Written Answers Nos. 111-130
111. Deputy Gary Gannon asked the Minister for Education the reason Departmental information is regularly communicated to school staff after 5pm, given their right to disconnect; and if she will make a statement on the matter. [6344/24]
Amharc ar fhreagraFollowing consultation with the education partners, the communications unit in my Department have clear procedures on the timing of publications and communications with schools. In so far as possible, no communication is to issue to schools on a Friday, over the weekend, or over school breaks.
Communications to schools include circulars, consultation announcements, policy updates, information notes on Senior Cycle Redevelopment and a fortnightly round up of updates from the Department of Education. All communication is provided in Irish and English and is designed to be accessible and informative.
112. Deputy Aodhán Ó Ríordáin asked the Minister for Education if she will pilot a school transport for all policy for 12 months in the south east ward of Cork city that would provide pupils with access to a bus service or bicycles in an effort to encourage the over 5,900 children currently travelling by car to change mode of transport and if she will report on the success of the pilot. [6264/24]
Amharc ar fhreagraThe School Transport Scheme is a significant operation managed by Bus Éireann on behalf of the Department of Education. In the current school year over 161,600 children, including over 135,000 pupils travelling on primary and post primary services, 19,800 pupils with special educational needs, and 6,800 pupils who have arrived to Ireland from Ukraine are transported on a daily basis to primary and post-primary schools throughout the country.
The total cost of the scheme in 2023 was €382.02m.
There has been an overall increase in both applications and tickets issued for the 2023/2024 school year in comparison to the 2022/2023 school year.
Under the current terms of the scheme, 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. Any children who do not meet these criteria are deemed not eligible, or otherwise known as concessionary applicants, and are allocated a ticket based on the availability of a seat when all eligible children have been catered for.
A review of the School Transport Scheme has recently been completed by a Steering Group with high level membership of relevant Government Departments and other bodies, reflecting the importance of the scheme for access to education and other wider Government objectives. The school transport scheme has been in operation for over 55 years, since its establishment in 1967, and this review is one of the most extensive investigations that has been carried out into the Scheme since then. Undoubtedly, the School Transport Scheme is of huge importance to families. The review has been conducted with a view to examining the current scheme, its broader effectiveness, and sustainability and to ensure it services students and their families efficiently and effectively. Considering how to best maximise the benefits now and into the future has been a significant factor in the ongoing review of the Scheme which commenced in February 2021.One of the issues examined as part of the review is how the scheme can support active travel initiatives such as walking and cycling and assessing how the School Transport Scheme can work in liaison with the Safe Routes to Schools Programme.
The Steering Group has recently completed its work on the final report of the review. This final report includes recommendations on the future operation and strategic development of the scheme and these and the phasing of future implementation of the recommendations is currently under consideration by me and my officials.I am aware that this review is much-awaited, it is recognised that there are improvements which need to be made to the scheme and I know the importance of doing so. I expect to be in a position shortly to bring the review to government, and further to government approval, the review will be published.
113. Deputy Robert Troy asked the Minister for Education to provide an update on the progression of an application by a school (details supplied) for additional accommodation; and if she will make a statement on the matter. [6165/24]
Amharc ar fhreagraI can confirm to the Deputy, that my Department is in receipt of an application for the Additional School Accommodation (ASA) scheme, from the school authority in question.
Following a feasibility study by my Department's Professional and Technical Section, it was determined that any project at the school in question would entail significant demolition of the existing accommodation, a large decant from the school and replacement of the school's existing PE Hall.
My officials met with the school on foot of this exercise and have continued to engage with the school authorities in relation to the application. The challenges of the proposed project are being considered by my Department currently.
The main focus of my 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.
My 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 for the period 2026 to 2028 over the coming months, with allocation decisions expected during the first half of 2024.
I can assure the Deputy that the provision of required school places, including for children with special educational needs, is a priority for my Department and my officials are working to ensure that there is sufficient provision to meet the school place needs in the school in question and the wider School Planning Area for future years.
My officials will continue to work with the school in question in order to come to a solution for the accommodation needs of the school.
114. Deputy Peadar Tóibín asked the Minister for Education the number of students who completed the Junior and Leaving Certificates, respectively, in each of the past ten years, in tabular form. [6408/24]
Amharc ar fhreagraAs the State Examinations Commission, is responsible for the operation, delivery and development of the State examinations, they will respond to the Deputy directly.
115. Deputy Catherine Connolly asked the Minister for Education the steps that her Department is taking to ensure that all children starting secondary school in Galway city and county will have a school place in their local area for the academic year 2024-2025; the details of any engagement she has had with parent representative groups in this regard in the current academic year; and if she will make a statement on the matter. [6393/24]
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 Galway City and County Galway School Planning Areas.
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 Galway City, 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 contributing to enrolment pressures in Galway City and County Galway School Planning Areas.
The availability of places is a matter for each individual school in the context of their Admissions legislation. Enrolment data for previous schools years is available on the Department website. Provisional enrolment data for the 2023/24 school year is available of the Departments website at www.gov.ie
Nevertheless, 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 Galway 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 in Galway City and County Galway School Planning Areas will receive a first year place.
116. Deputy Joan Collins asked the Minister for Education if all DEIS schools that applied for the recent STEM grant received the grant; the number of DEIS schools that applied for the STEM grant; and the number that were successful. [5887/24]
Amharc ar fhreagraI can advise the deputy that not all DEIS schools applied for the STEM grants, In relation to the number of DEIS schools that applied and the numbers that were successful please see below
|
DEIS schools |
Number of applications |
Successful applications |
|
Primary |
675 |
122 |
|
Post-primary |
160 |
24 |
As you are aware a lottery was run with regards to the allocation of the STEM grants. The applications from each school selected in the lottery was assessed on a case by case basis. They were read again by the evaluation team to ensure they met the requirements as set out in the grant call. School status was one of the considerations taken into account but was not the only factor as set out in the call for proposals.
My Department’s Statement of Strategy, sets out the vision and mission of the Department for an educational system where every child and young person feels valued and is actively supported and nurtured to reach their full potential. A key strategic goal of my Department is to develop an education system that welcomes every child and young person and meets their educational needs irrespective of background or ability so as to fulfil their potential. The successful delivery of this goal means that our school system is open and welcoming for all children and young people and that in particular learners at risk of educational disadvantage will be supported to achieve their full potential. Since June 2020, and over that past four Budget’s I have secured funding to support measures aimed at achieving that goal.
Supplementing the universal supports available to all schools, the Delivering Equality of Opportunity in Schools (DEIS) Programme is a key policy initiative of my Department to address concentrated educational disadvantage at school level in a targeted and equitable way across the primary and post-primary sector. The DEIS programme now includes in the region of 1,200 schools and supports approximately 240,000 students. 1 in 4 students and 30% of schools are now supported in the programme. My Department’s overall spend on the DEIS programme is over €180 million yearly. DEIS schools are eligible for a range of additional resources and supports aimed at tackling educational disadvantage, including additional classroom teaching posts in DEIS Band 1 primary schools, access to Home School Community Liaison Coordinator for DEIS urban primary and DEIS post-primary schools, DEIS grant funding and access to the School Completion Programme. The full list of resources and supports for DEIS schools is available at gov.ie - DEIS Delivering Equality of Opportunity In Schools (www.gov.ie).
117. Deputy Marc Ó Cathasaigh asked the Minister for Education if she has considered the reintroduction of the qualifications allowance for teachers at primary level; and if she will make a statement on the matter. [6341/24]
Amharc ar fhreagraThe 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, qualifications allowances, 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 was withdrawn from 1st February 2012 under the terms of the Circular.
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. 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. The restoration of allowances is currently a matter of discussion at the Teachers Conciliation Council (TCC), to which the Department, teacher unions, school management bodies and the Department of Public Expenditure, NDP Delivery and Reform are all party. As proceedings of the TCC are confidential, it would not be appropriate for the Minister to make any further comment while it remains under consideration.
118. Deputy Thomas Gould asked the Minister for Education for an update on the number of available ASD places in Cork schools in September 2024. [6391/24]
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 €113 million 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, two new special schools are being established for this current school year in Cork and Dublin, with further capacity being expanded in 11 other special schools.
In December 2023, I was also very happy to announce with my colleague Minister Foley, the establishment of a further four new special schools for the 2024/25 school year in Enfield, South Kildare, Gorey and Limerick. This will bring to 11 the number of new special schools established in recent years.
Along with the two new special schools opening this school year, 390 new special classes – 254 at primary and 136 at post-primary level – have been sanctioned by the NCSE for opening this current school year.
Of these 76 are in Cork, 52 at primary level and 24 at post-primary level. This brings to 496 the number of special classes in Co. Cork, 351 at primary level and 145 at post-primary level. The vast majority of these class are autism classes and have a teacher/student ratio of 1:6.
Attached is a document listing the current autism classes within Cork.
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. 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 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.
119. Deputy Jennifer Murnane O'Connor asked the Minister for Education the status of the development project for a school (details supplied); the expected date for the completion of this project; and if she will make a statement on the matter. [6166/24]
Amharc ar fhreagraThe project referred to by the Deputy, has been devolved to the National Development Finance Agency (NDFA) for delivery as part of a programme of school building projects. This school is in the bundle referred to as Project Boyne.
I am pleased to advise that the project is currently at Stage 2b of the process, which allows for detailed design/planning, obtaining the necessary statutory permissions and the preparation of tender documents.
The next stage of the architectural process is tendering for a contractor and then construction in due course. Prior to completion of the current stage 2b and subsequent successful procurement, it is not possible to provide an accurate predicted date for completion.
The NDFA as the devolved delivery body, will continue to engage directly with the school authority to keep it informed of progress.
120. Deputy Bernard J. Durkan asked the Minister for Education the extent to which she and her Department expect to be in a position to improve school transport serving primary and second level schools throughout north Kildare and countrywide in line with the enrolment requirements and admissions for September 2024; and if she will make a statement on the matter. [6351/24]
Amharc ar fhreagraThe School Transport Scheme is a significant operation managed by Bus Éireann on behalf of the Department of Education. In the current school year over 161,600 children, including over 135,000 pupils traveling on primary and post primary services, 19,800 pupils with special educational needs, and 6,800 pupils who have arrived to Ireland from Ukraine are transported on a daily basis to primary and post-primary schools throughout the country.
The total cost of the scheme in 2023 was €382.02m.
There has been an overall increase in both applications and tickets issued for the 2023/2024 school year in comparison to the 2022/2023 school year.
The purpose of my Department's School Transport Scheme is, having regard to available resources, to support the transport to and from school of children who reside remote from their nearest school.
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.
Temporary Alleviation Measures (TAMS) at post-primary level are continued for the current school year. Under these measures, transport will be provided where there is a route in operation and where capacity exists for concessionary post-primary pupils who are eligible for transport to their nearest school and are attending their second nearest school and who applied and paid on time.
Children who are not eligible for school transport may apply for transport on a concessionary basis only and will be facilitated where spare seats are available after eligible children have been accommodated. Where the number of ineligible children exceeds the number of spare seats available Bus Éireann will allocate tickets for the spare seats using an agreed selection process.
If families have applied to attend their nearest school in regards to ethos and language and have been advised by the school authorities that it is full, my Department will consider if students can be deemed eligible for transport to the next nearest school.
To establish that the nearest school is full parents must provide:-
• The steps taken to enrol their child in the nearest and next nearest schools
• Evidence that an application for enrolment was made within the deadline dates specified by the school and
• A letter from the School Authorities confirming that the school was full at the time of enrolment.
These families can submit details to the School Transport Section in the Department of Education at school_transport@education.gov.ie.
Bus Éireann plans and manages the countrywide network on behalf of the Department to ensure that services are provided in line with the specific requirements of the Department. While Bus Éireann operate a small number of routes directly, the majority of school transport routes are operated by private contractors. Bus Éireann is responsible for contracting private operators in line with procurement legislation for school transport routes nationwide.
All school transport services are reviewed over the summer months. Arising from this review, routes may be altered, extended or withdrawn depending on the number and location of eligible children who will be availing of school transport for the following school year.
121. Deputy Joan Collins asked the Minister for Education if DEIS schools were weighted in comparison to non-DEIS school funding/finances in the application process for the recent STEM grant funds. [5877/24]
Amharc ar fhreagraI wish to inform the deputy that a lottery was run with regards to the allocation of the STEM grants. The applications from each school selected in the lottery was assessed on a case by case basis. They were read again by the evaluation team to ensure they met the requirements as set out in the grant call. School status was one of the considerations taken into account but was not the only factor as set out in the call for proposals.
My Department’s Statement of Strategy, sets out the vision and mission of the Department for an educational system where every child and young person feels valued and is actively supported and nurtured to reach their full potential. A key strategic goal of my Department is to develop an education system that welcomes every child and young person and meets their educational needs irrespective of background or ability so as to fulfil their potential. The successful delivery of this goal means that our school system is open and welcoming for all children and young people and that in particular learners at risk of educational disadvantage will be supported to achieve their full potential. Since June 2020, and over that past four Budget’s I have secured funding to support measures aimed at achieving that goal.
Supplementing the universal supports available to all schools, the Delivering Equality of Opportunity in Schools (DEIS) Programme is a key policy initiative of my Department to address concentrated educational disadvantage at school level in a targeted and equitable way across the primary and post-primary sector. The DEIS programme now includes in the region of 1,200 schools and supports approximately 240,000 students. 1 in 4 students and 30% of schools are now supported in the programme. My Department’s overall spend on the DEIS programme is over €180 million yearly. DEIS schools are eligible for a range of additional resources and supports aimed at tackling educational disadvantage, including additional classroom teaching posts in DEIS Band 1 primary schools, access to Home School Community Liaison Coordinator for DEIS urban primary and DEIS post-primary schools, DEIS grant funding and access to the School Completion Programme. The full list of resources and supports for DEIS schools is available at gov.ie - DEIS Delivering Equality of Opportunity In Schools (www.gov.ie).
122. Deputy David Stanton asked the Minister for Education further to Parliamentary Question No. 591 of 17 January 2024, when her Department expects to publish the latest enrolment projection report for primary and post-primary schools; and if she will make a statement on the matter. [6379/24]
Amharc ar fhreagraThe new set of enrolments in primary and post-primary schools projections was planned to be published by end of January 2024 but we now hope to publish the report by the end of the first quarter 2024. The publication date is not available yet. The new report (and others in the series) may be accessed at: www.gov.ie/en/collection/projections/.
123. Deputy Paul Murphy asked the Minister for Education the steps she will take to ensure that enough places in special reading schools for children with severe dyslexia are available for all children who need it, and not only those in the first percentile for reading as is currently the case; when adequate places will be provided (details supplied); and if she will make a statement on the matter. [6381/24]
Amharc ar fhreagraI would like to thank the Deputy for the questions and would like to advise the following:
It is Department policy, in accordance with the principles of inclusive education, that, to the greatest extent possible, pupils with additional learning needs are supported in mainstream classes along with their peers, with additional supports provided as necessary.
In addition, the 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. 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.
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). By the end of the current year, there will be more than 15,000 such teachers working alongside their colleagues in mainstream classes. Guidelines for schools on the organisation, deployment and use of their special education teachers have been published on the 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 the Department's guidance. In addition, there are specialist educational supports provided by NEPS and the NCSE to help schools provide an appropriate education for pupils with special educational needs including those reading difficulties.
Funding is 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 SENO for such support.
It is important to note though, that the majority of students with significant literacy difficulties currently are found in mainstream classes, and. In addition to the support received from their class teachers, they receive additional teaching support from a special education teacher either in their class or in a separate setting in the school.. 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.
There are four special schools and thirteen special classes for children with acute reading difficulties, located across the country. Entry to these classes is determined locally using published entry criteria. The Department currently has no plans to open additional special classes or special schools for children with acute reading difficulties.
124. Deputy Peadar Tóibín asked the Minister for Education the number of gaelscoileanna in the State. [6407/24]
Amharc ar fhreagraThere are 249 Gaelscoileanna in the state.
This figure was collated from the final enrolment data for 2022–23, the most recent final data available, which was published at the link below.
As per the 2022–23 school lists, Gealscoileanna are classified as the those schools which have an Irish Classification of "All Subjects through Irish"
www.gov.ie/en/collection/primary-schools/.
125. Deputy Claire Kerrane asked the Minister for Education when the review into school transport will be published; and if she will make a statement on the matter. [6403/24]
Amharc ar fhreagraThe School Transport Scheme is a significant operation managed by Bus Éireann on behalf of the Department of Education. In the current school year over 161,600 children, including over 135,000 pupils travelling on primary and post primary services, 19,800 pupils with special educational needs, and 6,800 pupils who have arrived to Ireland from Ukraine are transported on a daily basis to primary and post-primary schools throughout the country.
The total cost of the scheme in 2023 was €382.02m.
There has been an overall increase in both applications and tickets issued for the 2023/2024 school year in comparison to the 2022/2023 school year.
Under the current terms of the scheme, 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. Any children who do not meet these criteria are deemed not eligible, or otherwise known as concessionary applicants, and are allocated a ticket based on the availability of a seat when all eligible children have been catered for.
A review of the School Transport Scheme has recently been completed by a Steering Group with high level membership of relevant Government Departments and other bodies, reflecting the importance of the scheme for access to education and other wider Government objectives. The school transport scheme has been in operation for over 55 years, since its establishment in 1967, and this review is one of the most extensive investigations that has been carried out into the Scheme since then. Undoubtedly, the School Transport Scheme is of huge importance to families. The review has been conducted with a view to examining the current scheme, its broader effectiveness, and sustainability and to ensure it services students and their families efficiently and effectively. Considering how to best maximise the benefits now and into the future has been a significant factor in the ongoing review of the Scheme which commenced in February 2021.Following phase 1 of the review, Temporary Alleviation Measures (TAMS) were introduced at post-primary level and are being continued for the current school year. Under these measures, which were initially introduced in 2019, transport is provided where there is a route in operation and where capacity exists for concessionary post-primary pupils who are eligible for transport to their nearest school and are attending their second nearest school and who applied and paid on time.There has been an extensive stakeholder engagement process, including consultation with parents, students, providers, and other key stakeholders. As part of this engagement we consulted with families who use the scheme, who would like to use the scheme and also with young people with special educational needs and mainstream students. The results from the stakeholder engagement with parents and children illustrated the importance of school transport to families with most indicating it is a safe and reliable service which helps families to live and work in rural Ireland. Many respondents also noted that there was no alternative public transport available currently to bring students to school. Another important finding of the stakeholder engagement process was that the Special Educational Needs Transport Scheme supports many children in attending specialist school placements which they may otherwise may not be able to attend.An analysis of school transport schemes in other jurisdictions was also conducted as part of this stakeholder engagement and review process including the EU, the UK, the United States and Australia. This research and analysis outlined the evidence in terms of the need for a school transport service in an Irish context compared to some comparative countries as well as an analysis of the costs to users of school transport services in some other jurisdictions.The Steering Group has recently completed its work on the final report of the review. This final report includes recommendations on the future operation and strategic development of the scheme and these and the phasing of future implementation of the recommendations is currently under consideration by me and my officials.I am aware that this review is much-awaited, it is recognised that there are improvements which need to be made to the scheme and I know the importance of doing so. I expect to be in a position shortly to bring the review to government, and further to government approval, the review will be published.
126. Deputy Pearse Doherty asked the Minister for Education the reason for the delay with the promised SEN provision for a school in Donegal (details supplied), which includes an extension to the school; and if she will make a statement on the matter. [6390/24]
Amharc ar fhreagraMy Department has approved a building project under the Additional School Accommodation (ASA) scheme for the school to which the Deputy refers. This project involves the provision of a 3 classroom Special Education Needs (SEN) base, 2 Special Education Teaching rooms and 3 general classrooms. This school was also approved for the reconfiguration of a SEN room which is at practical completion.
The project has been devolved for delivery to Donegal Education and Training Board who appointed a design team. In June 2023, my Department approved the project to proceed to tender and a Tender Report was submitted by Donegal ETB to my Department in Q4, 2023. This is currently under review by my Department’s Professional and Technical Team and an update will be provided directly to Donegal ETB once this review is completed.
My Department will continue to work closely with Donegal ETB on this project. Donegal ETB will engage with the school community to keep it updated on all significant developments.
Since 2020, my Department has invested in the region of €4.3 billion in our schools throughout the country, involving the completion of over 750 school building projects with construction currently underway at approximately 300 other projects, which includes 34 new school buildings. These 300 projects currently at construction involve a total State investment of over €1.2bn.
There are also 90 projects currently at the tender process including a further 28 new school buildings. All of these new school buildings are flagship projects in their area and transform the education infrastructure for those school communities.
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.
Key priorities for my Department are supporting the operation of the school system and adding necessary capacity to cater for special education needs provision, mainstream demographics and catering for students from Ukraine and other countries under the International Protection system.
127. Deputy Aodhán Ó Ríordáin asked the Minister for Education the number of children in the greater Dublin area are currently without a second level place or are on long lists for admission to a second level schools place; what measures are being taken to address the issues; and if she will make a statement on the matter. [6262/24]
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 Dublin.
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 in Dublin 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 contributing to enrolment pressures in the Dublin.
The availability of places is a matter for each individual school in the context of their Admissions legislation. Enrolment data for previous schools years is available on the Department website. Provisional enrolment data for the 2023/24 school year is available on the Departments website at www.gov.ie.
Nevertheless, 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 Dublin 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 Areas in Dublin will receive a first year place.
128. Deputy Aodhán Ó Ríordáin asked the Minister for Education if schools planning to open a special class in September 2024 can be provided access to training for staff before the classes open in September, in order to prevent classes having to lose teachers on those training days; and if she will make a statement on the matter. [6265/24]
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 €113 million 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.
There are a range of supports provided to schools when opening a special class. For example, my department’s Planning and Building Unit can arrange technical site visits to schools, as appropriate, to confirm the suitability of the classroom/s to support the establishment of special classes. Additional accommodation can also be provided where required.
In addition, primary schools are generally allocated an additional teacher and 2 additional SNAs for each special class established. This increases to 1.5 teachers for post-primary schools.
The NCSE provide a range of supports to schools who open new special classes including:
Seminars for Principals;4 day intensive training courses for teachers;2 day training course for new teachers;Whole staff Continuous Professional development (CPD);
The school is linked with an NCSE Advisor;
It is not necessary for schools to have accessed all of the training and support in advance of opening a special class as the NCSE will continue to support the staff and the school when the classes are open, building on the experience and expertise of the existing school community.
Where a school is making the arrangements for the opening of a special class, it is open to the school authorities, while progressing the recruitment of the additional staff sanctioned for the class, to reassign an existing mainstream class teacher who has experience and/or interest in special education provision as the special class teacher. This may present a more practical arrangement for the school and facilitate the opening of the special class in a timely manner.
My department and the NCSE are committed to ensuring that sufficient special education placements will be available for children for the coming school years. It is of course open to any school to engage with the NCSE to establish a special class.
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.
I want to assure 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.
130. Deputy Colm Burke asked the Minister for Education the progress that has been made to date by her Department with regard to the establishment of a transfer/relocation scheme for post primary school teachers to stem the teacher retention crisis; to outline in detail her Department plans going forward in addressing this issue; if engagement is taking place with stakeholders (details supplied); and if she will make a statement on the matter. [6377/24]
Amharc ar fhreagraMy Department received a report of a Teachers’ Union of Ireland (TUI) working group in March 2023 that proposed the creation of a national relocation scheme. The proposed scheme envisages that teachers could identify the locations that they would like to relocate to through a portal and then effectively “swap” with teachers in that location.
Officials of my Department subsequently met with TUI representatives to discuss this proposal, and a response issued to the TUI in November 2023. My Department recently received a further response from the TUI, and this is currently being considered.
It should be noted that an existing voluntary redeployment pilot operates that is distinct from the relocation scheme proposed by the TUI. The key purpose of the pilot voluntary redeployment scheme is to assist the Department to achieve its objective of redeploying all surplus permanent teachers.
My Department meets regularly with the teacher unions on many issues relating to teachers. The Department will continue to work intensively with all stakeholders to develop and implement creative solutions to address the needs of teachers and teacher supply challenges facing schools including this proposal for a teacher relocation scheme.
