Written Answers Nos. 376-395
376. Deputy Carol Nolan asked the Minister for Education if she will provide an update on efforts to develop an Irish language policy for the education system; and if she will make a statement on the matter. [52830/22]
Amharc ar fhreagraWork on the development of a new policy on Irish-medium education outside of the Gaeltacht is now underway in my Department. This policy will build on the achievements of the Policy on Gaeltacht Education and will be an important next step towards achieving the Programme for Government commitment to develop a comprehensive policy on Irish in the education system. The policy on Irish-medium education will be developed in the context of the overall framework of the 20-Year Strategy for the Irish Language 2010-2030.
The key objectives of the policy on Irish-medium education outside of the Gaeltacht are likely to include:
- the provision of a framework for the delivery of high-quality Irish-medium education in Gaelscoileanna and Gaelcholáistí and early learning and care settings (for example, naíonraí) outside of the Gaeltacht
- increasing the proportion of children and young people attending Irish-medium schools, including by building on the foundations laid in Irish-medium early learning and care settings (for example, naíonraí)
- considering how opportunities for the establishment of Gaelscoileanna and Gaelcholáistí can be increased as part of the patronage process
- developing a clear policy on the establishment and sustainability of Aonaid/Sruthanna (units/streams) in existing English-medium post-primary schools to strengthen Irish-medium education provision
- examining how the supply of teachers and other staff with a high standard of Irish can be increased to meet demand in Irish-medium education settings
- looking at ways to deepen community engagement around Irish-medium schools and early learning and care settings.
A steering committee has been established with representatives from relevant Government Departments and Agencies to oversee the development of the policy.
A review of national and international literature has been commissioned through a public procurement process, to inform the development of the policy.
A public consultation process will take place in the coming weeks to gather the views of stakeholders, including young people, parents, school staff and leaders, education stakeholders and Irish-language stakeholders.
I look forward to progressing this important work of strengthening Irish-medium educational provision and building on the positive outcomes already being achieved in the implementation of the Policy on Gaeltacht Education. I also look forward to working with relevant stakeholders in the development of this policy.
377. Deputy Brendan Griffin asked the Minister for Education her views on matters raised in correspondence by a person (details supplied) regarding trainee educational psychologists; and if she will make a statement on the matter. [52835/22]
Amharc ar fhreagra391. Deputy Fergus O'Dowd asked the Minister for Education her views on matters raised in correspondence (details supplied) in respect of support of educational psychologists; and if she will make a statement on the matter. [53077/22]
Amharc ar fhreagraI propose to take Questions Nos. 377 and 391 together.
The National Educational Psychological Service (NEPS) of my Department provides a school-based psychological service to all recognised primary and post-primary schools through the application of psychological theory and practice to support the wellbeing, and the academic, social and emotional development of all learners.
The NEPS service provides access for all schools to:
- Psychological support in the event of a Critical Incident
- A Casework Service for individual children where there is a need for intensive consultation and assessment
- A school staff Support and Development Service, to build school capability to provide a comprehensive continuum of support in schools and
- Ongoing access to advice and support for schools.
This overall approach allows psychologists to give early attention to urgent individual cases and, through supporting school staff, to benefit many more children than could be seen individually.
In 2021 the NEPS casework service extended to over 8,500 students. Additionally, under the Scheme for Commissioning Psychological Assessments (SCPA) process, private psychologists provided assessment to schools for over 900 students. Furthermore, the NEPS Support and Development service reaches an estimated 25,000 teachers annually.
A working group in the Department has been examining the matter of how the National Educational Psychological Service (NEPS) can continue to recruit adequate numbers of suitably qualified staff and continue to respond to the educational psychological needs of children in recognised primary and post-primary schools across the country.
The group has agreed on a number of actions that must be taken to address supply issues in the medium to long term. These include the development of a workforce plan for educational psychologists within the Department of Education and work has begun with other Government Departments to advance this.
A number of options were considered to address some immediate supply issues. Following analysis of these, it was decided that the Department would use some available NEPS funding to sponsor a cohort of third year students of the Educational Psychology Doctoral programme in University College Dublin (UCD) and Mary Immaculate College (MIC) University of Limerick, for the academic year 2022/23 by providing a contribution towards their fees and associated expenses. The workforce planning group referred to above will be asked to make some interim recommendations in Q2 of next year regarding any other short-term measures required in advance of their final report. It is envisaged that funding supports for students on the educational psychological doctorate programme will be considered as part of this process.
In the interim, given the particular time pressures for students in third year of the programme, interviews will be held in the coming months to provide financial support to those students of Educational Psychology, currently on training placements in NEPS who are due to complete their doctoral training programme in 2023. Details will be made available in the coming weeks.
378. Deputy Louise O'Reilly asked the Minister for Education if she will examine the case of a child (details supplied); the options that are open to the parent to ensure that the child gets a school place; and if she will make a statement on the matter. [52838/22]
Amharc ar fhreagraI understand that the person to whom the Deputy refers is a child who recently arrived in this country from Brazil.
My Department's main responsibility is to ensure that schools in an area can, between them, cater for all pupils seeking school places in the area. In relation to school admissions, it is the responsibility of the managerial authorities of all schools to implement an enrolment policy in accordance with the Education Act, 1998.
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, including projects in the area in question, may be viewed on this 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.
The Capital Programme also provides for devolved funding for additional classrooms, including accommodation for pupils with special educational needs, if required, for schools where an additional enrolment need has been identified or where an additional teacher has been appointed. Details of schools listed on this programme (the Additional Accommodation Scheme) can also be found on the Department's website at www.gov.ie and this information is also updated regularly.
Parents have the right to choose which school to apply to and where the school has places available the pupil should be admitted. However, in schools where there are more applicants than places available a selection process may be necessary. This selection process and the enrolment policy on which it is based must be non-discriminatory and must be applied fairly in respect of all applicants. However, this may result in some pupils not obtaining a place in the school of their first choice.
Where a board of management make a decision to refuse admission, a parent/guardian can appeal that decision under section 29 of the Education Act, 1998, and an independent appeals committee will be appointed to consider the appeal. The role of the section 29 hearing committee is to examine the application for enrolment and consider if it was correctly processed by the school, in accordance with the school’s Enrolment Policy. The section 29 appeals committee cannot consider matters that are not provided for within the school’s Enrolment Policy. Should and applicant consider that a school has erred in their processing of their enrolment application, a section 29 appeal committee can examine how the application was processed by the school and identify if the school did not follow its Enrolment policy. In cases where an error occurred the section 29 appeal committee will consider if the error had a material effect on the application. Where an error had a material effect on the enrolment application, the section 29 appeal committee can direct the school to enrol the student or adjust the students ranking on the waiting list. My Department has no authority to compel a school to admit a student, except in circumstances where an appeal under section 29 of the Education Act, 1998 has been allowed and the appeals committee directs that the school admit the child concerned.
A section 29 appeal must be made no later than 63 calendar days from the date of the school’s decision to refuse admission.
It is important to note that if refused admission is due to the school being oversubscribed, and the applicant wishes to appeal this decision they must firstly make a written request to the school seeking a review of the board of management’s decision. This request for a review to the board of management is time bound and must be made within 21 calendar days from the date of the decision by the school to refuse admission to the child.
If refused admission for a reason other than the school being oversubscribed, the applicant may, but is not required to, request a review by the board of management within 21 calendar days from the date of the decision by the school to refuse admission to the child. Where refused admission for a reason other than the school being oversubscribed and where the applicant does not choose to seek a review by the board of management, they may make an appeal to an independent appeals committee no later than 63 calendar days from the date of the school’s decision to refuse admission.
Full details on the section 29 appeals process for refused enrolment are available on the Gov.ie website at the links below:
www.gov.ie/en/publication/8248c-appeals-in-relation-to-refusal-to-admit-a-student-due-to-a-school-being-oversubscribed/.
www.gov.ie/en/publication/31c4f-appeals-in-relation-to-refusal-to-admit-a-student-for-a-reason-other-than-the-school-being-oversubscribed/.
In addition, Tusla Education Support Services (TESS) the Educational Welfare Service is the legal body which can assist parents who are experiencing difficulty in securing a school placement for their child. Contact details for TESS are available at the following link
www.tusla.ie/tess/get-in-touch/ or by email at tessinfo@tusla.ie.
379. Deputy Peadar Tóibín asked the Minister for Education the number of vacant properties that are owned by her Department; the estimated economic value of the vacant properties; and if she will provide a list of such properties. [52846/22]
Amharc ar fhreagraThe information sought by the Deputy is currently being collated by officials within my Department and will be forwarded to the Deputy in due course.
380. Deputy Peadar Tóibín asked the Minister for Education the number of properties that are being leased by her Department that are currently vacant; and if she will provide a list of such properties. [52864/22]
Amharc ar fhreagraThe information sought by the Deputy is currently being collated by officials within my Department and will be forwarded to the Deputy in due course.
381. Deputy Niall Collins asked the Minister for Education if a salary certificate will be expedited and issued to a person (details supplied); and if she will make a statement on the matter. [52879/22]
Amharc ar fhreagraI wish to inform the Deputy that an official from my Department has been in direct contact with the person concerned and a salary certificate reflecting current earnings has been sent to the person concerned.
382. Deputy Duncan Smith asked the Minister for Education if she will provide a school place for a Ukrainian child (details supplied) who is living in Fairways, Donabate and is unable to find a school placement locally; and if she will make a statement on the matter. [52889/22]
Amharc ar fhreagra383. Deputy Duncan Smith asked the Minister for Education if she will provide a school place for a Ukrainian child (details supplied) staying in Hildan, Rolestown who has been unable to secure a school place; and if she will make a statement on the matter. [52890/22]
Amharc ar fhreagraI propose to take Questions Nos. 382 and 383 together.
I want to assure the Deputy that meeting the educational needs of children and young people from Ukraine is a priority for me as Minister and for the Government. We are determined to support the huge efforts we are seeing from our school communities across the country, who have shown huge commitment and generosity in meeting the needs of all Ukrainian children.
By end of September, figures show that over 11,000 children from Ukraine had enrolled in schools in every county across the State. Approximately 7,400 children from Ukraine had enrolled in primary schools, while over 4,300 had enrolled in our post-primary schools.
The local Regional Education and Language Teams (REALT) play a key role in assisting children in finding school places and in supporting schools in their area to meet the needs of Ukrainian children. With regard to the individuals referred to by the Deputy, I am advised that the local REALT co-ordinator has engaged with the families in question and is working to secure a school place for these children.
384. Deputy Matt Carthy asked the Minister for Education if she will ensure that a person (details supplied) will be allocated a school bus ticket to attend a school in Carrickmacross as was the case in previous years; and if she will make a statement on the matter. [52942/22]
Amharc ar fhreagraThe School Transport Scheme is a significant operation managed by Bus Éireann on behalf of the Department. In the last school year over 121,400 children, including over 15,500 children with special educational needs, were transported on a daily basis to primary and post-primary schools throughout the country at a cost of over €289m in 2021.
In July 2022, Government announced funding for the waiving of school transport scheme fees for the coming school year as part of a wider package of cost of living measures.
Ticket registration for the 2022/23 school year closed on 29 July by which time almost 130,000 applications/registrations were received for mainstream school transport. This figure includes 44,299 new applications as well as roll-overs from the previous school year.
Bus Éireann has advised that the pupil referred to by the Deputy is eligible for school transport under the terms of the school transport scheme and a ticket will be sent to this pupil in the coming days.
385. Deputy Róisín Shortall asked the Minister for Education if a response will issue to correspondence from a school principal (details supplied); if the project can receive State funding; if she will liaise and meet with those who run the project; and if she will make a statement on the matter. [52945/22]
Amharc ar fhreagraI am aware of the correspondence referred to by the Deputy and a response has issued. The correspondence raises the important matter of mental health support for young people.
The wellbeing of all in the school community remains a priority for this Department and significant funding continues to be invested in this area. The Department’s Wellbeing Policy and Framework for practice has given recognition to the importance of promoting wellbeing in education. The approach set out in the Wellbeing Policy is a whole school and preventative approach which has multiple components that include providing children and young people with opportunities to build core social and emotional skills and competencies, experience supportive relationships within the school setting and be part of a school environment and culture that feels both physically and psychologically safe.
Aligned with this policy, a number of supports are currently being offered to schools to support wellbeing and mental health.
- Schools are encouraged to use a reflective, school self-evaluation approach to identify and prioritise the needs of its own school community in relation to the promotion of wellbeing and mental health, and to respond to meeting those needs. To support schools in this work the Professional Development Service for Teachers (PDST) is currently providing training to schools to ensure that the promotion of wellbeing will be at the core of the ethos of every school. Schools will be navigated through an introduction to the Wellbeing Framework and how to use the School Self Evaluation (SSE) process in guiding wellbeing promotion in their schools. These seminars will be supported by two webinars and in-school visits.
- NEPS has developed training for school staff on the promotion of wellbeing and resilience in schools which include upskilling school staff on the use and implementation of therapeutically-informed approaches in schools. These include trauma-informed approaches, approaches based on the principles of cognitive behaviour therapy, and attachment-aware approaches. The approaches outlined in the training are based on research findings, on the experience of experts in their fields and on the experience of practicing psychologists working in schools. The training will build the capability of school staff in both primary and post-primary settings, including for school leaders, teachers and SNAs.
- NEPS will shortly resume the provision of training for school staff on the Friends for Life programmes to help reduce anxiety in children and also the Incredible Years Classroom Management System. Priority will be given to schools new to DEIS.
- NEPS has launched an eLearning course - Responding to Critical Incidents in Schools. This course is aimed specifically at the school’s Critical Incident Management Team, but open to all interested staff.
- NEPS has developed a number of resources to support the wellbeing of children and young people from Ukraine enrolling in schools in Ireland. This includes:
Revised Guidance for primary and post – primary schools in relation to supporting the wellbeing of children/young people from Ukraine at this time. This includes support for students with special educational needs.
Guidance for Parents and Carers from Ukraine on Supporting the Wellbeing of their Children
A model of Psychological First Aid (PFA) to help teachers support students. The document is called Look, Listen & Link.
NEPS has also delivered a series of wellbeing webinars via the Education Support Centres of Ireland, to further support schools.
The programmes and initiatives set out above are in addition to the educational psychological support that NEPS provide to all primary and post-primary schools. This involves direct support in the event of a critical incident, access to national and regional support and development work to build school capacity to support students, access to individual pupil casework where there is need. NEPS works closely with the HSE and its agencies to ensure those who may require the provision of therapy or counselling are referred on to the appropriate clinical services for intervention and support.
While the Department of Health has responsibility for mental health services in Ireland, my Department has an important role to support the wellbeing and positive mental health of all our young people. My Department has built strong links with the Department of Health and both Departments are exploring ways to improve supports for young people, including around increased awareness, promoting help-seeking behaviour and sign-posting to the wide range of available services. I am pleased to confirm that we will invest more than €5 million in piloting a programme of counselling supports for primary school students. Details of this pilot will be made available in due course. This will serve to support the very positive work which already takes place in the area of wellbeing in our schools.
I also announced in the budget, an additional 54 educational psychologists to provide services to special schools and special classes as part of budget 2023.
386. Deputy Johnny Guirke asked the Minister for Education if she will provide the schedule for the commencement and completion of construction of the long-delayed college (details supplied) in view of the severe lack of school capacity in Enfield, County Meath; and if she will make a statement on the matter. [52956/22]
Amharc ar fhreagraThe permanent accommodation for the school referred to by the Deputy is being delivered under my Department’s Design and Build Programme. This delivery programme uses a professional external Project Management team to progress the project through the stages of architectural planning, tendering and construction.
It is intended that the project for the school referred to by the Deputy will be included in the next bundle of projects to proceed to tender later this year.
My Department continues to liaise with the school’s patron body in relation to the school’s interim accommodation needs. It is intended that the school will move to suitable interim accommodation on the permanent site for the 2023/2024 school year, pending delivery of the permanent accommodation for the new school.
388. Deputy Cormac Devlin asked the Minister for Education the estimated cost of extending the free schoolbooks scheme to voluntary primary schools; if she will consider a mechanism to allow these schools to access the scheme; and if she will make a statement on the matter. [53042/22]
Amharc ar fhreagraAs part of Budget 2023, I secured funding to provide free books to primary school students in recognised primary schools from September 2023. The measure will eliminate the cost to families for all school books at primary school, including workbooks.
Now that funding has been secured, my Department will engage with the education partners to roll out the measure in time for the September 2023 school year. The implementation of the measure will build on the existing school book rental scheme, the free school books pilot provided to over one hundred schools in recent years and the planning work already commenced.
The Free Book Scheme will be available to all recognised primary schools in the free education sector. There is no funding for any educational establishments outside of this category.
Schools will be encouraged to seek the best value for money when procuring school books and related classroom resources. Schools buy books directly from school book retailers at present as part of the implementation of the school book rental scheme. Ninety-six percent of primary schools participate in the book rental scheme.
389. Deputy Johnny Guirke asked the Minister for Education the reason that Bus Éireann has issued a generalised response to only one of 24 queries in relation to school transport (details supplied); and if she will make a statement on the matter. [53052/22]
Amharc ar fhreagraThe School Transport Scheme is a significant operation managed by Bus Éireann on behalf of the Department. In the last school year over 121,400 children, including over 15,500 children with special educational needs, were transported on a daily basis to primary and post-primary schools throughout the country at a cost of over €289m in 2021.
In July 2022, Government announced funding for the waiving of school transport scheme fees for the coming school year as part of a wider package of cost-of-living measures.
Ticket registration for the 2022/23 school year closed on 29 July by which time almost 130,000 applications/registrations were received for mainstream school transport. This figure includes 44,299 new applications as well as roll-overs from the previous school year.
Given the unprecedented demand for school transport for the current school year there has been an increased volume of calls and correspondence to both the dedicated Bus Éireann Customer Care Centre and to School Transport Section of my Department.
The Department agreed to additional resources to facilitate additional staff in the Bus Éireann customer care centre with a view to alleviating the waiting and call answer times.
There is also a facility in place where Public Representatives can email queries on behalf of their constituents directly to Bus Éireann who answer such queries.
390. Deputy Johnny Guirke asked the Minister for Education if the Bus Éireann school transport section received any instructions from her Department in relation to answering queries by Deputies on the provision of school transport tickets particularly concessionary tickets; and if so, the nature of those communications; and if she will make a statement on the matter. [53053/22]
Amharc ar fhreagraThe School Transport Scheme is a significant operation managed by Bus Éireann on behalf of the Department. In the last school year over 121,400 children, including over 15,500 children with special educational needs, were transported on a daily basis to primary and post-primary schools throughout the country at a cost of over €289m in 2021.
In July 2022, Government announced funding for the waiving of school transport scheme fees for the coming school year as part of a wider package of cost of living measures.
Ticket registration for the 2022/23 school year closed on 29 July by which time almost 130,000 applications/registrations were received for mainstream school transport. This figure includes 44,299 new applications as well as roll-overs from the previous school year.
My Department officials engage with Bus Éireann staff on a daily basis with regard to the operation of the School Transport Scheme. In addition, quarterly strategic, and monthly operational meetings are held throughout the year.
Given the unprecedented demand for school transport for the current school year there has been an increased volume of calls and correspondence to both the dedicated Bus Éireann Customer Care Centre and to School Transport Section of my Department. The Department agreed to additional resources to facilitate additional staff in the Bus Éireann customer care centre with a view to alleviating the waiting and call answer times.
There is also a facility in place where Public Representatives can email queries on behalf of their constituents directly to Bus Éireann. My Department has not issued instructions to Bus Éireann in relation to answering queries by Deputies on the provision of school transport tickets other than to provide information on the operation or policy of the scheme in order to allow Bus Éireann answer queries where this is required.
392. Deputy Claire Kerrane asked the Minister for Education if she will provide an update on work that is underway to improve pay and terms and conditions for school caretakers similar to that achieved for school secretaries; the stage this process is at; and if she will make a statement on the matter. [53124/22]
Amharc ar fhreagraSchool caretakers are valued members of our schools and I am fully aware of the vitally important role played by them in the running of our schools. The majority of primary and post-primary schools receive assistance to provide for caretaker services under grant schemes. Where a school employs a staff member to support those functions those staff are employees of individual schools and responsibility for terms of employment rests with the school.
Fórsa trade union had tabled a claim in 2019 seeking parity of these staff with ETB public service staff. Extensive engagement has taken place since then between the Department and school management bodies with Forsa to work towards a resolution with the support of the Department of Public Expenditure and Reform.
On the 24th February this year, following a series of engagements at the WRC, a suite of measures designed to improve the working conditions of school secretaries was proposed, which Fórsa agreed to recommend to its members. A ballot was undertaken and the result was 95% agreement in favour of the deal. I was very pleased to hear of this overwhelmingly positive result on this long running issue, the resolution of which has been a priority for me since my appointment.
It is my intention to ensure that school caretakers will be afforded the opportunity to avail of this deal also but, as recognised in the WRC process there remains a deficit of data on the working terms and conditions of caretakers. Work is currently in progress to gather comprehensive data in respect of school secretaries and it will be necessary to undertake a separate, similar process in respect of caretakers: this will be progressed as soon as practicable.
393. Deputy Johnny Guirke asked the Minister for Education if she can intervene to ensure that a developing school post at a school (details supplied) is retained, in view of the fact that the loss of this post would bring class size ratios up to approximately 35:1 for this school and in view of the stated policy ambition is to reduce class size ratios to 24:1; and if she will make a statement on the matter. [53125/22]
Amharc ar fhreagraThe key factor for determining the level of staffing resources provided at individual school level is the staffing schedule for the relevant school year and pupil enrolments on the previous 30th September. The staffing process contains an appeals mechanism for schools to submit a staffing appeal under certain criteria to an independent Primary Staffing Appeals Board.
The school referred to by the Deputy submitted an appeal to the October meeting of the Primary Staffing Appeals Board and has been successful in that appeal. As a result, the additional teaching post will be retained in the school for the remainder of the school year.
394. Deputy Robert Troy asked the Minister for Education if she will ensure that all required special needs' assistant supports are in place for a school (details supplied). [53226/22]
Amharc ar fhreagraI would like to thank the Deputy for the question and would like to advise the following:
The NCSE has responsibility for planning and coordinating school supports for children with special educational needs including the allocation of SNAs and reviews and the school should liaise with the NCSE directly in the event that additional supports are required. My Department does not have a role in making individual school determinations. Accordingly your correspondence has been forwarded to the NCSE for direct reply.
The Special Needs Assistant (SNA) scheme is designed to provide schools with additional adult support staff who can assist children with special educational needs who also have additional and significant care needs. Such support is provided in order to facilitate the attendance of those pupils at school and also to minimise disruption to class or teaching time for the pupils concerned, or for their peers, and with a view to developing their independent living skills.
SNAs are not allocated to individual children but to schools as a school based resource. The deployment of SNAs within schools is a matter for the individual Principal/Board of Management of the school. SNAs should be deployed by the school in a manner which best meets the care support requirements of the children enrolled in the school for whom SNA support has been allocated.
It is a matter for schools to allocate support as required, and on the basis of individual need, which allows schools flexibility in how the SNA support is utilised.
In relation to SNA support the NCSE has confirmed that the school has an allocation of SNA support to provide support for children with primary care needs.
The following arrangements for the allocation of SNA support in respect of students in mainstream classes for 2022/23 will apply:
a) The SNA allocations for mainstream classes in schools on 31st May 2022 will be maintained for 2022/23. This will provide greater certainty for schools.
b) A process for schools, whereby if they consider their SNA allocation is in excess of the required care needs, to engage with the NCSE. Schools should contact their local NCSE Special Education Needs Organiser (SENO) to commence the process.
c) The exceptional review process undertaken by NCSE will remain in place throughout the 2022/23 school year, where schools can seek a review of their SNA allocations which will result in one of the following outcomes:
i. No change in the level of care need identified (and no change in the resultant SNA allocation);
ii. Increase in the level of care need identified (which if significant would see an increase in the SNA allocations to the schools) ;
iii. Decrease in level of care need identified in the school (which if significant would result in a reduction in SNA allocations as the care need could be managed with less resources than are currently allocated); In relation to outcome iii, the SNA allocation will be adjusted at the end of the relevant school term.
It is expected that schools will review and reprioritise the deployment of SNAs within mainstream settings and allocate resources to ensure those with the greatest level of need receive the greatest level of support. Providing access to SNA support continues to be based on primary care needs as outlined in DES Circular 0030/2014 circulars.gov.ie/pdf/circular/education/2014/30.pdf.
Following such a review and reprioritisation, it is expected that a small number of schools, e.g. developing schools, may not have a sufficient SNA allocation to meet the needs of their students. These schools can apply to the NCSE for an Exceptional Review of their allocation.
Detailed information on the NCSE Exceptional Review process is published on the NCSE website. ncse.ie/application-for-sna-exceptional-review.
The NCSE will endeavour to respond to all applications for Exceptional Review received as expediently as possible and in that regard, it will prioritise applications from schools with no current SNA allocation and developing schools. The Exceptional Review process for mainstream allocations will be available to schools throughout the 2022/23 school year.
The NCSE has developed an appeal mechanism for schools who are not satisfied with the outcome of the Exceptional Review. Local Special Educational Needs Organisers (SENOs) will provide information and clarification to schools on the outcome where requested. Where schools wish to appeal the outcome of the review, they must do so using the prescribed form provided by the NCSE ncse.ie/ncse-appeals-process.
The NCSE has published the SNA allocations for the 2022/23 school year, and they are available at ncse.ie/set-hours-and-sna-allocations.
All schools have the contact details of their local SENO, and the SENO is available to offer assistance and advice to the school. Parents may also contact their local SENO directly to discuss their child's special educational needs, using the contact details available on www.ncse.ie.
I hope this information is of assistance to you.
395. Deputy James Browne asked the Minister for Education if she will consider the provision of a school transport service for a student (details supplied). [53263/22]
Amharc ar fhreagraThe School Transport Scheme is a significant operation managed by Bus Éireann on behalf of the Department. In the last school year over 121,400 children, including over 15,500 children with special educational needs, were transported on a daily basis to primary and post-primary schools throughout the country at a cost of over €289m in 2021.
In July 2022, Government announced funding for the waiving of school transport scheme fees for the coming school year as part of a wider package of cost of living measures.
Ticket registration for the 2022/23 school year closed on 29 July by which time almost 130,000 applications/registrations were received for mainstream school transport. This figure includes 44,299 new applications as well as roll-overs from the previous school year.
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.
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.
Bus Éireann has advised that the child referred to by the Deputy is not eligible for school transport under the terms of the scheme. An application was submitted after the closing date of 29 April and no ticket request has been received.
Any application completed after the closing date is a ‘late application’ and therefore, many school transport services are already operating at full capacity. Late applications will only be assessed after all “on time” applications have been processed and there can be no guarantee of places for late applicants.
Bus Éireann are currently assessing late applications and the availability of seats on the route in the area mentioned by the Deputy.
