Written Answers Nos. 461-480
461. Deputy Éamon Ó Cuív asked the Minister for Education when the provision of extra accommodation will be approved for a school in County Galway (details supplied); the reason for the delay in making a decision on the school’s application; and if she will make a statement on the matter. [14329/24]
Amharc ar fhreagraI would like to inform the Deputy that the school mentioned has been granted funding for 2 mainstream classrooms, 4 special education tuition rooms, and conversion works for 2 special education classrooms under the Additional School Accommodation (ASA) Scheme of my department.
The school submitted documentation in the fourth quarter of 2023 for this project which did not align with the extent of the approved project. Consequently, Department officials requested revised plans that are in line with the original project brief. In the first quarter of 2024, my Department received the revised submission which is currently under review by my Department officials. The school authority will receive notification of the review outcome shortly.
462. Deputy Paul Donnelly asked the Minister for Education the status of the works and renovations at a school (details supplied). [14334/24]
Amharc ar fhreagraThe School to which the deputy refers applied for funding for roof repairs under the Emergency Works Scheme (EWS). After assessing this application, a revised scope of works and accompanying Itemised Cost Breakdown was requested from the school, which has not been received to date. Once a response is received the EWS team will consider and revert to the school, and will continue to liaise with the school as appropriate in the meantime.
463. Deputy Paul Donnelly asked the Minister for Education the status of the works and renovations at a school (details supplied). [14335/24]
Amharc ar fhreagraThe School to which the Deputy refers has not submitted an application for funding under the Emergency Works Scheme (EWS). The purpose of the Emergency Works Scheme grant is specifically for unforeseen emergencies, or to provide funding to facilitate inclusion and access for pupils with special needs. An emergency is deemed to be a situation which poses an immediate risk to health, life, property or the environment which is sudden, unforeseen and requires immediate action, and in the case of a school, if not corrected would prevent the school or part thereof from opening. The option is available to the school in question to submit an EWS application for any works that the school may need that fall under the remit of the EWS.
464. Deputy Colm Burke asked the Minister for Education if funding will be made available for a school (details supplied) to demolish an existing structure and build a new facility to accommodate ASD classes. [14347/24]
Amharc ar fhreagraI can confirm to the Deputy that my department received an application under the Additional Schools' Accommodation (ASA) Scheme in 2021 from the school in question for funding for three special education needs classrooms.
The purpose of my department’s Additional Schools' Accommodation (or ASA) scheme is to ensure that essential mainstream classroom accommodation and accommodation for pupils with special education needs is available to cater for pupils enrolled each year, where the need cannot be met by the school’s existing accommodation or at other schools in the area.
At primary level, this situation generally arises to cater for a school’s accommodation requirements where an additional teaching post has been sanctioned by Teacher Allocation Section, or the requirement for a new class for pupils with special education needs has been identified by the National Council for Special Education (NCSE), and all available alternative accommodation within the school is already being used for classroom purposes. The capacity at other schools in the area is also considered as part of the assessment of any accommodation needs.
The National Council for Special Education (NCSE) has a statutory function to plan and co-ordinate the provision of education and support services to children with special educational needs, in consultation with the relevant education partners and the Health Service Executive (HSE). This includes the establishment of special class and special school placements in various geographical areas where there is an identified need.
The main focus of my department’s resources over the last decade and for the coming period is on provision of critical additional capacity to cater for increasing demographics. The department is required to manage the overall school building programme so that we target and prioritise areas that are under greatest pressure for additional school places. This reflects our fundamental objective of ensuring the availability of a school place for every child.
As you may be aware the department’s Technical team carried out an in-depth review of the school site in 2021. The review confirmed that the school and the site are at maximum capacity and that it would not be possible to provide the required accommodation on site unless vast amounts of existing single storey accommodation was to be demolished and replaced with two storey accommodation.
At that time, considering all the relevant impediments to deliver the brief of accommodation and the site constraints, the Department was not in a position to provide funding for the significant demolition of the school building. In light of this, officials in my department contacted the NCSE to advise them of same and to establish the special classes in other schools in the area.
I can assure the Deputy, in light of receipt of the engineer's condition report from the school in question, my department's Technical Team will review the contents thereof and officials from my department will consult with the school authority on completion of the review.
465. Deputy Michael Creed asked the Minister for Education further to Parliamentary Question No. 521 of 20 March 2024, if the reason boards of management cannot act on cases of confirmed assault are to do with GDPR (details supplied); if she will specifically address these issues in new guidelines to schools Cinnealtas; and if she will make a statement on the matter. [14362/24]
Amharc ar fhreagraAs you are aware, I launched Cineáltas: Action Plan on Bullying in December 2022. Cineáltas is the Department’s whole-education approach to preventing and addressing bullying behaviour in schools.
Work is well underway to implement the 61 actions included in the Cineáltas Implementation Plan which was published in April last year.
A key action in the plan is to review and update the anti-bullying procedures for schools which were published in 2013. The procedures are being updated to take account of gender identity bullying, cyber bullying, racist bullying, sexist bullying, and sexual harassment. The procedures will focus on prevention strategies for schools and on supporting schools to address bullying behaviour.
The procedures will reference the current legal basis within which schools function today, taking account of new legislation such as Coco’s Law. The procedures will include updated guidance for schools on where bullying behaviour escalates to criminal behaviour and on when bullying behaviour becomes a child protection concern.
Schools will be required to develop their anti-bullying policy in consultation with the entire school community, which includes school staff, students, parents and the school’s board of management. Schools will be required to regularly review their records of bullying behaviour to discern emerging trends, identify key learning and to consider what measures could be taken to prevent re-occurrence.
It is intended that the Bí Cineálta procedures will be published in the coming months.
As I explained in my response to your Parliamentary Question No. 521, the revised Code of Behaviour guidelines will include updated information for schools relating to behaviour matters which include the involvement of an Garda Síochána. It is expected that these new guidelines will be published by TESS in the coming months.
In relation to your query regarding the reason the outcomes of juvenile justice enquiries cannot be shared with schools’ boards of management, this is a matter for the Court Service and An Garda Síochána.
466. Deputy Peter Burke asked the Minister for Education if a building unit site visit can be facilitated for two schools (details supplied) in County Westmeath; and if she will make a statement on the matter. [14364/24]
Amharc ar fhreagraI can confirm to the Deputy, that my Department received a request to amalgamate, from the schools in question, in June 2022.
In March 2023, the school authorities were advised that the Department had no objection to the amalgamation, contingent on no capital funding being provided. The school authorities advised that their Boards of Management would give further consideration to the issue and revert to the Department in due course. However, to date there has been no correspondence from the school in relation to the matter.
I wish to advise the Deputy, that funding was provided for the provision of 1 x Special Education Modular Classroom, under the Additional School Accommodation (ASA) scheme, for one of the schools in question in 2023. The modular accommodation has been delivered on site and the class has since opened.
467. Deputy Sean Sherlock asked the Minister for Education the reason funding for pupils in special classes for summer programme has been reduced from €60 per pupil in 2022 to €45 in 2023 and €30 in 2024, and what evidence was used to inform this 50% cut. [14372/24]
Amharc ar fhreagraThe Department of Education recently announced details of the 2024 Summer Programme on 21st March 2024.
All schools have an opportunity to run a programme over the summer months for children with complex special educational needs and those at greatest risk of educational disadvantage, so that they can be supported, nurtured and encouraged to continue to engage in a fun and inclusive educational setting.
The main priority in 2024 continues to be that those children with the most complex special educational needs, especially in special schools, should have access to a school-based summer programme.
All of the measures for the 2024 summer programme have been designed to maximise the number of schools and children taking part in the school-based programme.
There are a range of supports being provided to schools to facilitate them to run the programme which has seen the programme grow every year since 2019. In 2023, more than 50,000 children took part compared to 13,000 children in 2019. These supports include:
• In 2023, a pilot programme was developed specifically for special schools and a National Co-ordinator for Special Schools was appointed. This programme continues in 2024. The role of the National Co-ordinator has proved to be beneficial as it has resulted in an increase of more than 50% of special schools having participated.
• School Organiser Role – Since 2023, instead of preparation hours, there is a dedicated role of School Organiser in each school offering the summer programme. The School Organiser will receive additional remuneration for their role. This role is envisaged to be a key leadership role which offered development opportunities for staff in schools.
• Summer Programme Manager - In all schools (mainstream and special), the role that was previously called the Overseer is now called the Summer Programme Manager. The same person appointed as the School Organiser could also have been appointed to this role.
• Length of school day - For special schools, the length of the day was reduced from the full school day to 10am – 2pm. However, the same daily rate will have been paid to staff taking part. This was in recognition of the challenges associated with running the programme in a special school.
• Flexible grant funding - In order to reflect the unique circumstances that will arise in a special school during the summer months, additional grant funding of €2,000 will be provided for each week that a special school provides a school-based Summer Programme.
• Other enhanced measures are in place to encourage schools’ participation. These include a Centralised Application Process to reduce admin burden on schools and earlier payment of school staff.
A key barrier to the participation of schools previously has been the availability of staff, particularly those experienced staff already working in the schools. In 2023, to maximise the budget available for the summer programme, staff working on the school-based scheme, including teachers and SNAs, were paid at the higher personal rate of pay. Consequently, this has seen a much larger number of schools taking part, particularly in primary schools.
In addition, schools will be given the flexibility to engage staff that were not employed in their schools to support their summer programme. A staff portal will be available for teachers and SNAs to register their interest in working on a school-based programme. Student teachers and students in relevant disciplines such as therapy, social care and nursing and others, including early childcare workers and carers, will also be able to register their interest in working on this year’s Programme.
In 2023, the Inclusion Programme and Special Class elements from 2022 were combined to form one cohesive scheme for mainstream schools where the aim was to bring a more targeted approach for children with special educational needs. While the capitation rate in mainstream schools was raised to €45 in 2023, the €30 rate per week for 2024 is in line with the rate for the Inclusion Programme in previous years. It should be noted that this rate is cognisant of all costs associated with running a summer programme and is very favourably compared to the normal capitation during the school year, which is approximately €5 per week. To assist schools further this year, in the special class group or the combined group setting, schools also have the flexibility to consider how best to align the existing resource allocation to accommodate more children into these groups.
The capitation rate for special schools remains at €60 to reflect the unique circumstances of running a programme in those settings.
468. Deputy Eoin Ó Broin asked the Minister for Education the reason funding for pupils in special classes for the summer programme has been reduced from €60 per pupil in 2022 to €45 in 2023 and €30 in 2024, and what evidence was used to inform this 50% cut. [14374/24]
Amharc ar fhreagraThe Department of Education recently announced details of the 2024 Summer Programme on 21st March 2024.
All schools have an opportunity to run a programme over the summer months for children with complex special educational needs and those at greatest risk of educational disadvantage, so that they can be supported, nurtured and encouraged to continue to engage in a fun and inclusive educational setting.
The main priority in 2024 continues to be that those children with the most complex special educational needs, especially in special schools, should have access to a school-based summer programme.
All of the measures for the 2024 summer programme have been designed to maximise the number of schools and children taking part in the school-based programme.
There are a range of supports being provided to schools to facilitate them to run the programme which has seen the programme grow every year since 2019. In 2023, more than 50,000 children took part compared to 13,000 children in 2019. These supports include:
• In 2023, a pilot programme was developed specifically for special schools and a National Co-ordinator for Special Schools was appointed. This programme continues in 2024. The role of the National Co-ordinator has proved to be beneficial as it has resulted in an increase of more than 50% of special schools having participated.
• School Organiser Role – Since 2023, instead of preparation hours, there is a dedicated role of School Organiser in each school offering the summer programme. The School Organiser will receive additional remuneration for their role. This role is envisaged to be a key leadership role which offered development opportunities for staff in schools.
• Summer Programme Manager - In all schools (mainstream and special), the role that was previously called the Overseer is now called the Summer Programme Manager. The same person appointed as the School Organiser could also have been appointed to this role.
• Length of school day - For special schools, the length of the day was reduced from the full school day to 10am – 2pm. However, the same daily rate will have been paid to staff taking part. This was in recognition of the challenges associated with running the programme in a special school.
• Flexible grant funding - In order to reflect the unique circumstances that will arise in a special school during the summer months, additional grant funding of €2,000 will be provided for each week that a special school provides a school-based Summer Programme.
• Other enhanced measures are in place to encourage schools’ participation. These include a Centralised Application Process to reduce admin burden on schools and earlier payment of school staff.
A key barrier to the participation of schools previously has been the availability of staff, particularly those experienced staff already working in the schools. In 2023, to maximise the budget available for the summer programme, staff working on the school-based scheme, including teachers and SNAs, were paid at the higher personal rate of pay. Consequently, this has seen a much larger number of schools taking part, particularly in primary schools.
In addition, schools will be given the flexibility to engage staff that were not employed in their schools to support their summer programme. A staff portal will be available for teachers and SNAs to register their interest in working on a school-based programme. Student teachers and students in relevant disciplines such as therapy, social care and nursing and others, including early childcare workers and carers, will also be able to register their interest in working on this year’s Programme.
In 2023, the Inclusion Programme and Special Class elements from 2022 were combined to form one cohesive scheme for mainstream schools where the aim was to bring a more targeted approach for children with special educational needs. While the capitation rate in mainstream schools was raised to €45 in 2023, the €30 rate per week for 2024 is in line with the rate for the Inclusion Programme in previous years. It should be noted that this rate is cognisant of all costs associated with running a summer programme and is very favourably compared to the normal capitation during the school year, which is approximately €5 per week. To assist schools further this year, in the special class group or the combined group setting, schools also have the flexibility to consider how best to align the existing resource allocation to accommodate more children into these groups.
The capitation rate for special schools remains at €60 to reflect the unique circumstances of running a programme in those settings.
469. Deputy Eoin Ó Broin asked the Minister for Education to outline the process of planning, construction and delivery of major projects for schools, including the typical timeframes for each stage of the process; and if she will make a statement on the matter. [14375/24]
Amharc ar fhreagraAt present, there are 5 stages of architectural planning involved in the delivery of major school projects. The stages reflect the Capital Works Management Framework developed by the Department of Public Expenditure & Reform.
The period of time it takes to progress through each of the stages varies from project to project depending on its size and complexity and can often take longer than that indicated. For example, during the planning application, Requests for Further Information (RFI) from the Local Authority and possible third party appeals to An Bord Pleanála can considerably lengthen the process.
The stages and indicative timelines are as follows:
Stage 1 – Preliminary Design (5 to 6 months). The Preliminary Design stage includes reviewing all information provided as part of the Project Brief and establishing and analysing all site factors and constraints which may impact on the project's viability. Stage 2 - Design (9 to 12 months at each stage)
Stage 2a (Developed Sketch Scheme) includes development of the design and the preparation of an accurate cost plan of the options agreed with the Client to a stage where the project is fully cost planned and can be prepared to lodge for statutory approvals.
Stage 2b (Detailed Design) includes obtaining all statutory approvals, preparing a set of fully detailed Tender documents, and preparing an accurate pre-tender cost plan.
Stage 3 - Tender Action, Evaluation and Award (9 to 12 months). On the completion of the examination of tenders, written authorisation of the Department must be obtained before issuing Letter of Intent. Once all the contract pre-conditions in the Letter of Intent have been met and the Department has given written authorisation to proceed to Contract, a Letter of Acceptance can be issued which forms the contract.
Stage 4 – Construction (12 to 24 months) All members of the Design Team are collectively responsible for the effective management of the project in order to achieve its completion on time and within budget.
Stage 5 - Handover of Works and Final Account (12 months minimum). The Design Team individually and collectively are required to effectively manage the Project, with the co-operation of the Contractor achieve a satisfactory standard of Construction, and achieve Substantial Completion of all elements of the Projects by the Contract Section/Phase handover dates and overall Contract Completion Date.
470. Deputy Chris Andrews asked the Minister for Education the reason funding for pupils in special classes for the summer programme has been reduced from €60 per pupil in 2022, to €45 in 2023 and €30 in 2024; what evidence was used to inform this 50% cut; and if she will make a statement on the matter. [14376/24]
Amharc ar fhreagraThe Department of Education recently announced details of the 2024 Summer Programme on 21st March 2024.
All schools have an opportunity to run a programme over the summer months for children with complex special educational needs and those at greatest risk of educational disadvantage, so that they can be supported, nurtured and encouraged to continue to engage in a fun and inclusive educational setting.
The main priority in 2024 continues to be that those children with the most complex special educational needs, especially in special schools, should have access to a school-based summer programme.
All of the measures for the 2024 summer programme have been designed to maximise the number of schools and children taking part in the school-based programme.
There are a range of supports being provided to schools to facilitate them to run the programme which has seen the programme grow every year since 2019. In 2023, more than 50,000 children took part compared to 13,000 children in 2019. These supports include:
• In 2023, a pilot programme was developed specifically for special schools and a National Co-ordinator for Special Schools was appointed. This programme continues in 2024. The role of the National Co-ordinator has proved to be beneficial as it has resulted in an increase of more than 50% of special schools having participated.
• School Organiser Role – Since 2023, instead of preparation hours, there is a dedicated role of School Organiser in each school offering the summer programme. The School Organiser will receive additional remuneration for their role. This role is envisaged to be a key leadership role which offered development opportunities for staff in schools.
• Summer Programme Manager - In all schools (mainstream and special), the role that was previously called the Overseer is now called the Summer Programme Manager. The same person appointed as the School Organiser could also have been appointed to this role.
• Length of school day - For special schools, the length of the day was reduced from the full school day to 10am – 2pm. However, the same daily rate will have been paid to staff taking part. This was in recognition of the challenges associated with running the programme in a special school.
• Flexible grant funding - In order to reflect the unique circumstances that will arise in a special school during the summer months, additional grant funding of €2,000 will be provided for each week that a special school provides a school-based Summer Programme.
• Other enhanced measures are in place to encourage schools’ participation. These include a Centralised Application Process to reduce admin burden on schools and earlier payment of school staff.
A key barrier to the participation of schools previously has been the availability of staff, particularly those experienced staff already working in the schools. In 2023, to maximise the budget available for the summer programme, staff working on the school-based scheme, including teachers and SNAs, were paid at the higher personal rate of pay. Consequently, this has seen a much larger number of schools taking part, particularly in primary schools.
In addition, schools will be given the flexibility to engage staff that were not employed in their schools to support their summer programme. A staff portal will be available for teachers and SNAs to register their interest in working on a school-based programme. Student teachers and students in relevant disciplines such as therapy, social care and nursing and others, including early childcare workers and carers, will also be able to register their interest in working on this year’s Programme.
In 2023, the Inclusion Programme and Special Class elements from 2022 were combined to form one cohesive scheme for mainstream schools where the aim was to bring a more targeted approach for children with special educational needs. While the capitation rate in mainstream schools was raised to €45 in 2023, the €30 rate per week for 2024 is in line with the rate for the Inclusion Programme in previous years. It should be noted that this rate is cognisant of all costs associated with running a summer programme and is very favourably compared to the normal capitation during the school year, which is approximately €5 per week. To assist schools further this year, in the special class group or the combined group setting, schools also have the flexibility to consider how best to align the existing resource allocation to accommodate more children into these groups.
The capitation rate for special schools remains at €60 to reflect the unique circumstances of running a programme in those settings.
471. Deputy Mattie McGrath asked the Minister for Education to provide details on the provision of a modular unit for a school (details supplied) for the provision of an additional ASD classroom given the current demand in south Tipperary; when this school will be provided with a modular unit; the plans to increase provision of ASD places in south Tipperary; and if she will make a statement on the matter. [14399/24]
Amharc ar fhreagraI can confirm to the Deputy, that the school in question has submitted an application for capital funding, under my Department's Additional School Accommodation Scheme for one modular special education needs classroom.
The purpose of my Department’s Additional School Accommodation (or ASA) scheme is to ensure that essential mainstream classroom accommodation and accommodation for pupils with special education needs is available to cater for pupils enrolled each year, where the need cannot be met by the school’s existing accommodation or at other schools in the area.
At primary level, this situation generally arises to cater for a school’s accommodation requirements where an additional teaching post has been sanctioned by Teacher Allocation Section, or the requirement for a new class for pupils with special education needs has been identified by the National Council for Special Education (NCSE), and all available alternative accommodation within the school is already being used for classroom purposes. The capacity at other schools in the area is also considered as part of the assessment of any accommodation needs.
The National Council for Special Education (NCSE) has the responsibility for planning and coordinating school supports for children with special educational needs.
The Department engages 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.
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 14 are in Tipperary, 5 at primary level and 9 at post-primary level. This brings to 120 the number of special classes in County Tipperary, 76 at primary level and 44 at post-primary level.
Planning for special classes and special school places in County Tipperary and nationwide is currently underway ahead of the 2024/25 school year. The locations of new classes for 2024/25 will be confirmed by the NCSE shortly.
In general, demographics have been falling at primary level and are due to continue to decrease. Therefore, the Department considers it prudent to maximise the use of existing spare accommodation capacity at primary level in the first instance, before considering any applications for further accommodation needs. This is in line with public spending requirements. In relation to the provision of primary special classes, the shared preference of both the Department and the NCSE is to use and reconfigure existing school accommodation to provide special classes. Given the number of primary special classes available already and the falling demographics, it is also likely that most of the new additional special classes may be required in larger population centres in a local school planning area.
To date, it has not yet been confirmed by the NCSE regional team that a class is required at the school in question for the school year 2024/25 and in that context, the application for additional accommodation has not been approved.
472. Deputy Carol Nolan asked the Minister for Education if the concerns of a school (details supplied) regarding accommodation capacity will be urgently addressed; and if she will make a statement on the matter. [14408/24]
Amharc ar fhreagraI can confirm to the Deputy that my department is in receipt of an application, under the Additional Schools' Accommodation (ASA) Scheme from the school in question.
The purpose of the Additional Schools' Accommodation Scheme is to ensure that essential mainstream and special education classroom accommodation is available to cater for pupils enrolled each year and where the need cannot be met by the school’s existing accommodation or at other schools in the area.
Following assessment of the school's accommodation needs a brief for modular accommodation of 1 x Special Education Classroom, 1 x Mainstream Classroom and 1 x Special Education Tuition room was agreed with the school.
In support of the expedited delivery of critical school accommodation my Department has put in place a Modular Accommodation Framework. In addition, my Department has put new project manager support in place to assist schools with the delivery of this critical modular accommodation. All of these supports help ensure that the administrative burden for schools on procuring and delivering modular accommodation solutions is significantly eased.
My Department is utilizing Modern Methods of Construction, including Modular Accommodation, as well as traditional construction delivery methods. Modular accommodation has particular advantages in terms of overall timelines and also climate impact in that they do not generally have a reliance on fossil fuels.
In overall terms, it is important to have a range of delivery mechanisms for delivering school accommodation to support the current very strong and ambitious roll-out of school building projects. This is particular relevant given the overall challenging construction sector market.
A number of factors are considered by my Department in determining the most appropriate construction method to meet a school’s accommodation requirements, including the timing and duration of that accommodation need, and other school-specific factors.
The Modular Accommodation Framework solution:
· Has significant benefits in terms of delivery timelines;
· Minimises the impact of the project on the operation of the school;
· Provides quality and sustainable accommodation that meets building regulation requirements and is Near Zero Energy Building (NZEB) compliant; and
· Climate proofing of the accommodation, given that the modular accommodation has the added benefit of utilising decarbonised heating sources which should also help with the school’s energy profile and costs.
The National Council for Special Education (NCSE) has the responsibility for planning and coordinating school supports for children with special educational needs.
The Department engages 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. In planning and providing for additional school accommodation, the Department must also have regard to construction inflation pressures and competing demands on suppliers of modular accommodation and project management services.
In general, demographics have been falling at primary level and are due to continue to decrease. Therefore the Department considers it prudent to maximise the use of existing spare accommodation capacity at primary level in the first instance, before considering any applications for further accommodation needs. This is in line with public spending requirements. In relation to the provision of primary special classes, the shared preference of both the Department and the NCSE is to use and reconfigure existing school accommodation to provide special classes
The school in question was assigned a Project Manager to assist in delivering the agreed accommodation. The project manager in consultation with the school authority carried out a report on the viability of the project and this report issued to the school for agreement.
I can confirm to the Deputy that officials in my department have recently received approval of the viability report from the school's Board of Management.
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. 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.
473. Deputy Ivana Bacik asked the Minister for Education her views on the summer programme 2023 in relation to funding for autism classes; and the rationale for reducing funding for pupils in special classes in each of the years 2022, 2023 and 2024. [14444/24]
Amharc ar fhreagraThe Department of Education recently announced details of the 2024 Summer Programme on 21st March 2024.
All schools have an opportunity to run a programme over the summer months for children with complex special educational needs and those at greatest risk of educational disadvantage, so that they can be supported, nurtured and encouraged to continue to engage in a fun and inclusive educational setting.
The main priority in 2024 continues to be that those children with the most complex special educational needs, especially in special schools, should have access to a school-based summer programme.
All of the measures for the 2024 summer programme have been designed to maximise the number of schools and children taking part in the school-based programme.
There are a range of supports being provided to schools to facilitate them to run the programme which has seen the programme grow every year since 2019. In 2023, more than 50,000 children took part compared to 13,000 children in 2019. These supports include:
• In 2023, a pilot programme was developed specifically for special schools and a National Co-ordinator for Special Schools was appointed. This programme continues in 2024. The role of the National Co-ordinator has proved to be beneficial as it has resulted in an increase of more than 50% of special schools having participated.
• School Organiser Role – Since 2023, instead of preparation hours, there is a dedicated role of School Organiser in each school offering the summer programme. The School Organiser will receive additional remuneration for their role. This role is envisaged to be a key leadership role which offered development opportunities for staff in schools.
• Summer Programme Manager - In all schools (mainstream and special), the role that was previously called the Overseer is now called the Summer Programme Manager. The same person appointed as the School Organiser could also have been appointed to this role.
• Length of school day - For special schools, the length of the day was reduced from the full school day to 10am – 2pm. However, the same daily rate will have been paid to staff taking part. This was in recognition of the challenges associated with running the programme in a special school.
• Flexible grant funding - In order to reflect the unique circumstances that will arise in a special school during the summer months, additional grant funding of €2,000 will be provided for each week that a special school provides a school-based Summer Programme.
• Other enhanced measures are in place to encourage schools’ participation. These include a Centralised Application Process to reduce admin burden on schools and earlier payment of school staff.
A key barrier to the participation of schools previously has been the availability of staff, particularly those experienced staff already working in the schools. In 2023, to maximise the budget available for the summer programme, staff working on the school-based scheme, including teachers and SNAs, were paid at the higher personal rate of pay. Consequently, this has seen a much larger number of schools taking part, particularly in primary schools.
In addition, schools will be given the flexibility to engage staff that were not employed in their schools to support their summer programme. A staff portal will be available for teachers and SNAs to register their interest in working on a school-based programme. Student teachers and students in relevant disciplines such as therapy, social care and nursing and others, including early childcare workers and carers, will also be able to register their interest in working on this year’s Programme.
In 2023, the Inclusion Programme and Special Class elements from 2022 were combined to form one cohesive scheme for mainstream schools where the aim was to bring a more targeted approach for children with special educational needs. While the capitation rate in mainstream schools was raised to €45 in 2023, the €30 rate per week for 2024 is in line with the rate for the Inclusion Programme in previous years. It should be noted that this rate is cognisant of all costs associated with running a summer programme and is very favourably compared to the normal capitation during the school year, which is approximately €5 per week. To assist schools further this year, in the special class group or the combined group setting, schools also have the flexibility to consider how best to align the existing resource allocation to accommodate more children into these groups.
The capitation rate for special schools remains at €60 to reflect the unique circumstances of running a programme in those settings.
474. Deputy Paul Kehoe asked the Minister for Education for a full update on the remediation and retrofitting work on a school (details supplied), including timings; and if she will make a statement on the matter. [14488/24]
Amharc ar fhreagraThe Deputy will be aware that Dublin 15 is an area of significant population growth and as part of forward planning the Department of Education has been assessing school accommodation in the area.
In this regard, the Department is planning a school building for the area that will be designed to be adaptable to cater for primary or post-primary school requirements as the needs arise.Planning permission was recently granted for a 24 classroom primary school which will be used in the first instance as decant accommodation for 2 primary schools in the area while they are being remediated/retrofitted.
Actavo were appointed off the Governments Modular Accommodation framework in June 2023. They are the main contractor on the Hollywoodrath site and commenced work in February 2024. This project is scheduled for completion in January 2025 at which time Tyrellstown ETNS and St Luke’s National School will be decanted to facilitate remediation works on both schools. At this early stage it is premature to be deliberating on the precise delivery timelines.
Following completion of the remediation works at the 2 schools, the building will be available to accommodate either a Primary or Post Primary School as demographics in the area dictate.
475. Deputy Sean Fleming asked the Minister for Education if a reply will issue to correspondence (details supplied); and if she will make a statement on the matter. [14497/24]
Amharc ar fhreagraThe Department of Education recently announced details of the 2024 Summer Programme on 21st March 2024. As in previous years, a budget of €40m has been allocated for the programme in 2024.
All schools have an opportunity to run a programme over the summer months for children with complex special educational needs and those at greatest risk of educational disadvantage, so that they can be supported, nurtured and encouraged to continue to engage in a fun and inclusive educational setting.
The main priority in 2024 continues to be that those children with the most complex special educational needs, especially in special schools, should have access to a school-based summer programme.
All of the measures for the 2024 summer programme have been designed to maximise the number of schools and children taking part in the school-based programme.
There are a range of supports being provided to schools to facilitate them to run the programme which has seen the programme grow every year since 2019. In 2023, more than 50,000 children took part compared to 13,000 children in 2019. These supports include:
• In 2023, a pilot programme was developed specifically for special schools and a National Co-ordinator for Special Schools was appointed. This programme continues in 2024. The role of the National Co-ordinator has proved to be beneficial as it has resulted in an increase of more than 50% of special schools having participated.
• School Organiser Role – Since 2023, instead of preparation hours, there is a dedicated role of School Organiser in each school offering the summer programme. The School Organiser will receive additional remuneration for their role. This role is envisaged to be a key leadership role which offered development opportunities for staff in schools.
• Summer Programme Manager - In all schools (mainstream and special), the role that was previously called the Overseer is now called the Summer Programme Manager. The same person appointed as the School Organiser could also have been appointed to this role.
• Length of school day - For special schools, the length of the day was reduced from the full school day to 10am – 2pm. However, the same daily rate will have been paid to staff taking part. This was in recognition of the challenges associated with running the programme in a special school.
• Flexible grant funding - In order to reflect the unique circumstances that will arise in a special school during the summer months, additional grant funding of €2,000 will be provided for each week that a special school provides a school-based Summer Programme.
• Other enhanced measures are in place to encourage schools’ participation. These include a Centralised Application Process to reduce admin burden on schools and earlier payment of school staff.
A key barrier to the participation of schools previously has been the availability of staff, particularly those experienced staff already working in the schools. In 2023, to maximise the budget available for the summer programme, staff working on the school-based scheme, including teachers and SNAs, were paid at the higher personal rate of pay. Consequently, this has seen a much larger number of schools taking part, particularly in primary schools.
In addition, schools will be given the flexibility to engage staff that were not employed in their schools to support their summer programme. A staff portal will be available for teachers and SNAs to register their interest in working on a school-based programme. Student teachers and students in relevant disciplines such as therapy, social care and nursing and others, including early childcare workers and carers, will also be able to register their interest in working on this year’s Programme.
A role that was introduced in 2023 is that of the Summer Programme Organiser whose purpose is to design a scheme that best fits the needs and requirements of all children participating in the programme. In doing so, the Organiser will be aware of each child’s needs and they will be able to develop and tailor activities using the available resources.
In 2023, the Inclusion Programme and Special Class elements from 2022 were combined to form one cohesive scheme for mainstream schools where the aim was to bring a more targeted approach for children with special educational needs. While the capitation rate in mainstream schools was raised to €45 in 2023, the €30 rate per week for 2024 is in line with the rate for the Inclusion Programme in previous years. It should be noted that this rate is cognisant of all costs associated with running a summer programme and is very favourably compared to the normal capitation during the school year, which is approximately €5 per week. To assist schools further this year, in the special class group or the combined group setting, schools also have the flexibility to consider how best to align the existing resource allocation to accommodate more children into these groups.
The capitation rate for special schools remains at €60 to reflect the unique circumstances of running a programme in those settings.
476. Deputy Aengus Ó Snodaigh asked the Minister for Education the reason a child (details supplied) who is 13 years of age has been refused a SENO grant for their school. [14499/24]
Amharc ar fhreagraMy Department operates a scheme of grant-aid to primary and post-primary schools towards the cost of purchasing essential assistive technology equipment, which has been recommended by the National Council for Special Education (NCSE) as being essential for students with physical and/or sensory or communicative disabilities in accordance with the criteria set out in Circular 0010/2013 which is published on my Department’s website gov.ie - Assistive Technology Grant (www.gov.ie).
The NCSE, through its network of local Special Educational Needs Organisers (SENOs), are responsible for processing applications from schools for special educational needs supports. SENOs will review the application, and professional reports provided in support of same, in order to establish whether the criteria of the scheme has been met. They will then make a recommendation to my Department as to whether or not assistive technology is required; and based on this recommendation, my Department will decide on the level of grant, if any, to be provided.
The NCSE operates within my Department's criteria, in making recommendations for support. Schools make applications directly to the appropriate SENO, providing details of the student’s special educational needs or disability, including details of the approach taken by the school in making relevant interventions.
In order to qualify for equipment under the assistive technology scheme, a child must have been diagnosed with a physical or communicative disability and must also have a recommendation in a professional assessment that the equipment is essential in order to allow the child to access the curriculum. It must also be clear that the existing I.T. equipment in the school is insufficient to meet the child's needs, and where necessary, schools may also purchase new or additional equipment or software for students from normal school resources or funds.
Based on the professional information provided to the SENO and in line with criteria set out in Circular 10/2013, the SENO was not in a position to recommend an assistive technology grant for the school concerned on behalf of the student.
The school has the option to appeal this decision. The appeals process is outlined on my Department’s website at the following link: gov - Assistive Technology Grant (www.gov.ie).
Separately, where an appeal has been unsuccessful, but new information becomes available, the school may submit a new application to the SENO for consideration.
Parents may also contact SENOs directly to discuss their child’s special educational needs, using the contact details available at: www.ncse.ie/seno-contact-information
477. Deputy Niamh Smyth asked the Minister for Education her plans to assist with the shrinking play area at a school (details supplied) due to extensions and a growing school population in the area; if she will record the current situation regarding inadequate parking space at the school and the ongoing safety issues presenting due to same; if she will review this case urgently; and if she will make a statement on the matter. [14532/24]
Amharc ar fhreagraI can confirm to the Deputy that my Department received correspondence from the school in question regarding retrospective funding for the play area at the school. Officials in my Department will consider the correspondence received and will contact the school authorities directly.
The Board of Management is responsible for the management of a school on behalf of the patron(s). Individual school authorities are responsible for ensuring the safety and welfare of children and others in their care, including traffic management measures within school property.
The issue of road safety measures outside the vested site areas of schools on public roads, such as road signage, traffic calming measures etc., is a matter, for the relevant Local Authority. Local Authorities have the power to decide on road safety measures outside schools to ensure that measures are in place to protect the safety of local school children.
The purpose of my Department’s Additional School Accommodation (or ASA) scheme is to ensure that essential mainstream classroom accommodation and accommodation for pupils with special education needs is available to cater for pupils enrolled each year, where the need cannot be met by the school’s existing accommodation.
At primary level, this situation generally arises to cater for a school’s accommodation requirements where an additional teaching post has been sanctioned by Teacher Allocation Section, or the requirement for a new class for pupils with special education needs has been identified by the NCSE, and all available alternative accommodation within the school is already being used for classroom purposes
As part of it’s planning for 2024 and beyond, Department officials are working on the arrangements for the next phases of the summer works programme. It is envisaged at this stage that, a new Multi-Annual Summer Works Scheme (SWS) with a focus on climate action and energy conservation. Schools will be notified of the details of the SWS in due course.
The purpose of the SWS is to devolve funding to individual school authorities to undertake small-scale building works which, ideally, can be carried out during the summer months or at other times that avoid disrupting the operation of the school. The SWS operates on a multi-annual basis and was last opened for applications in 2019. It will be open to the school in question to apply for funding under the Summer Works Scheme.
Since 2020 my Department has invested in the region of €4.3 billion in our schools throughout the country, including the completion of over 750 school building projects with construction currently underway at approximately 300 other projects, which includes 34 new school buildings.
School building projects at construction involve an overall State investment of over €1.2 billion. We also have a large modular accommodation programme delivering urgently needed school places.
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.
478. Deputy Réada Cronin asked the Minister for Education for an update on the development situation regarding (details supplied); and if she will make a statement on the matter. [14541/24]
Amharc ar fhreagraThe project to which the Deputy refers has been devolved for delivery to Kildare and Wicklow Education and Training Board (KWETB).
The Service Level Agreement (SLA) has been issued to KWETB. The next step is for the ETB to procure a Design Team for the project to design the buildings, obtain the necessary statutory planning permissions, and move the project onward to tender and construction in due course.
As the project is at an early stage in the delivery process, it is not possible at this time to give a date for its completion. Please be assured that the ETB will be engaging directly with the school authority to keep it informed of progress.
479. Deputy John Brady asked the Minister for Education the reason the special education teaching allocation for students who are blind or vision-impaired has been removed; and if she will make a statement on the matter. [14550/24]
Amharc ar fhreagra480. Deputy John Brady asked the Minister for Education the reason the special education teaching allocation for students who are blind or vision-impaired has been removed; and if she will make a statement on the matter. [14551/24]
Amharc ar fhreagra481. Deputy John Brady asked the Minister for Education if impact studies have been carried out to determine the effect on students of the decision to reduce special education teaching allocation hours for schools by 30% for students who are blind or vision-impaired; and if she will make a statement on the matter. [14552/24]
Amharc ar fhreagra482. Deputy John Brady asked the Minister for Education if impact studies have been carried out to determine the effect on students of the decision to reduce special education teaching allocation hours for schools by 30% for students who are blind or vision-impaired; and if she will make a statement on the matter. [14553/24]
Amharc ar fhreagraI propose to take Questions Nos. 479 to 482, inclusive, together.
I want to thank the Deputy for raising this issue.
At the outset I would like to confirm that there is no change in the provision of supports my departments provides to children who are blind or visually impaired.
The Special Education teaching allocation model for 2024/25 distributes the total available number of SET posts in line with each school’s profile of need.
It seeks to distribute teaching resources in the fairest possible manner, taking into account quality, robust evidence in respect of individual schools.
This ensures that resources are in the right place at the right time to meet the needs of children in mainstream.
There will more Special Education Teachers in our schools in September 2024 than ever before – an increase of 1,000 from 2020/21 school year. This is in addition to a significant reduction in class teachers sizes at primary level over three budgets to where our Pupil to Teacher Ratio at primary level is now 23:1.
This means, more than ever, children with SEN in our mainstream schools are best supported to meet their needs.
In addition the model will now be run annually in line with general teacher allocations. This allows schools to better plan their staffing structures and gives them time to arrange clusters in areas where schools share an SET teacher.
There has been a limited change to the method used to allocate SET to mainstream classes. This review involved extensive consultation and visits to schools by the NCSE to look at the strengths and shortcomings of the allocation model. The feedback has been incorporated into the revised model for 2024/25.
The review of the SET model focused on ensuring that we had the best possible data available to inform the distribution of resources to our schools.
Our policy relating to supporting all of our children ( including those who are blind or vision impaired) in our schools based on their level of need remains unchanged.
The policy that individual schools are required to adhere to is the principle that the allocation is utilised to ensure that those pupils with the greatest level of need receive the greatest level of support and this remains unchanged.
In addition, under my Departments Assistive Technology scheme, over 600 children benefitted from specialised equipment for the visually and hearing impaired last year.
Equipment provided under the Assistive Technology scheme to assist children with visual impairment included Braille Equipment/Braille Keyboards/ CCTV Equipment with Distance Camera, computer equipment for enhanced text reading and online library and audio equipment for audio books.
My department provides funding for visiting teachers for children who are blind/visually impaired. The management of visiting teachers is the responsibility of the NCSE.
They offer longitudinal support to children, their families and schools from the time of referral through to the end of post-primary education.
Each VT is responsible for a particular region and is allocated a caseload of students. The VT supports children/young people, parents, guardians, teachers and other professionals involved with the child. The frequency and nature of support takes into account a range of factors based on the individual’s needs. In case of any technical issues with a student's assistive technology, it is recommended that the school contacts their visiting teacher from the NCSE's Visiting Teacher Service. The visiting teacher will collaborate with the provider to offer the necessary training and technical supports to both students and teachers.
My Department also provides annual funding the National Braille Production Centre (NBPC) to provide braille books to to support children who are blind in their education.
