Donnchadh Ó Laoghaire
Question:327. Deputy Donnchadh Ó Laoghaire asked the Minister for Education to address the recent changes to the allocation model for special education. [16452/24]
View answerSpecial Educational Needs
Questions (327)
Written answers
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 Education, 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.
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.
As the SET allocation model has been in place since 2017 based on a 2014 NCSE report, my Department believed a review of the model was prudent. The Department commenced a review in late 2022 to ensure that the model was meeting the changing needs in special education.
The review examined the following:
• The individual inputs (components) of the model
• The validity and reliability of the data used for each component
• Feedback from our education partners and individual schools
The review of the SET allocation model further identified that a programme of continuous development was required to ensure that the model was delivering effectively, both in supporting the changing needs in the education system, and for individual schools.
A high level roadmap has been discussed and agreed with our education partners during a series of consultations to enhance the inputs and improve the sensitivity of the model.
The journey of enhancement begins with the 2024/25 allocation by ensuring that the model has a strong foundation.
The key to building a solid foundation is ensuring that the data, for each pillar within the model, is already available to the department and provided by schools. Where data used in the model is received from external sources, it is critical that the information is being received on a consistent basis.
The SET model is an allocation model to provide schools with additional teaching hours to support the teaching needs of their students.
When the 2017 model was introduced it replaced a diagnosis led model with one based on need. This has not changed for 2024 and the allocation to schools is to support all of the children in school who require some level of additional teaching support.
The SET allocation model only deals with the allocation of hours to schools and there is no change to the guidelines for schools on the usage and deployment of SET hours.
Schools must allocate the hours allocated to them based on the ‘continuum of support’ process to meet the identified needs of pupils.
The model allocates resources nationally based on three components of which a 25% weighting is applied to enrolment numbers, 6.5% applied to educational disadvantage and 68.5% applied to the Educational Teaching needs profile
The Educational Teaching Needs profile is compiled as follows.
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 and 2 scores (including exempted) would align in general to pupils in our education system who are in need of the greatest level of teaching support.
The review of the SET model focused on ensuring that we had the best possible data available to inform the distribution of resources to our schools.
Our policy relating to supporting all of our children in our schools based on their level of need remains.The policy that individual schools are required to adhere to is the principle that the allocation is utilised to ensure that those pupils with the greatest level of need receive the greatest level of support and this remains unchanged.Therefore the revised profiles are directly correlated to, and focused on, pupils with the greatest level of need in the areas of literacy and numeracy.
I would like to assure you that there have been no cuts to mainstream Special Education Teaching posts in the education system. There are now more Special Education Teaching posts than ever before in schools.
In 2023, my department spent over €2.6 billion on special education and further progress will be made this year as an additional €113 million will be dedicated to providing supports for children with special educational needs.
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.
Education and Training Provision
Questions (328)
Cormac Devlin
Question:328. Deputy Cormac Devlin asked the Minister for Education the reason the rates have changed for the summer provision (details supplied); and if she will make a statement on the matter. [16473/24]
View answerWritten answers
Details of the 2024 Summer Programme were published on 21 March 2024. The Department of Education also recently announced that funding of €40 million has been secured again to ensure that a comprehensive summer programme will be available in 2024. This builds on the successful summer programmes of the last three years. The full funding of €40 million is available and, as in previous years, all of the funding is utilised to meet the needs of our most vulnerable children.
All schools, once again, have an opportunity to run a programme over the summer months for those children who need it the most. These children can continue to be supported, nurtured and encouraged to engage in a fun and inclusive educational setting.
The main priority again in 2024 is that those children with the most complex special educational needs, especially in special schools, should have access to a school-based summer programme.
All of the measures for the 2024 summer programme have been designed to maximise the number of schools and children taking part in the school-based programme.
Since 2019, the Summer Programme has gone from strength to strength. In 2023, approximately 1,400 schools and more than 50,000 children took part in the Summer Programme. This is compared to the 13,000 children who took part in 2019.
A key barrier to the participation of schools previously has been the availability of staff, particularly those experienced staff already working in the schools. In 2023, to maximise the use of the Summer Programme budget, teachers and SNAs working on the school-based scheme were paid a higher personal rate of pay. Consequently, the Department saw a much larger number of schools taking part, particularly in primary schools and the Department is anxious for this to continue.
Schools are also given the flexibility to engage staff that are not employed in their schools to support their summer programme. A staff portal is now available on EducationPosts.ie for teachers and SNAs to register their interest in working on a school-based programme in a Special School. Student teachers and students in relevant disciplines such as therapy, social care and nursing and others, including early childcare workers and carers, will also be able to register their interest in working on this year’s Programme.
In 2023, the Inclusion Programme and Special Class elements from 2022 were combined to form one cohesive scheme for mainstream schools where the aim was to bring a more targeted approach for children with special educational needs. While the capitation rate in mainstream schools was raised to €45 in 2023, the €30 rate per week for 2024 is in line with the rate for the Inclusion Programme in previous years. This rate is cognisant of all costs associated with running a summer programme and is very favourably compared to the normal capitation during the school year, which is approximately €5 per week. To assist schools further this year, in the special class group or the combined group setting, schools also have the flexibility to consider how best to align the existing resource allocation to accommodate more children into these groups.
It is important to note that the capitation rate for special schools, which is the sector that the Department is actively encouraging to participate in the programme remains at €60 as it has been in 2023 to reflect the unique circumstances of running a programme in those settings.
The Department is satisfied that the full range of supports which underpin the summer programme ensures that it remains a well-supported and important measure in supporting children with special educational needs.
Special Educational Needs
Questions (329)
Cormac Devlin
Question:329. Deputy Cormac Devlin asked the Minister for Education the number of ASD classes that have been built in Dún Laoghaire-Rathdown since 2019, primary and post primary, detailing the capacity of each; and if she will make a statement on the matter. [16474/24]
View answerWritten answers
Enabling children with special educational needs to receive an education is a priority for this government. It is also a key priority for 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 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 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 72 are in Dublin, 49 at primary level and 23 at post-primary level. This brings to 535 the number of special classes in County Dublin: 409 at primary level and 126 at post-primary level. Since 2019, 29 autism special classes have opened within the Dún Laoghaire-Rathdown local authority: 19 at primary and 10 at post-primary level. These classes 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 under way 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) 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.
Schools Building Projects
Questions (330)
Cormac Devlin
Question:330. Deputy Cormac Devlin asked the Minister for Education the status of a school (details supplied); and if she will make a statement on the matter. [16475/24]
View answerWritten answers
The project for the school referred to by the Deputy currently has planning permission and will, along with a number of other projects with planning permission, be brought to the level of employer-led design with a Design Team assigned to do so under the supervision of my Department’s Project Manager.
The process of appointing the Design Team from my Department’s Frameworks of Consultants was completed in September 2023 and the project is now progressing through design development stages.
My Department will continue to liaise with the school and patron body in relation to interim accommodation requirements and provide any updates in relation to progress on the school building project.
Schools Building Projects
Questions (331)
Fergus O'Dowd
Question:331. Deputy Fergus O'Dowd asked the Minister for Education if she will provide an update regarding a school building project (details supplied); and if she will make a statement on the matter. [16503/24]
View answerWritten answers
The 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
School Facilities
Questions (332)
Paul Donnelly
Question:332. Deputy Paul Donnelly asked the Minister for Education her views on the already apparent lack of secondary school places available in the Dublin 15 and 7 areas for this coming September; if there is a plan to provide more spaces; and if she will make a statement on the matter. [14021/24]
View answerWritten answers
I can assure the Deputy that the provision of school places to meet the needs of children and young people at primary and post primary level, including children and young people with special educational needs is an absolute priority for the Department.
My Department is aware of pressures for school places for the 2024/25 school year in the Dublin 15 and Dublin 7 areas.
As part of planning for September 2024, post-primary schools in the Dublin 15 School Planning Areas of Castleknock and Carpenterstown were contacted by the Department, and data on applications for admission has been received by the Department across these areas of enrolment pressure, and updated data on offers and acceptances continues to be received as admissions processes transact.
The sharing of this data has been of assistance in the identification of school place requirements across the areas. In the majority of areas through the work of schools, patrons, management bodies and the Department, there are sufficient school places available to meet the needs of children in the area. However, there is an identified requirement for additional first year places in Dublin 15 School Planning Areas of Castleknock and Carpenterstown and the Department have been liaising with schools and patrons in this respect, with a view to advancing a solution as soon as possible.
While some applicants may not yet have received an offer of a school place for 2024/25, families can be assured that all children who require a school place will be provided with one. The Department is continuing to work with schools and patrons to ensure that there are sufficient school places available, and to put any required solutions in place.
My Department's main responsibility is to ensure that schools in an area can, between them, cater for all pupils seeking school places in the area. In relation to school admissions, it is the responsibility of the managerial authorities of all schools to implement an enrolment policy in accordance with the Education Act, 1998.
Parents have the right to choose which school to apply to and where the school has places available the pupil should be admitted. However, in schools where there are more applicants than places available a selection process may be necessary. This selection process and the enrolment policy on which it is based must be non-discriminatory and must be applied fairly in respect of all applicants. However, this may result in some pupils not obtaining a place in the school of their first choice.
I can assure the Deputy that the Department will continue to work with schools and patrons to ensure that there is appropriate provision for all students in the Dublin 15 and 7 areas for the 2024/25 school year and into the future.
Special Educational Needs
Questions (333)
Paul Donnelly
Question:333. Deputy Paul Donnelly asked the Minister for Education her views on the chronic lack of school places for children with autism in the Dublin 7 and 15 areas. [14333/24]
View answerWritten answers
Enabling children with special educational needs to receive an education is a priority for this government. It is also a key priority for 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.
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 for opening this current school year.
Of these 72 are in Dublin, 49 at primary level and 23 at post-primary level. This brings to 535 the number of special classes in County Dublin, 409 at primary level and 136 at post-primary level.
In Dublin 7, there are four new classes, three at primary level and one at post-primary level. This brings the total number of special classes in Dublin 7 to 27, 22 at primary level and 5 at post-primary level.
In Dublin 15, there are seven new classes, four at primary level and three at post-primary level. This brings the total number of special classes in Dublin 15 to 57, 40 at primary level and 17 at post-primary level.
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) 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
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.
Schools Building Projects
Questions (334)
Mark Ward
Question:334. Deputy Mark Ward asked the Minister for Education the updated timeline for appointment of a contractor to build a post-primary school (details supplied) as the tender process has been completed since October 2023 but no contractor has been appointed; and if she will make a statement on the matter. [16510/24]
View answerWritten answers
The school building project for the school referred to by the Deputy will deliver a new 1,000 pupil post-primary school and accommodation, including four classrooms, for children with special educational needs.
This project is being delivered under my Department’s Design and Build Programme and is currently at tender stage.
The Invitation to Tender issued in April 2023, as part of a bundle of projects for 10 schools issued to the Department's Framework of Design and Build Contractors. Given the scale of works involving new purpose-built accommodation for 10 schools, some of which are on campus sites, the tender process involves a very large volume of documentation and drawings. Tender returns have been received and the analysis and review is at an advanced stage.
The due diligence by the Department is a critical part of the overall completion of the Stage 3 process and is critical to ensuring quality and value for money, and that projects are progressed within overall programme parameters.
My Department is very conscious of the importance in getting these projects, including the project referred to by the Deputy, delivered as quickly as possible.
Special Educational Needs
Questions (335)
Thomas Gould
Question:335. Deputy Thomas Gould asked the Minister for Education the reason only two of three sanctioned ASD classes at a school (details supplied) in Cork are operational; and if she will make a statement on the matter. [16515/24]
View answerWritten answers
Enabling children with special educational needs to receive an education is a priority for this government. It is also a key priority for 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 engages intensely with the NCSE in relation to the forward planning of new special classes and additional special school places. This forward planning work is well underway ahead of the 2024/25 school year. This work involves a detailed review of statistical data in relation to forecasting demand for special class places, an analysis of available school accommodation, consideration of improved data sharing arrangements and a particular focus on the provision of special classes at post-primary level.
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. Three of these classes are in the school referred to by the Deputy and the NCSE have advised my Department that all three classes are operational.
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) 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.
School Transport
Questions (336)
Cathal Crowe
Question:336. Deputy Cathal Crowe asked the Minister for Education if the rule mandating that School Transport Scheme bus drivers must retire at age 70 will be revised, in view of the severe driver shortage last year; and if she will make a statement on the matter. [16517/24]
View answerWritten answers
The School Transport Scheme is a significant operation managed by Bus Éireann on behalf of the Department of Education. In the current school year over 161,600 children, including over 135,000 pupils travelling on primary and post primary services, 19,800 pupils with special educational needs, and 6,800 pupils who have arrived to Ireland from Ukraine are transported on a daily basis to primary and post-primary schools throughout the country.
The total cost of the scheme in 2023 was €382.02m.
It is Bus Éireann company policy that normal retirement age for all Bus Éireann staff is currently 66 years. However, Bus Éireann part-time school bus drivers and drivers nominated by private operators who operate service as part of the School Transport Scheme may continue to perform in the role provided they hold the requisite license and satisfy an annual medical examination until they retire at age 70. This policy and criteria is applied to all drivers who provide school transport services on behalf of Bus Éireann equally.
The age limit on school bus drivers was increased to 70 years a number of years ago. While Bus Éireann has informed the Department there is no plan to increase the age limit further at this time, the matter will continue to be kept under review.
Teacher Training
Questions (337)
Gary Gannon
Question:337. Deputy Gary Gannon asked the Minister for Education to outline the work of her Department in relation to attracting prospective students to studying teaching, given Ireland's crippling teacher shortages. [9091/24]
View answerWritten answers
Ensuring 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.
The recruitment of teachers is a priority area of action for the Department.
My Department has introduced a number of measures aimed at attracting prospective students to teaching, including:
• Budget 2024 provided funding for the introduction of an incentive scheme 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 in 2025.
• An additional 1,000 posts of responsibility will be provided in the school system for the 2024/25 school year providing additional promotional opportunities for teachers.
These new measures are in addition to a range of targeted measures that have been introduced in recent times to support the supply of teachers in primary and post-primary schools.
• At primary level, I approved 610 additional places on initial teacher education programmes for this and the next academic year (2023/24 and 2024/25).
• In 2023, more than 2,700 3rd and 4th-year undergraduate student teachers registered under Route 5 with the Teaching Council provided valuable support to schools as substitute teachers either while on placement, or in a substitute capacity. Currently, there are over 3,600 registered under Route 5.
• The Teaching Transforms campaign continues to promote the teaching profession and encourage students to follow a career in teaching. The campaign uses digital, radio and video media, and is supported by a dedicated webpage, www.gov.ie/teachingtransforms
The Programme for Access to Higher Education (PATH) supports access to initial teacher education from the target groups identified in the National Access Plan. The objectives of PATH 1 are to increase the number of students from under-represented groups entering Initial Teacher Education and provide more role models for students from these groups.
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 Primary teachers is over €41,000 and over €42,000 for post-primary teachers. 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.
• There has been an increase of 20% in the number of students graduating from initial teacher education programmes between 2018 and 2023, and 27% increase in the number registered with the Teaching Council during this period.
My Department continues to engage closely with education stakeholders to develop further, innovative measures to address teacher supply issues.
Schools Building Projects
Questions (338)
Pádraig O'Sullivan
Question:338. Deputy Pádraig O'Sullivan asked the Minister for Education following the recent announcement of €800 million investment of 90 school building projects, if she will provide details of the 90 schools that are benefitting from this funding; and if she will make a statement on the matter. [16541/24]
View answerWritten answers
Since 2020, my Department has invested in the region of €4.5 billion in our schools throughout the country, involving the completion of over 800 school building projects and with construction currently underway at approximately 300 other projects, which includes 31 new school buildings.
These 300 projects currently at construction involve a total State investment of over €1.2 billion.
It is also planned that close to 90 projects currently at tender stage, including 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.
These projects moving to construction in this next phase will add in the region of 200,000 m2 of additional and modernised permanent capacity across the school estate and involve 28 new school buildings and 61 extensions at existing buildings.
These projects will help schools cater for growing populations in their areas and include 138 classrooms for children with special education needs, which is a key priority for Government.
This is a record level of investment in school buildings. It will expand the number of school places, significantly increase provision for special education and upgrade and modernise our school infrastructure. The impact of this will be felt in communities, right around the country.
The status of all projects in the pipeline, including those at tender stage, is set out by county at (www.gov.ie) and is updated on a regular basis.
Special Educational Needs
Questions (339)
Michael Lowry
Question:339. Deputy Michael Lowry asked the Minister for Education the assistance that can be offered to a person (details supplied); and if she will make a statement on the matter. [16543/24]
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Under the Assistive Technology Scheme, as set out in my Department’s Circular 0010/2013, funding is provided to schools towards the cost of computers and specialist equipment, which are required for educational purposes.
All equipment provided under this scheme supports children with more complex disabilities who, in order to access the school curriculum, require essential specialist equipment.
It must be clear that the existing I.T. equipment in the school is insufficient to meet the child's needs. Where necessary, schools may also purchase new or additional equipment or software for students from normal school resources or funds.
The Assistive Technology Scheme is provided by my Department to supplement the overall approach to providing funding to schools for digital technology and equipment to support children for education purposes. Assistive technology can be seen as a critical enabler for those with special educational needs to gain the maximum benefit from a modern technologically focused education system. Where children with more complex disabilities require essential specialist equipment to access the school curriculum, which they do not already have, or which cannot be provided for them through the schools' existing provisions, schools may make an application for such equipment to the National Council for Special Education (NCSE) under the terms of this scheme.
The NCSE, through its network of local Special Educational Needs Organisers (SENOs), is responsible for processing applications from schools for special educational needs supports. SENOs also make recommendations to my Department where assistive technology/specialised equipment is required. The NCSE operates within my Department's criteria in making recommendations for support.
Schools make applications directly to the SENO, providing details of the student’s special educational needs or disability, including details of the approach taken by the school in making relevant interventions.
In order to qualify for equipment under the Assistive Technology Scheme, a student must have been diagnosed with a physical or communicative disability and must also have a recommendation in a professional assessment that the equipment is essential in order to allow the student to access the curriculum.
SENOs will review the application, and professional reports provided in support of same, in order to establish whether the criteria of the scheme have been met. They will then make a recommendation to my Department as to whether or not assistive technology is required; and based on this recommendation, my Department will decide on the level of grant, if any, to be provided.
The type of equipment provided under the Assistive Technology Scheme is varied, and includes audiological supports for students with hearing impairment, braille equipment for children with visual impairment, and computer equipment with associated modified software for students with physical or severe communicative disabilities.
Communication devices or medical or therapy related devices which are not specific educational interventions or equipment specifically required as essential for school educational access, and which have a general application outside of school, are not provided for under the Assistive Technology scheme, however. Such equipment is normally provided for children with disabilities by the Health Service Executive (HSE).
An application for Assistive Technology was received by the Department on 12 December 2023 and a decision letter sanctioning equipment issued to the school on 26 February 2024. The SENO recommended all equipment requested by the school, apart from Dragon Naturally Speaking software. Officials from my department have contacted both the school principal and the SENO with the view to providing a positive outcome to this case.
Special Educational Needs
Questions (340)
Duncan Smith
Question:340. Deputy Duncan Smith asked the Minister for Education if there is a full-time SENO available in County Westmeath; if so, where they are based; how the SENO can be contacted by parents; and if she will make a statement on the matter. [16544/24]
View answerWritten answers
I would like to thank the Deputy for the question and would like to advise the following:
The National Council for Special Education (NCSE) is responsible, through its network of Special Needs Organisers (SENOs), for fulfilling the functions of the Council in relation to the identification, delivery and co-ordination of education services to children with disabilities. The Council employs SENOs to provide a nationwide system of local services. Locally based SENOs consult widely with parents/guardians, teachers, health care professionals, school authorities, HSE and other relevant government agencies.
In Budget 2023, the government provided an additional €13 million for the expansion of services within the NCSE. This will mean an increase of up to 161 additional staff in the organisation, a workforce increase of 50%. As a result of the additional funding allocated to the NCSE, it is intended to increase the number of SENOs to approximately 120, from the previously sanctioned 73. They NCSE is progressively altering the current team structure, from a regional to a county basis with an assigned number of SENOs for each county.
The intake of new SENO grades has commenced and the recruitment process allows for training, induction, back-filling and the equitable distribution of cases on a county basis to new SENOs, without disrupting existing service to schools and children.
County Westmeath falls under North Team 1 which currently comprises of 6 SENOs, a team manager, regional manager and additional national support manager.
Parents are advised to consult the regional contact list on the NCSE website to ensure they have the most up-to-date contact details of their SENO, or the SENO covering for their area. The list gives the contact details for a local SENO in Westmeath, their office address, which is Government Buildings, Friar’s Mill Road, Mullingar, Co. Westmeath, and also their e-mail address and phone number.
Special Educational Needs
Questions (341)
Duncan Smith
Question:341. Deputy Duncan Smith asked the Minister for Education if places are available for children diagnosed with autism in County Westmeath; if she is satisfied that adequate capacity is available to accommodate such young persons; and if she will make a statement on the matter. [16545/24]
View answerWritten answers
Enabling children with special educational needs to receive an education is a priority for this Government. It is also a key priority for 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 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 engages intensely with the NCSE in relation to the forward planning of new special classes and additional special school places. This forward planning work is well underway ahead of the 2024/25 school year. This work involves a detailed review of statistical data in relation to forecasting demand for special class places, an analysis of available school accommodation, consideration of improved data sharing arrangements and a particular focus on the provision of special classes at post-primary level.
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 for opening this current school year.
Of these 6 are in Westmeath, 4 at primary level and 2 at post-primary level. This brings to 59 the number of special classes in County Westmeath, 39 at primary level and 20 at post-primary level. The vast majority of these class are autism classes and have a teacher/pupil ratio of 1:6.
Planning for special classes and special school places in County Westmeath and nationwide 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
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.
Special Educational Needs
Questions (342, 343)
Paul Murphy
Question:342. Deputy Paul Murphy asked the Minister for Education if she is aware of the pressing need for moderate ID places in the Dublin south west area; if she will urgently ensure that additional spaces are created in a local special school or a class for moderate ID is set up in the area; if she agrees with the need for swift action on this; and if she will make a statement on the matter. [16564/24]
View answerPaul Murphy
Question:343. Deputy Paul Murphy asked the Minister for Education if she will request that a reason is given for a special school rescinding an offer (details supplied); and if she will ensure that this error is corrected, and this child offered an appropriate space for September 2024. [16565/24]
View answerWritten answers
I propose to take Questions Nos. 342 and 343 together.
Enabling 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.
My department engages closely with the NCSE in relation to the forward planning of new special classes and additional special school places.
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.
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.
As a result of 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, 72 are in Dublin, 49 at primary level and 23 at post-primary level. This brings to 535 the number of special classes in Dublin, 409 at primary level and 126 at post-primary level.
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.
The Education (Admission to Schools) Act 2018, requires that where a student has not been offered admission that the school provide the reasons in writing to the applicant, including where applicable their ranking against the selection criteria and place number on the waiting list.
Section 29 of the Education Act, 1998 provides for an appeal where a board of management, or a person acting on behalf of the board of management (normally the school principal) refuses to admit a student to a school. Where the decision to refuse admission is due to the school being oversubscribed, a review of the decision by the board of management must be sought in the first instance. Following a review it is open to the parent to appeal to the independent appeals committee.
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) 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.
Question No. 343 answered with Question No. 342.
School Staff
Questions (344)
Pearse Doherty
Question:344. Deputy Pearse Doherty asked the Minister for Education if she will provide an update on the work that is underway to improve pay and terms and conditions for school caretakers similar, to that achieved for school secretaries; the stage this process is at; and if she will make a statement on the matter. [16569/24]
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Caretakers are valued members of our school communities who carry out work vital to the operation of our schools. At present, the majority of primary and post-primary schools receive assistance to provide for caretaker services under ancillary grant funding. Under the February 2022 agreement the implementation of revised salary and annual leave entitlements for school secretaries is now fully operational, and the Department is committed to ensuring that school caretakers will be afforded the opportunity to avail of a similar package to school secretaries in the very near future.
Lessons learned from the secretary process are now playing a key role in the negotiating and implementation of a similar deal to be offered to grant funded school caretakers. At present, work is ongoing within my Department to finalise and issue a compressive survey which will enable my officials to confirm their understanding of the current working patters as well as terms and conditions of work for school caretakers. It is anticipated that this survey will issue to schools in the near future. Once more robust data has been gathered from the survey the Department will then be in a position to progress the claim to be finalised in the near future.
In parallel with this, the Department are actively in communication with Fórsa on this important issue and regular bilateral meetings are occurring with the aim of progressing this matter as soon as is reasonably possible.