14%, in addition to a 9% increase in 2022. CAO preferences for primary teaching showed increases at the closing date in February 2024 with overall mentions up 10% and first preferences increasing by 2% from 2023.
• Currently starting pay for post-primary teachers is over €42,000. The new pay deal, with all three teacher unions having recently voted in favour of, will mean that teachers’ starting salary will increase to €46,000 rising to a maximum of €85,000 per year which compares well internationally. Starting pay of €46,000 will be almost €20,000 higher than the 2011 rates.
• Over 3,700 newly qualified teachers have registered with the Teaching Council in 2023, with over 122,000 now on the Teaching Council register.
The vast majority of sanctioned teacher positions are filled. The rate of resignation and retirement is very low by any standard and is consistent with previous years.
Ireland’s education system is performing strongly, something that is supported by recent international testing. That is a tribute to the professionalism and dedication of our teachers. We need to continue to support our schools and maintain the high standards that have helped get us to where we are.
My Department continues to engage closely with education stakeholders to develop further, innovative measures to address teacher supply issues.
319. Deputy Thomas Gould asked the Minister for Education the measures being taken to ensure a child (details supplied) receives a place in a primary school ASD unit for 2024/2025.; and if she will make a statement on the matter. [16386/24]
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.
For 2024, €2.7 billion is being spent on special education, an increase of €113 million, and this is dedicated to providing supports for children with special educational needs. This will allow for, amongst other things, the opening of up to 400 new special classes in mainstream schools and 300 additional special school places.
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 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 addition, four new special schools will be established for the 2024/25 school year in counties 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.
Of these 76 are in Cork, 52 at primary level and 24 at post-primary level. This brings to 496 the number of special classes in County Cork, 351 at primary level and 145 at post-primary level. The vast majority of these class are autism classes and have a teacher/student ratio of 1:6.
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.
Planning for special classes and special school places 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.
In relation to the student referred to by the Deputy, the NCSE has advised my department that the local special educational needs organiser (SENO) is working closely with the family regarding special education placements options.
Parents seeking special class placements for their children are advised to contact the NCSE locally so that their needs can be taken into account for planning purposes. Local SENOs are available to assist and advise the 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.
320. Deputy Thomas Gould asked the Minister for Education the number of ASD places available in secondary schools in Ballincollig, Cork, for September 2024, in tabular form; and if she will make a statement on the matter. [16387/24]
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 2024, €2.7 billion is being spent on special education, an increase of €113 million, and this is dedicated to providing supports for children with special educational needs. This will allow for, amongst other things, the opening of up to 400 new special classes in mainstream schools and 300 additional special school places.
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 addition, four new special schools will be established for the 2024/25 school year in counties 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.
Of these 76 are in County Cork, 52 at primary level and 24 at post-primary level. This brings to 496 the number of special classes in Cork, 351 at primary level and 145 at post-primary level. In the Ballincollig area there are currently five autism classes in post-primary schools, each class has a teacher/student ratio of 1:6.
Planning for special classes and special school places 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. The local special educational needs organisers (SENOs) remain available to assist and advise parents of children with special educational needs. Parents may contact SENOs directly using the contact details available at: www.ncse.ie/regional-services-contact-list.
Information on the list of schools with special classes, the types and locations of these classes is published on the NCSE website and is available at: www.ncse.ie/special-classes.
My department will continue to support the NCSE and schools through the provision of the necessary funding and capital investment to ensure all children are successful in accessing an education.
321. Deputy Robert Troy asked the Minister for Education the reason that in the most recent meetings in relation to special education, the removal of complex needs was included. [16431/24]
View answer322. Deputy Robert Troy asked the Minister for Education to list the exemptions for which schools can apply to the National Council for Special Education. [16432/24]
View answer324. Deputy Robert Troy asked the Minister for Education the reason Down’s syndrome specifically is not recognised as complex needs under the definition of complex needs. [16434/24]
View answer325. Deputy Robert Troy asked the Minister for Education to quantify the numbers which determine the significant intake of additional needs. [16435/24]
View answerI propose to take Questions Nos. 321, 322, 324 and 325 together.
I would like to thank the deputy for the question.
Enabling children with special educational needs to receive an education is a priority for this government. It is also a key priority for me as Minister for Special Education & Inclusion, for my department and for the National Council for Special Education (NCSE).
The vast majority of children with special educational needs are supported to attend mainstream classes with their peers.
In 2023, the department spent over €2.6 billion on special education and further progress will be made this year as an additional €113m will be dedicated to providing supports for children with special educational needs.
As the SET allocation model has been in place since 2017 based on a 2014 NCSE report, the Department believed a review of the model was prudent. The department commenced a review in late 2022 to ensure that the model was meeting the changing needs in special education.
The review examined the following:
• The individual inputs (components) of the model
• The validity and reliability of the data used for each component
• Feedback from our education partners and individual schools
The review of the SET allocation model further identified that a programme of continuous development was required to ensure that the model was delivering effectively, both in supporting the changing needs in the education system, and for individual schools.
A high level roadmap has been discussed and agreed with our education partners during a series of consultations to enhance the inputs and improve the sensitivity of the model.
The journey of enhancement begins with the 2024/25 allocation by ensuring that the model has a strong foundation.
The key to building a solid foundation is ensuring that the data, for each pillar within the model, is already available to the department and provided by schools. Where data used in the model is received from external sources, it is critical that the information is being received on a consistent basis.
The complex needs input, which was introduced in the 2017 model, was predicated on the provision of data from the HSE Children Disability Network Teams on children entering junior infants with special education needs who were assessed or triaged for a waiting list for assessment.
The review highlighted concerns in relation to the veracity and the consistency of the data provided on a national basis by the CDNT. This resulted in the potential for significant variations from one area of the country to another. In addition, it is not possible to verify whether all data reported relates solely to educational need as distinct from care needs, which are resourced through the Special Needs Assistant allocation process, or medical needs.
To ensure that schools are not negatively impacted by these issues, all existing hours assigned for complex needs are being maintained for each school and future data from the CDNT will not be used as a value in the model. This is being done by reapportioning this value at individual school level across the remaining pillars with an emphasis on the Literacy and Numeracy category which demonstrates where additional teaching supports are required. This exercise strengthens the model to give a sustainable allocation to schools, which recognises where there are significant learning needs.
At primary, the Educational Teaching needs profile is calculated based on educational outcome (STen) data which are collected and held within schools and submitted to the Department of Education. At post primary, the data used is Junior Cycle results. Hence, the profiles are directly correlated to, and focused on, pupils with the greatest level of teaching need in the areas of literacy and numeracy.
In addition, to ensure children with the greatest level of need are addressed by the model all pupils who are marked as exempt (approx. 1% of the population) are included as STen 1 to ensure that the school receives an allocation to support them. STen 1 & 2 scores (including exempted) would align in general to pupils in our education system who are in need of the greatest level of teaching support.
The review of the SET model focused on ensuring that we had the best possible data available to inform the distribution of resources to our schools.
Our policy relating to supporting all of our children, including children with Down Syndrome in our schools based on their level of need remains. The policy that individual schools are required to adhere to is the principle that the allocation is utilised to ensure that those pupils with the greatest level of need receive the greatest level of support and this remains unchanged. Therefore the revised profiles are directly correlated to, and focused on, pupils with the greatest level of need in the areas of literacy and numeracy.
In addition, over the last number of years we have seen significant growth in special classes from 548 in 2011 to 2,921 in 2024, with 390 opened in the past year alone. We have also opened new special schools with 130 special schools nationwide with an enrolment of over 8,700 students. A significant number of pupils who were previously supported in mainstream are now supported in these settings.
These elements of the continuum of education provision are resourced separately to the SET model.
There have been no cuts to mainstream Special Education Teaching posts in the education system. There are now more Special Education Teaching posts than ever before in schools.
For 2024/25 there will be 14,600 SETs – double the figure from 2014 and an increase of 1,000 from the 2020/21 school year.
The department is committed to ongoing engagement with our education partners in relation to future developments and enhancements to the SET model.
The Department acknowledges that every school is different, and that schools can experience unique circumstances that may be difficult to reflect in any standardised method. This is always a challenge when making allocations in respect of 4,000 schools. It is for this reason that the Department, working with the NCSE has streamlined the review process for special education teachers and schools who have any concerns can engage with the NCSE on their allocation.
It is important to note that SET hours are only one component of support for children in mainstream but the most important support is the mainstream class teacher. The pupil teacher ratio at primary level is now 23:1 which means there are more mainstream teachers than ever before in our educational system. There will be 14,600 Special Education Teachers (SETs) supporting mainstream classes in the 2024/25 school year, which is an increase of 1,000 since the end of the 2021 school year. This is the highest number of SET teachers ever in our schools.
323. Deputy Robert Troy asked the Minister for Education if a school will be able to enrol a child with special educational needs if there are no SET hours. [16433/24]
View answerI would like to thank the Deputy for the question.
I would like to initially clarify that there is no school in the education system without an allocation of SET hours to support children with special education needs.
Enabling children with special educational needs to receive an education is a priority for this Government. It is also a key priority for me as Minister for Special Education & Inclusion, for my department and for the National Council for Special Education (NCSE).
The vast majority of children with special educational needs are supported to attend mainstream classes with their peers. Where children with more complex needs require additional supports, special classes and special school places are provided.
In 2023, the 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 there will be 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 including the allocation of SNAs and reviews.
The SET allocation model for 2024/25 distributes the total available number of Special education Teacher posts in line with each school’s profile of need. The model makes an allocation on the basis of a number of inputs, including enrolment numbers. It also uses school-level data from standardised tests in order to reflect relative levels of overall needed.
The model seeks to distribute teaching resources in the fairest possible manner, taking into account as much evidence as possible in respect of individual schools and evidence in respect of the best possible use of resources. The inputs to the model do not prescribe which children should receive support through the additional teaching resources, schools must adhere to the guidance on the use of SET hours and support all children with additional teaching needs using the continuum of support framework. This was the position in 2017 and remains the position now.
The guidance to schools on the proper deployment and usage remains unchanged and that schools must deploy their SET resources in line with the Continuum of Support. The guiding principle of the continuum is that SET resources usage and deployment continues to be that the student with the greatest level of need should receive the greatest level of support.
The Department acknowledges that every school is different, and that schools can experience unique circumstances that may be difficult to reflect in any standardised method. This is always a challenge when we seek to make allocations in respect of 4,000 schools. It is for this reason that we have also streamlined the review process for Special Education Teachers and schools who feel that they have received an inappropriate allocation can make this application to the NCSE.
The Department is cognisant that it is possible that unique circumstances may present in a school which could require an urgent review. In such circumstances, the school may apply for this process through the NCSE. Reviews will be conducted by the NCSE, between March and May each year, to better enable schools to plan for the following September.
Appendix 1 of Circular 002/2024 & 003/2024 clarifies what constitutes unique circumstances and provides further information on the SET Review process.
It is also important to note that SET hours are only one component of support for children in mainstream but the most important support is the mainstream class teacher. The pupil teacher ratio at primary level is now 23:1 which means there are more mainstream teachers than ever before in our educational system. There will be 14,600 Special Education Teachers (SETs) supporting mainstream classes in the 2024/25 school year, which is an increase of 1,000 since the end of the 2021 school year. This is the highest number of SET teachers ever in our schools.
