James Lawless
Ceist:270. Deputy James Lawless asked the Minister for Education the status of a request by a school (details supplied); and if she will make a statement on the matter. [7843/23]
Amharc ar fhreagraSchool Accommodation
Ceisteanna (270)
Freagraí scríofa
My Department recently met with the Patron Body for the school referred to by the Deputy as part of a regular schedule of meetings with Patron Bodies. The proposal outlined was discussed with the Patron. The Departments Project Manager is currently reviewing the proposal for the 2023/2024 school year to determine if it can be achieved.
My Department will continue to address the interim accommodation requirements for the school and will continue to keep the school, through its Patron Body updated, as the project progresses.
School Admissions
Ceisteanna (271)
Réada Cronin
Ceist:271. Deputy Réada Cronin asked the Minister for Education the solutions her Department is proposing for children in Kilcock starting school, including those who have had two years ECCE and are school-ready and who now have no school-place locally having been refused; and if she will make a statement on the matter. [7846/23]
Amharc ar fhreagraFreagraí scríofa
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.
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.
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 my Department's website at, www.gov.ie and this information is updated regularly. In addition, a list of large-scale projects completed from 2010 to date may also be viewed on the website.
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 my Department's website at www.gov.ie and this information is also updated regularly.
In response to projected future need and to enrolment pressures in the area, there has been significant capital investment by my Department providing additional capacity at primary schools in the Kilcock School Planning area. The Kilcock School Planning Area is served by 9 primary schools and the following projects are ongoing or recently completed:
- A major capital project for St. Joseph’s NS Kilcock (RN 16706G) was recently completed in 2021 - New 16-classroom school building plus SEN - this is located within Kilcock town.
A number of projects are ongoing under our Additional School Accommodation Programme with the following schools within the School Planning Area:
- RN 17821L St Mary's, Enfield – currently at Stage 4 - to provide 3 SEN (Special Education Needs) class base
- RN 11976K Scoil Choca Naofa- Additional Accommodation application recently received and currently awaiting additional information.
- RN 18051Q COOLE NS, Kilcock – Stage 4 – 1 x 80m2 Mainstream Classroom (MCR) additionality
- RN 18650P Newbawn NS, Enfield – Project Complete – 4 x 80m2 prefab replacement, 1 x 15m2 Set prefab replacement & 1 x 15m2 SET additional.
- RN 18650P Newbawn NS, Enfield – Stage 2a – 2 SEN class base
- RN 18666H Tiermohan NS – Stage 4 – 3 x 80m2 MCR prefab replacement
- RN 18887A St Joseph’s NS Mulhussey Kilcock – Complete – 1 x 80m2 MCR
There is also a current Additional Accommodation project for RN 19897I Scoil Úi Riada, Kilcock (located within Kilcock town) – Stage 2a – 4 x 80m2 MCR additional, 1 x 15m2 SET additional, 3 x 80m2 prefab replacement & 2 x 15m2 SET replacement. This will allow this school expand to cater for 3-streams (Junior Infants to 6th class - 24-classrooms).
While my Department is aware of increasing pressures and demand for additional school places in Kilcock, 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.
Question No. 272 answered with Question No. 268.
Departmental Data
Ceisteanna (273)
Cian O'Callaghan
Ceist:273. Deputy Cian O'Callaghan asked the Minister for Education the number of schools that have undergone a reconfiguration of diversity programme with a breakdown of whether the school remained secular or became non-secular; and if she will make a statement on the matter. [7854/23]
Amharc ar fhreagraFreagraí scríofa
A number of patronage changes have taken place in recent years, resulting in the provision of an additional 12 multi-denominational community national schools. In addition in 2021, an Irish-medium gaelscoil transferred patronage from its Catholic patron to An Foras Pátrúnachta. This school offers parents of each intake of junior infants the choice of undertaking an Ethics and Morality Programme or a Catholic Programme. Separately another gaelscoil under the patronage of An Foras Pátrúnachta changed to a multi-denominational ethos, on a phased basis from September 2022.
Separately, 12 primary schools have been established under the patronage divesting process, all of which have a multi-denominational ethos.
The Schools Reconfiguration for Diversity process, supporting transfers of schools to multi-denominational patrons in response to the wishes of local communities, has been developed in order to accelerate the delivery of multi-denominational schools across the country. Where a school transfers from the patronage of one patron to another, the school remains open with the same roll number and operating from the same school property. All State-funded primary schools follow a common national curriculum and are subject to the same rules and regulations.
In March 2022, I announced that arrangements are being put in place in a number of towns and areas of cities that have no multi-denominational primary schools to engage with school authorities, school staff and the school communities with a view to agreeing on a transfer of patronage and change of ethos, where there is sufficient demand for this. The ongoing pilot process is engaging with 63 schools in the cities of Cork, Dublin, Galway and Limerick and the Arklow, Athlone, Dundalk and Youghal areas. The Council for Education of the Irish Episcopal Conference (representing the Catholic patrons) and relevant Bishops have confirmed their willingness to engage and co-operate fully with my Department in seeking to facilitate a more diverse school patronage in these towns and cities.
The pilot has already facilitated increased diversity with the announcement on 12 January last that a Catholic school in Athlone – Cornamaddy National School, will be transferring patronage from its Catholic patron to Longford and Westmeath Education and Training Board, becoming a multi-denominational community national school.
The engagement at local level should be largely concluded in many of the areas by the end of Q1 2023 and this will help clarify the level of demand for reconfiguration in these areas. The learnings from the process in the pilot areas should provide a pathway forward on the process for providing multi-denominational options for parents in other towns and areas of the country going forward.
Education Policy
Ceisteanna (274)
Cian O'Callaghan
Ceist:274. Deputy Cian O'Callaghan asked the Minister for Education the policies in place for schools with pupils who wish to opt-out of religious education classes; the way her Department will support parents and schools where pupils choose to opt-out of religious education classes; and if she will make a statement on the matter. [7855/23]
Amharc ar fhreagraFreagraí scríofa
Under Article 44 of the Constitution, parents have a right to have their children opt out of religious instruction classes if they so wish. Additionally, section 30 of the 1998 Education Act provides that a child is not required to attend instruction in any subject that is contrary to the conscience of the parent, this also applies to students over the age of 18. It is expected that this right will be upheld by schools on foot of a parental request.
Under the provisions of the Education (Admission to Schools) Act 2018, where schools provide religious instruction, they must clearly set out in their admission policies the school’s arrangements for students, where the parent or in the case of a student who has reached the age of 18 years, the student, has requested that the student attend the school without attending religious instruction in the school.
The manner in which any school ensures that the right to opt out of religion instruction classes is upheld, is a matter for the school concerned. Each individual school must determine the particular arrangements which are most appropriate in its individual circumstances having regard to local issues such as available space, supervision requirements and how the school concerned organises classes etc.
The right of parents to have their child opt out of religion instruction classes applies in all schools regardless of the denomination or ethos of the school concerned.
Education Policy
Ceisteanna (275)
Patrick Costello
Ceist:275. Deputy Patrick Costello asked the Minister for Education given that the Dublin 8 school zone is an area in which there is not currently sufficient provision of secondary places for all primary students as per departmental figures, and given that many parts of Dublin 8 have experienced significant population growth in recent years, the justification that is given by her Department for not constructing a new school in the area [7862/23]
Amharc ar fhreagraFreagraí scríofa
As 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.
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, my Department engages with each local authority to obtain the up-to-date data on significant new residential development in each area. My Department then makes an assessment of the existing capacity within the particular area and its ability to meet increased demand.
Where data indicates that additional provision is required at primary or post primary level, the delivery of such additional provision is dependent on the particular circumstances of each case and may be provided through either one, or a combination of, the following:
- Utilising existing unused capacity within a school or schools,
- Extending the capacity of a school or schools,
- Provision of a new school or schools.
While the Department is aware of increasing pressures and demand for additional school places in the Dublin 8 area, 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.
Education Policy
Ceisteanna (276)
Patrick Costello
Ceist:276. Deputy Patrick Costello asked the Minister for Education given that the Dublin 8 school zone does not currently have a multi-denominational secondary school, and given that the area has one of the highest proportions of residents who do not identify as 'Catholic' or 'Church of Ireland', the justification that is given by her Department for not providing multi-denominational education in this area [7863/23]
Amharc ar fhreagraFreagraí scríofa
Since 2011, new arrangements have been in place for the establishment of new schools involving the forecasting of demand for school places based on demographic exercises carried out by the Department. New schools are only established in areas of demographic growth as the resources available for school infrastructure have to be prioritised to meet the needs of areas of significant population increase so as to ensure that every child has a school place.
The arrangements also give an opportunity to patrons to apply for the patronage of new schools. The criteria used in deciding on the patronage of new schools place a particular emphasis on parental patronage and language preferences and an analysis of existing provision in the areas where the schools are being established. This approach is underpinned by a 2011 Government Decision.
The patronage process is open to all patron bodies and prospective patrons. An Online Patronage Process System (OPPS) has been in operation under the Department since 2018 and provides objective information to parents in the relevant school planning areas to assist them in making an informed choice about their preferred model of patronage and language of instruction for the new school.
A prospective patron can chose the school(s) it wishes to apply for and complete an application form in that regard for each school, for submission to my Department. The Department provides details on the OPPS of the school(s) and the list of applicant patrons which have applied for patronage of the school(s). Parents can then access the OPPS website, which allows them to access the appropriate survey for their area, to input the details of the eligible child(ren) and to select their preferred patron
Parental preferences from parents of children who reside in the school planning areas concerned, together with the extent of diversity currently available in these areas, are key to decisions in relation to the outcome of the process.
The patronage process for new schools is overseen by an external independent advisory group, the New Schools Establishment Group (NSEG). This Group was set up to advise the Minister on the patronage of new schools. Following their consideration of the Department’s assessment reports, the NSEG submits a report with recommendations to me for consideration and final decision. The assessment reports and the NSEG recommendations for all such patronage processes are made available on the education section of the gov.ie website.
School Transport
Ceisteanna (277)
Frankie Feighan
Ceist:277. Deputy Frankie Feighan asked the Minister for Education the reason a schoolchild (details supplied) in County Sligo who has to attend a school in Roscommon has not been granted any transport support to attend the only suitable school which is 85KM away; and if she will make a statement on the matter. [7864/23]
Amharc ar fhreagraFreagraí scríofa
The School Transport Scheme is a significant operation managed by Bus Éireann on behalf of the Department of Education. In the current school year, over 147,900 children, including over 18,000 children with special educational needs, are transported on a daily basis to primary and post-primary schools throughout the country.
In addition, school transport scheme services are being provided in the current school year for over 3,800 children who have arrived to Ireland from Ukraine.
The total cost of the scheme in 2022 was €338.9m.
The National Council for Special Education acts in an advisory role to the Department of Education on the suitability of placements for children with special educational needs. Under the terms of the School Transport Scheme for Children with Special Educational Needs, the Department will consider the report of the Special Education Needs Organiser (SENO). School transport is provided to children with special educational needs who are attending the nearest school to their place of residence that is or can be resourced to meet their educational needs, as identified by the SENO.
I am pleased to advise that the pupil referred to by the Deputy is eligible under the terms of the scheme and Bus Éireann confirm the service commenced 31/01/2023.
Both the Department and Bus Éireann are very conscious of the challenges faced by parents awaiting transport for students with special educational needs. Families of children who are eligible for these services may therefore apply for the Special Transport Grant which is a once off payment, paid retrospectively to families once the School Transport service is in place and is to assist with the cost of private transport arrangements the family had put in place from the application date until services are finalised. Families should contact School Transport Section at: school_transport@education.gov.ie for more information on this grant.
Special Educational Needs
Ceisteanna (278)
Richard Bruton
Ceist:278. Deputy Richard Bruton asked the Minister for Education the number of places available in reading schools for children with severe dyslexia; and her plans to expand the provision given these places are oversubscribed and the outcome of the review of the policy on reading classes and schools. [7870/23]
Amharc ar fhreagraFreagraí scríofa
I would like to thank the Deputy for the question and would like to advise the following:
Enabling children with special educational needs to receive an education is a priority for this Government.
For 2023, the spend by my Department on special education will be substantially increased by over 10% on last year, meaning that for 2023 my Department will spend over €2.6 billion on special education.
This level of educational funding and support is unprecedented and represents in excess of 27% of the Department’s total allocation for 2023.
This includes additional teaching and care supports. It also includes funding for the National Educational Psychological Service (NEPS) for an additional 54 psychologists to provide services to special schools and special classes.
In 2023 the number of teaching and SNA posts in our schools will increase with an additional 686 teachers and a further 1,194 special needs assistants in our schools next year.
For the first time ever we will have over 19,000 teachers working in the area of special education and over 20,000 Special needs assistants. Together we have almost 40,000 qualified and committed people in our schools who are focused wholly and exclusively on supporting children with special educational needs.
The National Council for Special Education (NCSE), which is a separate statutory agency, is responsible through its network of local Special Educational Needs Organisers (SENOs), for processing applications from schools for the establishment of special classes in various geographical areas where a need has been identified. The NCSE welcomes expressions of interest from schools in opening special classes to meet the demand for special class provision. In deciding on the location of a special class, SENOs take into account both the present and the future potential need for special class provision in the area, they must be satisfied that the special class is sustainable and appropriately located. SENOs liaise with relevant professionals in their area to arrive at an informed decision.
It is Department policy, in accordance with the principles of inclusive education, that pupils with additional learning needs are supported in mainstream classes along with their peers, with additional supports provided as necessary.
My Department has invested considerably in ensuring that all recognised mainstream schools have been allocated additional special education teaching resources to cater for children with special educational needs, including pupils with a Specific Learning Disability (SLD). Guidelines for schools on the organisation, deployment and use of their special education teachers have been published on my Department’s website, at gov.ie - Guidelines for Primary Schools Supporting Pupils with Special Educational Needs in Mainstream Schools (www.gov.ie) It is a matter for schools to monitor and utilise their allocation of additional teaching support to best support the needs of identified pupils, in accordance with my Department's guidance. In addition, there are specialist educational supports provided by the National Educational Psychological Services (NEPS) and the National Council for Special Education (NCSE) to help schools provide an appropriate education for pupils with special educational needs including reading difficulties.
My Department provides for a range of placement options and supports for schools, which have enrolled pupils with special educational needs, including pupils with a SLD, to ensure that wherever a child is enrolled, s/he will have access to an appropriate education. As such, pupils with SLD have the option of attending their local school with additional teaching supports or attending a special class attached to a mainstream school or a special school.
Funding is also made available to schools for the purchase of specialised equipment such as computers and/or software to assist children with special educational needs, including children with SLDs, where relevant professionals recommend the equipment as being essential for the provision of education. Schools apply to the NCSE, through their local Special Educational Needs Organiser (SENO) for such support. SENOs make recommendations to my Department where assistive technology is required, in accordance with the criteria set out in my Department's Circular 0010/2013.
A continuum of education provision is in place covering the full range of need spanning placement in mainstream classes with supports through to more specialist placements either in a special class or a special school depending on the level of complexity of need.
It is important to note though, that the majority of students with significant literacy difficulties currently receive additional teaching support from a Special Education Teacher in a mainstream class. This is provided on the basis of the individual pupil’s learning needs, identified in schools, as opposed to being based on a requirement for a child to have a diagnosis, or an assessment, of a particular disability.
As the Deputy may be aware, I have requested my Department to arrange for a review of the policy on reading classes and schools. The Department’s Inspectorate is currently working to finalise its report on the outcomes of a series of special educational needs inspections in schools with special classes for children with specific learning disabilities. It is envisaged that this report will be finalised in the coming weeks. When completed, this report will also be considered in the context of overall policy on special education.
Special Educational Needs
Ceisteanna (279, 280)
Louise O'Reilly
Ceist:279. Deputy Louise O'Reilly asked the Minister for Education if she will provide a list of all ASD unit facilities in Fingal; the details of any facilities which will have vacancies in September 2023 for children in Fingal; and if she will make a statement on the matter. [7873/23]
Amharc ar fhreagraLouise O'Reilly
Ceist:280. Deputy Louise O'Reilly asked the Minister for Education if she will provide a list of all ASD unit facilities in Dublin, Meath and Louth; the details of any facilities which will have vacancies in September 2023 for children in Fingal; and if she will make a statement on the matter. [7874/23]
Amharc ar fhreagraFreagraí scríofa
I propose to take Questions Nos. 279 and 280 together.
I would like to thank the Deputy for the question and would like to advise the following:
Enabling children with special educational needs (SEN) to receive an education appropriate to their needs is a priority for this Government.
It is also a key priority for me as Minister for Special Education & Inclusion, for my Department and for the National Council for Special Education (NCSE).
For 2023, the spend by my Department on special education will be substantially increased by over 10% on last year, meaning that for 2023 my Department will spend over €2.6 billion providing supports to children and young people with special educational needs and their schools.
This level of educational funding and support is unprecedented and represents in excess of 27% of the Department’s total allocation for 2023.
This includes funding to support children with SEN in mainstream classes; funding for new special classes and new special school places; additional special educational teachers and special needs assistants.
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 to three years, my Department and the NCSE have introduced a number of strategic initiatives to plan for and provide sufficient mainstream, 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.
There are a total of 474 special classes in Co. Dublin. Of these, 367 special classes are at primary level and 107 are at post primary level.
In Co. Meath, there are a total of 110 special classes. Of these, 85 special classes are at primary level and 25 are at post primary level.
In Co. Louth, there are a total of 70 special classes. Of these, 55 special classes are at primary level and 15 are at post primary level.
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.
At local level, the NCSE is continuing to engage with schools regarding which children can be supported to attend a mainstream class and with regard to 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.
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
Parents seeking special class placements for their children are advised to contact the NCSE locally so that their needs can be taken into account for planning purposes. The local SENOs remain available to assist and advise parents of children with special educational needs. Parents may contact SENOs directly using the contact details available at: ncse.ie/regional-services-contact-list .
My Department is committed, in conjunction with the NCSE, to continue to work with parents, schools, patrons and all stakeholders to ensure that there are sufficient appropriate places for students with additional needs and to support all students to achieve their potential.
I want 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 education.
Question No. 280 answered with Question No. 279.
School Staff
Ceisteanna (281, 282)
Richard O'Donoghue
Ceist:281. Deputy Richard O'Donoghue asked the Minister for Education the number of primary teaching vacancies in County Limerick towns, in tabular form. [7891/23]
Amharc ar fhreagraRichard O'Donoghue
Ceist:282. Deputy Richard O'Donoghue asked the Minister for Education the current number of vacancies in secondary schools for teachers and the subjects in which the vacancies occur in schools in County Limerick, in tabular form; and if she will make a statement on the matter. [7892/23]
Amharc ar fhreagraFreagraí scríofa
I propose to take Questions Nos. 281 and 282 together.
The recruitment and appointment of teachers to fill teaching posts is a matter for individual school authorities, subject to procedures agreed upon under Section 24 of the Education Act 1998 (as amended by the Education (Amendment) Act 2012). My Department does not currently collate data on vacant posts in primary and post-primary schools per county.
The recruitment of teachers is a priority area of action for the Department given the importance of ensuring that every child's experience in school is positive and that they have available to them qualified, engaged, and supportive teachers to support them in their learning.
My Department is undertaking a comprehensive programme to support the supply of teachers. A number of measures are being implemented, including:
- a range of special, temporary arrangements introduced by HEIs to create greater capacity for student teachers to provide substitute cover,
- adjustment of the provision of continuing professional development (CPD) to reduce the need for substitution and to provide additional personnel to support schools,
- increasing the additional hours that post-primary teachers can teach each term from 20 to 35 for the remainder of the 2022/23 school year,
- launching a communications campaign to encourage retired teachers to take up short-term substitute positions and to enable them to teach for up to 50 days in each of the calendar years 2021 to 2023 without, in most cases, a reduction in their pension,
- providing the allocated staffing resources for the 2023/34 school year to post-primary schools on 26 January and to primary schools on 31 January,
- introduction, by the Teaching Council of regulations to allow the registration of 3rd and 4th year undergraduate student teachers, with more than 2,600 student teachers now registered,
- providing for fully funded upskilling programmes in mathematics, physics and Spanish. Beginning with 170 places in January 2021, I have agreed to increase places to over 300 in 2023, and a new Irish upskilling programme is planned for 2023/24,
- providing for the allocation of a significant number of additional posts to primary substitute teacher supply panels in areas where significant challenges in sourcing substitution continue. This brings the total to 610 posts on 151 panels covering more than 2,840 schools,
- allowing job-sharing teachers to be employed to work in a substitute capacity, during the period they are rostered off duty, in their own or in other schools on a temporary basis for the 2022/23 school year, and
- suspending, on a temporary basis, the limits on substitute work that apply to teachers on career breaks for the 2022/23 school year.
These measures are underpinned by the Teaching Transforms campaign which promotes the teaching profession and encourages students to follow a career in teaching.
Despite the positive impact of these important actions, work remains to be done to address teacher supply challenges, particularly to ensure the availability of sufficient numbers of substitute teachers. My Department continues to work intensively with all stakeholders to develop and implement creative solutions to address the teacher supply challenges for schools.
Question No. 282 answered with Question No. 281.