Wednesday, 17 Jan 2024

Waste Management

Ceisteanna (486)

Claire Kerrane

Ceist:

486. Deputy Claire Kerrane asked the Minister for Education if she will provide funding for a school initiative on waste disposal (details supplied); and if she will make a statement on the matter. [56537/23]

Amharc ar fhreagra

Freagraí scríofa

Minister for Education

My Department is committed to providing funding to recognised primary and post-primary schools in the free education scheme by way of per capita grants. The two main grants are the Capitation grant to cater for day to day running costs such as heating, lighting, cleaning, insurance, general up-keep etc. and the Ancillary/SSSF grant to cater for the cost of employing ancillary services staff. Schools have the flexibility to use capitation funding provided for general running costs and ancillary/SSSF funding provided for caretaking and secretarial services as a common grant from which the Board of Management can allocate according to its own priorities.

Ireland’s 2nd National Strategy on Education for Sustainable Development (ESD to 2030) was published in June 2022 and aims to ensure that all learners have the knowledge and skills needed to promote Sustainable Development (SDG 4.7).

Under ESD to 2030, the Department of Education invited schools to apply for up to €5,000 in funding for ESD related projects in 2022 and again in September 2023. In October 2023, more than €550,000 was distributed to 129 schools across the country for projects ranging from school gardens to recycling initiatives to ESD related workshops and training for both students and teachers, a Fairtrade mini company project, bike stations, rainwater harvesting and composing systems and many other projects.

Details on the grantees are available on the ESD to 2030 webpage: gov.ie - National Strategy on Education for Sustainable Development in Ireland (www.gov.ie). It is expected that a further call for schools for ESD funding will issue again at the start of the next school year in September 2024. Details of all funding opportunities related to ESD are included in the Departments quarterly ESD Newsletter (also available on the ESD to 2030 webpage) which is circulated to all schools via the esinet system. Schools can subscribe to receive the ESD Newsletter directly on the website.

The Department of Education also published a Sustainability Toolkit for schools in September 2023, including Sustainability Guidelines with an A – Z of sustainability ideas, useful links and resources.

Childcare Qualifications

Ceisteanna (487)

Denis Naughten

Ceist:

487. Deputy Denis Naughten asked the Minister for Education her plans to increase the practical work experience element of education in the early childhood sector; and if she will make a statement on the matter. [56542/23]

Amharc ar fhreagra

Freagraí scríofa

Minister for Education

Structured, supervised and assessed professional practice placement is an integral part of the of professional formation of Early Years Educators. The minimum qualification required to work in the early learning and care (ELC) sector is level 5 on the National Framework of Qualifications (NFQ). The qualifications offered to the ELC workforce are quality assured by both Quality and Qualifications Ireland (QQI) and the Qualifications Advisory Board (QAB) using published award standards, both of which include a practice placement component.

The Professional Award-type Descriptors (PATD), published by QQI in 2019, set out the standards of knowledge, skill and competence that must be achieved before a major award can be made in ELC at NFQ Levels 5, 6, 7 or 8. The award standards note professional practice as integral to ELC programmes and set out the specific requirements for Levels 5 and 6. The programme must ensure that each (full-time) learner completes 150 hours of professional practice placement per annum in a minimum of two ELC settings covering children from birth to six years, with an appropriate balance between settings. Learners must pass the professional practice placement element of the programme before an award can be made.

The Professional Award Criteria and Guidelines (PACG) were published in 2019 by the Minister for Education and the then Minister for Children and Youth Affairs to support the development of professional degree programmes at Levels 7 and 8 on the NFQ. These guidelines underpin the quality assurance of programmes and enable course providers to design and deliver a programme, including professional practice placement, that develops the necessary values, knowledge(s) and practices in their graduates to enable them to practice as core professionals in the sector. To date, the QAB has approved 69 programmes as meeting the requirements of the PACG.

Under the PACG, practice placement is required to make up a minimum of 35% of the overall duration of the programme in appropriate settings and is a core element of QAB-approved programmes. Professional practice placement is encouraged to be undertaken in a range of various settings spanning the early childhood age range (birth to six years) and catering for a diverse range of children. Students must pass the professional practice placement element of the programme independent of all other elements in order to progress to the next year of the programme or to graduate. Professional practice placement experience should be supervised, incremental/ spiral in nature, be integral to each phase of the programme and allow students to integrate theory and practice and to apply knowledge in practice.

Schools Building Projects

Ceisteanna (488)

Pádraig O'Sullivan

Ceist:

488. Deputy Pádraig O'Sullivan asked the Minister for Education what actions have been taken to prioritise the capital construction project at a school (details supplied); and if she will make a statement on the matter. [56543/23]

Amharc ar fhreagra

Freagraí scríofa

Minister for Education

The school to which the Deputy refers, was approved a project under my Departments Additional Schools Accommodation (ASA) scheme for the provision of a one class SEN base.

The school were approved to stage 2b (planning) however my Department is aware that the school experienced significant delays in obtaining the required planning permission. Subsequently, the project progressed and permission was granted to the school to proceed to stage 3 (procurement).

The school have submitted the tender report for review by Department officials. The report is currently being reviewed from a technical and cost perspective in accordance with the requirements of the Public Spending Code.

Department officials will be in contact with the school directly, once the review has been completed in regards to the next stages to progress the project.

Schools Building Projects

Ceisteanna (489)

Niall Collins

Ceist:

489. Deputy Niall Collins asked the Minister for Education the status of plans for a new school building (details supplied); if she will appreciate the particular need in that regard; and if she will make a statement on the matter. [56549/23]

Amharc ar fhreagra

Freagraí scríofa

Minister for Education

The school referred to by the Deputy is included in my Department’s Construction Programme.

The brief for this project is to provide a new 1,000 pupil post primary school and accommodation, including 6 classrooms, for children with special educational needs.

The project will be delivered under my Department's ADAPT Programme which uses a professional external Project Manager to co-ordinate and drive the Design Team to achieve the best possible timeframe for the project through the stages of Architectural Planning, to Tender and Construction.

The Department will keep the school and its patron body informed of the progression of this project.

School Enrolments

Ceisteanna (490)

Ciarán Cannon

Ceist:

490. Deputy Ciarán Cannon asked the Minister for Education what measures she is putting in place to address the acute shortage of secondary school places in Athenry town; and if she will make a statement on the matter. [56567/23]

Amharc ar fhreagra

Freagraí scríofa

Minister for Education

As the Deputy may be aware, while there can be enrolment pressures and demand for additional school places in some areas, it is important to note sometimes this may not be as a result of lack of accommodation, but may be driven by the following factors:

• Duplication of applications

• School of choice

• Single sex schools

• External draw

Notwithstanding the above, in some areas demographic pressures and other factors are driving a requirement for additional school places.

In response to such previously identified demographic pressures, the Department has delivered new 1,000 pupil school buildings for Presentation College and Clarin College. Additionally, there are projects in the pipeline for a new 450 pupil school building for Coláiste an Eachraidh and an extension to increase provision to 1,500 pupils for Clarin College. The Department continues to engage with Galway Roscommon Education and Training Board, as patron of both of these schools, regarding the planned additional capacity, including any phasing opportunities at Clarin College which may facilitate earlier delivery of additional capacity via the Department’s Modular Accommodation Framework.

The Department is aware of a reduction in available first year places in Athenry for the 2024/25 school year and of consequential pressures for school places. A critical next step for the Department is to establish the actual number of additional first year places required for 2024 in order for an appropriate solution to be put in place. In that context, schools in a number of areas of enrolment pressure, including Athenry, have been requested to share data on applications for admissions. This data has been received by my officials from schools in Athenry and is currently being analysed with a view to establishing the actual requirement for places. Preliminary assessments indicate that duplications of applications, and applications from outside the local area, are very much contributing to enrolment pressures in the town and that the requirement for additional places in Athenry will be significantly lower than anticipated.

The Department is working to clarify the actual requirement for additional school places and to identify particular further capacity requirements for 2024 and forthcoming years. The Department will engage with schools and patrons to put any required solutions in place - beyond those that are already in train - to ensure sufficient school places to meet the needs of students in the area. We will be happy to keep you updated as this work progresses.

School Funding

Ceisteanna (491)

Seán Haughey

Ceist:

491. Deputy Seán Haughey asked the Minister for Education if she will introduce a scheme to provide grant assistance for the replacement of old desks in existing classes, for children with an autism diagnosis, with modern height-adjustable desks, given that it is not realistic to obtain a timely report from an occupational therapist from the HSE for each individual child in these classes; and if she will make a statement on the matter. [56576/23]

Amharc ar fhreagra

Freagraí scríofa

Minister for Education

The Furniture & Equipment Scheme within My Department provides for new specialised furniture and equipment as appropriate. Due to the specialised nature of this furniture and equipment My Department cannot give approval for a general list of items, as each child has individual requirements. Therefore it is essential that the school to which the deputy refers obtains a report from an Occupational Therapist (OT) from the HSE for each individual child, to assess their specific needs. While I appreciate that this may take more time it is important that each child receives an individual assessment as their needs may vary and an OT report will identify any additional furniture or equipment that some children may require above and beyond the new desks referred to in this instance.

School Funding

Ceisteanna (492)

Cian O'Callaghan

Ceist:

492. Deputy Cian O'Callaghan asked the Minister for Education if she will examine a case (details supplied) whereby a school is looking to upgrade the furniture in an autism class, but cannot access an available grant as they are not a newly opened class; what grants are available for long-standing autism classes looking to upgrade their furniture; and if she will make a statement on the matter. [56577/23]

Amharc ar fhreagra

Freagraí scríofa

Minister for Education

The Furniture & Equipment Scheme to which the Deputy refers provides for new specialised furniture and equipment as appropriate. Due to the specialised nature of this furniture and equipment My Department cannot give approval for a general list of items, as each child has individual requirements. Therefore it is essential that the school to which the deputy refers obtains a report from an Occupational Therapist (OT) from the HSE for each individual child, to assess their specific needs. While I appreciate that this may take more time it is important that each child receives an individual assessment as their needs may vary and an OT report will identify any additional furniture or equipment that some children may require above and beyond the new desks referred to in this instance.

Special Educational Needs

Ceisteanna (493)

Jennifer Whitmore

Ceist:

493. Deputy Jennifer Whitmore asked the Minister for Education to outline the process for the establishment of an ASD unit, at both primary and post primary; the number of students/demand that needs to be present prior to the establishment of a unit; and if she will make a statement on the matter. [56585/23]

Amharc ar fhreagra

Freagraí scríofa

Minister of State at the Department of Education

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.

In 2023, my department spent over €2.6 billion on special education and further progress will be made this year as an additional €113m will be dedicated to providing supports for children with special educational needs.

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 2024, the number of teaching and SNA posts in our schools will increase with an additional 744 teachers and 1,216 SNAs added to deliver up to 2,700 new places for children with special educational needs. This will mean we will have over 41,500 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 forward planning work is well underway ahead of the 2024/25 school year. This work involves a detailed review of statistical data in relation to forecasting demand for special class places, an 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.

As a result of this forward planning, Minister Foley and l announced the establishment of two special schools for this school year, with further capacity being expanded in 11 other special schools and that a further four special schools for the 2024/25 school year will be established.

Along with the two new special schools, 389 new special classes – 253 at primary and 136 at post-primary level – have been sanctioned by the NCSE for opening this school year.

As demand for new special classes at post-primary level is expected to increase significantly over the next few years, due to increasing demographics and increasing prevalence rates, my department and the NCSE have engaged with post-primary stakeholders in relation to the provision of special classes.

My department has communicated to all post-primary schools of the need to begin planning to provide additional special classes. It is envisaged that all post-primary schools will be required to provide special classes over the next 2 to 4 years, with an approximate average of 4 special classes in each school.

My department and the NCSE are committed to ensuring that sufficient special education placements will be available for children for the coming school years.

The NCSE actively encourages expressions of interest from schools to open special classes, and I appreciate and commend the efforts taken by boards of management in expressing their interest.

When assessing the needs in the local area, the NCSE identify schools in the local area with available special class vacancies and assess their capability with consideration to demographical and statistical data.

The NCSE acknowledge that circumstances may change, and they are committed to ensuring that both parents and schools receive the necessary advice and support.

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 at: www.ncse.ie/regional-services-contact-list

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/special-classes

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.

Special Educational Needs

Ceisteanna (494)

Jennifer Whitmore

Ceist:

494. Deputy Jennifer Whitmore asked the Minister for Education whether there is a requirement for all new schools builds, extensions and refurbishment to provide an ASD or other specialised unit as part of the build; what steps can be taken in the event that no ASD unit was provided following such a refurbishment; and if she will make a statement on the matter. [56586/23]

Amharc ar fhreagra

Freagraí scríofa

Minister for Education

The National Council for Special Education (NCSE) has a statutory function to plan and co-ordinate the provision of education and support services to children with special educational needs, in consultation with the relevant education partners and the Health Service Executive (HSE). This includes the establishment of special class and special school placements in various geographical areas where there is an identified need.

In deciding where to establish a special class in an area, the NCSE take account of the current and projected demand and the available school accommodation both current and planned. The Council ensures that schools in an area can, between them, cater for all children who have been identified as needing special class placements.

When the NCSE sanction a special class in a school, the school can apply to my Department for capital funding to re-configure existing spaces within the school building to accommodate the class and/or to construct additional accommodation. Similarly, where special schools wish to expand provision, the school can apply to my Department for capital funding to accommodate additional placements.

In the case of all new schools, it is general practice to include accommodation for special classes in the accommodation brief for new school buildings, unless local circumstances indicate that it will not be required. In terms of extensions and refurbishment projects, the inclusion of accommodation for special classes in the accommodation brief will be dependent on individual circumstances as to the extent of existing special classes already in the school and the need in the particular area. Other factors such as a restricted site can impact on the accommodation brief for a project.

Details of all special classes for children with special educational needs are available on www.ncse.ie.

Special Educational Needs

Ceisteanna (495)

Jennifer Whitmore

Ceist:

495. Deputy Jennifer Whitmore asked the Minister for Education to provide an update on the provision of SNAs for a school (details supplied); and if she will make a statement on the matter. [56587/23]

Amharc ar fhreagra

Freagraí scríofa

Minister of State at the Department of Education

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.

In 2023, my department spent over €2.6 billion on special education and further progress will be made this year as an additional €113m will be dedicated to providing supports for children with special educational needs.

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 2024, the number of teaching and SNA posts in our schools will increase with an additional 744 teachers and 1,216 SNAs added to deliver up to 2,700 new places for children with special educational needs. This will mean we will have over 41,500 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.

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 education to enable them to achieve their best outcomes and reach their full potential.

In relation to the school referred to by the Deputy, a recent review of the school's SNA allocation was conducted by the NCSE on 9 Nov 2023. Based on the level of need within the school an increase of 4 SNAs was recommended.

The school was notified on 5 Dec 2023, of their SNA allocation. At present the total SNA allocation is 32. It should be noted that 5 of these SNA posts have been allocated on a temporary basis.

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.

Special Educational Needs

Ceisteanna (496)

Jennifer Whitmore

Ceist:

496. Deputy Jennifer Whitmore asked the Minister for Education to provide an update on the possibility of a new special school for the south Wicklow area; and if she will make a statement on the matter. [56588/23]