Written Answers Nos. 264-283
264. Deputy Cian O'Callaghan asked the Minister for Education further to Parliamentary Question No. 115 of 11 April 2024, if there is an available list of new autism classes opening in September 2024/2025; if so, if she will provide same; and if she will make a statement on the matter. [17345/24]
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.
For the 2024/25 school year, four new special schools will be established 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. The locations of new classes for 2024/25 will be confirmed by the NCSE shortly.
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.
265. Deputy Holly Cairns asked the Minister for Education the process for assessing the need and identifying areas for the foundation of new special schools; and if her Department intends to establish a new special school in west Cork. [17351/24]
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.
There continues to be an increasing need to provide additional special school places to support children with complex needs. To meet this need, seven new special schools have been established in recent years and capacity has been expanded in a number of other special schools.
The new special schools established over recent years have focused on providing additional places in our largest urban areas – Dublin and Cork. A further four special schools will be established for the 2024/25 school year. These schools will be established in Meath, Kildare, Wexford and Limerick under the patronage of their local Education and Training Boards. This will bring the number of NCSE supported special schools nationwide to 124. 16 of these are in County Cork.
When looking to provide additional capacity the department’s preferred option is to increase provision in existing special schools if possible. Where this is not possible in a region, the department and NCSE will consider the need to establish a new special school.
In planning for increased special school places, the department and NCSE review all of the available data on the growing need for special school places across the country. This involves a detailed analysis of enrolment trends and the potential for existing special schools in a region to expand.
An important consideration when deciding to establish or expand provision in an existing special school is the distances that some students are travelling in order to access a special school placement.
My department and the NCSE are continually reviewing where additional capacity is required in existing special schools or in what regions a new special school may need to be established over the coming years.
My department and the NCSE are committed to delivering an education system that is of the highest quality and where every child and young person feels valued and is actively supported and nurtured to reach their full potential.
266. Deputy James Lawless asked the Minister for Education if a matter in relation to a school bus application (details supplied) [17380/24]
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 national school, and at post primary level where they reside not less than 4.8 kilometres from and are attending their nearest post primary school/education centre as determined by the Department/Bus Éireann, having regard to ethos and language.
All school transport services are reviewed over the summer months. Arising from this review, routes may be altered, extended or withdrawn depending on the number and location of eligible children who will be availing of school transport for the following school year.
Children who are eligible for school transport and who have completed the application process on time will be accommodated on school transport services where such services are in operation.
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.
Because of 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.
Routes will not be extended or altered, additional vehicles will not be introduced, nor will larger vehicles or extra trips using existing vehicles be provided to cater for children travelling on a concessionary basis.
Temporary Alleviation Measures are in place for the 2024/2025 school year, these measures mean that transport will be provided for post-primary pupils who are eligible for transport to their nearest school and are attending their second nearest school and, who applied for school transport by the 26th April 2024 and pay for a ticket/enter medical card details by the 7th June 2024.
In cases where the Department is satisfied that your nearest/next nearest schools are full, eligibility for school transport will be determined based on the distance you reside from your next nearest school having regard to ethos and language.
If families have applied to attend their nearest school in regards to ethos and language and have been advised by the school authorities that it is full, my Department will consider if students can be deemed eligible for transport to the next nearest school.
To establish that the nearest school is full parents must provide:-
• The steps taken to enrol their child in the nearest and next nearest schools
• Evidence that an application for enrolment was made within the deadline dates specified by the school and
• A letter from the School Authorities confirming that the school was full at the time of enrolment.
These families can submit details to the School Transport Section in the Department of Education at school_transport@education.gov.ie.
267. Deputy Pádraig O'Sullivan asked the Minister for Education for an update on an emergency works application for a school (details supplied); and if she will make a statement on the matter. [17381/24]
View answerThe school to which the Deputy refers applied for funding for a new floor in the hall under the Emergency Works Scheme (EWS). The EWS operates on the basis of a minimal scope of works and the school was advised to submit a revised scope of works with an accompanying Itemised Cost Breakdown to address only the immediate emergency. The school submitted a new application at the end of March 2024 which has now been approved in full.
268. Deputy Peadar Tóibín asked the Minister for Education if she will reverse the cuts to the special education teacher allocation hours at a school (details supplied); the reasoning for this decision given the increased enrolment numbers and no decease in the numbers of students with additional educational needs; and if it is government policy to reduce SET hours where schools have achieved high standardised results for their work in this area despite ongoing and future need; and if she will make a statement on the matter. [17383/24]
View answerI would like to thank the deputy for question raised.
Enabling children with special educational needs to receive an education is a priority for this government. The vast majority of children with special educational needs are supported to attend mainstream classes with their peers.
The Special Education Teaching (SET) allocation model for 2024/25 is based on information from all 4,000 schools in the country. The model distributes the total available number of SET posts in line with each school’s profile of need.
The model seeks to distribute teaching resources in the fairest possible manner, taking into account as much evidence as possible in respect of individual schools and evidence in respect of the best possible use of resources. Schools must adhere to the guidance on the use of SET hours and support all children with additional teaching needs using the continuum of support framework.
The revised model is providing an annual allocation of SET teaching hours, using the best possible available data sources and is ensuring that the right resource is available at the right time to meet the needs of children with special educational needs. Schools have autonomy to deploy those resources to meet the needs of their students. In this regard it is important to note that 67% of all schools saw their allocation increase or remain the same, whereas 33% saw a reduction in hours. Of those schools who saw a reduction in hours 90% was a result of falling enrolment.
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 teaching hours and schools who have any concerns can engage with the NCSE on their allocation.
Reviews are being conducted by the NCSE, between March and May, to better enable schools to plan for the following September. An internal NCSE review panel will consider the application ensuring that the school have clearly evidenced that the overall level of special education teaching allocation in this school does not have capacity to meet this additional identified need.
Additional resources will be provided to schools in cases where the NCSE have identified that this is required.
This review process has now commenced with reviews being considered on a weekly basis with first priority given to schools who are developing or rapidly developing. A total of 218 applications have been received from schools.
A weekly process for consideration of submitted reviews is in place between the department and the NCSE so that schools can be advised at the earliest opportunity.
The first tranche of 32 schools were contacted the week of the 8th April to advise of additional allocations following review. On the recommendation of the NCSE my department has allocated a total of 427.5 additional Special Education Teaching hours to this first tranche of schools. Depending on the profile of the school the additional allocation ranges from 2.5 hours to 27.5 hours per school. The average additional allocation for this first tranche of schools is 13.5 hours.
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.
In relation to the specific school mentioned in the question I can confirm that department officials have contacted the NCSE and the NCSE has confirmed that the school has made a review application through their portal. The NCSE have further advised that they will be in contact with the school to progress the schools request for review shortly.
269. Deputy Paul Kehoe asked the Minister for Education the number of the 218 schools that sent in for a review of their SET allocations that have had their review completed; of those completed, the number that have had a change made to the hours; and if she will make a statement on the matter. [17386/24]
View answerI 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. The vast majority of children with special educational needs are supported to attend mainstream classes with their peers.
The Special Education Teaching (SET) allocation model for 2024/25 is based on information from all 4,000 schools in the country. The model distributes the total available number of SET posts in line with each school’s profile of need.
The model seeks to distribute teaching resources in the fairest possible manner, taking into account as much evidence as possible in respect of individual schools and evidence in respect of the best possible use of resources. Schools must adhere to the guidance on the use of SET hours and support all children with additional teaching needs using the continuum of support framework.
The revised model is providing an annual allocation of SET teaching hours, using the best possible available data sources and is ensuring that the right resource is available at the right time to meet the needs of children with special educational needs. Schools have autonomy to deploy those resources to meet the needs of their students. In this regard it is important to note that 67% of all schools saw their allocation increase or remain the same, whereas 33% saw a reduction in hours. Of those schools who saw a reduction in hours 90% was a result of falling enrolment.
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 teaching hours and schools who have any concerns can engage with the NCSE on their allocation.
Reviews are being conducted by the NCSE, between March and May, to better enable schools to plan for the following September. An internal NCSE review panel will consider the application ensuring that the school have clearly evidenced that the overall level of special education teaching allocation in this school does not have capacity to meet this additional identified need.
Additional resources will be provided to schools in cases where the NCSE have identified that this is required.
This review process has now commenced with reviews being considered on a weekly basis with first priority given to schools who are developing or rapidly developing. A total of 218 applications have been received from schools.
A weekly process for consideration of submitted reviews is in place between the department and the NCSE so that schools can be advised at the earliest opportunity.
The first tranche of 32 schools have been contacted and advised of additional allocations following review. On the recommendation of the NCSE my department has allocated a total of 427.5 additional Special Education Teaching hours to this first tranche of schools. Depending on the profile of the school the additional allocation ranges from 2.5 hours to 27.5 hours per school. The average additional allocation for this first tranche of schools is 13.5 hours.
As outlined in circular 02 and 03/2024 the NCSE reviews will take place between March and May and all schools will be advised of outcomes during this period so that they can plan for the next school year.
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.
270. Deputy Sorca Clarke asked the Minister for Education if she will provide a date for when the permanent school building project at a school (details supplied) is due to proceed to tender; if she can explain in detail the delay behind the project not proceeding to tender already; if she will name the projects from lot 7 that have proceeded to tender, if any; and if she will make a statement on the matter. [17389/24]
View answerSince 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. Construction is currently underway at approximately 300 other projects, which includes 31 new school buildings. Projects at construction involve a total State investment of over €1.2bn.
I recently announced that close to 90 school building projects currently at tender stage 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.
This level of construction rollout recognises the priority that Government puts on investment in education, including responding to the increased requirement for special education provision.
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.
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.
I can assure the Deputy that the major building project for the school referred to is a significant priority for my Department.
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.
271. Deputy Sorca Clarke asked the Minister for Education if an extension of the planning permission has been lodged for a school (details supplied). [17390/24]
View answerIn reference to the school referred to by the Deputy, my Department expects to lodge an application for an extension to the planning permission shortly.
272. Deputy John Paul Phelan asked the Minister for Education the timeframe for the granting of approval for a school (details supplied) to proceed to the tender acceptance stage for an extension project approved by her Department; to outline her Department’s predicted timeframe for completion of the works; and if she will make a statement on the matter. [17401/24]
View answerThe school to which the Deputy refers was approved to enter the Department's school accommodation pipeline of projects to provide 4 mainstream classrooms, 4 SET rooms, a meeting room, science room and staff facilities.
The project is devolved to the school authority for delivery.
I can confirm to the Deputy that my Department has recently received a stage 3 tender report from the school. This report is currently being reviewed from both a technical and cost perspective in accordance with the requirements of the public infrastructure guidelines. It is not possible at this stage to give a definitive timeline as to when this review will be complete.
It is planned that close to 90 school building projects currently at Tender stage will be authorized to proceed to construction over the course of 2024 and 2025. These projects will provide new and modernised facilities to 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. In total, around €800 million will be invested in these projects under the Department' Large Scale Capital Programme and Additional School Accommodation Scheme for essential classroom accommodation. 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 the school infrastructure. The impact of this will be felt in communities right around the country.
Officials at my Department are liaising with the school authority and will provide guidance on the next stage and on how to progress to the next stage once the review is complete.
273. Deputy Sorca Clarke asked the Minister for Education if she will provide a breakdown of the anticipated number of additional school places for primary, post primary and special schools for school building projects in County Offaly during 2020 to 2023, in tabular form. [17402/24]
View answerI would like to advise the Deputy that since 2020, my Department has invested in the region of €4.3 billion in our schools throughout the country, including the completion of over 750 school building projects with construction currently underway at approximately 300 other projects, which includes 34 new school buildings.
School building projects at construction involve an overall State investment of over €1.2 billion. We also have a large modular accommodation programme delivering urgently needed school places.
For County Offaly alone, for the period 2020 to March 2024, there has been a total of 43.4 million euros expended on project completions, projects in construction and projects in the pipeline. Twenty one Large Scale, Additional Schools' Accommodation (ASA) Scheme projects and modular projects completed in County Offaly from 2020 to 2023. There are currently six school building projects in construction, two school building projects at Stage 3 and six school building projects at Stage 2b.
There are currently a number of active projects at primary level and post primary level across Offaly School Planning areas, including extensions for Coláiste Choilm and Killina Presentation Secondary School in Tullamore_Killina school planning area, and a new school build for Oaklands Community College to provide for an enrolment of 1,000 pupils in Edenderry.
The Capital Programme details the school projects that are being progressed under Project Ireland 2040. The current status of large-scale projects being delivered under Project Ireland 2040, may be viewed on my Department's website at, www.gov.ie and this information is updated regularly. In addition, a list of large-scale projects completed from 2010 to date may also be viewed on the website.
This is a record level of investment in our schools and highlights the Government’s very strong track record of delivery in providing additional capacity and modern facilities for our school communities.
|
Roll Number |
School_Name |
EDUCATION_ORG_TYPE |
Year Approved |
Total_Project_Brief |
Summary |
|
16928B |
St Philomena NS |
Primary |
2020 |
Reconfiguration of cloak rooms to SET rooms |
|
|
17003A |
St Josephs NS |
Primary |
2020 |
1x Mainstream classroom |
1 x Additional Classroom |
|
17336E |
Scoil Naisiunta Mhuire Bainrioghan |
Primary |
2020 |
1x Special education classroom |
1 x Additional Special Education Classroom |
|
65610S |
Coláiste Choilm |
Post Primary |
2020 |
3x Mainstream classrooms:1x Technology Room with Prep area:2x Science Laboratories with shared prep area:1x DCG room:1x Art room:1x Multimedia room, 2 x Special education Classroom |
To bring LTPE to 750 and 12 Special Education Needs students |
|
65620V |
Sacred Heart Sec. School |
Post Primary |
2020 |
1x Art Room & reconfiguration of 2x rooms to provide one SEN class |
LTPE of 600 and 18 Special Education Needs Students |
|
12370C |
St Brendans PS |
Primary |
2020 |
2x Special education Classroom: reconfiguration works to provide 2x Special education tuition rooms:1x Special Class Classroom |
1 Additional classroom |
|
17746A |
St Colmans NS |
Primary |
2020 |
Refurb to Create ASD Class |
1 additional Special Education Classroom |
|
18406E |
Scoil Phroinsiais Naofa |
Primary |
2020 |
2x Mainstream classrooms (prefab replacement):1 Mainstream classroom:3x Special education tuition room:1x Special education Classroom |
1 additional Classroom and 1 additional Special Education Classroom |
|
18115Q |
S.N. Mhuire Cloneygowan |
Primary |
2020 |
2x Special education classrooms:1x Mainstream classroom (prefab replacement )& 1x staffroom & conversion of existing staffroom to 1x Special education tuition room & reconfiguration works for Special education classroom |
2 Additional special Education Classrooms |
|
16013V |
St. Mary's Primary School, Edenderry |
Primary |
2021 |
2x Early intervention unit:toilet |
2 Additional Special Education Classrooms |
|
11203B |
Seir Kieran's National School |
Primary |
2021 |
Reconfiguration of existing space to provide 1 ASD class |
1 additional Special Education Classroom |
|
16620T |
Daingean National School |
Primary |
2021 |
1 x mainstream classroom + ensuite toilets+ 1 UAWC + 1 SET room |
1 Additional Classroom |
|
07191V |
S.N. Seosamh, Gortnamona |
Primary |
2021 |
1x Special education classroom & 1x Central Activities unit & 1x Special education Tuition classroom (prefab replacement) |
1 Additional Special Education Classroom |
|
18797W |
St Joseph's National School |
Primary |
2021 |
3x Special education tuition classrooms:& 2x purchased prefabs on site |
3 Special Education Classrooms |
|
65630B |
Killina Presentation Secondary School |
Post Primary |
2022 |
1x Mainstream classroom:1x Graphics room:1x Technology room:1x Technology preparation room:1x project store:1x tuition room. |
LTPE 550 and 28 Special Education Students |
|
20289P |
St. Cynoc's National School |
Primary |
2022 |
Reconfiguration of room to provide a SEN base |
1 Additional Special Education Classroom |
|
16160L |
Clonaghadoo National School |
Primary |
2022 |
Central activities room, quiet space, daily skills, storage |
|
|
17746A |
Scoil Colmain Naofa |
Primary |
2022 |
2 Special education Tuition rooms (prefab replacement) and 2x Special education tuition rooms (new) |
|
|
09191I |
Geashill National School |
Primary |
2022 |
Reconfiguration works for SEN class in September 22 (until permanent is delivered) |
1 additional Special Education Classroom |
|
09191I |
Geashill National School |
Primary |
2022 |
Reconfiguration works to GP room to provide for SEN class |
1 Additional Special Education Classroom |
|
17508H |
S.N. Colmcille |
Primary |
2022 |
1 SEN class + sensory garden |
1 additional Special Education Classroom |
|
09191I |
Geashill National School |
Primary |
2022 |
1x Special education classroom:1x central activities unit |
1 additional Special Education Classroom |
|
65582Q |
St. Mary's Secondary School |
Post Primary |
2020 |
4x Mainstream classrooms (prefab replacement):1x Construction room & project store (prefab replacement):2x Special education classroom (prefab replacement) |
To bring LTPE to 800 plus 24 special Education Students |
|
12294M |
ST CRONANS MIXED N S |
Primary |
2023 |
Reconfiguration of spare MCR to 1 X SEN |
1 additional Special Education Classroom |
|
17508H |
S N NAOMH CHOLUMCHILLE |
Primary |
2023 |
2x Special education classrooms & central activities space & Sensory garden |
2 additional Special Education Classroom |
|
12343W |
SHINRONE MIXED N S |
Primary |
2023 |
Reconfiguration of 80m2 MCR for SEN (Displaced MCR to be provided with modular) |
1 additional Special Education Classroom |
|
65630B |
Killina Presentation Secondary School |
Post Primary |
2021 |
2 general classrooms + 1 SEN Interim Accommodation |
To provide for 60 additional places + 6 Special Education Students |
|
65630B |
Killina Presentation Secondary School |
Post Primary |
2022 |
2 x 49m2 general classrooms Purchase – Interim |
To provide for 12 additional Special Education places |
|
12370C |
St. Brendan's Boys Primary School |
Primary |
2022 |
Purchase of 1 x 80m² MCR and 1 x 15m² SET Room |
To provide 1 additional Classroom |
|
72530L |
Ard Scoil Chiarain Naofa |
Post Primary |
2022 |
Purchase of Science Lab + Prep area - 100m2 - originally rented |
|
|
72540O |
Oaklands Community College |
Post Primary |
2022 |
Purchase of 1 x 58m2 classroom |
To bring LTPE to 850 |
|
72540O |
Oaklands Community College |
Post Primary |
2022 |
Purchase of prefabs currently on site. Purchase of 13 rented classrooms, 1 SEN base, 1 Art Room, 2 SET rooms, 1 Science Lab, 1 Home Economics and 1 staff room |
To provide LTPE of 850 and 12 Special Education Students |
|
18797W |
St. Joseph's N.S. |
Primary |
2022 |
6 x 80m2 mainstream classrooms & 2 x 15m2 SET rooms |
2 additional mainstream classrooms |
|
72520I |
Coláiste Naomh Cormac |
Post Primary |
2022 |
1 x 100 SEN unit |
To provide for 6 Special Education Students |
|
20461B |
Gaelscoil na Laochra |
Primary |
2022 |
4 Classroom school plus 1 SEN Base |
2 additional Classrooms and 1 Special Education Classroom |
|
72560U |
Tullamore College |
Post Primary |
2023 |
2 x Special Education Needs Classrooms , 3 x Mainstream Classrooms |
Additional 90 places and additional 12 Special Education places |
|
65630B |
Killina Presentation Secondary School |
Post Primary |
2023 |
Modular accommodation from framework (bespoke) for 1 MGLD classroom and toilets |
Additional 6 Special Education Students |
|
12343W |
SHINRONE MIXED N S |
Primary |
2023 |
1 x special class by way of modular/reconfiguration |
1 additional Special Education Classroom |
|
17637S |
S N SHEOSAIMH NAOFA |
Primary |
2023 |
2 x SEN modular framework no 9 |
2 additional Special Education Classrooms |
|
10353P |
CHARLEVILLE N S |
Primary |
2023 |
1 x MCR and 1 x SEN Modular- Timber frame |
1 additional Mainstream classroom and 1 Special Education Classroom |
|
02413L |
S N NAOMH EOIN |
Primary |
2023 |
1 X MCR 80msq Modular Unit |
1 Additional mainstream classroom |
274. Deputy Sorca Clarke asked the Minister for Education the amount of capital funding her Department provided to (details supplied) in the years of 2022, 2023 and to date in 2024; the nature of the refurbishment works carried out at this station during this period, in tabular form. [17403/24]
View answerThe school to which the Deputy refers to has received the following funding from the Department of Education, under the Additional School Accommodation Scheme, within the time period of 2022-2024.
The table below shows in tabular form, as requested, funding which issued to the school in question including the applicable scheme:
|
Spend |
Roll No |
2024 |
2023 |
2022 |
Nature of works |
|
ASA |
20281W |
- |
109,944 |
362,755 |
Reconfiguration of room to provide SEN accommodation |
|
Minor Works |
20281W |
- |
8,775 |
- |
Standard grant for the school year 2023/24 |
|
F&E |
20281W |
- |
9,200 |
- |
Furniture & Equipment grant |
|
Special Needs Set-Up Grant |
20281W |
- |
- |
21,000 |
Set Up grant for SEN |
275. Deputy Sorca Clarke asked the Minister for Education the number of WTE structural engineers employed by her Department as of 15 April 2024; and if she will provide same figures as of 30 September 2021, in tabular form. [17404/24]
View answerThe information requested by the Deputy is as follows:
15th April 2024 - 4 Structural Engineers, including one at Programme Manager level and 3 at Senior Engineer level
30th September 2021 - 0 Structural Engineers
It is important to note that, in addition to the professional and technical staff directly employed by the Department of Education in its Planning and Building Unit, the Department also engages external multi-disciplinary professional expertise to support school infrastructure design and delivery. There is a dedicated framework in place to facilitate the procurement of civil and structural engineering expertise to support school building projects.
276. Deputy Sorca Clarke asked the Minister for Education when her Department expects refurbishment works at (details supplied) to be completed; and the estimated cost of these works. [17405/24]
View answerThe major project referred to by the Deputy which was for a New School Building of 12 Mainstream Classrooms and 2 Classrooms for children with special educational needs reached Substantial Completion on 4th April 2024.
It is estimated that the cost of the works will be in the region of €6.5m.
277. Deputy Sorca Clarke asked the Minister for Education when her Department expects refurbishment works at a school (details supplied) to move to construction phase. [17406/24]
View answerThe major project referred to by the Deputy is at Architectural planning Stage 4 – Construction.
The Design Team for the project issued the Letter of Acceptance to the successful contractor on the 12th April 2024.
When the project commences on site, there is an estimated contract duration of 20 months.
Since 2020, my department has invested in the region of €4.3 billion in our schools throughout the country, involving the completion of over 800 school building projects with construction currently underway at approximately 300 other projects, which includes 34 new school buildings.
These 300 projects currently at construction involve a total State investment of over €1.2bn.
There are also 90 projects currently at the tender stage including a further 28 new school buildings. All these new school buildings are flagship projects in their area and transform the education infrastructure for those school communities.
This is a record level of investment in our schools and highlights the Government’s very strong track record of delivery in providing additional capacity and modern facilities for our school communities.
278. Deputy Sorca Clarke asked the Minister for Education when her Department expects refurbishment works at a school (details supplied) to be completed; and the estimated cost for these works. [17407/24]
View answerThe large scale project at the school referred to by the Deputy commenced Stage 4 Construction in September 2022.
The Project brief for the major project is an extension combined with refurbishment and upgrade works to the existing buildings to cater for 1,000 pupils.
Works are progressing on site with an expected completion date of Quarter 1 2025.
279. Deputy Sorca Clarke asked the Minister for Education if she will consider assigning a school (details supplied) in Galway City with DEIS status; if she will explain in detail the reasoning behind the school's application being rejected for DEIS status; and if she will make a statement on the matter. [17429/24]
View answerMy Department provides a wide range of supports to all schools, DEIS and non-DEIS, to support the inclusion of all students and address barriers to students achieving their potential. Supplementing the universal supports available to all schools, the Delivering Equality of Opportunity in Schools (DEIS) Programme is a key policy initiative of my Department to address concentrated educational disadvantage at school level in a targeted and equitable way across the primary and post-primary sector. In March 2022, I announced the single largest expansion of the DEIS programme. This benefited 361 schools. The programme now includes in the region of 1,200 schools and supports approximately 260,000 students. 1 in 4 students and 30% of schools are now supported in the programme. This expansion added an additional €32million to my Department’s expenditure on the DEIS programme from 2023, bringing the overall Department of Education allocation for the programme to over €180million. Schools that were identified for inclusion in the programme were those with the highest levels of concentrated disadvantage as identified through the refined DEIS identification model, which is an objective, statistics-based model. Schools were not required to apply for inclusion in the DEIS programme and the model was applied fairly and equally to all schools. The DEIS Identification process is based on the principle of concentrated disadvantage and the proportion of students from disadvantaged backgrounds within a school. The DEIS identification model aimed to identify those schools with the highest levels of disadvantage or the highest proportion of students from disadvantaged backgrounds within a school using the school’s enrolment data and national census data as represented by the Pobal HP Deprivation index which is publicly available.
A detailed paper on the refined DEIS identification model is available on gov.ie.
In accordance with Circular 0019/22 schools that were not satisfied with the outcome following the application of the DEIS identification model to their school enrolment data were provided with the opportunity to have that outcome reviewed. The DEIS appeals process was applied fairly across all appellants, the window for appeals has now closed and the results are final. My Department will continue to support schools to deliver high quality, inclusive teaching and learning to students and young learners.
The extension of the DEIS programme to new schools is just one component of work in my vision for an inclusive education system which supports all learners to achieve their potential. While the DEIS programme supports those schools with the highest levels of concentrated educational disadvantage, I also recognise that there are students at risk of educational disadvantage in all schools. Since June 2020, and over the past four budgets, I have secured funding to provide measures to support children in this regard.
Under 2022 Dormant Accounts Funding, secured to support attendance, participation and retention among Traveller and Roma students, my Department has allocated of 10 HSCL Coordinator posts in 14 non-DEIS post-primary schools. The school to which the Deputy refers has been allocated a HSCL from Dormant Account Funds.
My Department recognises the need to target resources to those schools who need them most and the next phase of work will explore the allocation of resources to all schools to tackle educational disadvantage. The DEIS Plan is based on the premise that in order to have the maximum possible impact on providing opportunities for students most at risk of educational disadvantage, then extra resources need to be targeted as closely as possible at those students with the greatest level of need. This will involve further development of the existing DEIS programme, to create a more dynamic resource allocation model where levels of resources more accurately follow the levels of need identified by objective data. To support this work my Department has invited the OECD Strength Through Diversity: Education for Inclusive Societies Project to review the current policy approach for the allocation of resources to support students at risk of educational disadvantage in Ireland. This review is ongoing and the OECD team estimate that the review will be complete in Q2 of 2024. This review will provide an independent expert opinion on the current resource allocation model for the DEIS programme and, drawing on international examples, inform a policy approach for an equitable distribution of supplementary resources to support students at risk of educational disadvantage attending all schools, both DEIS and non-DEIS. In addition to this, following the National Census conducted in April 2022, an updated HP Deprivation index has now been generated by Pobal. My Department is engaging with Pobal regarding this development and this, along with other data, will be thoroughly reviewed to inform future resource allocation aimed at tackling educational disadvantage.
280. Deputy Cian O'Callaghan asked the Minister for Education if she will look at a case (details supplied) where a pupil who was promised school transport has not been able to start secondary school because transport has not been delivered; and if she will make a statement on the matter. [17432/24]
View answerThe School Transport Scheme is a significant operation managed by Bus Éireann on behalf of the Department of Education. In the current school year over 161,600 children, including over 135,000 pupils travelling on primary and post primary services, 19,800 pupils with special educational needs, and 6,800 pupils who have arrived to Ireland from Ukraine are transported on a daily basis to primary and post-primary schools throughout the country.
The total cost of the scheme in 2023 was €382.02m.
Bus Éireann is very conscious of the specialised nature of transport provision for pupils with special educational needs under the School Transport Scheme and all services are planned to meet the individual requirements of children travelling.
School Transport Section are investigating matters raised in this parliamentary question and will send a follow on response directly to the Deputy.
281. Deputy Bernard J. Durkan asked the Minister for Education if and when a school place in the local Gaelscoil can be accommodated in the case of a child (details supplied) whose parents wish to have them educated through Irish; and if she will make a statement on the matter. [17433/24]
View answer284. Deputy James Lawless asked the Minister for Education to examine the lack of school places in Maynooth (details supplied); and if she will make a statement on the matter. [17485/24]
View answerI propose to take Questions Nos. 281 and 284 together.
In relation to school admissions, it is the responsibility of the managerial authorities of all schools to implement an admissions policy in accordance with the Education Act, 1998 and the Education (Admission to Schools) Act 2018. Under the provisions of the Act, school admission policies are approved by the Patron, following consultation with staff and parents of children who are attending the school. The school’s admissions policy is published on the school’s website. My Department's main responsibility is to ensure that schools in an area can, between them, cater for all pupils seeking school places in that area.
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 will be necessary. This selection process and the enrolment policy on which it is based must be non-discriminatory and must be applied fairly in respect of all applicants. However, this may result in some pupils not obtaining a place in the school of their first choice.
All schools must clearly set out their selection criteria in their admission policies. Schools have discretion in relation to their admission criteria and how they are applied. The criteria to be applied by schools and the order of priority are a matter for the schools themselves. My Department does not seek to intervene in the selection criterion that is applied by schools.
While my Department is aware of enrolment pressures and demand for additional school places in some areas, it is important to note that where enrolment pressures arise, it may not be as a result of lack of accommodation but may be driven by the following factors:
• Duplication of applications
• School of choice
• Single sex schools
• External draw
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.
Tusla Education Support Service (TESS) is the agency which can assist parents who are experiencing difficulty in securing a school place for their child. TESS can be contacted at 01-7718500 (tessinfo@tusla.ie) for assistance. More information is available on their website on the following link: www.tusla.ie/tess/tess-ews/
282. Deputy Patrick Costello asked the Minister for Education to confirm if her Department is indeed putting an expedited plan for the provision of a new gaelcholáiste or gaelcholáistí in the south Dublin area together currently (details supplied); and when this expedited plan will be completed by her Department. [17437/24]
View answerI can confirm that work is underway in my Department in relation to the review of Irish-medium school places in South Dublin.
As the Deputy is aware, the year of establishment, patronage model and language of instruction have yet to be determined for the new post-primary schools announced to serve two school planning areas in South Dublin (Dublin 2_Dublin 4 and Sallynoggin_Killiney_Dun Laoighre-Rathdown/Cherrywood).
In planning for the provision of Irish-medium post-primary school places, my Department is looking at the current enrolments and planned enrolments in Gaelscoileanna in the area. It is also looking at how many Irish-medium post-primary places are already available in the area.
This work is being undertaken in order to identify future needs for post-primary Irish-medium provision which may not be catered for by the existing Gaelcholáistí in the area.
My Department expects that existing Gaelcholáistí in the general South Dublin area between them have sufficient school places to meet demand in the short term.
However, given the number of new Gaelscoileanna which have opened in the area in recent years, we are looking actively at the situation as the Gaelscoileanna grow and as the number of sixth class pupils in the Gaelscoileanna increases.
The review of post-primary Irish medium places in South Dublin will also be informed by the new policy on Irish medium education outside of the Gaeltacht, which remains under development. In this context, while I do not have a specific timeframe for completion of the review, I can assure the Deputy that it is proceeding and will take due account of all relevant considerations.
283. Deputy Michael Ring asked the Minister for Education when DEIS status will be granted to a school (details supplied); and if she will make a statement on the matter. [17450/24]
View answerMy Department provides a wide range of supports to all schools, DEIS and non-DEIS, to support the inclusion of all students and address barriers to students achieving their potential. Supplementing the universal supports available to all schools, the Delivering Equality of Opportunity in Schools (DEIS) Programme is a key policy initiative of my Department to address concentrated educational disadvantage at school level in a targeted and equitable way across the primary and post-primary sector. In March 2022, I announced the single largest expansion of the DEIS programme. This benefited 361 schools. The programme now includes in the region of 1,200 schools and supports approximately 260,000 students. 1 in 4 students and 30% of schools are now supported in the programme. This expansion added an additional €32million to my Department’s expenditure on the DEIS programme from 2023, bringing the overall Department of Education allocation for the programme to over €180million. Schools that were identified for inclusion in the programme were those with the highest levels of concentrated disadvantage as identified through the refined DEIS identification model, which is an objective, statistics-based model. Schools were not required to apply for inclusion in the DEIS programme and the model was applied fairly and equally to all schools. The DEIS Identification process is based on the principle of concentrated disadvantage and the proportion of students from disadvantaged backgrounds within a school. The DEIS identification model aimed to identify those schools with the highest levels of disadvantage or the highest proportion of students from disadvantaged backgrounds within a school using the school’s enrolment data and national census data as represented by the Pobal HP Deprivation index which is publicly available.
A detailed paper on the refined DEIS identification model is available on gov.ie.
In accordance with Circular 0019/22 schools that were not satisfied with the outcome following the application of the DEIS identification model to their school enrolment data were provided with the opportunity to have that outcome reviewed. The DEIS appeals process was applied fairly across all appellants, the window for appeals has now closed and the results are final. My Department will continue to support schools to deliver high quality, inclusive teaching and learning to students and young learners.
The extension of the DEIS programme to new schools is just one component of work in my vision for an inclusive education system which supports all learners to achieve their potential. While the DEIS programme supports those schools with the highest levels of concentrated educational disadvantage, I also recognise that there are students at risk of educational disadvantage in all schools. Since June 2020, and over the past four budgets, I have secured funding to provide measures to support children in this regard. My Department recognises the need to target resources to those schools who need them most and the next phase of work will explore the allocation of resources to all schools to tackle educational disadvantage. The DEIS Plan is based on the premise that in order to have the maximum possible impact on providing opportunities for students most at risk of educational disadvantage, then extra resources need to be targeted as closely as possible at those students with the greatest level of need. This will involve further development of the existing DEIS programme, to create a more dynamic resource allocation model where levels of resources more accurately follow the levels of need identified by objective data. To support this work my Department has invited the OECD Strength Through Diversity: Education for Inclusive Societies Project to review the current policy approach for the allocation of resources to support students at risk of educational disadvantage in Ireland. This review is ongoing and the OECD team estimate that the review will be complete in Q2 of 2024. This review will provide an independent expert opinion on the current resource allocation model for the DEIS programme and, drawing on international examples, inform a policy approach for an equitable distribution of supplementary resources to support students at risk of educational disadvantage attending all schools, both DEIS and non-DEIS. In addition to this, following the National Census conducted in April 2022, an updated HP Deprivation index has now been generated by Pobal. My Department is engaging with Pobal regarding this development and this, along with other data, will be thoroughly reviewed to inform future resource allocation aimed at tackling educational disadvantage.
