Written Answers Nos. 211-219
211. Deputy Bernard J. Durkan asked the Minister for Education the extent to which the special needs' class requirements at schools (details supplied) can be met in full in the short-term; and if she will make a statement on the matter. [58517/22]
Amharc ar fhreagraI would like to thank the Deputy for the question and would like to advise the following:
The NCSE is statutorily responsible for planning and coordinating provision at both a local and a national level and advising the Department in this regard.
The NCSE have advised my Department that the first school referred to by the Deputy has 2 ASD classes, which are at max capacity for the school year.
The NCSE have advised my Department that the second school referred to by the Deputy has 1 ASD class that is at max capacity. It also has 1 moderate general learning disability class, with 2 available places.
Neither school have formally applied for or expressed an interest in opening additional special classes.
Over the last two to three years, my Department and the NCSE have introduced a number of strategic initiatives to plan for and provide sufficient special class and special school places.
These initiatives are bearing fruit with over 600 new special classes sanctioned at primary level, almost 300 new special classes sanctioned at post-primary level and five new special schools established over the last three years.
The NCSE have sanctioned 20 new special classes at primary level and 9 new special classes at post-primary level over the last 3 years in County Kildare.
My Department is engaging intensely with the NCSE in relation to the forward planning of new special classes for the next school year 2023/2024. This work involves a detailed review of statistical data in relation to forecasting demand for special class places, consideration of improved data sharing arrangements and a particular focus on the provision of special classes at post-primary level. My Department has recently written to all post-primary schools in relation to the growing need for special classes.
At local level, the NCSE is continuing to engage with schools regarding the establishment of additional special classes for the next school year 2023/2024. Every support will be made available to schools to progress the opening of special classes in the shortest possible timeframe.
It is of course open to any school to engage with the NCSE to establish a special class.
I want to reassure you also that my Department will continue to support the NCSE and schools through the provision of the necessary funding and capital investment to ensure all children are successful in accessing an appropriate education.
Information on the list of schools with special classes, the types and locations of these classes is published on the NCSE website and is available at www.ncse.ie
212. Deputy Niall Collins asked the Minister for Education if she can assist a group (details supplied); and if she will make a statement on the matter. [58522/22]
Amharc ar fhreagraI can confirm to the Deputy, that my officials have made contact with the school in question in relation to their accommodation needs.
The school authorities have been asked to submit an application for my Department's Additional School Accommodation (ASA) scheme. The application will be assessed by my officials upon receipt and they are available to discuss any issues the school authorities may have in relation to this matter.
213. D'fhiafraigh Deputy Aindrias Moynihan den Aire Oideachais faoin líon daltaí in oideachas dara leibhéal le díolúine ó scrúdú sa Ghaeilge ach atá ag déanamh staidéar ar an bhFraincis, an nGearmáinis agus an Spáinnis san ardleibhéal don tSraith Shinsearach; agus an ndéanfaidh sí ráiteas ina thaobh. [58539/22]
Amharc ar fhreagraIs féidir liom a chur in iúl don Teachta nach bhfuil sé riachtanach do scoláire ar bith scrúdú a dhéanamh in ábhar ar bith lena n-áirítear an Ghaeilge chun pas a fháil i scrúdú.
Caithfidh gach scoláire staidéar a dhéanamh ar an nGaeilge mar chroí-ábhar seachas iad siúd a bhfuil díolúine acu ó staidéar na Gaeilge.
Is mar seo a leanas a bhí líon na scoláirí sa séú bliain a raibh díolúine acu ó staidéar na Gaeilge ach a raibh staidéir á dhéanamh acu ar an bhFraincis, an Ghearmáinis agus an Spáinnis in 2021/22:
Daltaí na 6ú Bliana i 2021/22
Díolúine ó staidéar na Gaeilge 4,337Fraincis á staidéar 2,413Spáinnis á staidéar 1,205Gearmáinis á staidéar 719
214. D'fhiafraigh Deputy Aindrias Moynihan den Aire Oideachais faoin méid iarratas i bhfoirm thábla do na blianta 2018/2019, 2019/2020, 2020/2021, agus 2021/2022 le haghaidh díolúine ó scrúdú sa Ghaeilge; faoin méid diúltuithe ar na hiarratais sin i bhfoirm thábla do na blianta céanna faoi dhíolúine ó scrúdú sa Ghaeilge; agus an ndéanfaidh sí ráiteas ina thaobh. [58540/22]
Amharc ar fhreagraIs féidir liom a chur in iúl don Teachta go mbaineann an cheist maidir le díolúintí ó staidéar na Gaeilge a dheonú le scoileanna aonair agus gur mar sin atá le blianta fada.
Mar atá leagtha amach sna ciorcláin ábhartha, ní mór do scoileanna sonraí maidir leis na díolúintí a dheonaítear a thaifeadadh ar na Bunachair Sonraí Ar Líne Bunscoile agus Iar-Bhunoideachais (POD agus PPOD).
Ní iarrann an Roinn ar scoileanna sonraí a sholáthar ar líon na n-iarratas ar dhíolúintí ó staidéar na Gaeilge a fhaightear nó a dhiúltaítear.
215. Deputy Francis Noel Duffy asked the Minister for Education if her attention has been drawn to the fact that a number of students who applied to their local secondary schools (details supplied) did not receive a place for September 2023 and if she could advise these families on what to do next. [58541/22]
Amharc ar fhreagraAs the Deputy will be aware, for school planning purposes, my Department divides the country into 314 school planning areas and utilises a Geographical Information System to anticipate school place demand. Information from a range of sources, including Child Benefit data, school enrolment data and information on residential development activity is used for this purpose. Additionally, Project Ireland 2040 population and housing targets inform my Department's projections of school place requirements. Projections of post primary school place requirements are informed by multiple factors, including primary school enrolments in the area and primary to post primary transfer patterns.
My Department's projections of post primary school place requirements in Rathfarnham show some continued growth in overall enrolments in the short term. However, despite projected overall growth, first year place requirements are anticipated to remain generally stable.
It is important to note that where enrolment pressures arise, it may not be as a result of lack of accommodation but may be driven by the following factors:
- Duplication of applications – pupils have applied for a place to a number of schools in the area
- School of choice – pupils can’t get a place in their preferred school while there are places in other schools in the town/area
- Some towns/areas have single sex schools and while places are available in the school they are not available to all pupils
- External draw – pupils coming from outside the local area
My Department is working to establish the true extent of any capacity issues across school planning areas through ongoing discussions with the relevant school patrons and authorities.
This close engagement will allow my Department to identify at an early stage particular capacity requirements for the forthcoming years which may necessitate further action to that already in train including, where required, the provision of modular accommodation solutions.
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.Parents have the right to choose which school to apply to and where the school has places available the pupil should be admitted. However, in schools where there are more applicants than places available, a selection process will be necessary. This selection process and the enrolment policy on which it is based must be non-discriminatory and must be applied fairly in respect of all applicants. However, this may result in some pupils not obtaining a place in the school of their first choice.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. Some schools may apply a catchment area as one of their selection criteria. The criteria to be applied by schools and the order of priority are a matter for the schools themselves. My Department does not seek to intervene in the selection criterion that is applied by schools
216. Deputy Réada Cronin asked the Minister for Education if her Department will provide the official approval and building formulation report, in order that the school building project at a school (details supplied) can be progressed without any delay; and if she will make a statement on the matter. [58550/22]
Amharc ar fhreagraI wish to advise the Deputy that my Department has informed the school patron that the accommodation brief for the building project in question is currently being formulated and that my Department will be in further contact with the patron when this process has been completed.
217. Deputy Éamon Ó Cuív asked the Minister for Education the entitlement that students in primary school have in cases in which there is suspected dyslexia, to a professional assessment through the primary school system to ascertain if the students is dyslexic or not; the waiting times for such assessments; and if she will make a statement on the matter. [58562/22]
Amharc ar fhreagra220. Deputy Éamon Ó Cuív asked the Minister for Education if there is a limit to the number of pupils that can be referred by each primary school each year for a professional assessment and diagnosis for dyslexia; if so, the reason for same in view of the long-term implications for the students involved if they do not get an early diagnosis; and if she will make a statement on the matter. [58579/22]
Amharc ar fhreagraI propose to take Questions Nos. 217 and 220 together.
As the Deputy may be aware my Department, in September 2017, introduced a new model to support pupils with special educational needs in our schools. The new model differs significantly from the old Resource Allocation Model, in that Special Education Teacher allocation is now frontloaded into schools to support children with special educational needs. Rather than having to make individual application to the National Council for Special Education (NCSE) for additional supports, schools can now respond to individual needs in a flexible way and pupils do not have to have a psychological assessment, or a diagnosis of a disability, in order to access Special Education Teaching. This means that those with the highest level of need can access the highest level of support within the school in a timely manner.
Educational Psychologists from my Department’s National Educational Psychological Service (NEPS) work with schools using a problem solving model to help schools identify need and interventions to support those needs. Under the new model, NEPS encourages schools to use a continuum based assessment and intervention process whereby each school takes responsibility for initial assessment, educational planning and remedial intervention for pupils with learning, emotional or behavioural difficulties. Teachers may consult their NEPS psychologist should they wish to for advice. If the school has concerns that a pupil is not making reasonable progress, despite evidence informed support and intervention, the school may prioritise the involvement of the NEPS psychologist to support the identification of need process.
This system is in line with international best practice and allows psychologists to give early attention to urgent cases and also to help many more children than could be seen individually. It also ensures that children are not referred unnecessarily for psychological assessment and have equality of access to support prioritised on their individual needs.
NEPS understands dyslexia in the context the severity and persistence of an individual’s needs over time and their response to intervention. This approach aligns with the new Special Educational model in schools which focuses on the identification of need and the matching of specific interventions to that need. Specific interventions are therefore tailored, by the school, to the individual’s observed needs by the school, rather than being generic to a specific difficulty or disability.
NEPS have recently developed new guidance documents for primary and post-primary schools on Supporting Students with Literacy Difficulties/Dyslexia Using the Continuum of Support. These are designed to equip schools with knowledge of approaches and strategies required to support students who experience difficulties with literacy, using a response to intervention approach, in all school contexts: English medium schools; Gaeltacht schools; and Irish medium schools.
These resources contain information on evidence informed practice, and are intended as a guide to support schools in meeting the needs of students with literacy difficulties, including dyslexia, and will be accessible to all schools through the gov.ie website.
NEPS have also developed an assessment tool for post-primary schools called the Post-Primary Assessment and Diagnosis-English, that has been designed to support schools in the identification of literacy difficulties among first year students.
Training is currently being provided by NEPS nationally for all schools, at primary and post-primary levels, facilitated by local Educational Centres, on evidence informed approaches and strategies to support students with literacy difficulties including dyslexia, using the Continuum of Support approach.
218. Deputy John McGuinness asked the Minister for Education if the original management accounts for Bus Éireann school transport showing surpluses or deficits in each of the years 2007 to 2013 were ever requested and examined by her Department; the steps that she has taken to comply with the requirements of the EU Commission to avoid proceedings in relation to school transport; if the EU Commission was informed by the company or her Department whether or not Bus Éireann recorded a surplus/deficit relative to school transport from 2007 to 2013; and if she will make a statement on the matter. [58564/22]
Amharc ar fhreagraSchool Transport is a significant operation managed by Bus Éireann on behalf of the Department of Education. 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.
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.
The 1975 Summary of Accounting Arrangements form the basis of the payment to Bus Éireann for the operation of the School Transport Scheme. In this regard, the Department reimburses Bus Éireann for a range of costs incurred in the operation and administration of the scheme. Re-imbursement to Bus Éireann is on a cost recovery basis.
The Comptroller and Auditor General (C&AG) carried out an examination of the provision of school transport and completed its report in August 2017 – the C&AG Special Report 98. The C&AG report referenced a surplus in the Transport Management Charge element of the costs. This amount was held by way of an uncommitted reserve by Bus Éireann to be used solely for the purposes of the School Transport Scheme. The balance on the uncommitted reserve of €6.7m was repaid fully to the Department in December 2018.
The school transport scheme is a demand-led service based on the number of eligible children who apply to avail of transport. My Department works with Bus Éireann to analyse costs to the scheme on an on-going basis while each year the company produces an audited statement of account. This ensures that the financial information provided by Bus Éireann is in accordance with the relevant summary of accounting arrangements.
Bus Éireann provide the Department with an annual projected cost of school transport services together with a provisional spread of payments. These figures are incorporated into the Department’s annual profile of expenditure and are monitored on a monthly basis both in terms of the Department’s monthly profile of expenditure and Bus Éireann information based on actual costs versus projected costs. Expenditure headings and profiles are discussed at monthly meetings held between the Department and Bus Éireann. Where changes in projected expenditure occur, a new year-end forecast is submitted by Bus Éireann and reflected in a revised spread of payments.
Actual expenditure is finalised in the Bus Éireann annual statement of account which is independently audited by the Bus Éireann auditors in accordance with the 1975 Summary of Accounting Arrangements . Balances, where they occur, are accounted for in the following year’s projected cost.
219. Deputy John McGuinness asked the Minister for Education if the appropriate supports for a school and a SNA have been put in place for a student (details supplied). [58574/22]
Amharc ar fhreagraI would like to thank the Deputy for the question raised and would 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.
As the question relates to the allocation of supports by the NCSE to a specific school and pupil, I will arrange to have your question forwarded to the NCSE for direct reply to you.
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 have 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 have 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 .
