Written Answers Nos. 244-263
244. Deputy Bernard J. Durkan asked the Minister for Public Expenditure, National Development Plan Delivery and Reform the progress to date in respect of the delivery of various projects set out in Project Ireland 2040; the extent to which the projects are being delivered on time and within budget; and if he will make a statement on the matter. [18073/24]
View answerThe Government has committed to €165 billion in capital investment through the National Development Plan (NDP) published in 2021. As set out in the Summer Economic Statement (SES) 2023, an additional €2.25 billion of capital funding was made available to be allocated in the 2024 to 2026 period. This funding will facilitate the progression of important projects and enable more rapid development of key Programme for Government commitments, such as the delivery of actions to fulfil our climate action plan commitments, the provision of more housing and enhanced education facilities.
Following the conclusion of more than 30 bilateral meetings which took place from January to March with my Ministerial colleagues, the distribution of the additional €2.25 billion across Departments was agreed by Government in March 2024. This builds on the existing funding already available under the NDP out to 2026 and it will mean more schools, housing, transport and healthcare projects can be progressed and delivered for our people. In 2024, €13 billion will fund vital infrastructure. The total available capital funding for 2025 is now €14.35 billion and for 2026 it is €15.459 billion. As a percentage of national income, annual capital investment is now among the largest in the EU.
However, the Government and I acknowledge that the significant investment under the NDP does not come without delivery challenges. I am acutely aware of the challenges that the construction industry has faced in terms of material price inflation, labour supply constraints, and supply chain disruption. As a result, in order to safeguard the delivery of key NDP projects, in January 2022, my Department introduced measures to address inflation for new contracts and tenders. Furthermore, in May 2022, a new set of measures to apportion additional inflation costs between the parties to public works contracts were introduced. These interim arrangements were then made permanent in July 2023 which allow for more appropriate risk sharing in the delivery of public works contracts.
In 2023, I secured Government approval for a number of priority actions to improve delivery of NDP projects, including reducing the administrative burden on Departments charged with infrastructure delivery. I am confident that these actions will boost the delivery of the critical infrastructure we need to support a growing economy and higher living standards for those living here. In addition, my Department will continue to work closely with the construction sector in order to improve efficiency and enhanced delivery through the Construction Sector Group.
The Government is committed to detailing progress on the delivery of the NDP at regular intervals into the future to allow for full transparency of the implementation of Project Ireland 2040. This is achieved through regular updates of the Project Ireland 2040 capital investment tracker and MyProjectIreland interactive map viewer which list projects and programmes on a regional and county level. In addition, Annual and Regional Reports on the implementation of Project Ireland 2040 have been published for 2018, 2019, 2020, 2021 and 2022. The Project Ireland 2040 Annual and Regional Reports, capital investment tracker and myProjectIreland interactive map are all available on gov.ie/2040.
245. Deputy Bernard J. Durkan asked the Minister for Public Expenditure, National Development Plan Delivery and Reform his preferred options to meet ongoing social and economic requirements in the context of current and capital expenditure, in line with prudent management but placing sufficient emphasis on important structures such as social housing; and if he will make a statement on the matter. [18074/24]
View answerThe Government’s approach to public expenditure policy is set out in the Medium Term Expenditure Strategy (MTES). This framework must be responsive to the economic landscape and is reviewed annually as part of the whole of year budget process including the Summer Economic Statement and the Estimates process.
As part of the Government’s fiscal strategy REV 2024 allocated €96.7 billion to fund current and capital investment. This was alongside the establishment of two new reserve funds; the Future Ireland Fund and the Infrastructure, Climate and Nature Fund. These reserves will help to future proof our economy and public finances by enabling us to maintain our investment plans and expectations over the longer term.
Investment in infrastructure is a critical component in supporting Ireland’s growth and in delivering better, fit-for-purpose public services. The Government’s public expenditure policy is committed to the continued delivery of capital investment under the National Development Plan. The NDP is a central plank in delivery of the vital infrastructure to support our future economic and social requirements, as well as our climate change commitments. I recently announced the allocation of an additional €2.25 billion of funding to the NDP to ensure we continue to keep pace with the demands on our infrastructure and our climate goals.
The Government must constantly strive to tackle the key challenges affecting our climate, housing and infrastructure objectives. The additional funding announced will be a key element of meeting those challenges head-on.
The overall housing market continues to demonstrate robust delivery performance, with 32,695 new homes completed. Commencement activity also continues to grow with 35,752 new unit commencements in the last 12 months to February, a 33% increase from the previous 12 month period. Based on these metrics, it is expected that overall housing delivery will exceed 33,000 units in 2024.
In 2023, 11,939 new social homes were delivered by local authorities and Approved Housing Bodies, including 8,110 new-build social homes, 1,830 acquisitions and 1,999 homes through leasing programmes. This represents the highest level of delivery of new-build social housing in half a century. The delivery pipeline for the future also looks strong and we expect another year of strong social housing delivery to meet our targets.
246. Deputy Ivana Bacik asked the Minister for Public Expenditure, National Development Plan Delivery and Reform if his Department has undertaken an assessment with other Departments of the ending of work by an organisation (details supplied). [18124/24]
View answerMy Department previously provided grant funding to Benefacts between the period 2015-2022. As DPENDR does not have a policy role in relation to the non-profit sector, the original basis for the provision of grant funding was to identify/stimulate the demand for data on the non-profit sector within Government Departments/public organisations,
In 2020, on foot of a review, which found that the business case for the continued funding of Benefacts by this Department was no longer justified, the decision was made to terminate funding.
To enable relevant public service bodies to assess all options in relation to their respective business needs concerning data on the not-for-profit sector, my Department further agreed to fund the initiative up to the end of 2021.
In April 2021, my Department reaffirmed its 2020 decision to the parties concerned. Furthermore, in acknowledgment of the impact of Covid19 on this deliberative process, the Department sanctioned a final three month extension of funding to Benefacts up to the 31st March 2022.
Despite affording a total period of approximately 20 months' notice so as to allow for the identification of another primary funder, no alternative funding source was identified from public service bodies that used Benefacts.
When discontinuing the funding, my Department were very clear in stating that it would not be initiating any process aimed at developing possible alternatives to Benefacts, nor would it be participating in any such discussions. Our position on this has not changed.
Whether or not other Departments/agencies have undertaken any assessments in relation to Benefacts, would be a matter for those Departments.
247. Deputy Michael Healy-Rae asked the Minister for Enterprise, Trade and Employment to consider adding fishermen to the critical skills list (details supplied); and if he will make a statement on the matter. [17320/24]
View answerFollowing review and consideration of sectoral submissions on the topic, and further consultation with the relevant stakeholders, I am informed by officials that the occupation of Sea-fisher will be made eligible for the General Employment Permit (GEP) in the coming weeks, with the relevant Statutory Instrument under consideration.
It is planned that access to the GEP will be granted via a quota made available to the sector. The occupation will be subject to a range of criteria, including the standard GEP Minimum Annual Remuneration of €34,000, based on a minimum €16.77 hourly rate and a 39-hour week.
It is not envisaged at this time that the role of fisher will be added to the Critical Skills Occupation List. Critical Skills Employment Permits (CSEPs) are issued for occupations for which there is an enduring skills shortage in the state, the roles are necessary for the functioning of the economy and, typically have an associated degree level qualification. Where the role is not accompanied with a degree level qualification or similar, the minimum annual remuneration for a CSEP rises to €64,000. Submissions can be made by the sector and other stakeholders to add roles to the Critical Skills Occupation List during the next public consultation to review the occupation lists, most recently conducted last year.
248. Deputy Patrick Costello asked the Minister for Enterprise, Trade and Employment the actions being taken by the Companies Registration Office and the Corporate Enforcement Authority in relation to the owners’ management companies and ensuring that they are adhering to the necessary rules and regulations; and if he will make a statement on the matter. [17321/24]
View answerThe functions of the Corporate Enforcement Authority (CEA) include investigating suspected breaches of the Companies Act 2014 (the Act) and, where necessary, to enforcing the Act arising from non-compliance with it.
Owner Management Companies (OMCs) incorporated under the Companies Act 2014, come within the remit of the CEA. The CEA investigates all complaints received regarding alleged non-compliance with the Act. In that regard, the principal obligations imposed by the Act on companies and their directors include those relating to the holding and conduct of annual meetings of the members, proper record keeping, financial statements and audit (where applicable), the conduct of directors, and the filing of required documents with the Companies Registration Office (CRO).
Where non-compliance with the Act is identified, the CEA takes appropriate action, which can include securing voluntary rectification, civil enforcement (such as requiring company directors to take certain action), and criminal prosecution. Anyone who suspects that company law is not being complied with can make a complaint to the CEA. The Authority is also a prescribed person to receive protected disclosures concerning relevant wrongdoings under the protected disclosures legislation.
Separately, owner management companies are subject to the provisions of the Multi-Unit Developments Act 2011 (the MUD Act), which regulates the ownership and management of the common areas of multi-unit developments. The MUD Act provides that before a developer sells any units:
• an owners' management company must be set up, and
• the common areas of the development must be transferred to the owners' management company
A multi-unit development is a development of at least 5 residential units that share facilities, amenities and services.
Where many of the obligations arising under the MUD Act concern matters such as the management of common areas, sinking funds and charges, and where the MUD Act does not create any criminal offences, the CEA has no role in relation to alleged non-compliance with, or enforcement of, the MUD Act. The Multi-Unit Development Act 2011 is the responsibility of the Minister for Justice.
For clarification, the CEA does have a role where those companies fail to comply with their obligations under the Companies Act 2014 only.
Separately, the Companies Registration Office does not discriminate between companies in terms of filing obligations and treats OMCs of multi-unit developments no differently to any other company in terms of their filing obligations under the Companies Act 2014.
249. Deputy James Lawless asked the Minister for Enterprise, Trade and Employment to examine a matter (details supplied); and if he will make a statement on the matter. [17326/24]
View answerThe Injuries Resolution Board (formerly PIAB) is an independent statutory body. Section 53(3) of the Personal Injuries Assessment Board Act 2003 sets down that the Board shall ‘be independent in the performance of its functions’. As such it is not appropriate for me to interfere in individual claims or in the day-to-day operations and functions of the agency.
The Board are committed to providing a professional and courteous service to all their customers. Where someone feels the service received from the Injuries Resolution Board has not been satisfactory, the agency has a formal complaints policy.
The agency can be contacted by phone at 0818 829 121 or by email at enquiries@piab.ie. Complaints can also be sent in writing to the Injuries Resolution Board at P.O. Box 8, Clonakilty, Co. Cork, P85 YH98. The agency will respond to any complaint or query received and are committed to being open and honest with all claimants.
If someone is not satisfied with how the agency deals with a complaint, it is open to them to contact the Office of the Ombudsman who can examine complaints from members of the public who feel they have been treated unfairly by a public body.
250. Deputy Marc MacSharry asked the Minister for Enterprise, Trade and Employment when it is proposed to transpose the Adequate Minimum Wage Directive into Irish law; when he proposes to publish the required relevant action plan for the promotion of collective bargaining; when legislation is likely to be before Dáil Éireann; and if he will make a statement on the matter. [17449/24]
View answerThe EU Directive on Adequate Minimum Wages includes two key areas: Minimum Wages, and Collective Bargaining. The Directive must be transposed into Irish law by 15th November 2024.
My Department has received legal advice on the minimum wage elements of the Directive that Ireland’s current minimum wage setting framework, namely the Low Pay Commission, is largely already in compliance with the provisions of the Directive. My Department has also requested legal advice as to whether any legislative change is required in order to transpose Article 4 on collective bargaining.
The Directive also requires Ireland to develop an action plan to enhance collective bargaining coverage by the end of 2025.A technical working group has been established with the social partners to progress Ireland’s implementation of the Directive in relation to collective bargaining and the development of the action plan. This group will examine both legislative and administrative proposals for inclusion in the action plan.
251. Deputy David Stanton asked the Minister for Enterprise, Trade and Employment the measures put in place by his Department to support innovators and entrepreneurs, in particular where start-up businesses are concerned; and if he will make a statement on the matter. [17541/24]
View answerMy Department supports entrepreneurs and innovators through the 31 Local Enterprise Offices, across the country. Any entrepreneur looking to start their own business should in the first instance speak with their Local Enterprise Office (LEO). LEOs are the ‘first-stop-shop’ for providing advice and guidance, financial assistance, and other supports to those wishing to start or grow their own business. LEOs also provide a ‘signposting’ service for all government supports available to the SME sector and provide information and referrals to other relevant bodies under agreed protocols.
I particularly recommend that any budding entrepreneur enquire about the Start Your Own Business (SYOB) Programme, which assists participants in assessing their business idea, its viability and then making an informed decision on whether to proceed or take a step back. The programme is designed to guide participants through the various aspects of business and business planning with no prior business knowledge necessary.
Local Enterprise Offices can offer direct grant aid to small businesses operating in the manufacturing and internationally traded services sector. However, it should be noted that Local Enterprise Offices cannot provide direct grant-aid to areas such as retail, personal services, local professional services, construction/local building services, as it may give rise to the displacement of existing businesses in the locality.
LEOs can also provide a referral to Micro Finance Ireland (MFI), which is a not for profit lender that offers small business loans of between €2,000 and €25,000 (unsecured). Loans for commercially viable proposals can be used to help fund start-up costs, working capital or business expansion and by applying through their Local Enterprise Office, clients can avail of a 1% reduction in the interest rate charged.
I would again, strongly recommend anyone looking to start their own business first speak to a Business Advisor in a Local Enterprise Office as they have the experience and knowledge to help entrepreneurs with business ideas and business plans. Details on Local Enterprise Office locations can be found on www.localenterprise.ie.
252. Deputy Jim O'Callaghan asked the Minister for Enterprise, Trade and Employment if he will address an issue regarding the increased cost of business grant (details supplied); and if he will make a statement on the matter. [18051/24]
View answerAs you are aware the ICOB grant has a budget of €257 million which is designed to assist small and medium businesses operating directly within a premises that is commercially rateable by a Local Authority.
In relation to your specific query, the individual who pays rates to their Local Authority is the person who should register for the grant. A subletting issue is a matter between the tenant and landlord. Only landlords, who are the ratepayers and are commercially operating from the premises, can apply for the grant, provided they meet the eligibility.
The Local Authorities are operating this system from their business rates information and they would not be in a position to verify a rates arrangement between a landlord and tenant.
Please note the closing date for the grant is 1 May, 2024 and I would urge all eligible businesses to apply before this date. Payments to eligible businesses will be made from next week.
253. Deputy Paul Kehoe asked the Minister for Education if her Department is considering changing the maternity leave policy to include surrogacy leave after the Health (Assisted Human Reproduction) Bill 2022 is passed, following the unanimous passing of a motion at a congress meeting (details supplied); and if so, when is this likely to happen; and if she will make a statement on the matter. [17298/24]
View answerThe Maternity Leave Scheme for teachers, as contained in the Department’s Circular Letter 0054/2019 (Chapter 2), is regulated by the Maternity Protection Act, 1994 as amended.
A pregnant teacher who gives birth to a living child is entitled to 26 weeks statutory paid Maternity Leave and 16 weeks statutory additional unpaid Maternity Leave. The teacher may also be entitled to Extended Maternity Leave for Premature Birth (where applicable).
Leave entitlements for public servants, including teachers, are determined by the Department of Public Expenditure, National Development Plan Delivery and Reform. Under Section 24 of the Education Act 1998, the Minister for Education, with the concurrence of the Minister for Public Expenditure, National Development Plan Delivery and Reform, is authorised to determine the terms and conditions of employment for teachers employed in approved teaching posts funded by monies provided by the Oireachtas.
Currently, as there is no legislative entitlement to surrogacy leave in Ireland, there is no overarching civil service or public sector policy pertaining to leave entitlements for surrogate parents.
The department is aware of the Health (Assisted Human Reproduction) Bill. However until the relevant legislation is enacted by the government, the department is unable to progress with the development of this leave scheme.
254. Deputy Michael Ring asked the Minister for Education if a school transport pick-up point can be changed to facilitate nine children on a particular road in County Mayo (details supplied); and if she will make a statement on the matter. [17301/24]
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 traveling 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.
Bus Éireann is responsible for the planning and timetabling of school transport routes. Bus Éireann endeavours, within available resources, to ensure that each eligible child has a reasonable level of school transport service in the context of the Scheme nationally.
Where practicable, and subject to considerations of cost and logistics, routes are planned to avoid an eligible child having to travel more than 2.4 kms to or from a pick-up/set down point. Routes are planned on the basis of the locations of children who are eligible for school transport only.
Parents/guardians are responsible for ensuring that children are brought safely to and collected safely from Bus Éireann designated pick up and set down points. Home pick-up is not a feature of the School Transport Scheme.
Bus Éireann have advised that the family referred to by the Deputy, are eligible for school transport and reside 9.7kms from home to school, and 1.5kms from the route of an existing school transport service. They have submitted applications and payment for the 2024/2025 school year.
The family will be offered transport within the guidelines of the School Transport Scheme for the 2024/2025 school year.
255. Deputy Michael Ring asked the Minister for Education if school transport can be provided to four children (details supplied) in view of their urgent need for same due to their parents’ work commitments; and if she will make a statement on the matter. [17302/24]
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 traveling 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 primary 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 completed 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.
Due to the nature of concessionary transport for non-eligible children and the priority of providing places for eligible children, there may be an excess of demand over supply for concessionary places, in these cases Bus Éireann will allocate tickets for spare seats using an agreed selection process.
Under the terms of the scheme, the availability of concessionary transport varies from year to year based on the capacity on the buses running on all of the various routes and the number of eligible children accommodated on each route.
Bus Eireann have advised that the family referred to by the Deputy, have made school transport applications and paid on time for the 2024/2025 school year.
The family are not eligible for school transport as they reside 2.5kms from home to school and will be offered transport in line with mainstream concessionary policy in the 2024/25 school year.
The family have not applied for school transport in respect of the 2023/2024 school year.
256. Deputy Jennifer Murnane O'Connor asked the Minister for Education when a child (details supplied) will receive the support they need in an educational setting; and if she will make a statement on the matter. [17323/24]
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 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.
Special education teachers provide additional teaching support for students with special educational needs enrolled in mainstream classes in primary and post primary schools. Schools take account of the learning needs of students as evidenced by performance in schools but also supported where relevant by information provided regarding the nature of a condition that a student may have.
Additionally, SNAs play a central role in the successful inclusion of students with additional and significant care needs into mainstream education, special classes and special schools ensuring that these students can access education to enable them to achieve their best outcomes and reach their full potential.
SNAs are allocated to schools as a school based resource and not to individual children. The deployment of SNAs within schools is a matter for the individual principal/board of management. SNAs are deployed by the school in a manner which best meets the care support requirements of the students enrolled for whom SNA support has been allocated.
A parent can discuss the level of special education teaching (SET) and SNA support provided to their child with the school, the department is not involved in the allocation of SET or SNA support to individual students.
Schools can apply to the NCSE for a review of its SET or SNA allocation if it is insufficient to meet the needs of its students. Detailed information on the SET and SNA review process is published on the NCSE website.
The provision of health-related therapy services, including occupational therapy and speech and language therapy services is a matter for the HSE and queries in relation to those services should be directed to the HSE or to the Department of Children, Equality, Disability, Integration and Youth.
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
As your query refers to an individual case, I will arrange to have it referred to the NCSE for their attention and direct reply.
My department and the NCSE are committed to delivering an education system that is of the highest quality and where every child and young person feels valued and is actively supported and nurtured to reach their full potential.
257. Deputy James Lawless asked the Minister for Education the current waiting times involved in the application of assistive technology in primary schools; if she will assist in an application (details supplied); and if she will make a statement on the matter. [17331/24]
View answerUnder 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).
My Department has received a large volume of Assistive technology applications that are currently being processed. There has been a large increase in applications for Assistive Technology over the last number of years, with approximately double the amount of equipment being sanctioned in 2023 compared to 2018. Special education are currently reviewing the Assistive Technology Scheme, with streamlining the application process being one of the key goals of this review.
Applications for equipment for students with hearing impairment and/or visual impairment have been prioritised. Sixth Class pupils are also being prioritised to allow equipment be purchased before student move to post primary school. All other applications will be processed in accordance with the date that the recommendations has been received in the Department by the SENO. At present, application received by the Department are being processed in approximately 20 working days. This process time has decreased substantially since the beginning of the year, and the Department will continue to process assistive technology claims as efficiently as possible.
Regarding the Assistive technology application referred to by the deputy, officials from my department have contacted the school and the NCSE to check the status of this application. The school submitted the application to the NCSE on the 29th February 2024 and the application is currently with the NCSE for evaluation. The SENO Team Manager remains available to the family for further advice and support. Contact information for SENO's and Team Managers can be found here: www.ncse.ie/regional-services-contact-list
258. Deputy Patrick Costello asked the Minister for Education for a breakdown, by county or local authority area, of the number of children waiting for special education school places; and if she will make a statement on the matter. [17337/24]
View answerEnabling children with special educational needs to receive an education is a priority for this government. It is also a key priority for me as Minister for Special Education & Inclusion, for my department and for the National Council for Special Education (NCSE).
The vast majority of children with special educational needs are supported to attend mainstream classes with their peers. Where children with more complex needs require additional supports, special classes and special school places are provided.
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, 390 new special classes – 254 at primary and 136 at post-primary level – have been sanctioned by the NCSE for this school year. Two new special schools have been established in Cork and Dublin, and further capacity is 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.
Planning for special classes and special school places is currently underway ahead of the 2024/25 school year. A significant number of new special classes have been sanctioned by the NCSE for the coming school year and the NCSE advise my Department that the locations of further new classes for 2024/25 will be confirmed by the NCSE shortly.
Parents have the right to choose the school they wish their child to enrol. Enrolments to schools are a matter for each board of management and parents apply directly to schools, therefore, my department does not hold records in relation to the information requested by the Deputy.
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 and the NCSE are committed to ensuring that sufficient special education placements will be available for children for this school year and future years.
259. Deputy Patrick Costello asked the Minister for Education for a breakdown within the Dublin City Council area for the number of special schools operating in the area and their capacity; the number of special classes operating in the area and their capacity; the number of mainstream schools with special needs assistants, outlining the number assigned to each school; and if she will make a statement on the matter. [17338/24]
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 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, 390 new special classes – 254 at primary and 136 at post-primary level – have been sanctioned by the NCSE for this school year. Two new special schools have been established in Cork and Dublin, and further capacity is 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.
There are currently 534 special classes in County Dublin, 408 at primary level and 126 at post-primary level. Of these 205 are in the Dublin City Council area – 162 at primary level and 43 at post-primary level. These classes provide capacity for 1,250 students – 986 students at primary level and 264 students at post-primary. 23 of these classes were established for the 2023/24 school year – 17 at primary level and 6 at post-primary. A list of special schools and special classes is available on the NCSE website.
In addition there are 24 special schools in the Dublin City Council area – 20 NCSE supported special schools, three Hospital schools and one special school attached to the Child and Adolescent Mental Health Services. There are currently 1,673 students enrolled in these schools.
The allocation of SNAs to mainstream schools is managed by the NCSE. The NCSE publish statistics on SNA allocations to primary, post primary and special schools in tabular form, by county and by school, for each school year, this information is available on their website, www.ncse.ie or by using the following link ncse.ie/statistics
My department and the NCSE are committed to delivering an education system that is of the highest quality and where every child and young person feels valued and is actively supported and nurtured to reach their full potential.
260. Deputy Patrick Costello asked the Minister for Education the measures her Department is taking to increase the provision of special education places throughout schools in the country; and if she will make a statement on the matter. [17339/24]
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 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, 390 new special classes – 254 at primary and 136 at post-primary level – have been sanctioned by the NCSE.
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.
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.
261. Deputy Patrick Costello asked the Minister for Education for an update in relation to the review of contracts for special needs assistants; and if she will make a statement on the matter. [17340/24]
View answerI would like to thank the Deputy for his question.
Special Needs Assistants (SNAs) make a valuable contribution to our school communities through the provision of adult support to enable students with significant care needs attend school and also to minimise disruption to class or teaching time for the students concerned, or for their peers, and with a view to developing their independent living skills.
The SNA Workforce Development Unit within Special Education section in my Department has commenced work on the first Special Needs Assistants Workforce Development Plan. The plan will be developed over the next two years in consultation with stakeholders including school leaders and the SNAs themselves. The key areas that the plan will address are:
– Pillar 1 - Review and Development of the SNA role
– Pillar 2 - Establishment of a Quality Assurance Framework
– Pillar 3 - Establishment of a SNA Learning and Development Programme
– Pillar 4 - Supporting SNA Recruitment, Retention and Diversity
– Pillar 5 - Development of a Communications Strategy
Working groups have been established under each of the five pillars of the plan. The working group under Pillar 4 – Supporting SNA Recruitment, Retention and Diversity will review the Contract of Employment for Special Needs Assistants as provided in DE Circulars 12/05 & 15/05. This will fulfil a commitment under the Building Momentum public service agreement which was deferred to align with work on the Plan.
I am pleased that my department has been able to establish this dedicated unit to deliver the SNA Workforce Development Plan which will ensure an enhanced SNA service is provided to children with significant care needs.
262. Deputy Patrick Costello asked the Minister for Education for an update in relation to the Special Needs Assistant Workforce Development Plan; and if she will make a statement on the matter. [17341/24]
View answerI would like to thank the Deputy for his question.
Special Needs Assistants (SNAs) make a valuable contribution to our school communities through the provision of adult support to enable students with significant care needs attend school and also to minimise disruption to class or teaching time for the students concerned, or for their peers, and with a view to developing their independent living skills.
The SNA Workforce Development Unit (SNAWDU) within Special Education Division in my Department has commenced work on the first Special Needs Assistants Workforce Development Plan (the plan). The plan will be developed in consultation with stakeholders including SNAs, school management bodies, trade unions, schools, parents and children. The key areas that the plan will address are:
– Pillar 1 - Review and Development of the SNA role
– Pillar 2 - Establishment of a Quality Assurance Framework
– Pillar 3 - Establishment of a SNA Learning and Development Programme
– Pillar 4 - Supporting SNA Recruitment, Retention and Diversity
– Pillar 5 - Development of a Communications Strategy
Research completed to date includes focus groups with SNAs on Learning & Development convened in May 2023 and the associated report is published on the government website www.gov.ie. Further focus groups with school leaders were convened earlier this year and the first national survey of SNAs was also completed. Associated reports will be published shortly. The feedback and data gathered from these initiatives will inform decision making on the SNA Workforce Development Plan
A steering group and working groups have been established comprising relevant stakeholders, and work is progressing towards the scheduled completion date of September 2025.
I am pleased that my department has been able to establish this dedicated unit to deliver the SNA Workforce Development Plan which will ensure an enhanced SNA service is provided to children with significant care needs.
263. Deputy Sorca Clarke asked the Minister for Education the number of pupils availing of SEN supports in integrated settings in mainstream primary schools and post-primary schools in the past five years. [17344/24]
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 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).
The NCSE has the responsibility for planning and coordinating school supports for children with special educational needs.
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.
Special education teachers provide additional teaching support for students with special educational needs enrolled in mainstream classes in primary and post primary schools. Schools take account of the learning needs of students as evidenced by performance in schools but also supported where relevant by information provided regarding the nature of a condition that a student may have.
Additionally, SNAs play a central role in the successful inclusion of students with additional and significant care needs into mainstream education, special classes and special schools ensuring that these students can access education to enable them to achieve their best outcomes and reach their full potential.
SNAs are allocated to schools as a school based resource and not to individual children. The deployment of SNAs within schools is a matter for the individual principal/board of management. SNAs are deployed by the school in a manner which best meets the care support requirements of the students enrolled for whom SNA support has been allocated.
A parent can discuss the level of special education teaching (SET) and SNA support provided to their child with the school, the department is not involved in the allocation of SET or SNA support to individual students.
As schools have flexibility in how they distribute SET and SNA support to students', the total number of students supported is not to hand.
There are presently over 14,400 special education teachers and 11, 800 SNA's supporting students in mainstream classes. The NCSE publish statistics on SNA and SET allocations to primary, post primary and special schools in tabular form, by county and by school, for each school year, on their website, www.ncse.ie.
My department and the NCSE are committed to delivering an education system that is of the highest quality and where every child and young person feels valued and is actively supported and nurtured to reach their full potential.
