Written Answers Nos. 80-98
80. Deputy Rose Conway-Walsh asked the Minister for Education the action being taken to account for the students who were not directly affected in terms of upgrades and downgrades but were nevertheless squeezed out of places and preferred courses due to the errors in the algorithm; and if she will make a statement on the matter. [30255/20]
Amharc ar fhreagraThe Leaving Certificate system has a well-established practice of not reducing the marks or grades of students who have not appealed their results, but who through an appeal by another student or other systemic check are identified as somebody who received higher marks or grades than were merited.
In keeping with that principle, and mindful of the fact that the mistake was not the students’ mistake, students who received higher grades as a result of the errors in the Calculated Grades system will not be downgraded. The Leaving Certificate results of these students will remain unchanged as they do every year in these circumstances.
The CAO system operates on behalf of the higher education institutions solely on the basis of the Leaving Certificate results that candidates have been awarded.
Therefore, the CAO cannot differentiate within the group of candidates with the 2020 Leaving Certificate, just as the CAO cannot treat a 2019 Leaving Certificate candidate differently from a 2020 one. The CAO process for 2020 has been undertaken on that basis and there is no scope for the CAO to re-assess the selection of students for higher education programmes on the basis of any information that does not relate to the formal results of the Leaving Certificate in 2020 or any other year.
There has been an increase in the numbers of available places in colleges so that improved CAO offers can be made to all candidates who benefitted from upgraded Leaving Certificate results. There were also extensive additional higher education places in 2020 – the most places ever offered – and the Department of Further and Higher Education and the higher education institutions are fully committed to providing further places to accommodate all students who are entitled to improved CAO offers.
Of the 485 candidates who received improved CAO offers this week, some of them will move from one course to another and this will create the potential for further offers to other candidates in succeeding rounds of the CAO. This will mean an overall increase in the numbers of students in third-level education.
81. Deputy Paul Murphy asked the Minister for Education if she will report on the additional resources being provided to support teaching principals in the context of the Covid-19 crisis. [29978/20]
Amharc ar fhreagraI am keenly aware of the huge contribution made by Teaching Principals, most particularly in this academic year when Covid-19 has placed an additional strain on Principals and our schools.
The Roadmap for the Full Return to School provides for comprehensive supports across a range of areas to allow for the safe reopening of schools.
€10.2m has been allocated to support Principals and Deputy Principals who also undertake teaching duties in primary schools. This funding will provide each teaching principal with one release day per week, and release days for Deputy Principals in those schools that have an existing administrative principal. Details on these arrangements are set out in Circular 45/2020, Operational Supports for Primary Schools for the Full Return to School.
My Department has published a suite of helpful guidance for the safe and sustainable reopening of schools. Each school is required to have a COVID-19 Response Plan for the safe operation through the prevention, early detection and control of COVID-19 in line with public health advice. This guidance is focused on the practical steps schools must take to minimise the risk of transmission of infection. If a school is experiencing difficulties in implementing these measures they should contact the Department's helpline for assistance.
Primary schools are currently provided with class teachers on the basis of one teacher for every 26 pupils which is at its historically lowest level. I was delighted to build further on this progress by announcing a further 1 point reduction in yesterday’s budget.
The staffing schedule for the next academic year (2021/22) now stands at 1 teacher for every 25 pupils. This measure will help ensure better teacher retention in primary schools while also ensure that less pupils are required to retain or recruit a teacher.
82. Deputy Neale Richmond asked the Minister for Education the facilities that have been provided to schools to allow for a full and safe return to sporting activities for the 2020-21 academic year; and if she will make a statement on the matter. [29975/20]
Amharc ar fhreagraMy Department's design guidelines for schools include guidance in the provision of P.E. Halls, general purpose rooms and outdoor hard play areas such as basketball courts. Other P.E. facilities e.g. pitches are provided, where appropriate and in the context of available resources and site conditions, under my Department’s school building programme to be delivered as part of the National Development Plan.
Many schools have a general purpose room/sports hall and practically all schools have outdoor play areas. In addition, many schools, use adjacent local facilities, including community halls, public parks, playing fields and swimming pools. However, local circumstances due to Covid may have limited schools access to some of these facilities.
Under the July Stimulus Programme, my Department secured a €375m support package to enable the safe return for schools. This included additional funding of €75m which was allocated to cover an enhanced Minor Works Grant at primary level and a once off Minor Works Grant at post-primary level (paid automatically to schools in the free scheme and on application basis to schools in fee-charging sector).
There was €42m allocated to Post Primary schools and €30m allocated to primary schools. In addition, due to the exceptional circumstances arising from COVID-19, the €29m Minor Works Grant (MWG) that is generally paid to primary schools in either December or January of each school year was paid under the Minor Works Grant to primary schools in July 2020.
The main focus of minor works funding in 2020 was on creating extra space for classes within existing school buildings and this was very successfully done in a short period of time to enable physical distancing arrangements to be put in place. This operated on a local devolved basis and involved a variety of solutions being put in place at individual school level.
83. Deputy Éamon Ó Cuív asked the Minister for Education if she will have a virtual meeting with parents from Inishbofin Island, County Galway, to discuss creative possibilities to provide post-primary education on the island; and if she will make a statement on the matter. [30260/20]
Amharc ar fhreagraAs the Deputy may be aware, my Department has been in recent correspondence with representatives of a community group in respect of proposed post primary provision on Inishbofin.
My Department works closely with the Department of Rural and Community Development to advance areas of mutual interest. These are set out in the Rural Action Plan and include consideration of services provided on our islands. My officials will continue this close cooperation to advance shared agendas.
84. Deputy Christopher O'Sullivan asked the Minister for Education if she will consider implementing distance online teaching in the final weeks of the school term to allow teachers time to self-isolate before they visit their families for Christmas Day. [29979/20]
Amharc ar fhreagraThere are no plans to partially or fully close schools for the reasons outlined by Deputy. The HPSC guidance recognises that children should attend school as it is important for the child’s overall well-being.
Schools are proving to be safe places for children and staff and this is recognised by public health teams who have acknowledged that schools are successfully implementing the HPSC recommendations and keeping transmission levels very low.
The Health Protection Surveillance Centre and the HSE have published guidance for managing potential cases of COVID-19 in educational settings, which includes the testing strategy within an educational facility ‘Schools Pathway for COVID-19, the Public Health approach’:
https://www.gov.ie/en/publication/a0bff-reopening-our-primary-and-special-schools/
This guidance provides that the HSE Department of Public Health will liaise directly with schools regarding any actions to be taken following a Public Health Risk Assessment. In practice, this involves the HSE Department of Public Health liaising directly with the designated contact, usually the school principal of the public health instructions. These instructions are for implementation of public health measures required under Infectious Diseases legislation.
85. Deputy Ruairí Ó Murchú asked the Minister for Education the number of students impacted by the errors in the calculated grading process; the number that have sought another course; the number that have deferred; and if she will make a statement on the matter. [30135/20]
Amharc ar fhreagraThe decision to adopt a model of Calculated Grades by my Department was a result of COVID-19, which prevented the State from running the conventional Leaving Certificate Examinations. The purpose of this process was to allow as many students as possible to progress to employment, further education and training, or higher education.
On 03 October I announced that improved Calculated Grades would issue that day to students who received lower Calculated Grades than they should have, as a result of errors that were found in the Calculated Grades process.
As a result of rectification of these errors, a total of 6,100 students received higher calculated grades. This breaks down as follows:
- 5,408 students received a higher grade, by one grade band, in one subject,
- 621 students received a higher grade, by one grade band, in two subjects,
- 71 students received a higher grade, by one grade band, in three or more subjects.
CAO Round 4 offers issued on 8 October. As part of that round, I understand that 485 CAO applicants received new offers on this date on foot of having improved results following the errors in the Calculated Grades. These 485 applicants received 422 Level 8 offers and 75 Level 7/6 offers between them.
All of these applicants have an opportunity to start the courses offered in Round 4 in the current academic year.
86. Deputy Richard Bruton asked the Minister for Education if she has undertaken a recent review of the excellence of the delivery of in-service upskilling for teachers; and if she plans to reform. [29734/20]
Amharc ar fhreagra93. Deputy Richard Bruton asked the Minister for Education if she has undertaken a recent review of the excellence of the delivery of in-service upskilling for teachers; and if she plans to reform. [29735/20]
Amharc ar fhreagraI propose to take Questions Nos. 86 and 93 together.
My Department supports a wide variety of professional learning activities for teachers through the Teacher Education Support Services, Education Centres, Department agencies and other initiatives.
The Teacher Education Support Services provide Continuing Professional Development (CPD) for schools leaders and teachers on several key system developments including new Post-Primary subject specifications, Primary Curriculum Reform, increased remits for Health/Wellbeing/Child Protection and the Digital Strategy for Schools. These initiatives are overseen by Department Steering Groups and the design process for materials produced by the support services involves input from members of my Departments Inspectorate and relevant stakeholders such as the NCCA and the State Exams Commission.
In 2019, my Department commissioned a project to develop a research based framework for the evaluation of Teachers’ Professional Learning (TPL) and for the piloting of this framework in the area of TPL activities for student wellbeing.
The Educational Research Centre is carrying out this 3 year research project and my Department has established a Steering Committee to oversee the research. The Steering Committee is comprised of representatives from relevant sections of my Department, the teacher education support services, NEPS, NCSE, Education Support Centres Ireland, Educational Research Centre, Teaching Council, ETBI, HSE and SOLAS.
It is intended that the evaluation framework will facilitate a comprehensive evaluation of the impacts of teachers’ professional learning activities in order to ensure that this provision meets the needs of teachers, schools, students and my Department efficiently and effectively and to ensure the best use of available resources.
In the interim, the Teacher Education support services use a variety of research instruments to evaluate professional development provision. These instruments comprise a variety of quantitative and qualitative methods recognised in the field of teacher education.
An independent evaluation of the work of the Centre for School Leadership (CSL) is currently underway with the evaluation report due in Q4 2020. My Department is also working with Education Centres to implement Key Performance Indicators to monitor their performance in relation to the provision of CPD to teachers. The Summer Course Programmes are quality assured by the Inspectorate to ensure that they reflect curricular change and national priorities.
In recent months the demand for support has been unprecedented as the Support Services responded to the urgent and critical need to develop resources to meet the needs of schools during Covid-19 closures, particularly in the area of on-line teaching and learning.
87. Deputy Donnchadh Ó Laoghaire asked the Minister for Education the reason teachers who received a notification from the Covid-19 tracker app indicating they must isolate because they were a close contact of a confirmed case were then told by the Department of Health that they did not need to isolate; and the reason the notifications do not apply to the teaching profession. [30279/20]
Amharc ar fhreagraThe Health Protection Surveillance Centre and the HSE have published guidance for managing potential cases of COVID-19 in educational settings, which includes the testing strategy within an educational facility ‘Schools Pathway for COVID-19, the Public Health approach’:
https://www.gov.ie/en/publication/a0bff-reopening-our-primary-and-special-schools/
This guidance provides that the HSE Department of Public Health will liaise directly with schools regarding any actions to be taken following a Public Health Risk Assessment. Close contacts within the school setting are identified by Departments of Public Health following a Public Health Risk Assessment (PHRA).
If there is any information provided from the HSE COVID Tracker App, this information will be considered in the risk assessment. However, it may be that not all people who are alerted through the APP are actually deemed close contacts, or vice versa – Public Health might determine that some people who have not been notified by the APP are close contacts. While the COVID tracker APP is a very useful tool for collecting information on potential close contacts, Public Health Risk Assessment (PHRA) collects more nuanced, composite information to better appraise infection transmission risk in defined circumstances.
88. Deputy Matt Carthy asked the Minister for Education if the procurement process was fully compliant with regard to the retaining of services by a company (details supplied) to carry out the leaving certificate predicated grades modelling, compliant but non-competitive, or non-compliant and non-competitive, in either case other than fully compliant; and the justification for this. [30083/20]
Amharc ar fhreagraThe decision to adopt a model of Calculated Grades by my Department was a result of COVID-19, which prevented the State from running the conventional Leaving Certificate Examinations this year. The system of Calculated Grades is a complex and sophisticated system. It had to be developed from scratch, specifically for the Irish Leaving Certificate, and within an extremely tight timeframe in order for students to get their Calculated Grades results in time.
As part of initial contingency planning for the Leaving Certificate 2020, the State Examinations Commission procured international expertise through Polymetrika International Inc.
Polymetrika was contracted to provide statistical and psychometric expertise, initially on the basis of contingency planning in the event of the Leaving Certificate not taking place as planned.
Polymetrika played an integral part of the development and running of the Calculated Grades model, and as such the contract for Polymetrika was extended to implement the Calculated Grades model under the pre-agreed terms of the contract. This was done following the decision of Government on 8 May 2020 to postpone the Leaving Certificate Examinations.
Due to the time constraints the Department availed of the procurement process known as the Negotiated Procedure without Prior Publication. This is used in circumstances where it is a case of extreme urgency.
89. Deputy Neale Richmond asked the Minister for Education if she has considered making the learning of foreign languages compulsory at primary level in order to increase the language skills of Irish pupils; and if she will make a statement on the matter. [29976/20]
Amharc ar fhreagraLanguages Connect, Ireland’s Strategy for Foreign Languages in Education 2017 – 2026 and accompanying Implementation Plan sets out a roadmap to put Ireland in the top ten countries in Europe for the teaching and learning of foreign languages through a number of measures targeted at improving proficiency, diversity and immersion.
Under Action 1.E.2 of the Implementation Plan, the Department asked the National Council for Curriculum and Assessment (NCCA) to consider including foreign languages in senior classes as part of the review of the primary curriculum.
The NCCA has now published a draft Primary Curriculum Framework for public consultation until the end of December 2020: https://ncca.ie/media/4456/ncca-primary-curriculum-framework-2020.pdf The draft framework includes the proposal to include Modern Foreign Languages for 3rd to 6th class pupils and is informed by the background paper:
www.ncca.ie/en/resources/primary-curriculumreview-and-redevelopment-background-paperintegrating-modern-foreign-languages-in-are developed-primary-curriculum.
The Department will consider the recommendations of this review when the NCCA has completed its work.
90. Deputy Catherine Connolly asked the Minister for Education the status of the review of the school transport system announced in October 2019; the actions being taken to increase the provision of school transport in view of Covid-19 and climate action obligations; and if she will make a statement on the matter. [29989/20]
Amharc ar fhreagraSchool Transport is a significant operation managed by Bus Éireann on behalf of the Department of Education. In the 2019/20 school year over 120,000 children, including over 14,200 children with special educational needs, were transported in over 5,000 vehicles on a daily basis to primary and post-primary schools throughout the country covering over 100 million kilometres at a cost of over €219m in 2019.
The purpose of my Department's School Transport Scheme is, having regard to available resources, to support the transport to and from school of children who reside remote from their nearest school. All children who are eligible for school transport and who completed the application and payment process on time have been accommodated on school transport services for the 2020/2021 school year.
In October 2019, my predecessor announced a review of the school transport scheme with a view to ensuring funds are being spent in the most effective way to meet the objectives of the scheme. Terms of reference and the scope of the review have been drafted and a Steering Group has been established.
Given the current evolving situation with Covid-19 and the continued restrictions the work of the Steering Group has been delayed. It is intended to convene the Steering Group shortly and to agree and supplement revised terms of reference to reflect the Programme for Government.
The Review will build on the proposals in the Programme for Government as they relate to school transport, including examining the options to reduce car journeys and assessing how the School Transport Scheme can work in liaison with the Safe Routes to Schools Programme; examining the options for providing a better value and a better service for students, including those with special educational needs; and examining issues such as the nearest or next-nearest school. It is also intended that the review will consider the objectives of the School Transport Scheme in the context of the Government’s Climate Action Plan.
91. Deputy Donnchadh Ó Laoghaire asked the Minister for Education if her attention has been drawn to the significant issues facing schools that have lost teachers due to the school census and having reduced numbers at the time of the census relative to 2019; and if she will ensure schools do not lose teachers, potentially undermining their ability to achieve social distancing. [30277/20]
Amharc ar fhreagraI am acutely aware of the issues faced by many schools in respect of teacher allocations and class sizes. Under the Programme for Government there is a commitment to seek to make further progress in reducing the pupil teacher ratios in primary schools.
Primary schools are currently provided with class teachers on the basis of one teacher for every 26 pupils which is at its historically lowest level. I was delighted to build further on this progress by announcing a further 1 point reduction in yesterday’s budget.
The staffing schedule for the next academic year (2021/22) now stands at 1 teacher for every 25 pupils. This measure will help ensure better teacher retention in primary schools while also ensure that less pupils are required to retain or recruit a teacher.
My Department has published a suite of helpful guidance for the safe and sustainable reopening of schools including illustrative Primary Classroom Layouts to facilitate physical distancing requirements for primary schools. Each school is also required to have a COVID-19 Response Plan for the safe operation through the prevention, early detection and control of COVID-19 in line with public health advice. This guidance is focused on the practical steps schools must take to minimise the risk of transmission of infection.
The staffing process includes an appeals mechanism for schools to submit a staffing appeal under certain criteria and the Primary Staffing Appeals Board are currently accepting staffing appeals from schools. As part of the appeal process the Appeals Board will consider appeals where schools clearly demonstrate how their enrolments were negatively impacted by COVID-19.
92. Deputy Aengus Ó Snodaigh asked the Minister for Education the progress that has been made since she met the Dublin 12 campaign for an ASD school (details supplied) recently on delivering on its demand for the school to be used for such a school; and if she will make a statement on the matter. [29986/20]
Amharc ar fhreagraEnabling children with special educational needs to receive an education appropriate to their needs is a priority for this Government. In this year's budget, more than 20% of the total Education Budget or €2bn will be invested in supporting children with special needs, an increase from €1.9bn last year.
Notwithstanding the extent of this investment, there are some parts of the country, including South Dublin, where increases in population and other issues have led to concerns regarding a shortage of school places.
The National Council for Special Education (NCSE) has responsibility for coordinating and advising on the education provision for children nationwide. NCSE is continuing its engagement with schools, patron bodies, parents and others across South Dublin to bring the required additional special class and special school placements on stream.
My Department, along with the NCSE, is also actively engaging with local providers with a view to increasing the capacity of special school places in the area. I can confirm that sites such as the school to which the Deputy refers are being examined in this regard.
94. Deputy Bríd Smith asked the Minister for Education the circumstances under which a school should close as a result of staff testing positive for Covid 19; if her Department has been notified by principals of the numbers of confirmed positive cases among teachers in their school; and if she will make a statement on the matter. [30250/20]
Amharc ar fhreagraThe Health Protection Surveillance Centre and the HSE have published guidance for managing potential cases of COVID-19 in educational settings, which includes the testing strategy within an educational facility ‘Schools Pathway for COVID-19, the Public Health approach’:
https://www.gov.ie/en/publication/a0bff-reopening-our-primary-and-special-schools/
This guidance provides that the HSE Department of Public Health will liaise directly with schools regarding any actions to be taken following a Public Health Risk Assessment. In practice, this involves the HSE Department of Public Health liaising directly with the designated contact, usually the school principal of the public health instructions. These instructions are for implementation of public health measures required under Infectious Diseases legislation.
As of 6th October, a total 252 schools have had/are having some testing completed as a consequence of a Public Health Risk Assessment. From the 252 schools that had mass tests, with 5,890 students and staff having been tested, an additional 112 detected cases have been identified over and above original cases (a positive detection rate of COVID-19 of less than 2%).
The Department of Health also note that these additional cases did not necessarily develop COVID-19 as a result of contact with an index case in the school, and the additional cases detected via contact tracing are likely to include people who contracted COVID-19 as result of exposure in the wider community (e.g. household/social setting).
95. Deputy Gino Kenny asked the Minister for Education if schools that have lost a teacher as a result of a reduction in the September 2019 numbers of pupils can apply to her Department for support in recruiting a replacement teacher if they find it difficult to enforce Covid-19 safety guidelines in their school; and if she will make a statement on the matter. [30251/20]
Amharc ar fhreagraI am acutely aware of the issues faced by many schools in respect of teacher allocations and class sizes. Under the Programme for Government there is a commitment to seek to make further progress in reducing the pupil teacher ratios in primary schools.
Primary schools are currently provided with class teachers on the basis of one teacher for every 26 pupils which is at its historically lowest level. I was delighted to build further on this progress by announcing a further 1 point reduction in yesterday’s budget.
The staffing schedule for the next academic year (2021/22) now stands at 1 teacher for every 25 pupils. This measure will help ensure better teacher retention in primary schools while also ensure that less pupils are required to retain or recruit a teacher.
My Department has published a suite of helpful guidance for the safe and sustainable reopening of schools including illustrative Primary Classroom Layouts to facilitate physical distancing requirements for primary schools. Each school is also required to have a COVID-19 Response Plan for the safe operation through the prevention, early detection and control of COVID-19 in line with public health advice. This guidance is focused on the practical steps schools must take to minimise the risk of transmission of infection.
The staffing process includes an appeals mechanism for schools to submit a staffing appeal under certain criteria and the Primary Staffing Appeals Board are currently accepting staffing appeals from schools. As part of the appeal process the Appeals Board will consider appeals where schools clearly demonstrate how their enrolments were negatively impacted by COVID-19.
96. Deputy Verona Murphy asked the Minister for Education when targeted specific funding for the provision of communal and sports areas within schools will be forthcoming in view of the immense importance of the appropriate facilities for physical activities to enhance the general health and mental well-being of our children; and if she will make a statement on the matter. [30112/20]
Amharc ar fhreagraAs the Deputy is aware, the provision of PE Halls and General Purpose Rooms form part of the accommodation brief for all newly established schools. These facilities may also form part of the overall accommodation brief for major capital extensions to existing schools. Details of large-scale projects being delivered under the school building programme may be viewed on my Department's website, www.education.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.
The main focus of resources over the last decade and for the coming period is on provision of additional capacity to cater for increasing demographics. The second half of the NDP (from 2023 onwards) will see an increasing focus on the upgrade and refurbishment of the existing school stock to include the building and modernisation of PE facilities.
The immediate priority of my Department is providing new and replacement school places each year, to ensure that every child has a school place.
97. Deputy Brian Stanley asked the Minister for Education the progress being made to grant the same terms and conditions for school secretaries that are not employed by her Department or an education and training board, ETB. [29971/20]
Amharc ar fhreagraI am keenly aware of the vital role contributed by school secretaries within school communities and I recognise the very important work done by these staff, and the other support staff in the running of our schools. I have met with Fórsa, who represent many of the secretaries working in schools.
In recognition of their role, I have put special arrangements in place for the coming school year whereby schools will be funded to employ a replacement secretary or caretaker in the event that staff who are at very high risk of contracting serious illness from COVID-19 cannot work on the school premises. I have also extended the Employee Assistance Service to all school staff including secretaries.
On foot of a Chairman’s Note to the Lansdowne Road Agreement, my Department implemented the 2015 recommendations of an independent arbitrator. The Arbitrator recommended a cumulative pay increase of 10% between 2016 and 2019 and that a minimum hourly pay rate of €13 be phased in over that period.
Fórsa trade union has tabled a follow-on claim from the 2015 agreement. Officials from my Department, the Department of Public Expenditure and Reform and School Management Bodies met with Fórsa on 1 October under the auspices of the Workplace Relations Commission.
I am very keen that all parties resume meaningful discussion in the WRC with a view to reaching a mutually acceptable solution. In that respect, I have asked my officials to examine closely pay issues for secretaries and caretakers, as well as very important wider matters relating to their conditions of work, in consultation with the Department of Public Expenditure and Reform.
The WRC process remains ongoing and I support the continued engagement between all parties in an effort to reach a mutually acceptable solution.
98. Deputy Louise O'Reilly asked the Minister for Education her plans to deliver additional autism spectrum disorder places across north County Dublin. [29985/20]
Amharc ar fhreagraEnabling children with special educational needs to receive an education appropriate to their needs is a priority for this Government. In this year's budget, more than 20% of the total Education Budget or €2bn will be invested in supporting children with special needs, an increase from €1.9bn last year.
The National Council for Special Education (NCSE) has responsibility for coordinating and advising on the education provision for children nationwide. It has well established structures in place for engaging with schools and parents. NCSE seeks to ensure that schools in an area can, between them, cater for all children who have been identified as needing special education placements.
NCSE is planning a further expansion of special class and special school places nationally, to meet identified need. This process is ongoing.
It is open to any school to make an application to the NCSE for the establishment of a specialised provision and where sanctioned, a range of supports, including capital funding, is made available to the school.
Notwithstanding the extent of this investment, there are some parts of the country where increases in population and other issues have led to concerns regarding a shortage of school places.
As Minister, I have powers under Section 37A of the Education Act to direct a school to provide additional places but this power is only used as a last resort and where all reasonable efforts have failed. However, the experience to date shows that real and practical challenges can be addressed effectively by working together to provide additional special class and special school places.
Through better planning at both national and local level, it is my objective that specialist education places should come on stream to meet emerging demand on a timely basis. However, the active collaboration of school communities is essential in this regard.
In relation to North County Dublin, in addition to existing provision and taking a range of demographic factors into consideration, it is anticipated that additional classes may be required in the next few years to cater for likely future demand in this area. The NCSE, through its network of local SENOs, will continue to engage with the local schools to establish additional classes as and when required.
I can also reassure the Deputy that the local SENOs continue to be available to assist and advise parents of children with special educational needs.
