Written Answers Nos. 357-376
357. Deputy Patrick Costello asked the Tánaiste and Minister for Defence the total spent on equipment manufactured by a company (details supplied) for use in the Leinster House campus and other State-owned property, in tabular form, including a detailed breakdown of the make-up of the expenditure, including cameras and so on, on an annual basis since they were first purchased; and if he will make a statement on the matter. [8664/23]
Amharc ar fhreagraThe information sought by the Deputy is not readily available in the format requested. My officials will collate same and I will arrange to have this data provided to the Deputy in due course.
358. Deputy Matt Carthy asked the Tánaiste and Minister for Defence the amount expended on advertising and promotion in his Department and all agencies under the remit of his Department in 2022 and in January 2023; and if he will make a statement on the matter. [8681/23]
Amharc ar fhreagraI wish to advise the Deputy, my Department spent the following amounts on advertising and promotion in 2022 and January 2023:
|
Year |
Purpose of Advertising |
Amount Paid |
|
2022 |
Newspaper/Twitter for Be Winter Ready and Be Summer Ready campaigns |
€94,057.17 |
|
Newspaper advertisements seeking expressions of interest for the provision of canteen services in DOD Newbridge and Galway offices |
€1,147.45 |
|
|
Advertising for the Property Management Branch |
€48,878.20 |
|
|
Jan-23 |
Newspaper/Twitter for Be Winter Ready and Be Summer Ready campaigns |
€1,230.00 |
|
Total 2022, Jan 2023 |
€145,312.82 |
359. Deputy Matt Carthy asked the Tánaiste and Minister for Defence the number of communications staff currently employed in his Department; the cost of these staff for 2022; the expected cost for 2023; and if he will make a statement on the matter. [8699/23]
Amharc ar fhreagraI wish to advise the Deputy that the number of Communications staff currently employed in my Department is 4.5. The cost of salaries, including employer PRSI, for those staff in 2022 was €288,496.81 and it is expected to cost approximately €315,000 in 2023.
360. Deputy John Brady asked the Tánaiste and Minister for Defence if the allowance paid to serving members of the Defence Forces on duty in the Border counties is considered as pensionable income for retiring members of the Defence Forces; and if he will make a statement on the matter. [8717/23]
Amharc ar fhreagraI take it the Deputy is referring specifically to allowances paid to serving members who are engaged on security duties in the Border counties.
A specific Border Duty Allowance was introduced in January 1972. It is similar to Security Duty Allowance which is payable to Permanent Defence Force (PDF) personnel engaged on extended security duties in non-border areas. This includes for example, 24-hour duties undertaken in military installations and other locations, responding to Garda requests for explosives ordnance disposal as well as the provision of assistance to civil authorities e.g. flood relief.
Persons in receipt of Border Duty Allowance who perform any of the foregoing duties cannot receive Security Duty Allowance.
Under the established negotiation mechanism – the Conciliation and Arbitration Scheme for the PDF – payment of Border Duty Allowance to serving personnel has been eliminated for all new entrants to the PDF since February 2009. However the allowance continues to be retained on a ‘personal to holder’ basis for those personnel who were in receipt of it on the 3rd February 2009. The allowance is being phased out as current holders retire or leave the PDF.
The rules for the reckoning of pensionable allowances in the calculation of military retirement benefits vary depending on when the person first joined the PDF.
Specifically in relation to Border Duty Allowance, the allowance is only pensionable for enlisted personnel who joined the PDF on or after 1st April 2004 and before 4th February 2009.
In relation to Security Duty Allowance, this is also only pensionable for personnel who joined on or after 1st April 2004.
In accordance with the rules of the pension scheme there are also various criteria that must be complied with for pensionable allowances to be included in the calculation of a member’s retirement benefits.
361. Deputy Duncan Smith asked the Tánaiste and Minister for Defence if recruitment is currently open to the Reserve Defence Force; if not, when recruitment will re-open; and if he will make a statement on the matter. [8719/23]
Amharc ar fhreagraThe Government remains fully committed to the advancement of the Reserve Defence Force (RDF). The 2015 White Paper on Defence is quite clear that there is a continued requirement to retain and develop the Reserve and this is not in question.
The Report of the Commission on the Defence Forces (CODF), published last February, equally serves to reinforce that commitment and the Report contains many recommendations on the future role and structure of the RDF.
Two recommendations from the report, which have been identified as Early Actions, relate to the RDF, namely the establishment of the Office of Reserve Affairs (ORA), and the development of a Regeneration Plan for the Reserve.
Planning by the military authorities has commenced on establishing the ORA and once this is established, it will be actively involved in implementing the other accepted recommendations of the CoDF.
This process will also take into consideration, of course, the recommendations relating to the structure and strength of the RDF, which include that the future establishment of the RDF should be increased and should include, at a minimum, an Air Force Reserve of 200, and a Navy Reserve of 400.
The Deputy may be aware that a recruitment drive for the RDF was launched in March 2022, which was advertised across a number of media channels while Recruit Liaison Officers across the RDF conducted local recruitment to attract applicants for this campaign.
Over 1000 applications were received during this window, which is very encouraging, and I understand that the majority of those applications are now through the initial assessment stages and are currently moving to the medicals process.
To date, 90 RDF recruits have been inducted into the Defence Forces with further inductions scheduled, and the military authorities have additionally advised me that once the body of work arising from last year's campaign is completed, consideration will be given to the launch of a further recruitment initiative in mid-2023.
I would like to assure the Deputy that it is my intention, and that of the Chief of Staff, to ensure that the momentum behind the regeneration of the RDF will be maintained throughout 2023 and beyond, thereby enabling us, going forward, to create a Reserve Defence Force that can seamlessly train, operate and deploy with the Permanent Defence Force, both nationally and internationally.
362. Deputy Duncan Smith asked the Tánaiste and Minister for Defence the current strength of the Permanent Defence Force, by rank, in tabular form; and if he will make a statement on the matter. [8720/23]
Amharc ar fhreagraAs at 31 January 2023, there were 7,959 Permanent Defence Force (PDF) personnel. The following table shows the requested breakdown by rank.
|
OFFICER |
LT GEN |
MAJ GEN |
BRIG GEN |
COL |
LT COL |
COMDT |
CAPT |
LT |
|
1 |
2 |
7 |
38 |
132 |
343 |
317 |
404 |
|
|
OTHER RANKS |
SM |
BQMS |
CS |
CQMS |
SGT |
CPL |
PTE |
CADET |
|
40 |
42 |
231 |
183 |
928 |
1,335 |
3,868 |
88 |
My immediate focus is now on stabilising the staffing situation in the Defence Forces, and thereafter in bringing its strength to the numbers required to meet the agreed level of ambition arising from the report of the Commission on the Defence Forces. There are a number of recruitment and retention initiatives currently underway aimed at countering ongoing staffing challenges.
363. Deputy Duncan Smith asked the Tánaiste and Minister for Defence the number of females serving in the Permanent Defence Force; the number of same for each of the past five years; and if he will make a statement on the matter. [8721/23]
Amharc ar fhreagraAs at 31 January 2023, the number of female personnel in the Permanent Defence Force was 563.
The table below shows the number of women in the Permanent Defence Force in each of the last 5 years.
|
Year |
2022 |
2021 |
2020 |
2019 |
2018 |
|
Total |
564 |
598 |
603 |
598 |
601 |
The Defence Forces are an equal opportunity employer and, in addition to increasing overall capacity, it is Government policy to increase female participation rates at all levels of the Defence Forces to reflect the society from which the Defence Forces are drawn and serve.
The White Paper on Defence contains a number of projects with a view to increasing participation of females in the Defence Forces. Furthermore the High Level Action Plan agreed by Government to implement the recommendations of the Commission on the Defence Forces contains a range of projects designed to assist in achieving the target rate of 35% female participation. An example of this is the early action to appoint a gender advisor at Colonel level in the Defence Forces, which has been accepted in principle and is being progressed.
In line with current policies and commitments, a number of initiatives are already in place with a view to increasing the level of female participation e.g.
- A Gender Equality and Diversity Officer has been appointed to promote gender equality policies and training within the Defence Forces.
- A Defence Forces Women's Network was established with the aim of increasing the participation of female personnel at all levels of the organisation.
In addition, special consideration is paid to women as a target group for recruitment within the general recruitment framework.
364. Deputy Jim O'Callaghan asked the Tánaiste and Minister for Defence the details of the supports that his Department has provided for Ukraine and for Ukrainian people since February 2022, whether in Ukraine or within the State; the number of people supported where relevant; the estimated cost and value of the support where available; and if he will make a statement on the matter. [8862/23]
Amharc ar fhreagraMy Department has been working across Government in the provision of accommodation and other supports required of the Defence Organisation in response to the Ukrainian crisis since the Russian invasion began in February 2022.
Following a request from the Department of Children, Equality, Disability, Integration and Youth Affairs, lands at Gormanston military installation, Co. Meath were made available for emergency accommodation and for use as a reception centre for Ukrainian nationals from July until October 2022.
Ballymullen Barracks, Tralee, has also been made available to Kerry County Council at their request to accommodate Ukrainian nationals, with a current capacity for up to 60 occupants.
The military installation at Kilbride Camp, Co. Wicklow, has been made available to the Department of Integration for emergency short-term accommodation since November 2022 with a maximum initial capacity for 75 occupants, which increased to capacity for 130 occupants in January on completion of refurbishment works. While the Camp was originally made available for Ukrainian beneficiaries of temporary protection, it is currently being used to accommodate International Protection (IP) applicants at the request of Department of Integration.
In addition to the accommodation supports outlined above, the Defence Forces continue to provide logistical assistance to Department of Integration and HSE in a range of areas (transport and set up and provision of furniture etc.). The Defence Forces also provided support to the Irish Red Cross in progressing the pledges of accommodation received, finishing on 6 May 2022 as agreed with the IRC.
To date approximately 3,500 service days by Defence Forces personnel have been deployed in providing the supports outlined above, along with 385 vehicle movements.
The Air Corps on behalf of the HSE have completed five air ambulances from Poland with Ukrainian patients plus their families. The Department of Defence continues to engage with Department of Housing and the HSE in support of potential future similar assistance.
Since February 2022, Civil Defence volunteer units across the country have been actively involved in providing supports at local authority level for Ukrainians seeking protection in Ireland. This includes setting up and assisting with the management of emergency rest centres and providing tentage for emergency rest centre sites. Civil Defence volunteers are also providing transport from emergency rest centres to pledged accommodation, for school registration and medical appointments etc, and for collecting medications from pharmacies. During 2022, this amounted to 779 taskings and these supports are continuing in 2023 on a daily basis. In addition, a sum of €65,000 was spent by my Department on equipment such as fold-up beds, sleeping bags and blankets for Civil Defence supported emergency rest centres at the outset of the Ukraine crisis in early 2022.
The Department of Defence has provided approximately 10 tonnes or 5,000 units of ready-to-eat meals and 200 units of body armour, with a total value of €275,000, which have been shipped from Defence Forces stocks to Ukraine.
From an EU perspective, while Ireland has constructively abstained on the lethal equipment package to support Ukraine, we are committed to paying our share of the total €3.6 billion EU package of support for the Ukrainian Armed Forces through the European Peace Facility, and our total expected contribution of approximately €77 million will go exclusively to non-lethal elements, consistent with the terms of the Programme for Government. The contribution of the ready- to- eat meals and body armour is a specific element of the Government's contribution through the European Peace Facility. This practical assistance is a further tangible demonstration of Ireland’s support for and solidarity with the people of Ukraine.
In respect of the EU Military Assistance Mission in support of Ukraine (EUMAM Ukraine), the aim of which is to enhance the military capability of the Ukrainian Armed Forces to allow them to defend Ukraine's territorial integrity and sovereignty within its internationally recognised borders, the Government has approved the participation of up to 30 Defence Forces personnel in the mission. It is anticipated that Defence Forces personnel will commence the delivery of training as soon as the needs of the Ukrainian Armed Forces are matched to the training capabilities being offered by the Defence Forces.
Other than where listed, no separate details of the costs, value or the number of people supported are available for the supports provided by the Defence Organisation in response to this crisis. All such support is being met from within existing resources.
365. Deputy Violet-Anne Wynne asked the Tánaiste and Minister for Defence the number of discrimination cases taken and won against his Department over the past ten years, under each of the grounds as applicable, in tabular form; and if he will make a statement on the matter. [8890/23]
Amharc ar fhreagraThe question raised by the Deputy could not be answered in the time allowed.
Personal Injuries claims are delegated to the State Claims Agency to manage on behalf of the Minister for Defence. The Chief State Solicitor’s Office provides legal representation in respect of all other types of claims taken against the Minister for Defence for example Judicial Review, Employment Law matters and complaints made to the Workplace Relations Commission.
The question raised requires liaison between the Department of Defence and both the State Claims Agency and the Chief State Solicitors Office. I will revert to the Deputy at the earliest opportunity when further information becomes available.
366. Deputy Sean Fleming asked the Minister for Education the position regarding a pilot project (details supplied); and if she will make a statement on the matter. [8651/23]
Amharc ar fhreagraThe National Nursing Programme Pilot for Children with Complex Healthcare Needs is a nationwide pilot scheme to be run in partnership between HSE and NCSE. The purpose of the pilot is to put nursing supports in place to allow children with complex healthcare needs attend school.
HSE Primary Care currently funds Paediatric Home Care Packages (PHCPs), through which preferred private healthcare providers deliver nursing care in the home environment to children with complex healthcare needs.
The pilot nursing scheme will, for eligible students, extend the PHCP from their home into the school setting. This will allow an agency nurse attend school with the student for an agreed number of hours per week, and travel to and from school with them, if necessary. There are other eligibility criteria for students and schools.
An application and assessment process will confirm the eligibility of the student for the scheme, determine the number of hours to support the student, assess any necessary environmental changes, and confirm whether funding is available for their nursing support hours. A transition and ongoing review process will facilitate the student’s transition into school and monitor their progress.
Communications with schools in relation to the pilot scheme will be coordinated by the local SENO. For contact information, please see our SENO Contact details page on the NCSE website. The SENO will provide further information about eligibility, applications and later steps in the process.
Further information on this scheme and application process can be accessed on the NCSE’s website at the following page: National Nursing Programme Pilot for Children with Complex Healthcare Needs – National Council for Special Education – Working to deliver a better special education service (ncse.ie).
The pilot is to be evaluated and the outcome will inform the provision of nursing support for students with complex healthcare needs into the future.
367. Deputy Fergus O'Dowd asked the Minister for Education if a response will issue on concerns raised by an adult tutor (details supplied) in respect of the ongoing delays to implementation of Labour Court recommendations; the approximate timeframe for when the recommendations will be implemented; and if she will make a statement on the matter. [8047/23]
Amharc ar fhreagraOfficials have been engaging with colleagues in the Department of Further and Higher Education, Research, Innovation and Science, which has policy responsibility for the further education sector, and the Department of Public Expenditure and Reform in relation to this matter and discussions are ongoing.
There has been previous engagement with Unions regarding these staff and while agreement was reached on some issues, the claim to align tutors to a pay scale of an existing grade in Education and Training Boards remains unresolved. A proposal in response to the Labour Court recommendation is currently under discussion between the Departments with a view to finalising the offer to the Unions as the earliest opportunity.
368. Deputy Bernard J. Durkan asked the Minister for Education if a school place in Kilcock, County Kildare, will be available for the forthcoming year in the case of the daughter of a person (details supplied); and if she will make a statement on the matter. [8050/23]
Amharc ar fhreagraMy 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.
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.
369. Deputy Aodhán Ó Ríordáin asked the Minister for Education the number of children currently within the primary school system who have been identified with a first percentile word reading score and a second percentile word reading score; and the share of these pupils who currently attend reading schools. [8054/23]
Amharc ar fhreagraI would like to thank the Deputy for his question on literacy test scores.
Since 2012 primary schools have been administering standardised testing on an annual basis to all pupils in 2nd, 4th and 6th classes.
The data requested is not available as the results of standardised tests are confidential to each individual school and therefore are not published. Primary principals and teachers have access to their own school results and are reported to their Boards of Management and the individual pupil’s results are communicated to their parents/guardians. The aggregated results of the tests must be reported to my Department.
The results of standardised testing can help schools to evaluate progress in literacy and numeracy, help to pinpoint areas for improvement and support teachers in ensuring that literacy and numeracy learning experiences meet pupils’ needs. The results of any one standardised test should not be used in isolation, nor used as baseline data for predicting future achievements, nor for solely informing decisions regarding the provision of interventions or targets within learning plans for pupils. Information from ability tests, teacher observations, parental reports, as well as the views of the pupils are also very important aspects of a thorough assessment.
In this Department, the aggregate data is used as part of a range of tools to create a profile of schools' learning support needs when allocating special education teaching resources.
I hope this information is of assistance to the Deputy.
370. Deputy Aodhán Ó Ríordáin asked the Minister for Education if she is satisfied that all children who are currently within the primary school system and who have been identified with a first percentile word reading score and a second percentile word reading score have access to a reading school or a specific learning disability class within a mainstream school; and if she will make a statement on the matter. [8055/23]
Amharc ar fhreagraI 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.
371. Deputy Eoin Ó Broin asked the Minister for Education if funding is available from her Department to parents who have been advised their child is in need of an educational assessment but are not a priority for assessment; and if she will make a statement on the matter. [8074/23]
Amharc ar fhreagraMy Department’s National Educational Psychological Service (NEPS) provides educational psychological support to all recognised primary and post-primary schools.
All schools have access to a service from NEPS which includes:
- Psychological support in the event of a Critical Incident
- A school staff Support and Development Service, to build school capability to provide a comprehensive continuum of support in schools
- Ongoing access to advice and support for schools from a psychologist and
- A Casework Service for individual children where there is a need for intensive consultation and assessment.
The role of NEPS has evolved and changed over the years and the service now provides a broad range of supports to schools. NEPS, in common with many other psychological services and best international practice, has adopted a consultative model of service. The focus is on empowering teachers to intervene effectively with pupils whose needs range from mild to severe and transient to enduring. NEPS support schools to use a continuum based assessment and intervention process whereby each school takes responsibility for initial assessment, educational planning and intervention for pupils with learning, emotional or behavioural difficulties. Teachers may consult their NEPS psychologist should they need to at this stage in the process. This system allows psychologists to help many more children indirectly than could be seen individually.
It is important to note that under the Special Education Teacher model pupils do not have to have a psychological assessment, or a diagnosis of a disability, in order to access supports in the school. Where a parent/guardian has a concern about their child’s progress in school, he/she should requests a meeting with the Principal to discuss the needs, the supports the school have put in place in place and if appropriate to consider a consultation with the NEPS psychologist to identify the next steps.
372. Deputy Bernard J. Durkan asked the Minister for Education if a school place in Kilcock will be accommodated for the forthcoming year in the case of the children of a person (details supplied); and if she will make a statement on the matter. [8075/23]
Amharc ar fhreagraMy 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.
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.
373. Deputy Ivana Bacik asked the Minister for Education the number of children on waiting lists for each reading school; and her plans to ensure that every child who requires education from a reading school is provided for in accordance with the provisions of the Education for Persons with Special Educational Needs Act 2004 and the UNCRPD. [8087/23]
Amharc ar fhreagraI 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.
374. Deputy John McGuinness asked the Minister for Education if an application for additional accommodation submitted by a school (details supplied) will be expedited; and the timeline for a decision and construction. [8097/23]
Amharc ar fhreagraI can confirm to the Deputy that my Department is in receipt of an application for additional school accommodation from the school in question.
My Department has a strong track record of delivery of school building projects and this was achieved again in 2022 notwithstanding the wider construction sector environment of high inflation, labour shortages and supply chain issues.
There were circa. 180 school building projects delivered during 2022 and a further 273 school building projects continued in construction at the start of 2023 - most of which will be completed in 2023.
I am very appreciative of the strong support provided by Government for our education budget. As part of the supplementary budget, €300m additional capital funding was provided in 2022. This helped to alleviate capital funding pressures that arose in 2022 which was reflective of the strong delivery by the Department of school building projects – particularly to support mainstream provision and special education needs provision. My Department’s overall capital outturn for 2022 was €1.12 billion.
My Department's Planning and Building Unit is currently assessing its work programme and priorities for 2023 in the context of its available funding. My Department's published NDP allocation for 2023 is €0.86 billion. High construction inflation remains a continuing feature of the construction sector for 2023. As part of its planning ahead for 2023, my Department is engaging with the Department of Public Expenditure, NDP Delivery and Reform in relation to capital funding pressures in order to continue to be able to adequately support the operation of the school system with rollout of school building projects to construction in 2023.
Key priorities for my Department's work programme include continuing strong delivery to support the operation of the school system with particular regard to planning ahead for the 2023/24 school year and beyond and also with particular regard to supporting special needs provision. The school to which the Deputy refers is among the many school accommodation needs across the country being considered as part of this process.My Department’s overall approach is to ensure that available capacity is maximised to the greatest extent possible as part of its consideration of applications for additional accommodation. Additionally, my Department is working to ensure that projects in the pipeline for planning and delivery are focused on maximising their alignment with overall capacity requirements. Engagement with relevant patrons will be important in this regard. The medium to longer term trajectory on overall enrolments is also particularly relevant given that at national level, enrolments at primary are projected to reduce by circa. 100,000 over the next decade notwithstanding that there can be regional and local variations to this trajectory.
375. Deputy John McGuinness asked the Minister for Education if she will approve a NEPS psychologist for a school (details supplied) as a matter of urgency. [8099/23]
Amharc ar fhreagraMy Department’s National Educational Psychological Service (NEPS) provides educational psychological support to all recognised primary and post-primary schools.
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 via a NEPS psychologist or through the Scheme for the Commissioning of Psychological Assessments (SCPA).
- 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.
NEPS has adopted a consultative model of service. The focus is on empowering teachers to intervene effectively with pupils whose needs range from mild to severe and transient to enduring. Psychologists use a problem solving and solution oriented consultative approach to maximise positive outcomes for these pupils. NEPS encourages schools to use a continuum based assessment and intervention process whereby each school takes responsibility for initial assessment, educational planning and intervention for pupils with learning, emotional or behavioural difficulties. Teachers may consult their NEPS psychologist should they need to at this stage in the process. A psychologist may then become involved with an individual child for intensive intervention or assessment. This system allows psychologists to give early attention to urgent cases and also to help many more children indirectly than could be seen individually.
Where a school is temporarily without an assigned psychologist, due to a vacancy, the school continues to have a service delivered by the local NEPS team. This service comprises:
- 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 via a NEPS psychologist or through the Scheme for the Commissioning of Psychological Assessments (SCPA).
- 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.
The school referred to by the Deputy continues to have access to a service from the local NEPS Office. I understand that a recruitment competition is ongoing with the Public Appointments Service, with interviews commencing this month. It is expected that vacancies in NEPS will be filled from this recruitment campaign.
376. Deputy Eoin Ó Broin asked the Minister for Education the number of children currently in special schools and special classes in mainstream schools; and if she will provide a breakdown by county and Dublin city and Cork city postcode. [8126/23]
Amharc ar fhreagraI 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 - three of the five new special schools were established in Dublin city and county. In addition to the new special schools, one existing special school expanded its provision to cater for 24 students on a second site on the North side of Dublin in October 2022.
There are 46 special schools in Dublin city and county. Of these, 5 are hospital schools and 2 are attached to CAMHS Units. There is an enrolment of over 2700 students within these special schools.
In Co. Cork, there are 15 special schools. Of these, one is a hospital school. There is an enrolment of over 900 students within these special schools. In addition, Rochestown Community Special School has recently completed its admission process and will open later in the current school year.
Special schools are established separately to mainstream schools. A list of all special schools is available on the website of the NCSE www.ncse.ie
Since 2011, the number of special classes in mainstream schools has increased from 548 to 2,544 for the start of the current school year 2022/2023.
This includes the 392 new special classes that have been sanctioned by the NCSE for 2022/2023. The 392 new special classes for 2022/23 is broken down by 259 at primary level and 133 at post primary level.
These new classes will provide 2,355 special class places, and in total the 2,544 special classes now provide 15,264 special class places.
New special classes have been sanctioned across all areas of the country, with a particular focus on large urban areas where demand is highest.
There are a total of 474 special classes in mainstream schools in Co. Dublin. Of these, 367 special classes are at primary level and 107 are at post primary level. In Co. Cork, there are a total of 420 special classes in mainstream schools. Of these, 299 special classes are at primary level and 121 are at post primary level.
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
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. Where additional special school places are required, this may be provided through the establishment of a new school or the expansion of existing schools.
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.
