Written Answers Nos. 148-162
148. Deputy Brendan Griffin asked the Minister for Education if current supports in place for a child with Down's syndrome will continue until they are 18 years old (details supplied); and if she will make a statement on the matter. [45506/23]
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. 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).
The vast majority of children with special educational needs are supported to attend mainstream classes with their peers. Where children with more complex needs require additional supports, special classes and special school places are provided.
For 2023, the spend by my department on special education has been substantially increased by over 10% on last year, meaning that for 2023 my department will spend over €2.6 billion on special education. Further progress has been made in Budget 2024 where 26% of my department’s budget will be dedicated to providing supports for children with special educational needs, representing a 5% increase on Budget 2023.
This includes funding to support children with special educational needs in mainstream classes; funding for new special classes and new special school places; additional special educational teachers, special needs assistants (SNAs) and funding for the National Educational Psychological Service (NEPS).
In 2023, the number of teaching and SNA posts in our schools will increase with an additional 686 teachers and a further 1,194 SNAs and in 2024 a further 744 teachers, and 1,126 SNAs will be added to deliver up to 2,700 new places for children with special educational needs.
This will mean there will be close to 20,000 teachers and over 21,000 SNAs working in the area of special education. Together we will have over 40,000 qualified and committed people in our schools who are focused wholly and exclusively on supporting children with special educational needs.
The NCSE has the responsibility for planning and coordinating school supports for children with special educational needs including the allocation of SNAs and reviews.
It is my department’s 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.
The department provides for a range of placement options and supports for schools, which have enrolled pupils with special educational needs in order to ensure that wherever a child is enrolled, they will have access to an appropriate education.
The functions of the NCSE include planning and coordinating the provision of education and support services to children with special educational needs in conjunction with schools and the Health Service Executive (HSE).
The NCSE, through its network of local Special Educational Needs Organisers (SENOs), is responsible for processing applications from schools for special educational needs supports as required. The NCSE is aware of emerging need from year to year and where special provision is required it is planned and established to meet that need.
The allocation of special education teachers allows schools to provide additional teaching support for all pupils who require such support in their schools and for schools to deploy resources based on each pupil’s individual learning needs.
In addition, Special Needs Assistants (SNAs) play a central role in the successful inclusion of students with additional and significant care needs into mainstream education, special classes and special schools ensuring that these students can access an education to enable them to achieve their best outcomes and reach their full potential.
When allocating resources schools take into account the learning needs of students as evidenced by performance in schools but also supported where relevant by information provided regarding the nature of a condition that a student may have. Specific interventions are therefore tailored, by the school, to the individual’s needs, rather than being generic to a specific difficulty, disability or condition.
My department also provides funding for assistive technologies for children where they are required. Information on these supports is available also via the local SENO.
Decisions in relation to requests to repeat a year in mainstream schools are a matter for schools at local level and requests can be approved by the principal provided there is an educational basis for it, and it is clear that all parties agree that the pupil would benefit educationally by repeating a class.
Special schools funded by my department are classified as primary national schools and are intended, in accordance with the provisions of rule 64(1) of the Rules for National Schools, to cater for children and young persons with special educational needs from the age of 4 years until the end of the school year in which they reach their 18th year.
Special schools may however seek approval from my department for an exemption from rule 64(1) in respect of students over the age of 18 who are pursuing courses leading to accreditation on the National Qualifications Framework (e.g. Junior Certificate/Leaving Cert Applied/FETAC 3).
A request for an exemption from rule 64(1) can only be made by a school where:
The student is pursuing a course leading to accreditation on the National Qualifications Framework (e.g. Junior Certificate/Leaving Certificate Applied/FETAC 3)
The student requires one additional year in order to complete their course
Retaining the student in the school for another school year will not prevent a younger pupil being enrolled there and
Plans are in place to transition the student to a post-school setting at the end of the 2023/2024 school year
Special schools are invited each year to make applications to my department for exemptions from rule 64(1) in respect of pupils who meet the above criteria. Where the criteria is met, my department will approve the exemptions.
My department is committed to delivering an education system that is of the highest quality and where every child and young person feels valued and is actively supported and nurtured to reach their full potential.
149. Deputy Darren O'Rourke asked the Minister for Education when additional accommodation will be provided at a school in County Meath (details supplied); and if she will make a statement on the matter. [45512/23]
Amharc ar fhreagraThe school referred to by the Deputy was approved funding under My Department's Additional Schools Accommodation (ASA) Scheme for the provision of 2 mainstream classrooms and a 2 classroom Special Educational Needs (SEN) base.
The project has been devolved for delivery to the school authority.
A stage 1 report has been submitted to my Department and is currently under review by the Profession and Technical team. The result of this review shall be conveyed to the school authority shortly.
150. Deputy Imelda Munster asked the Minister for Education if the matter regarding increasing the age of school bus drivers from 70 to 75 years when medically certified can be reviewed given the current severe pressure on the school transport system; and if she will make a statement on the matter. [45513/23]
Amharc ar fhreagraThe School Transport Scheme is a significant operation managed by Bus Éireann on behalf of the Department of Education. In the 2022/2023 school year, over 149,000 children, including over 18,000 children with special educational needs, were transported on a daily basis to primary and post-primary schools throughout the country.
In addition, school transport scheme services were provided for over 5,400 children who have arrived to Ireland from Ukraine.
The total cost of the scheme in 2022 was €338.9m.
Already over 133,000 tickets have issued for the 2023/2024 school year which is an increase of 12% when compared with the start of the 2022/2023 school year. The number of tickets issued so far has already exceeded the total number of tickets issued in the 2022/23 school year.
It is Bus Éireann company policy that normal retirement age for all Bus Éireann staff is currently 66 years. However Bus Éireann part-time School Bus Drivers and drivers nominated by private operators who operate service as part of the School Transport Scheme may continue to perform in the role provided they hold the requisite license and satisfy an annual medical examination until they retire at age 70. This policy and criteria is applied to all drivers who provide school transport services on behalf of Bus Éireann equally.
The age limit on school bus drivers was increased to 70 years a number of years ago. Bus Éireann have informed the Department there is no plan to increase the age limit further at this time. This will be kept under review.
151. Deputy Sorca Clarke asked the Minister for Education the number of pupils, who had direct involvement with psychologists of the National Educational Psychological Service (NEPS) in the school years 2022/2023, 2021/2022, 2020/2021 and 2019/2020, in tabular form. [45516/23]
Amharc ar fhreagraMy Department’s National Educational Psychological Service (NEPS) provides educational psychological support to all primary and post-primary and special 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.
Data on number of pupils, who had direct involvement with psychologists in NEPS or with psychologists through the Scheme for the Commissioning of Psychological Assessments is provided in the attached table.
|
2019/20 |
2020/21 |
2021/22 |
2022/23 |
|
|
No. Pupils |
No. Pupils |
No. Pupils |
No. Pupils |
|
|
NEPS Casework |
7392 |
8,507 |
7982 |
7211 |
|
SCPA |
966 |
904 |
726 |
790 |
|
Total |
8358 |
9,411 |
8,708 |
8,001 |
152. Deputy Sorca Clarke asked the Minister for Education to provide an update on the pilot counselling programmes in primary schools in terms of pupils directly engaged, per year, in tabular form. [45517/23]
Amharc ar fhreagraThe Department of Education is committed to supporting the emotional well-being of our children and I am very pleased to provide an update on the significant progress that has been made on Strands 1 and 2 of the pilot in almost 650 primary schools across the country. I am also delighted to announce that my Department has secured additional funding in Budget 2024 to continue the pilot for an additional year, until June 2025.
As this is a Pilot programme started in the 2023 school year, we do not have details on pupils who have engaged in previous years and we anticipate we will have further details of the number of children directly engaging in the pilot as the pilot continues to be rolled out throughout the school year.
The pilot includes two Strands. Strand 1 will see the provision of one-to-one counselling to support a small number of children in all primary schools in counties Cavan, Laois, Leitrim, Longford, Mayo, Monaghan and Tipperary.
Considerable work has been undertaken to identify suitably qualified, experienced and accredited counsellors. In the absence of a single recognised counselling qualification and a national regulatory body for counselling in Ireland, at this point in time, the Department initially liaised with the three largest accrediting bodies for counsellors in Ireland, including the Irish Association for Counselling and Psychotherapy (IACP), the Psychological Society of Ireland (PSI) and the Irish Association of Humanistic and Integrative Psychotherapists in Ireland (IAHIP).
The Department has subsequently liaised with additional associations and is now also accepting applications from counsellors accredited with the Irish Association of Psychotherapy and Play Therapy (IAPTP) and the Association of Child Art Psychotherapists (ACAP), and those registered with the Irish Council for Psychotherapy (ICP).
Due to highly sensitive nature of providing counselling for children, the application and vetting process for these counsellors requires significant time and attention in order to ensure the highest quality in this landmark pilot project.
However, I am very pleased to advise that we will be in touch with schools in the coming weeks in relation to the initial allocation of counselling hours to schools. Schools, in consultation with a NEPS psychologist, and guided by the Department of Education’s Continuum of Support, will identify the children who may benefit most from this counselling service, which will be subject to parental or legal guardian informed consent.
Strand 2 will see the establishment of a new type of support to schools from Education Well-being Teams and the introduction of Well-being Practitioners to support clusters of schools in Cork, Carlow, Dublin 7 and Dublin 16. Candidates for the Well-being Practitioners for Strand 2 of the pilot have been interviewed and positions have been offered. We anticipate these practitioners will be employed in the four pilot areas in the coming weeks, and they will initially receive additional training by NEPS psychologists. NEPS psychologists will also provide on-going professional supervision to support and maintain the work undertaken by the practitioners. This will ensure safe practice and the use of evidence-informed programmes and supports in schools.
The focus of the support to be provided under Strand 2 is on strengthening whole school preventative approaches. This includes the provision of psycho-educational support for parents and teachers, and the provision of early intervention to children with mild/emerging need, using low-level therapeutically-informed approaches.
Through this existing pilot programme and subsequent evaluation we are confident that we will gather valuable learning that will inform future policy and provision in this area.
153. Deputy Paul Murphy asked the Minister for Education the reason bus transport has not been provided to students enrolled at schools (details supplied); and if she will make a statement on the matter. [45561/23]
Amharc ar fhreagraThe School Transport Scheme is a significant operation managed by Bus Éireann on behalf of the Department of Education. In the 2022/2023 school year, over 149,000 children, including over 18,000 children with special educational needs, were transported on a daily basis to primary and post-primary schools throughout the country.
In addition, school transport scheme services were provided for over 5,400 children who have arrived to Ireland from Ukraine.
The total cost of the scheme in 2022 was €338.9m.
Already over 133,000 tickets have issued for the 2023/2024 school year which is an increase of 12% when compared with the start of the 2022/2023 school year. The number of tickets issued so far has already exceeded the total number of tickets issued in the 2022/23 school year.
The majority of transport services for children residing in International Protection Accommodation Centres are provided with school transport on dedicated services operating to and from accommodation centres, or are accommodated on existing mainstream services.
Bus Éireann can only begin to process the application for transport once they have been made aware of transport needs. Applications are submitted from REALT co-ordinators and TUSLA to Bus Éireann directly. Every effort is made to ensure school transport services are up and running as they are required. However, given the reported challenges in sourcing contractors/drivers in certain areas for the 2023/24 school year, it may in some cases take time to arrange services for families.
Bus Éireann has advised they received 7 applications on 13th October 2023 for children residing in the residence referred to by the Deputy to the school referred and they are currently assessing transport options for these children. Bus Éireann organise all transport provision for children eligible for school transport under the scheme. This includes the procurement of contractors to provide these services in line with procurement legislation while ensuring that health, safety, and child protection safeguards are met. Bus Éireann have advised that contractors can apply to become a school transport provider by visiting their website: buseireann.ie/schooltransport. Becoming a School Transport Provider - Bus Éireann - View Ireland Bus and Coach Timetables & Buy Tickets (buseireann.ie)
154. Deputy Michael Healy-Rae asked the Minister for Education to clarify if a person is eligible for an allowance (details supplied); and if she will make a statement on the matter. [45564/23]
Amharc ar fhreagraI wish to inform the Deputy that the individual referred to holds a full-time teaching position and is paid for a full school year i.e. 1st Sept to the following 31st August. The teacher is assigned to work in a cluster of schools and will cover short-term vacancies such as when a teacher is absent on sick leave or attending continuous professional development courses.
Travel expenses are payable for travel between the schools in the cluster. There is no provision for payment for accommodation.
155. Deputy Mairéad Farrell asked the Minister for Education if school transport will be provided to students (details supplied); and if she will make a statement on the matter. [45571/23]
Amharc ar fhreagraThe School Transport Scheme is a significant operation managed by Bus Éireann on behalf of the Department of Education. In the 2022/2023 school year, over 149,000 children, including over 18,000 children with special educational needs, were transported on a daily basis to primary and post-primary schools throughout the country.
In addition, school transport scheme services were provided for over 5,400 children who have arrived to Ireland from Ukraine.
The total cost of the scheme in 2022 was €338.9m.
Already over 133,000 tickets have issued for the 2023/2024 school year which is an increase of 12% when compared with the start of the 2022/2023 school year. The number of tickets issued has already exceeded the total number of tickets issued in the 2022/23 school year.
Children are eligible for transport at primary level where they reside not less than 3.2 kilometres from and are attending their nearest national school, and at post primary level where they reside not less than 4.8 kilometres from and are attending their nearest post primary school/education centre as determined by the department/Bus Éireann, having regard to ethos and language.
Children who are eligible for school transport and who have completed the application process on time will be accommodated on school transport services where such services are in operation and capacity exists.
Children who are not eligible for school transport, but who completed the application process on time, will be considered for spare seats that may exist after eligible children have been facilitated; such seats are referred to as concessionary seats.
Because of the nature of concessionary transport for non-eligible children and the priority of providing places for eligible children, there may be an excess of demand over supply for concessionary places, in these cases Bus Éireann will allocate tickets for spare seats using an agreed selection process.
Bus Éireann has advised that the pupil’s referred to by the Deputy are not eligible for school transport as they are attending their 3rd nearest Post Primary Centre.
These pupil were unsuccessful in receiving concessionary seats in the selection process and the service is operating at maximum capacity.
156. Deputy Michael Ring asked the Minister for Education if she will amend the guidelines for the annual census on which the capitation grant is based, in light of increased enrolments in schools after 30 September 2023 but prior to the forms closing date of 31 October for students not enrolled in a primary school in Ireland previously; and if she will make a statement on the matter. [45605/23]
Amharc ar fhreagraThe level of capitation grants payable to a school is determined by reference to the number of pupils enrolled on 30th September of the school year. It is vital, in order to ensure the proper allocation of publicly funded resources and to facilitate the equitable resourcing of schools that accurate returns of valid enrolments are submitted to the Department.
The current process enables the Department to have in place the necessary measures to assess the accuracy of returns and thereby strengthen the integrity of the resource allocation process and the equitable treatment of schools, whilst ensuring that publicly funded resources are properly allocated.
157. Deputy Réada Cronin asked the Minister for Education the number of children without a school place who were forced to avail of home tuition in each year over the past five years, in tabular form for both primary and secondary level; and if she will make a statement on the matter. [45610/23]
Amharc ar fhreagra158. Deputy Réada Cronin asked the Minister for Education the length of time each child who was without a school place availed of the home tuition scheme in each year of the last five years, in tabular form both at primary and secondary level; and if she will make a statement on the matter. [45611/23]
Amharc ar fhreagra159. Deputy Réada Cronin asked the Minister for Education the number of children without a school place forced to rely on home tuition who successfully went into the school system thereafter in each year of the past five years, including how many did not, both at primary and secondary level, in tabular form; and if she will make a statement on the matter. [45612/23]
Amharc ar fhreagra160. Deputy Réada Cronin asked the Minister for Education to outline the Department policy on assisting children without a school place who need home tuition beyond the 12 weeks maximum cited in an earlier reply; and if she will make a statement on the matter. [45613/23]
Amharc ar fhreagra161. Deputy Réada Cronin asked the Minister for Education to outline the Department policy and practice on assessment of the effectiveness and quality of home tuition for those children without a school place; when they return to or enter the school system; and if she will make a statement on the matter. [45614/23]
Amharc ar fhreagraI propose to take Questions Nos. 157 to 161, inclusive, together.
My Department published Circulars 0024/2023 and 0031/2023 on gov.ie - Home Tuition (www.gov.ie) detailing the Home Tuition provisions for children without a school place.
The purpose of my Department's Home Tuition Grant Scheme is to provide funding towards the provision of a compensatory educational service for children who, for a number of specific reasons, are unable to attend school. For children without a school place my Department administers Home Tuition schemes for:
a. Students with special educational needs seeking an educational placement in a recognised school
b. Students who are temporarily without a school place, is without an offer of a school place and is actively seeking a school placement in a recognised school
Home tuition is not an alternative to a school placement and is provided in very limited and specific circumstances. By its nature, it is intended to be a short term educational intervention. It is provided as an interim measure only for children for whom a placement in a recognised school is not available and should not be regarded as an optional alternative to a school placement. Home tutors are engaged by the parents/guardians of the child who is to receive the tuition.
My Department funds the cost of tuition provided where this complies fully with the terms of the approval for the scheme. It is a condition of grant funding that tutors engaged by parents are registered with and recognised by the Teaching Council of Ireland. All teachers currently registered with the Teaching Council of Ireland are vetted by the National Vetting Bureau. It is the responsibility of the parent/legal guardian to source a tutor at the earliest possible opportunity to allow for applications for registration/vetting to be made by the tutor to the Teaching Council, if necessary.
The Home Tuition grant scheme is operated with the assistance of the Educational Welfare Services of the Tusla Child and Family Agency. Application forms for scheme a) above are available from the gov.ie websitegov.ie - Home Tuition (www.gov.ie). Application forms for scheme b) grant scheme are available from the local Educational Welfare Officer (EWO)/or the appointed social worker. Contact details for the EWOs in a specific area can be obtained from the following website at www.tusla.ie/get-in-touch/education-and-welfare/#EWO.
The number of children without a school place who availed of home tuition over the past five years – for both primary and post-primary level are as follows:
|
Year |
No. of pupils without a school place |
Post-primary |
Primary |
|
2018/2019 |
288 |
218 |
70 |
|
2019/2020 |
162 |
123 |
39 |
|
2020/2021 |
131 |
104 |
27 |
|
2021/2022 |
111 |
86 |
25 |
|
2022/2023 |
188 |
153 |
35 |
The length of time each child who was without a school place availed of the home tuition scheme in each year of the last five years is as follows:
|
Year |
No. of pupils without a school place |
Post-primary |
Primary |
No. of HT allocations per pupil |
|
2018/2019 |
288 |
218 |
70 |
4 pupils allocated HT 3 times, 60 pupils allocated HT 2 times,224 pupils allocated HT 1 time |
|
2019/2020 |
162 |
123 |
39 |
1 pupil allocated HT 3 times, 33 pupils allocated HT 2 times128 pupils allocated HT 1 time |
|
2020/2021 |
131 |
104 |
27 |
4 pupils allocated HT 3 times, 19 pupils allocated HT 2 times,108 pupils allocated HT 1 time |
|
2021/2022 |
111 |
86 |
25 |
2 pupils allocated HT 3 times,19 pupils allocated HT 2 times,90 pupils allocated HT 1 time |
|
2022/2023 |
188 |
153 |
35 |
5 pupils allocated HT 3 times, 39 pupils allocated HT 2 times, 144 pupils allocated HT 1 time |
Home Tuition- No School Place- provides home tuition for children, other than those children with special education needs, who do not have a school place, are without the offer of a school place and for whom a school place is being actively sought. This includes children in care who are without a school place due to emergency placement or placement disruption. Provision of tuition under the No School Place strand of the scheme is for a maximum of 9 hours per week for 12 weeks.
Children in care grants are provided for a maximum of 9 hours per week for 6 weeks after which they can make a separate application under the No School Place strand of the scheme for further tuition provision. Application forms are available from the appointed social worker.
The purpose of the No School Place (NSP) Home Tuition Scheme is to provide interim provision for children without a school place, without the offer of a school place and for whom a place is being actively sought. Provision of tuition under this scheme is for a maximum of 9 hours per week for a period of 12 weeks or until the end of the school year or until the child in question receives an offer of a school place, whichever occurs first. Home tuition should not be regarded as an alternative to securing a place in a recognized school and is for educational teaching intervention only.
162. Deputy Jennifer Whitmore asked the Minister for Education for an update on the proposed new special school for the south Wicklow/north Wexford area; the capacity of the school; the opening date of any such school; and if she will make a statement on the matter. [45642/23]
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. 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).
The vast majority of children with special educational needs are supported to attend mainstream classes with their peers. Where children with more complex needs require additional supports, special classes and special school places are provided.
For 2023, the spend by my department on special education has been substantially increased by over 10% on last year, meaning that for 2023 my department will spend over €2.6 billion on special education. Further progress has been made in Budget 2024 where 26% of my department’s budget will be dedicated to providing supports for children with special educational needs, representing a 5% increase on Budget 2023.
This includes funding to support children with special educational needs in mainstream classes; funding for new special classes and new special school places; additional special educational teachers, special needs assistants (SNAs) and funding for the National Educational Psychological Service (NEPS).
In 2023, the number of teaching and SNA posts in our schools will increase with an additional 686 teachers and a further 1,194 SNAs and in 2024 a further 744 teachers, and 1,126 SNAs will be added to deliver up to 2,700 new places for children with special educational needs.
This will mean there will be close to 20,000 teachers and over 21,000 SNAs working in the area of special education. Together we will have over 40,000 qualified and committed people in our schools who are focused wholly and exclusively on supporting children with special educational needs.
The NCSE has the responsibility for planning and coordinating school supports for children with special educational needs.
Over the last number of 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 almost 1,300 new special classes sanctioned and seven new special schools established over the last four years.
My department engage intensely with the NCSE in relation to the forward planning of new special classes and additional special school places. This work involves a detailed review of statistical data in relation to forecasting demand for special class places, analysis of available school accommodation, consideration of improved data sharing arrangements and a particular focus on the provision of special classes at post-primary level. The distance being travelled by students attending special schools is also a key consideration.
As a result of this forward planning, earlier this year, Minister Foley and l announced the establishment of two special schools for the 2023/24 school year, with further capacity being expanded in 11 other special schools.
Along with the two new special schools, 389 new special classes – 252 at primary and 137 at post-primary level – have been sanctioned by the NCSE for opening in the 2023/24 school year.
There are 3 special schools in Wicklow with an enrolment of 239 students and 2 special schools in Wexford with an enrolment of 270 students.
Information on the list of special schools and schools with special classes, the types and locations of these classes is published on the NCSE website and is available at: www.ncse.ie/special-classes
Looking forward my department and the NCSE have begun preparatory work in relation to planning for the provision of further new special class and special school places for the 2024/25 school year and beyond.
My department and the NCSE identify the need for special educational provision with consideration to demographical and statistical data and in regard to an areas existing school provision and future capability.
In this regard 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 special educational needs organisers (SENOs) remain available to assist and advise parents of children with special educational needs. Parents may contact SENOs directly using the contact details available on the NCSE's website at: www.ncse.ie/regional-services-contact-list
My department and the NCSE are committed to delivering an education system that is of the highest quality and where every child and young person feels valued and is actively supported and nurtured to reach their full potential.
