Written Answers Nos. 190-207
190. Deputy Matt Carthy asked the Minister for Education the current timeline for the commencement and completion of the next stage of works at a school (details supplied) in Castleblayney, County Monaghan; if she will ensure that this project is advanced as a priority; and if she will make a statement on the matter. [9831/24]
Amharc ar fhreagraThe project to which the Deputy refers has been devolved for delivery to Cavan & Monaghan Education and Training Board (CMETB).
The Tender Report has been received by my Department and is currently under review from both a technical and cost perspective. The review is nearing completion and my Department will revert to CMETB directly on the outcome and the next steps to progress this project.
CMETB will be engaging directly with the school authority to keep it informed of progress.
There is an overall pipeline of some 1300 projects across the school system. The current status of all projects is listed on a county by county basis at www.gov.ie. and this is updated on a regular basis to reflect project progress through the various stages of capital appraisal, site acquisition, design, tender and construction.
My Department has a strong track record of delivery of school building projects and this was achieved again in 2023 notwithstanding the wider construction sector environment of high inflation, labour shortages and supply chain issues.
Under Project Ireland 2040, we are investing over €5 billion during the period 2021 to 2025, to add capacity and develop and upgrade school facilities across the country for the almost one million students and over 100,000 staff that learn and work in our schools every day.
My Department is very appreciative of the strong support provided by Government for our education budget. As part of the supplementary budget, €405m additional capital funding was provided in 2023. This helped to alleviate capital funding pressures that arose in 2023 which was reflective of the strong delivery by my Department of school building projects – particularly to support mainstream provision accommodating Ukrainian students and special education needs provision. My Department’s overall capital out-turn for 2023 was €1.264 billion.
We continue to have a strong pipeline of projects for delivery under the school building programme involving circa. 300 projects currently at construction, which include 34 new school buildings. We also have a large modular accommodation programme delivering urgently needed school places. The Department has always operated a tightly prioritised approach to the school building programme, focused over recent years on the delivery of additional capacity where required, and this will continue to be the case.
191. Deputy Ged Nash asked the Minister for Education when the construction contract for the new building for a school (details supplied) in County Louth on a site at Cement Road, Drogheda will go out to tender; if she will provide a timeline for the completion of the project; and if she will make a statement on the matter. [9839/24]
Amharc ar fhreagraThe joint Major Building Project for St Ita's & St Mary's Special Schools, Drogheda, is currently at an advanced stage of architectural planning -Stage 2(b) – Detailed Design, where the design team secure all Statutory Applications and prepare the suite of tender documents.
The Design Team have recently secured Planning Permission and Disability Access Certification, and a decision from the Local Authority is pending regarding Fire Safety Certification.
The design team are completing work on the Stage 2(b) submission, to be forwarded to my Department for review.
Upon receipt, review and approval of the Stage 2(b) submission, the Department will inform the School Authorities and their Design Team of the progression of the major project to the next stage of Architectural Planning – Tender Award.
192. Deputy Ged Nash asked the Minister for Education in light of the securing of planning permission for the LMETB headquarters in Drogheda, County Louth, if the project will be put out to tender; the timeframe for completion of the project; and if she will make a statement on the matter. [9840/24]
Amharc ar fhreagraThe project referred to by the Deputy has been devolved for delivery to Louth and Meath Education and Training Board (LMETB).
The project is at Stage 2b of the architectural planning process. The Stage 2b report was submitted to the Department by the design team and is currently under review by the Department. Following this review, and once approval of this report is sanctioned, the project will progress to tender stage and construction in due course.
It is not possible to provide a timeline for completion of the project at this juncture.
193. Deputy Éamon Ó Cuív asked the Minister for Education the steps being taken by her Department to ensure there is sufficient guidance and regulation in place in schools in relation to managing students' behaviour in the interests of both pupils, teachers and management, in view of recent reports; and if she will make a statement on the matter. [9845/24]
Amharc ar fhreagraI wish to thank the Deputy for his question. My Department is preparing guidelines for schools in supporting students on Understanding Behaviours of Concern and Responding to Crisis Situations. The Guidelines in preparation are designed to develop and enhance schools’ understanding of behaviours of concern and to assist them in managing crisis situations.
In response to the identified need for guidance for schools, the DE established a working group (WG) to develop guidelines for schools on the prevention and management of behaviour that challenges, where such behaviour poses imminent danger of serious physical harm to self or others within the school environment.
The guidelines place a strong focus on prevention and early intervention strategies for the management of crisis situations in which physical intervention may be employed only as the last part of a comprehensive, positive and planned behavioural approach by the school. They are underpinned by the principles that such intervention is never used for the purposes of discipline; that it should be applied proportionately and should last only as long as is necessary to de-escalate the situation. The guidelines underline the importance of continued supervision of children during a crisis period including matters related to behaviour and the need for such incidents to be recorded. They also make clear that seclusion of children is inappropriate.
Development of the guidelines has been informed by evidence showing that whole school positive behavioural approaches and early and ongoing engagement with the school community, including parents/guardians, are necessary for the development of effective school policy and practice. In developing the guidelines the expert working group reviewed national and international legislative requirements, school governance structures and duty of care considerations directly related to supporting the wellbeing and safety of students and staff.
These guidelines have been developed in the context of the DES Wellbeing Policy Statement and Framework for Practice (2018, revised 2019), which acknowledges the role of schools in the promotion of wellbeing.
These guidelines have been developed to address uncertainty for staff on how to respond when facing crisis situation where there are concerns regarding physical safety. They focus on creating inclusive environments which can respond to need and build on good practice including prevention and de-escalation.
These guidelines apply to all recognised schools. They have been informed by evidence showing that whole school support culture and approaches and early and ongoing engagement with the school community, including parents/guardians, are necessary for the development of effective school policy and practice when supporting a student in a crisis situation.
The draft Guidelines are currently being trialled in a number of special schools and the Inspectorate is currently engaging with those schools with a view to obtaining feedback that will inform the final version of the Guidelines, which are due to be published later this school year.
A range of training options will be available to schools once the Guidelines are published, including procured training on understanding behaviours of concern and responding to crisis situations. Special schools will be prioritised for access to this element of the training options in the first instance.
Currently, a range of guidance is available for schools in relation to behaviour. The Department of Education published Autism Guidance in 2022 which contains information on behaviours. Tusla's Educational Welfare Service has published guidelines for schools on Codes of Behaviour and NEPS published Guidelines for Supporting Pupils with Behavioural, Emotional, and Social Difficulties; available on the gov.ie website, gov.ie - gov.ie - National Educational Psychological Service (NEPS) resources and publications (www.gov.ie)
194. Deputy Patricia Ryan asked the Minister for Education the measures she has taken to resolve the serious situation with school bus places which resulted in children being left at the side of the road, for the upcoming 2024-2025 school year; and if she will make a statement on the matter. [9741/24]
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
The School Transport Scheme is an important service for families and children. The purpose of the 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. Under the current 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.
A minimum number of 10 eligible children residing in a distinct locality, as determined by Bus Éireann, are required before consideration may be given to the establishment or retention of school transport services, provided this can be done within reasonable cost limits.
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.
Children who are eligible for school transport and who have completed the application process on time are accommodated on school transport services where such services are in operation. In addition, temporary alleviation measures have been continued for the 2024/2025 school year, and mean that transport is provided where there is capacity to do so, for post-primary concessionary 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, but who completed the application process on time, are considered for spare seats that may exist after eligible children have been facilitated; such seats are referred to as concessionary seats.
A review of the School Transport Scheme has been completed. This review was conducted with a view to examining the current scheme, its broader effectiveness, and sustainability and to ensure it services students and their families adequately.
The School Transport Scheme 2030 report has now been published, which marks the largest review of the School Transport Scheme since it was established in 1967. The Government is committed to working to achieve the report’s recommendation of expanding access to the scheme so that an additional 100,000 pupils can be carried by 2030. Throughout the review, the value of the School Transport Scheme to both families and in supporting wider Government policies has been very apparent. In summary, school transport not only plays an important part in supporting children's access to education, but it also aligns to wider Government objectives.
Overall the recommended changes to the future operation of the Scheme concern:
expansion of the current eligibility criteria,
addressing current operational challenges
charges and grants and
over time, moving towards better integration with public transport to ensure optimum value for money to the Exchequer
A phased implementation of the review’s recommendations will commence in September 2024. This will include a shared effort between my Department and the Department of Transport to pilot and introduce greater integration of the roll out of transport networks with school transport routes, with a view to expanding provision of transport and reducing the reliance over time on individual car trips for school journeys. It is intended subject to resources to commence implementing the revised eligibility criteria in the 2025/2026 school year.
Families who wish to avail of school transport scheme services for the 2024/2025 school are advised to apply online on the Bus Éireann application portal which is opening shortly. Eligibility will be determined by Bus Éireann once applications are submitted.
195. Deputy Paul Kehoe asked the Minister for Education her policy on the opening of reading classes for children with severe dyslexia; and if she will make a statement on the matter. [9850/24]
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).
It is my department’s policy, in accordance with the principles of inclusive education, that students with additional learning needs are supported in mainstream classes along with their peers, with additional supports provided as necessary.
My department provides for a range of placement options and supports for schools, which have enrolled students with special educational needs in order to ensure that wherever a child is enrolled, they will have access to an appropriate education.
My department has invested considerably in ensuring that all recognised mainstream schools have been allocated additional special education teaching resources to support them in providing optimal learning experiences for children with special educational needs, including students with a specific learning disability such as dyslexia.
Provision for students is governed by the continuum of support and a range of guidance documents, resources and training opportunities is available to schools to inform their approaches in meeting the needs of students with special educational needs. The most significant of these resources are the 14,500 special education teachers who are employed in schools to provide additional support for children with special educational needs, including dyslexia.
The allocation of special education teachers allows schools to provide additional teaching support for all students who require such support and for schools to deploy resources based on each student’s individual learning need.
The NCSE, through its network of local special educational needs organisers (SENOs), is responsible for processing applications from schools for special educational needs supports as required. The NCSE is aware of emerging need from year to year and where additional provision is required to support schools to meet the needs of children with special educational needs, it is planned and established to meet that need.
In addition, there are specialist educational supports provided by the National Educational Psychological Services (NEPS) and the NCSE to help schools provide an appropriate education for students with special educational needs.
Funding is also made available to schools for the purchase of specialised equipment such as computers and/or software to assist children with special educational needs, including children with a specific learning disability such as dyslexia. This is provided where relevant professionals recommend the equipment as being essential for the provision of education. Schools can apply to the NCSE, through their local SENO for such support.
It is important to note that all classroom teachers at primary level and subject teachers at post-primary level have responsibility for the progress of their students. Where necessary, additional support is provided by special education teachers. The majority of students with significant literacy difficulties currently receive additional teaching support from a special education teacher in a mainstream class. This is provided on the basis of the individual student’s learning need, 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.
These supports are intended to provide students with the highest standard of education in mainstream classes, special classes and special schools.
196. Deputy Darren O'Rourke asked the Minister for Education for an update on the school building programme at a school (details supplied) in County Meath; when works will commence and be completed; and if she will make a statement on the matter. [9854/24]
Amharc ar fhreagraThe school referred to by the Deputy is part of the Department's construction programme. It was originally planned to be delivered under the Design & Build programme and was progressed to planning permission stage.
8 Design & Build (D&B) projects (Lots 1 & 2) went to construction in 2021, with a further 10 projects (Lots 3, 4 & 5) progressed to construction in Summer 2022. A further 10 projects (Lot 6) progressed to tender stage in April 2023.
All of these projects are tendered to my Department’s current D&B Contractors Framework of three main contractor consortia. It will be 2024 before the next scheduled bundle of projects can be tendered to that framework and into late 2024 before further projects could proceed to tender.
In order to have projects delivered at the earliest possible opportunity, my Department is of the view that the intervening period can be utilised to bring a number of projects with planning permission, including the project referred to by the Deputy, to the level of employer-led design with a Design Team assigned to do so under the supervision of my Department’s project manager. This will ensure that such projects do not have to await capacity on the current framework to proceed to tender but rather can be progressed and actioned over that timeframe to tender outside of the D&B framework. It is envisaged that this will also serve to broaden the range and number of Contractors to which such projects can be tendered than would hitherto have been possible within the Design & Build Framework. This forms part of my Department’s ongoing strategic approach to seek to widen the pool of Contractors tendering for school building projects.
The process of appointing the Design Team from my Department’s Frameworks of Consultants was completed in September 2023 and the project is now progressing through design development stages. It is anticipated that the project will proceed to tender later this year.
My Department will keep the school and patron body updated in relation to progress.
197. Deputy Darren O'Rourke asked the Minister for Education for an update on the school building programme at a school (details supplied) in County Meath; when works will commence and be completed; and if she will make a statement on the matter. [9855/24]
Amharc ar fhreagraThe school referred to by the Deputy is part of the Department's construction programme. It was originally planned to be delivered under the Design & Build programme and was progressed to planning permission stage.
8 Design & Build (D&B) projects (Lots 1 & 2) went to construction in 2021, with a further 10 projects (Lots 3, 4 & 5) progressed to construction in Summer 2022. A further 10 projects (Lot 6) progressed to tender stage in April 2023.
All of these projects are tendered to my Department’s current D&B Contractors Framework of three main contractor consortia. It will be 2024 before the next scheduled bundle of projects can be tendered to that framework and into late 2024 before further projects could proceed to tender.
In order to have projects delivered at the earliest possible opportunity, my Department is of the view that the intervening period can be utilised to bring a number of projects with planning permission, including the project referred to by the Deputy, to the level of employer-led design with a Design Team assigned to do so under the supervision of my Department’s project manager. This will ensure that such projects do not have to await capacity on the current framework to proceed to tender but rather can be progressed and actioned over that timeframe to tender outside of the D&B framework. It is envisaged that this will also serve to broaden the range and number of Contractors to which such projects can be tendered than would hitherto have been possible within the Design & Build Framework. This forms part of my Department’s ongoing strategic approach to seek to widen the pool of Contractors tendering for school building projects.
The process of appointing the Design Team from my Department’s Frameworks of Consultants was completed in September 2023 and the project is now progressing through design development stages. It is anticipated that the project will proceed to tender later this year.
My Department will keep the school and patron body updated in relation to progress.
198. Deputy Jennifer Whitmore asked the Minister for Education for information on the completion of the snag list for a school (details provided); when all outstanding works will be completed; the reason for the delay in completion; if any assessment will be undertaken as to whether long term damage has been caused by these delays; and if she will make a statement on the matter. [9857/24]
Amharc ar fhreagraMy Department is in contact with the school in relation to a number of additional snag items identified by the school. My Department's Project Manager is arranging for the review and remediation of the additional snags over the Easter break.
My Department will continue to liaise with the Project Manager and the school in relation to same.
199. Deputy Jennifer Whitmore asked the Minister for Education for an update on the provision of the third class for secondary students for the Greystones area, which is required to meet demand for September 2024; when that class will be announced; and if she will make a statement on the matter. [9858/24]
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.
As part of planning for September 2024, data on applications for admission has been received by the Department from post-primary schools across areas of enrolment pressure, including in Greystones, and updated data on offers and acceptances continues to be received as admissions processes transact.
The sharing of this data has been very effective in the identification of school place requirements across the areas. In the majority of areas through the work of schools, patrons, management bodies and the Department, there are sufficient school places available to meet the needs of children in the area. However, there is an identified requirement for additional first year places in the Greystones area and the Department has been liaising with schools and patrons in this respect.
My Department is aware that a number of students did not initially receive an offer of a first year place in post primary school in Greystones for the 2024/25 school year and identified a requirement for further increased provision at schools to meet this need.
Following consultation, Greystones Community have recently agreed to increase their first year intake by 2 classes. This will increase available capacity by over 50 first year places. There will be further clarity very shortly regarding further additional provision in the area.
My Department's main responsibility is to ensure that schools in an area can, between them, cater for all pupils seeking school places in the area. In relation to school admissions, it is the responsibility of the managerial authorities of all schools to implement an enrolment policy in accordance with the Education Act, 1998.
Parents have the right to choose which school to apply to and where the school has places available the pupil should be admitted. However, in schools where there are more applicants than places available a selection process may be necessary. This selection process and the enrolment policy on which it is based must be non-discriminatory and must be applied fairly in respect of all applicants. However, this may result in some pupils not obtaining a place in the school of their first choice.
Schools are required, under the Education Act, to offer places in line with their Admissions Policy, and work through their waiting lists accordingly. Where a student accepts one of the newly-created places, but already has a place in a different school, that original place will become available. My Department will continue to monitor the situation to ensure that there are sufficient places available to meet the overall requirements.
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 Greystones 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 the Greystones School Planning Area will receive a first year place.
200. Deputy Jennifer Whitmore asked the Minister for Education to detail the process by which students, currently without places for September 2024 in Greystones, will be offered a place in one of the three additional classes being established if they had not applied for that school in the first instance and they are therefore not eligible for a place under the enrolment policy of that school; and if she will make a statement on the matter. [9859/24]
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.
As part of planning for September 2024, data on applications for admission has been received by the Department from post-primary schools across areas of enrolment pressure, including in Greystones, and updated data on offers and acceptances continues to be received as admissions processes transact.
The sharing of this data has been very effective in the identification of school place requirements across the areas. In the majority of areas through the work of schools, patrons, management bodies and the Department, there are sufficient school places available to meet the needs of children in the area. However, there is an identified requirement for additional first year places in the Greystones area and the Department has been liaising with schools and patrons in this respect.
Intensive engagement is ongoing in this respect, with a view to confirming the additional provision as soon as possible, and giving the required certainty to families in the area. While some applicants may not yet have received an offer of a school place for 2024/25, families can be assured that all children who require a school place will be provided with one.
There will be greater clarity for families over the coming weeks as admissions processes continue to work through and required additional places come on stream.
My Department's main responsibility is to ensure that schools in an area can, between them, cater for all pupils seeking school places in the area. In relation to school admissions, it is the responsibility of the managerial authorities of all schools to implement an enrolment policy in accordance with the Education Act, 1998.
Parents have the right to choose which school to apply to and where the school has places available the pupil should be admitted. However, in schools where there are more applicants than places available a selection process may be necessary. This selection process and the enrolment policy on which it is based must be non-discriminatory and must be applied fairly in respect of all applicants. However, this may result in some pupils not obtaining a place in the school of their first choice.
Schools are required, under the Education Act, to offer places in line with their Admissions Policy, and work through their waiting lists accordingly. Where a student accepts one of the newly-created places, but already has a place in a different school, that original place will become available. My Department will continue to monitor the situation to ensure that there are sufficient places available to meet the overall requirements.
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 Greystones 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 the Greystones School Planning Area will receive a first year place.
201. Deputy Jennifer Whitmore asked the Minister for Education if, as part of the significant upgrade to a school (details supplied), special classrooms were sanctioned; if those classrooms are currently available for students with special needs; if not, if she will direct the school to provide those classrooms in the event there is demand in the area for them; and if she will make a statement on the matter. [9860/24]
Amharc ar fhreagraThe 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.
When the NCSE sanction a special class in a school (primary or post-primary), school authorities can apply to my Department for capital funding to re-configure an existing space within the school building to accommodate the class and/or to construct additional accommodation under my Department’s Additional School Accommodation Scheme (ASA).
Over the last number of years, the Department of Education 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.
The department engages intensely with the NCSE in relation to the forward planning of new special classes and additional special school places. This work involves a detailed review of statistical data in relation to forecasting demand for special class places, 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.
My department's focus is on the most critical needs for the next school year and how each individual school’s accommodation can be best utilised. It is very important that capacity in existing schools and across a town or area is maximised to the greatest extent possible . This includes ensuring that all school accommodation is being utilised as efficiently as possible, and that priority is given to the use of accommodation for classroom purposes, either to meet mainstream or special educational needs.
A large scale project to provide refurbished and extended accommodation for 750 students at the school in question has been recently completed. Although special class accommodation was not specified in the original brief for this project, the Department secured agreement from the school to utilise some of the provided accommodation for special class purposes.
The Department continues to work with the NCSE in relation to the short-term requirements for special class and special school places, including across Wicklow, and also the more strategic and longer-term requirements.
202. Deputy Jennifer Whitmore asked the Minister for Education for an update on the extension for a school (details supplied); when the review of the Stage 1 report will be completed; to detail the process for all subsequent stages; and if she will make a statement on the matter. [9861/24]
Amharc ar fhreagraThe school referred to by the Deputy has been approved for a project under my Department’s Additional School Accommodation (ASA) scheme for the provision of 1 general classroom, 1 music room, 1 textiles room, 1 art room, 1 graphics room, 1 multimedia room, 1 science lab, 1 science prep area, 2 technology and shared prep area, 3 classroom SEN base.
A Stage 1 report was received by my Department however after the initial review was completed, additional information was required for clarification from the school authority. This has recently been received and reviewed by my Department’s Professional and Technical team. A meeting has now been arranged in the coming weeks.
As the project is at an early stage, it is not possible to provide a current timeframe for the completion of the project.
203. Deputy Jennifer Whitmore asked the Minister for Education if, in light of the significant pressures on school places in the Greystones area, she will prioritise the construction of an extension a school (details supplied) within its bundle; and if she will make a statement on the matter. [9862/24]
Amharc ar fhreagraThe project to which the Deputy refers has been devolved to the National Development Finance Agency (NDFA) for delivery as part of a programme of school building projects.
The project is currently at Stage 2b (planning) of the architectural process. A planning application was lodged with Wicklow County Council and planning permission was granted in Quarter 4 2022.
The Department will review Stage 2b when submitted and will consider the optimum procurement strategy for this bundle of projects at that stage. When Stage 2b has been finalised and approved, the next stage is tendering for a contractor and then onwards to construction in due course.
The NDFA as the devolved delivery body, will continue to engage directly with the school authority to keep it informed of progress.
204. Deputy Jennifer Whitmore asked the Minister for Education when she expects the tender process for a school (details supplied) to be completed; the next stages in the process; the timelines for those steps; if she expects the school to be completed in time for September 2025; and if she will make a statement on the matter. [9863/24]
Amharc ar fhreagraThe permanent building project referred to be the Deputy, will deliver a new 1,000 pupil post-primary school and accommodation, including 4 classrooms, for children with special educational needs. The project is being delivered under my Department’s Design and Build programme and is currently at tender stage.
The Invitation to Tender for the project issued in April 2023, as part of a bundle of projects for 10 schools issued to the Department's Framework of Design and Build Contractors. Given the scale of works involving new purpose-built accommodation for 10 schools, some of which are on campus sites, the tender process involves a very large volume of documentation and drawings and takes circa 12 months. Tender returns have been received and the analysis and review is at an advanced stage.
Given the scale of this investment, this tender evaluation process by the Department's technical staff and project management team takes time to appropriately work through. The Department is very conscious of the importance in getting these projects, including the project referred to by the Deputy, delivered as quickly as possible.
Once a contractor has been appointed, it is anticipated that construction will commence shortly thereafter. The construction duration for the project is estimated at some 65 weeks.
My Department will continue to keep the school and its patron body updated as the project progresses.
205. Deputy Jennifer Whitmore asked the Minister for Education if she will direct Bus Éireann to pay the exceptional no service interim grant to school transport ticket holders on a term-by-term basis, rather than retrospectively at the end of the school year, in acknowledgment of the cost of travel being placed on parents; and if she will make a statement on the matter. [9864/24]
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.
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.
Bus Éireann has advised that in at the start of the existing school year they issued tickets for school transport on bus services that had been secured for the 23/24 school year. Unfortunately, a number of difficulties arose in having services in place in some localities with a small number of contracted services.
Bus Éireann continues to work intensively to ensure that transport arrangements are put in place as soon as possible, and every effort is being made to ensure transport can be sourced and put in place as soon as possible.
For families who have been issued with tickets on board one of these services affected, the Department is sanctioning an interim arrangement to assist with the cost of alternative arrangements until your service is in place.
The Exceptional No Service Interim Grant will be made available to families retrospectively. This payment will be paid as an exceptional measure and will be calculated from the date the service ceased up to the date that a service is provided these children. As the payment is based on the number of days a child attends school up until the time the service has commenced, it cannot be paid in advance.
This grant is linked to ticket holders for the number of days that these children attended school from the date the service ceased until the school transport service commenced.
For families whose services have not yet commenced, School Transport Section will process payment for this grant for the number of days that they have travelled to school to date. Families should request that their school submit the statement of attendance form to School Transport Section and these grant payments will be processed.
206. Deputy Violet-Anne Wynne asked the Minister for Education if she will reevaluate and redraft the allocation model for special education in view of the fact that the proposed new allocation model streamlined to three pillars instead of five may exclude children with complex needs; and if she will make a statement on the matter. [9876/24]
Amharc ar fhreagra207. Deputy Violet-Anne Wynne asked the Minister for Education her views on the proposed plans to reduce the support teaching hours, and the impact that this will have on children with additional needs; and if she will make a statement on the matter. [9877/24]
Amharc ar fhreagraI propose to take Questions Nos. 206 and 207 together.
I would like to thank the Deputy for the question.
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.
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.
As the SET allocation model has been in place since 2017 based on a 2014 NCSE report, my Department believed a review of the model was prudent. The department commenced a review in late 2022 to ensure that the model was meeting the changing needs in special education.
The review examined the following:
• The individual inputs (components) of the model
• The validity and reliability of the data used for each component
• Feedback from our education partners and individual schools
The review of the SET allocation model further identified that a programme of continuous development was required to ensure that the model was delivering effectively, both in supporting the changing needs in the education system, and for individual schools.
A high level roadmap has been discussed and agreed with our education partners during a series of consultations to enhance the inputs and improve the sensitivity of the model.
The journey of enhancement begins with the 2024/25 allocation by ensuring that the model has a strong foundation.
The key to building a solid foundation is ensuring that the data, for each pillar within the model, is already available to the department and provided by schools. Where data used in the model is received from external sources, it is critical that the information is being received on a consistent basis.
Upon examination of each of the five components used in the model, concerns were identified in relation to two of them, namely gender and complex needs.
Gender was included as a component in the 2017 allocation model on the basis that in Ireland, just as in other jurisdictions, there appeared to be a higher incidence of special educational needs in males.
However, in the intervening period since the model was introduced, there have been developments in research in this area and also in the perception of gender. It is now accepted that the female pupils may have a similar level of need and that this need is becoming apparent at later stages in their growth and development.
The complex needs input, which was introduced in the 2017 model, was predicated on the provision of data from the HSE Children Disability Network Teams on children entering junior infants with special education needs who were assessed or triaged for a waiting list for assessment.
The review highlighted concerns in relation to the veracity and the consistency of the data provided on a national basis by the CDNT. This resulted in the potential for significant variations from one area of the country to another. In addition, it is not possible to verify whether all data reported relates solely to educational need as distinct from care needs, which are resourced through the Special Needs Assistant allocation process, or medical needs.
To ensure that schools are not negatively impacted by these issues, all existing hours assigned for complex needs are being maintained for each school and future data from the CDNT will not be used as a value in the model. This is being done by reapportioning this value at individual school level across the remaining pillars with an emphasis on the Literacy and Numeracy category which demonstrates where additional teaching supports are required. This exercise strengthens the model to give a sustainable allocation to schools, which recognises where there are significant learning needs.
At primary, the Educational Teaching needs profile is calculated based on educational outcome (STen) data which are collected and held within schools and submitted to the Department of Education. At post primary, the data used is Junior Cycle results. Hence, the profiles are directly correlated to, and focused on, pupils with the greatest level of teaching need in the areas of literacy and numeracy.
In addition, to ensure children with the greatest level of need are addressed by the model all pupils who are marked as exempt (approx. 1% of the population) are included as STen 1 to ensure that the school receives an allocation to support them. STen 1 & 2 scores (including exempted) would align in general to pupils in our education system who are in need of the greatest level of teaching support.
In addition, over the last number of years we have seen significant growth in special classes from 548 in 2011 to 2,921 in 2024, with 390 opened in the past year alone. We have also opened new special schools with 130 special schools nationwide with an enrolment of over 8,700 students. A significant number of pupils who were previously supported in mainstream are now supported in these settings.
These elements of the continuum of education provision are resourced separately to the SET model.
I would like to assure you that there have been no cuts to mainstream Special Education Teaching posts in the education system. There are now more Special Education Teaching posts than ever before in schools.
For 2024/25 there will be 14,600 SETs – double the figure from 2014 and an increase of 1,000 from the 2020/21 school year. 205
My department is committed to ongoing engagement with our education partners in relation to future developments and enhancements to the SET model.
The Department acknowledges that every school is different, and that schools can experience unique circumstances that may be difficult to reflect in any standardised method. This is always a challenge when making allocations in respect of 4,000 schools. It is for this reason that the Department, working with the NCSE has streamlined the review process for special education teachers and schools who have any concerns can engage with the NCSE on their allocation.
