Tuesday, 31 May 2022

Written Answers Nos. 424-443

Schools Administration

Ceisteanna (424)

Michael Healy-Rae

Ceist:

424. Deputy Michael Healy-Rae asked the Minister for Education if there are any steps that can be taken to keep a school (details supplied) open; and if she will make a statement on the matter. [27985/22]

Freagraí scríofa

Minister for Education

I wish to advise the Deputy, that the decision making authority for a school closure belongs to the Patron of a school. Any proposal to close a school must involve consultation with all of the relevant stakeholders, parents, teachers, students and local communities and follow decisions taken at local level.  Proposals must be agreed with my Department. The Patron of Black Valley National School (Roll No. 09837H) recently advised my Department of his decision to close the school at the end of the current school year.

Site Acquisitions

Ceisteanna (425)

Steven Matthews

Ceist:

425. Deputy Steven Matthews asked the Minister for Education if she will provide this Deputy with copies of any reports, site assessments or any related documents carried out by or on behalf of her Department in relation to the site acquisition process for a school (details supplied) since it was initiated; and if she will make a statement on the matter. [28019/22]

Freagraí scríofa

Minister for Education

Further to the response previously provided to the Deputy - PQ Reference 25458/22, my Department can confirm that the draft master planning exercise for the State-owned lands site is the only report on, or assessment of same.   

Considering the time that has elapsed since the State-owned lands were identified as a potential site for a permanent school building for the school in question, my Department considered that an up to date exercise would be undertaken to determine if any alternative site options have become available in the area in the intervening period. This exercise is now ongoing and two site options have emerged.  

A site that would appear to have some potential is being considered.  However to advance to negotiations, my Department is currently seeking clarification on a number of issues which would impact on the deliverability of this site in a timely manner.

A technical assessment is underway on a second potential site option, which will include consultation with the Local Authority.

Due to commercial sensitivities my Department cannot provide further information at this time. I wish to confirm that the delivery of a building project for the school is a priority for my Department.

On the basis of the above, the draft master planning exercise referred to has been paused and it is not therefore appropriate for the draft plan to be shared at this time.

Capitation Grants

Ceisteanna (426)

Peter Burke

Ceist:

426. Deputy Peter Burke asked the Minister for Education if she will review the capitation funding for schools (details supplied). [28029/22]

Freagraí scríofa

Minister for Education

My Department provides funding to all recognised schools in the Free Education Scheme by way of per capita grants. The two main grants are the Capitation grant to cater for day to day running costs including heating, lighting etc. and the Ancillary grant to cater for the cost of employing ancillary services staff. These grants may be regarded as a common grant from which the Board of Management can allocate according to its own priorities.

The standard capitation grant rate for primary schools is €183 per pupil and the standard ancillary grant rate is €173 per pupil.  Enhanced capitation rates are payable in respect of pupils attending special schools, including the school referred to by the Deputy and for special classes attached to mainstream schools to assist with the extra costs associated with the running costs of classrooms with a small number of pupils operating specialist provision.  These rates range from €469 to €903 per pupil depending on the particular level of need involved and are outlined in Circular 0038/2020 on my Departments website at www.gov.ie/en/circular/b99b9-revision-of-capitation-grant-rates-for-recognised-primary-schools-in-2020/.

The ancillary grant is paid to Special Schools based on the number of authorised fulltime teaching staff approved by the Department.  The rates are outlined in Circular 0017/2021 also on my Department’s website at www.gov.ie/en/circular/17595-revision-of-grant-rates-in-2021-for-boards-of-management-of-recognised-primary-schools-or-by-etbs-in-community-national-schools-using-ancillary-services-grant-funding/.

I understand the need for improved capitation funding and I am pleased that budget 2020 was able to provide for a further 2.5% increase in standard capitation funding for primary schools that applied from the start of the 2020/21 school year. This builds on the 5% increase in capitation announced in budget 2019. All schools have received the benefit of the capitation increases awarded to date. It is my intention to seek funding for further capitation increases in future budgets.

School Accommodation

Ceisteanna (427)

Robert Troy

Ceist:

427. Deputy Robert Troy asked the Minister for Education if she will ensure that an appropriate school place is provided for a pupil (details supplied). [28031/22]

Freagraí scríofa

Minister of State at the Department of Education

Enabling children with special educational needs to receive an education is a priority for this Government.   

This year, my Department will spend in excess of €2 Billion, or over 25% of the Department’s budget on providing a wide range of schemes and supports for children with special educational needs.

This includes additional teaching and care supports.

As a result, the number of special education teachers, special needs assistants and special class and school places are at unprecedented levels. 

The National Council for Special Education (NCSE) has responsibility for coordinating and advising on the education provision for children with special educational needs nationwide.

Over the last two years, my Department and the NCSE have worked closely on a more streamlined and joined up planning process which has ensured a targeted approach to meet demand for special needs placements ahead of each new school-year.

I am satisfied that this more joined up approach is delivering. Through this intensive intervention, we have seen an additional 300 special classes, providing 1,800 new places, opened nationwide for the 2021/22 school-year.

I also acknowledge that 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.

The NCSE has well established structures in place for engaging with schools and parents and seeks to ensure that schools in an area can, between them, cater for all children who have been identified as needing special class placements. 

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. 

The NCSE through their network of SENOs (Special Educational Needs Organisers) are currently engaged in a process of establishing new classes for the 2022/2023 school year and beyond. They are looking at local information in relation to projected demand for future special class places.

Parents seeking special class or school placements for their children are advised to contact NCSE locally so that their needs can be taken into account for planning purposes.

As your query refers to an individual placement case, I will arrange to have it referred to the NCSE for their attention and direct reply.

State Examinations

Ceisteanna (428)

Jennifer Carroll MacNeill

Ceist:

428. Deputy Jennifer Carroll MacNeill asked the Minister for Education if she will report on a meeting with an organisation (details supplied) and the State Examinations Commission in relation to State exams and for an advance notification process to be put in place for students with epilepsy in cases in which they have a seizure on the day of an exam; when further details of this proposed process will be announced; the way that the process will work; if there will be an application process; the way that eligibility to alternate sittings will be assessed; and if she will make a statement on the matter. [28035/22]

Freagraí scríofa

Minister for Education

The State Examinations Commission has statutory responsibility for operational matters relating to the certificate examinations.  

In view of this I have forwarded your question to the State Examinations Commission for direct reply to you. 

School Staff

Ceisteanna (429, 430, 431)

Donnchadh Ó Laoghaire

Ceist:

429. Deputy Donnchadh Ó Laoghaire asked the Minister for Education the total number of educational psychologists working in schools; and the total annual cost of same. [28037/22]

Donnchadh Ó Laoghaire

Ceist:

430. Deputy Donnchadh Ó Laoghaire asked the Minister for Education the estimated first and full-year costs of hiring one additional educational psychologist. [28038/22]

Darren O'Rourke

Ceist:

431. Deputy Darren O'Rourke asked the Minister for Education the estimated cost in 2023 of recruiting 20 additional full-time psychologists for the National Educational Psychological Service. [28075/22]

Freagraí scríofa

Minister for Education

I propose to take Questions Nos. 429, 430 and 431 together.

I can inform the Deputy that the number of NEPS psychologists employed currently stands at 225 whole-time equivalents across the NEPS regions and the annual pay cost of the 225 psychologists is the region of €20m. The average direct pay and non-pay cost per annum of employing one main grade Educational Psychologist in the NEPS service is €76,000 per annum. The estimated annual additional cost, therefore, of employing 20 main grade psychologists would be approximately €1.5m.

Question No. 430 answered with Question No. 429.

Question No. 431 answered with Question No. 429.

Ministerial Responsibilities

Ceisteanna (432)

Cathal Crowe

Ceist:

432. Deputy Cathal Crowe asked the Minister for Education if she has received an invitation to attend the annual conference of an organisation (details supplied); and if she intends to attend the conference. [28095/22]

Freagraí scríofa

Minister for Education

I can confirm that I have received an invitation to attend the conference and will be responding to the invitation shortly. 

Scoileanna Gaeilge agus Gaeltachta

Ceisteanna (433, 434)

Ivana Bacik

Ceist:

433. Deputy Ivana Bacik asked the Minister for Education if she has considered the merits of establishing a Gaelcholáiste for the students of a school (details supplied) in their school area given that there are 44 English-medium post-primary schools in the same school area; and if she will make a statement on the matter. [28113/22]

Ivana Bacik

Ceist:

434. Deputy Ivana Bacik asked the Minister for Education if she intends to set-up a Gaelcholáiste for the students of a school (details supplied) in their own school area; if so, the timeline for same; and if she will make a statement on the matter. [28114/22]

Freagraí scríofa

Minister for Education

I propose to take Questions Nos. 433 and 434 together.

As part of the 20 Year Strategy for the Irish Language 2010-2030, my Department has committed to creating opportunities for expanding Irish-medium education outside the Gaeltacht in the context of the announcements since April 2018 on the establishment of 47 new schools from 2019, which affords particular consideration to the establishment of Gaelscoileanna, Gaelcholáistí, and Aonaid Lán-Ghaeilge as part of the patronage process for new schools.

New schools are established by the Department on the basis of identified demographic demand in an area, and after consideration of the capacity of existing schools to absorb the expected school place demand.

In order to plan for school provision and analyse the relevant demographic data, my Department divides the country into 314 school planning areas and uses a Geographical Information System, using data from a range of sources, including Child Benefit and school enrolment data, to identify where the pressure for school places across the country will arise and where additional school accommodation is needed at primary and post-primary level.

Major new residential developments in a school planning area have the potential to alter demand in that area. In that regard, as part of the demographic exercises, the Department engages with each of the local authorities to obtain the up-to-date information on significant new residential development in each area.

The Department additionally consults with school patron bodies in order to identify areas with pressures on enrolments.

Where demographic data indicates that additional provision is required, the delivery of such additional provision is dependent on the particular circumstances of each case and may, be provided through:

- Utilising existing unused capacity within a school or schools,

- Extending the capacity of a school or schools,

- Provision of a new school or schools.

A patronage process is run after it has been decided, based on demographic analysis, that a new school is required. The patronage process is open to all patron bodies and prospective patrons. The Online Patronage Process System (OPPS) has been developed by my Department to provide objective information to parents which will allow them to make an informed choice about their preferred model of patronage as well as language of instruction, i.e. Irish or English, of new schools. Parental preferences, as well as other considerations such as the extent of diversity of provision in an area (including Irish-medium provision), are key to the decision-making process and to whether at post-primary level a school would take the form of an Irish-medium Gaelcholáiste or whether, if English-medium, the school would include an Irish-medium unit or “Aonad”.

Most new post-primary schools must have a student enrolment capacity of 600 – 1,000 students. A lower threshold of 400 students may apply to Gaelcholáistí, having regard to the alternative of establishing an Aonad within a school.

Regarding the area referred to by the Deputy, the year of establishment, patronage model and language of instruction have yet to be determined for the new post-primary schools announced to serve the following school planning areas in the general South Dublin area: Dublin 2_Dublin 4 and Sallynoggin_Killiney_DLR/Cherrywood.

While it is expected that the existing Gaelcholáistí in the general South Dublin area between them have sufficient school places to accommodate the level of demand identified as part of the recent patronage processes in the short term, given the number of new gaelscoileanna which have opened in recent years or are planned to open in this area, my Department is keeping the position under active review as these schools grow and the number of sixth class pupils in gaelscoileanna increases.

In relation to school admissions, it is the responsibility of the managerial authorities of all schools to implement an enrolment policy in accordance with the Education Act, 1998 and the Education (Admission to Schools) Act 2018. 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. Nonetheless, where a school is oversubscribed some pupils may not obtain a place in the school.

The Act requires schools to clearly set out their selection criteria in their admission policies. Schools have discretion in relation to their admission criteria and how they are applied, post-primary schools can give a priority to a gaelscoil/gaelscoilleanna as a selection criterion, and this is permitted under the act, schools can apply this as a criterion should they wish to do so. The criteria to be applied by schools and the order of priority are a matter for the schools themselves.

There is an additional provision in the Act that allows Irish-medium schools, where it is their policy to do so, to include in their admission policy a priority for the admission of a student who has attained a reasonable age appropriate level of oral fluency in the Irish language and where that student’s fluency would be at risk of regressing if the student was not admitted to an Irish medium school. This provision recognises the difficulties that applicants may experience in accessing schools that provide an education though the medium of Irish.

Question No. 434 answered with Question No. 433.

School Transport

Ceisteanna (435)

Christopher O'Sullivan

Ceist:

435. Deputy Christopher O'Sullivan asked the Minister for Education if school transport can be provided to a school (details supplied) for ten children in various townlands in the vicinity; and if she will make a statement on the matter. [28122/22]

Freagraí scríofa

Minister for Education

School Transport is a significant operation managed by Bus Éireann on behalf of the Department of Education. In the current school year over 121,400 children, including over 15,500 children with special educational needs, are transported on a daily basis to primary and post-primary schools throughout the country at a cost of over €289m in 2021.

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.

Under the terms of my Department's Primary School Transport Scheme children are eligible for school transport where they reside not less than 3.2 kilometres from and are attending their nearest school as determined by my Department/Bus Éireann, having regard to ethos and language.

Children who are eligible for school transport and who complete the application process on time (apply on time and pay on time) are accommodated on school transport services where such services are in operation

Children who are not eligible but who apply for school transport are considered for spare seats that may exist after eligible children have been facilitated; such seats are referred to as concessionary seats.

Bus Éireann, who operates the school transport scheme on behalf of the Department, review all school transport services 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.

Special Educational Needs

Ceisteanna (436)

Holly Cairns

Ceist:

436. Deputy Holly Cairns asked the Minister for Education the number of students with complex needs that is required in a catchment area for her to permit the establishment of a special school; the size of that catchment area; and the process by which the need for such a school is determined by her Department. [28142/22]

Freagraí scríofa

Minister of State at the Department of Education

On an ongoing basis the NCSE collects data on children without an appropriate school placement, based on information provided by parents/ guardians. For planning purposes a child without an appropriate school placement is one who has a professional report recommending a special class or special school, where the child’s parent/guardian wishes to enrol their child in a special class or special school in line with that report, but where no placement is available.

Where local information indicates the number of special school places projected to be available (either through normal leavers/joiners process or via expansion) are less that what is required, the NCSE informs the Department.

Catchment areas for special schools vary depending on location in the country and the category of complex learning needs catered for by the school. Some schools only cater for 1 or 2 categories where other special schools would enrol all children in an area whose complex needs require the support of a special school.

The Deputy will be aware of increased special school provision generally with two new special schools opened in Carrigaline and Crumlin in the current school-year and further expansion planned in 2022/23 which Minister Foley and I were pleased to announce in March.

This significant announcement will provide for the establishment of a new special school in Cork and increased capacity in existing special schools in Cork and Dublin to meet the needs of children and young people.

I am delighted to have secured agreement for the opening of a new special school in Rochestown for the benefit of students and families with additional needs in Cork, as well as provision of new special school places and buildings in Dublin. I also welcome the Memorandum of Understanding with the Spiritan Order which marks the first time that schools such as these will be part of the provision of special education in Ireland, without barriers to entry for those who need a place.

This is a much-needed development which will help to meet the demand for special school places in these areas.

Special Educational Needs

Ceisteanna (437)

Holly Cairns

Ceist:

437. Deputy Holly Cairns asked the Minister for Education the number of students with addresses in Cork South West that are traveling to special schools or schools with special units in Cork city. [28143/22]

Freagraí scríofa

Minister for Education

School Transport is a significant operation managed by Bus Éireann on behalf of the Department of Education. In the current school year over 121,400 children, including over 15,500 children with special educational needs, are transported on a daily basis to primary and post-primary schools throughout the country. 

The purpose of the School Transport Scheme for Children with Special Educational Needs (SEN) is, having regard to available resources, to support the transport to and from school of children with special educational needs arising from a diagnosed disability.

Bus Éireann have informed the Department there are approximately 40 pupils travelling on transport from the South West/West area of Cork to various special schools or schools with special classes in Cork City.

The National Council for Special Education (NCSE) has responsibility for coordinating and advising on the education provision for children nationwide. NCSE is aware of an identified need for additional special classes for students with autism at primary and post primary levels in the South West Cork area.

Currently, a network of 39 primary school special classes, including 4 Early Intervention classes and 18 post primary special classes provide 342 specialist placements for students with autism in South-West Cork, 7 of which were newly established for the 2021/2022 school year.

Through ongoing consultation with schools and parents at local level, the NCSE is aware of students who are seeking special education placements for the 22/23 academic year.

Through their network of SENOs, NCSE is currently engaging with 9 primary and 5 post primary schools in the general South West Cork area regarding the establishment of additional special classes for 2022/23 and beyond. As the availability of specialist places continue to increase throughout the country, it would be expected that this would reduce the travelling distances required of students and the resulting stress caused.  

It is open to any school to engage with the NCSE to establish a special class. My Department works in close collaboration with the NCSE to ensure that the necessary provision is put in place on a timely basis throughout the country. 

Parents seeking special class placements for their children are advised to contact their local SENO so that their needs can be taken into account for planning purposes.

Care is taken to minimise the amount of travel for students but I am aware that it is not always possible to secure a suitable placement in a local school and this is an issue of concern. Occasionally, the specialist nature of the placement involved requires the child to travel some distance. 

Special Educational Needs

Ceisteanna (438, 439, 440)

Holly Cairns

Ceist:

438. Deputy Holly Cairns asked the Minister for Education her engagement with parents' groups, disability persons’ organisations and advocacy organisations for people with disabilities concerning the development of five special education centres in Dublin. [28144/22]

Holly Cairns

Ceist:

439. Deputy Holly Cairns asked the Minister for Education the pedagogical evidence concerning the development of five special education centres in Dublin. [28145/22]

Holly Cairns

Ceist:

440. Deputy Holly Cairns asked the Minister for Education her response to criticism from an organisation (details supplied) of her plan to develop five special education centres in Dublin [28146/22]

Freagraí scríofa

Minister of State at the Department of Education

I propose to take Questions Nos. 438, 439 and 440 together.

Special Education has been prioritised by Government in recent years.

This year, the Department of Education will spend in excess of €2 Billion, or over 25% of the Department’s budget on providing additional teaching and care supports for children with special educational needs.

This represents an increase of over 60% in total expenditure, since 2011.

This will bring the total number of Special Education Teachers in the mainstream school system to 14,385 in 2022, an increase of 48% since 2011 when 10,575 were funded.

An additional 380 teachers are also being provided to support students to be enrolled in new special classes and new special schools for the 2022/2023 school year.

Over 1,700 additional places in 287 new special classes will become available in 2022. Since 2011, the number of special classes has increased by 386%. Since 2011, the number of special classes in mainstream schools has increased from 548 to 2,148 for the 2021/2022 school year.

Provision has been made for 19,169 SNAs by the end of 2022, which will represent an increase of 81% since 2011.

My Department and the NCSE are working closely to maximise the number of new special classes that can be established in Dublin for the start of 2022/23 school year.

As an interim measure and to provide additional educational supports to those children awaiting a special class placement the Department of Education is considering a draft proposal to open a number of temporary special education centres in Dublin across strategic locations in close co-operation with the Education and Training Boards in Dublin (City of Dublin ETB and Dublin Dun Laoghaire ETB).

This draft proposal is very much a temporary option for those children who are awaiting a placement in a special class in a mainstream school. It is envisaged that this draft proposal, which would be voluntary for parents/guardians and children could present a more suitable option than Home Tuition for some children as they await a special class placement. Many of these families are having difficulties in securing a tutor for this work. Families would now have access to an alternative to Home Tuition providing them with

- Access to fully qualified teachers removing the burden of sourcing an appropriately qualified home tutor

- An opportunity for their child(ren) to interact with their peers and access education in a school/classroom environment which is ‘out-of-home’

- Integration opportunities, where possible, on a case by case basis.

It is envisaged that these centres would follow the standard school day and school year. It is intended that the Centres will be located to facilitate engagement with local schools with a view to optimising integration opportunities for children in local schools. Integration and transition arrangements for local schools and the SEN Centres will be developed by the NCSE in conjunction with the Inspectorate and NEPs. These arrangements will be kept under continuing review by the ETBs, the Department and the NCSE.

The Centres would also be located in areas where additional special class provision is due to come on stream as various building projects progress.

I must highlight that this proposal is very much at an early stage and further significant work is required to progress the proposal and further work is required in relation to engaging with key stakeholders and advocacy groups on the draft proposal. A further meeting with advocacy groups on the draft proposal is scheduled for later this week.

Families can be assured that the Department and NCSE remain committed to opening special classes as quickly as possible and this proposal is offered as a child and family centred interim solution.

Question No. 439 answered with Question No. 438.

Question No. 440 answered with Question No. 438.

Special Educational Needs

Ceisteanna (441)

Holly Cairns

Ceist:

441. Deputy Holly Cairns asked the Minister for Education the number of complaints received by the National Council for Special Education in 2021; the number pertaining to the ability to contact Special Educational Needs Organisers or engagement with same generally; if she will provide a breakdown of the data; and if she will make a statement on the matter. [28147/22]

Freagraí scríofa

Minister of State at the Department of Education

The National Council for Special Education (NCSE) is a statutory body established under the Education for Persons with Special Educational Needs (EPSEN) Act 2004. It was set up to improve the delivery of education services to persons with special educational needs arising from disabilities, with particular emphasis on children.

NCSE has responsibility for co-ordinating and advising on the education provision for children nationwide in line with my Department's policies.

NCSE has well established structures in place for engaging with schools and parents and seeks to ensure that schools in an area can, between them, cater for all children who have been identified as needing special class placements. 

Over the last two years, my Department and the NCSE have worked closely on a more streamlined and joined up planning process which has ensured a targeted approach to meet demand for special needs placements ahead of each new school-year.

As the Deputy’s question relates to the NCSE, I will arrange to have it referred to the NCSE for their attention and direct reply.

National Council for Special Education

Ceisteanna (442)

Holly Cairns

Ceist:

442. Deputy Holly Cairns asked the Minister for Education the status of proposed implementation regarding educational assessments by the National Council for Special Education, in view of a judgment (details supplied); and if she will make a statement on the matter. [28148/22]

Freagraí scríofa

Minister of State at the Department of Education

The Assessment of Need (AON) process is provided for under the Disability Act 2005. Assessment Officers under the remit of the HSE are charged with organising the Assessment of Need.  The Assessment Officer makes the determination as to whether or not a child or young person meets the definition of disability contained in the act. The Assessment Officer coordinates and completes the Assessment Report.

Following a recent High Court ruling in October 2021 there is now a requirement on the education system to provide an assessment of Education Needs as part of the Assessment of Need Process.

My Department are working with the Department of Health, the NCSE and the HSE and taking legal advice. Officials in my Department are continuing to work through proposals to address the implications.

I expect to receive a proposal on the matter shortly. 

State Examinations

Ceisteanna (443)

Róisín Shortall

Ceist:

443. Deputy Róisín Shortall asked the Minister for Education if further consideration will be given to a case of a leaving certificate student (details supplied) in County Dublin; and if she will make a statement on the matter. [28161/22]

Freagraí scríofa

Minister for Education

The State Examinations Commission has statutory responsibility for operational matters relating to the certificate examinations.  

In view of this I have forwarded your question to the State Examinations Commission for direct reply to you.