Written Answers Nos. 251-260
251. Deputy Richard Bruton asked the Minister for Education if she has considered the submission seeking the restoration of the premium for teachers teaching through the medium of Irish; and if she will make a statement on the matter. [3643/24]
Amharc ar fhreagra252. Deputy Aodhán Ó Ríordáin asked the Minister for Education if there are any plans to reintroduce the teaching through Irish allowance for teachers in Irish-medium and Gaeltacht schools; and if she will make a statement on the matter. [3647/24]
Amharc ar fhreagra265. Deputy Ged Nash asked the Minister for Education if she intends to review her Department's position on allowances for teaching through the medium of Irish; if she intends to reinstate the allowance; if such allowances form a part of her Department’s strategy for increasing the use of the Irish language; and if a response will issue to the concerns of teachers (details supplied). [3769/24]
Amharc ar fhreagraI propose to take Questions Nos. 251, 252 and 265 together.
My Department implemented the outcome of the public service-wide review of allowances and premium payments (September 2012) by the Department of Public Expenditure and Reform which means that many allowances, including this one, were no longer payable to “new entrant” Teachers.Circular 0008/2013 outlines the effect of this review on teachers. In common with a number of job-role based allowances, sanction for payment to new beneficiaries of the Teaching through Irish Allowance and Gaeltacht Allowance was withdrawn from 1st February 2012 under the terms of the Circular. Furthermore, if a teacher was eligible for receipt of the allowance prior to 1st February 2012 and subsequently left that job role on or after 1st February 2012 on a voluntary basis, their entitlement to the allowance ceases from the date of the move and they cannot re-gain entitlement.Additional amendments to Teacher Terms and Conditions, including pay and allowances, can only be achieved through engagement and collective bargaining agreements between the Government and the public service unions. Over the course of recent collective agreements amendments have been agreed including that “new entrant” teachers had the equivalent of an honours primary degree allowance integrated into their salary scale.Any further amendments to alter the allowances paid to teachers, whether “new entrant” or not, give rise to significant cost issues and should, as mentioned, be part of engagement and collective agreements between Unions and Government. Any review of the eligibility criteria for qualification allowances can occur only under that process.
253. Deputy Eoin Ó Broin asked the Minister for Education to provide an update on the capital project for a school (details supplied); if a timeframe is available for the commencement of the project; and if she will make a statement on the matter. [3648/24]
Amharc ar fhreagraThe school building project for the school referred to by the Deputy will deliver a new 1,000 pupil post-primary school and accommodation, including four classrooms, for children with special educational needs.
This project is being delivered under my Department’s Design and Build Programme and is currently at tender stage.
The Invitation to Tender issued on the 18th April 2023, as part of a bundle of projects issued to a Framework of Design & Build Contractors. The tender process currently takes approximately 8-12 months. Once a Contractor has been appointed, it is anticipated that construction would commence shortly thereafter.
254. Deputy Eoin Ó Broin asked the Minister for Education to provide an update on the capital project for a school (details supplied); if a timeframe is available for the commencement of the project; and if she will make a statement on the matter. [3649/24]
Amharc ar fhreagraThe Large scale capital project at the school referred to by the Deputy, to provide accommodation for a 1,000 Pupil School, is at an advanced stage of the Tender process.
In July clarifications were received from the Design Team in relation to the Reserved Specialist Tender Report, however further information was subsequently requested. Planning and Building unit officials are currently engaging with the Design Team in relation to the remaining issues.
When this review is complete and subject to no further issues arising, my Department will be in further contact with the school authority.
255. Deputy Eoin Ó Broin asked the Minister for Education for an update on the provision of increased capacity at second-level schools in the Newcastle, County Dublin area. [3650/24]
Amharc ar fhreagraI can assure the Deputy that the provision of school places to meet the needs of children and young people at primary and post primary level, including children and young people with special educational needs is an absolute priority for the Department.
My Department is aware of pressures for school places for the 2024/25 school year in Newcastle.
A critical next step for my 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 Newcastle_Rathcoole, have been requested to share data on applications for admissions. This data has been received by my officials 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.
My Department is working to clarify the actual requirement for additional school places and to identify particular further capacity requirements for 2024 and forthcoming years. My 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.
I can assure the Deputy that Department officials will continue to actively engage with schools and patrons to ensure that there is appropriate provision for all students in Newcastle for the 2024/25 school year and into the future. Families can be assured that any necessary solution will be delivered so that all of the children across the School Planning Area will receive a first year place.
256. Deputy Marc MacSharry asked the Minister for Education if she will provide an update on progress on the provision of a much-needed new primary school on a single campus (details supplied); and if she will make a statement on the matter. [3703/24]
Amharc ar fhreagraAs the Deputy will be aware, in order to plan for school provision and analyse the relevant demographic data, the Department divides the country into 314 school planning areas and uses a Geographical Information System, using data from a range of sources, including Child Benefit and school enrolment data, to identify where the pressure for school places across the country will arise and where additional school accommodation is needed at primary and post-primary level. Current and planned residential development activity, as well as Project Ireland 2040 population and housing targets, additionally inform the Department’s forecasts of school place needs.
Where data indicates that additional provision is required at primary or post primary level, the delivery of such additional provision is dependent on the particular circumstances of each case and may be provided through either one, or a combination of, the following:
• Utilising existing unused capacity within a school or schools
• Extending the capacity of a school or school
• Provision of a new school or schools.
Since 2020, the Department of Education has invested in the region of €3.5 billion in our schools throughout the country, involving the completion of over 840 school building projects, and with construction currently underway at approximately 300 other projects.
School building projects at construction involve an overall State investment of over €1.2 billion. We also have over 210 modular accommodation projects that are very well advanced for delivery or at construction stage. This is a record level of investment in our schools and highlights the Government’s very strong track record of delivery in providing additional capacity and modern facilities for our school communities.
The 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, the Department is working to ensure that projects in the pipeline for planning and delivery are focused on maximising their alignment with overall capacity requirements.
The main focus of the Department’s capital funding over the last decade and for the coming period is on provision of critical additional capacity to cater for increasing demographics and children with special education needs. The Department is required to manage the overall school building programme so that we target and prioritise areas that are under greatest pressure for additional school places. This reflects our fundamental objective of ensuring the availability of a school place for every child.
The overall position with regard to potential modernisation and replacement of existing infrastructure will be kept under review as capital funding allocations for future years are clarified. The Department of Public Expenditure, NDP Delivery and Reform will be engaging with Departments on NDP allocations over the coming months.
The Department is considering the optimum way forward for Scoil Mhuire, Carrick-on-Shannon following a technical report on the condition of the school buildings. Given complexities with the existing school properties there is a particular challenge in identifying a solution to the school’s current accommodation needs that will support the continued effective operation of the school while presenting a sustainable solution to meet the primary school place needs in Carrick on Shannon in the longer term.
Officials in my Department have met with the school patron and school authority to discuss how this might be addressed, following on from this, the relevant application forms to support the school's immediate accommodation needs have been sent to the school.
257. Deputy Eoin Ó Broin asked the Minister for Education for an update on the provision of a special school place for a person (details supplied). [3727/24]
Amharc ar fhreagraEnabling 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 current 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 current school year.
Of these 71 are in Dublin, 48 at primary and 23 at post-primary level. This brings to 534 the number of special classes in County Dublin, 408 at primary level and 126 at post-primary level.
In relation to the student referred to by the Deputy, Tusla Education Support Services (TESS) has advised my department that they received a school referral for this student.
A Senior Educational Welfare Office contacted this parent recently to provide advice and assistance.
The allocated Education Welfare Officer is due to carry out a home visit within the next few days with a view to supporting this parent and advise regarding seeking another school place in conjunction with NCSE who are best placed to advise regarding SEN school places.
My department and the NCSE are committed to ensuring that sufficient special education placements will be available for children for this school year and future years.
258. Deputy Peter Burke asked the Minister for Education if she will advise if a project for a second ASD unit in a school (details supplied) will continue to progress; and if she will make a statement on the matter. [3733/24]
Amharc ar fhreagraEnabling 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 current 2023/2024 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 current 2023/2024 school year.
Of these 6 are in Westmeath, 4 at primary and 2 at post-primary level. This brings to 59 the number of special classes in County Westmeath, 39 at primary level and 20 at post-primary level.
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.
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. Local SENOs are 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 ensuring that sufficient special education placements will be available for children for this school year and future years.
As your question relates to a specific school, my department will ask the NCSE to consider the matter and provide a direct response.
259. Deputy Sorca Clarke asked the Minister for Education the estimated cost of phasing out public subsidies to private schools. [3738/24]
Amharc ar fhreagraGross expenditure on the order of €131 million was incurred by my Department on salaries for teachers and special needs assistants (including employer’s PRSI) in fee-charging schools in the 2022/2023 school year. Capital supports (building-related and ICT grants) are also available to such schools totalling over €0.5 million in 2023. In addition, specific Covid-19 grant funding of €0.9 million was paid to these schools in the financial year 2023 for hand sanitiser and enhanced cleaning.
If the parents of children in the fee-charging sector chose to send their children to the schools in the free education system, the State would have to fund those school places. In this respect, the figures quoted relate to the gross cost of fee-charging schools and not the net financial position. Since it is not possible to predict these patterns of behaviour, it is not possible to calculate any full-year saving if the monetary subsidies from my Department to fee-charging schools were removed.
260. Deputy Sorca Clarke asked the Minister for Education the estimated cost of reducing class sizes in primary schools that will bring Ireland into line with our EU counterparts. [3739/24]
Amharc ar fhreagraBudget 2024 has provided for an unprecedented €10.5 billion investment in education, which includes an increase of €421 million in core current funding, as well as over €80 million in core capital funding. An additional €170 million is also being provided as part of Cost of Living and COVID-19 supports. These additional funds build on significant increases in recent budgets and further enhance the investment in Ireland’s education system. The significant increased investment is the largest education budget in the history of the state and reflects government’s commitment to a quality inclusive school system and improved learning outcomes for every student.
In the three previous budgets, I prioritised reducing the pupil teacher ratios in primary schools, by one point each year, which has brought the teacher allocation ratio to an average of 1 classroom teacher for every 23 pupils in all primary schools, the lowest level ever seen at primary level. A three point reduction in the retention schedule, which I introduced in 2021, assists schools that would otherwise be at risk of losing teaching posts. I also improved teacher allocations for DEIS Urban Band 1 schools which now stand at an average of 17:1, 21:1 and 19:1 for junior, senior and vertical schools respectively.
Each one point improvement in the staffing schedule at primary level for DEIS and non-DEIS schools requires between 350-400 additional teaching posts, at a cost of in excess of €20.5 million per annum. In addition each one point improvement in the staffing schedule to include both DEIS and non-DEIS schools, is estimated to generate capital costs of circa €40 million.
The latest figures in relation to pupil teacher ratio shows an improved ratio of teachers to pupils from 15.7:1 to 13.4:1 at primary level when comparing the 2016/17 school year to the 2022/23 school year. In the same period the primary staffing schedule improved from 27:1 to 24:1. Average class sizes at primary improved from 24.6 to 22.8 in the same period. The improvements brought about by Budget 2023 for this school year will be available in the statistical reports published at the end of the school year.
