Tuesday, 23 Apr 2024

School Accommodation

Ceisteanna (304)

Paul Murphy

Ceist:

304. Deputy Paul Murphy asked the Minister for Education if she will ensure an ASD unit is added to a school (details supplied); and if she will make a statement on the matter. [17746/24]

Amharc ar fhreagra

Freagraí scríofa

Minister for Education

I can confirm to the Deputy, that my department has received an application for capital funding, under the Additional School Accommodation (ASA) scheme, from the school authority in question

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.

The application for the school has been assessed and on foot of this assessment, technical input was sought from the technical team within the Department.

Officials are considering the technical input received to determine what approach is the most appropriate solution for this school.

Once a decision is reached, the school authorities will be contacted directly with a decision.

Special Educational Needs

Ceisteanna (305)

Matt Carthy

Ceist:

305. Deputy Matt Carthy asked the Minister for Education the reason the special education teaching hours allocated to a school (details supplied) have been reduced by ten hours; if she will reallocate these hours without imposing the burden of a full school review as proposed by the NCSE; and if she will make a statement on the matter. [17759/24]

Amharc ar fhreagra

Freagraí scríofa

Minister of State at the Department of Education

I would like to thank the Deputy for question raised.

Enabling children with special educational needs to receive an education is a priority for this government. The vast majority of children with special educational needs are supported to attend mainstream classes with their peers.

The Special Education Teaching (SET) allocation model for 2024/25 is based on information from all 4,000 schools in the country. The model distributes the total available number of SET posts in line with each school’s profile of need.

The model seeks to distribute teaching resources in the fairest possible manner, taking into account as much evidence as possible in respect of individual schools and evidence in respect of the best possible use of resources. Schools must adhere to the guidance on the use of SET hours and support all children with additional teaching needs using the continuum of support framework.

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. he revised model is providing an annual allocation of SET teaching hours, using the best possible available data sources and is ensuring that the right resource is available at the right time to meet the needs of children with special educational needs.

The National Council for Special Education (NCSE) has responsibility for planning and coordinating school supports for children with special educational needs including SET reviews.

The NCSE have advised that they have reviewed and streamline the SET review process following feedback from schools and our education partners. The new streamlined review process was introduced for the SET Allocation for 2024/25 school year. A school could request a review of their allocation on the NCSE portal in March 2024 and the NCSE has committed to completing the reviews in the period March to May 2024 on a prioritised bases with rapidly developing schools being given priority.

When a review application under a category outlined in circular 02 or 03/2024 the NCSE requests the school to provide the minimal amount of additional data from the school. All such data requested by the NCSE to progress the review is information that should already be to hand in the relevant school and the only additional requirement is to ensure that all relevant individual student data is anonymised.

For example, if a school applies for a review under the category of a significant increase in the intake or population of pupils at primary level who have the greatest level of need in line with the Continuum of Support, the additional data being requested by the NCSE is as follows:

1. The Current Support Plan for each relevant pupil in the category

2. Most recent Support Plan Review for each relevant pupil in category

3. SET and Class teachers timetables

All the required information above, should already be readily available in the school as outline in the SET Guidelines issued in 2017 and in adherence with the continuum of support requirements to support students with additional needs. The data required should already be maintained in the school as it has to be utilised by the school to identify the pupil’s additional learning needs and the timetables are required as part of the schools resource management.

In addition, the NCSE provides a template to the school (SET Review Additional Information Form) to allow school to provide additional information which may not have been included in their original application.

It is important to note that where an onsite review may be required, this would only consist of one visit to the school by the NCSE to review the information already held by the school.

It is important to note that SET hours are only one component of support for children in mainstream but the most important support is the mainstream class teacher. The pupil teacher ratio at primary level is now 23:1 which means there are more mainstream teachers than ever before in our educational system. There will be 14,600 Special Education Teachers (SETs) supporting mainstream classes in the 2024/25 school year, which is an increase of 1,000 since the end of the 2021 school year. This is the highest number of SET teachers ever in our schools.

Special Educational Needs

Ceisteanna (306)

Matt Carthy

Ceist:

306. Deputy Matt Carthy asked the Minister for Education if she will examine the process for schools to appeal their allocation of special education teaching hours considering the current burden on schools of completing a comprehensive appeal form, followed by a school visit and a full school review places an excessive pressure on school staff; and if she will make a statement on the matter. [17760/24]

Amharc ar fhreagra

Freagraí scríofa

Minister of State at the Department of Education

I would like to thank the Deputy for question raised.

Enabling children with special educational needs to receive an education is a priority for this government. The vast majority of children with special educational needs are supported to attend mainstream classes with their peers.

The Special Education Teaching (SET) allocation model for 2024/25 is based on information from all 4,000 schools in the country. The model distributes the total available number of SET posts in line with each school’s profile of need.

The model seeks to distribute teaching resources in the fairest possible manner, taking into account as much evidence as possible in respect of individual schools and evidence in respect of the best possible use of resources. Schools must adhere to the guidance on the use of SET hours and support all children with additional teaching needs using the continuum of support framework.

The revised model is providing an annual allocation of SET teaching hours, using the best possible available data sources and is ensuring that the right resource is available at the right time to meet the needs of children with special educational needs.

The National Council for Special Education (NCSE) has responsibility for planning and coordinating school supports for children with special educational needs including SET reviews.

The NCSE have advised that they have reviewed and streamline the SET review process following feedback from schools and our education partners. The new streamlined review process was introduced for the SET Allocation for 2024/25 school year. A school could request a review of their allocation on the NCSE portal in March 2024 and the NCSE has committed to completing the reviews in the period March to May 2024 on a prioritised bases with rapidly developing schools being given priority.

When a review application under a category outlined in circular 02 or 03/2024 the NCSE requests the school to provide the minimal amount of additional data from the school. All such data requested by the NCSE to progress the review is information that should already be to hand in the relevant school and the only additional requirement is to ensure that all relevant individual student data is anonymised.

For example, if a school applies for a review under the category of a significant increase in the intake or population of pupils at primary level who have the greatest level of need in line with the Continuum of Support, the additional data being requested by the NCSE is as follows:

1. The Current Support Plan for each relevant pupil in the category

2. Most recent Support Plan Review for each relevant pupil in category

3. SET and Class teachers timetables

All the required information above, should already be readily available in the school as outline in the SET Guidelines issued in 2017 and in adherence with the continuum of support requirements to support students with additional needs. The data required should already be maintained in the school as it has to be utilised by the school to identify the pupil’s additional learning needs and the timetables are required as part of the schools resource management.

In addition, the NCSE provides a template to the school (SET Review Additional Information Form) to allow school to provide additional information which may not have been included in their original application.

It is important to note that where an onsite review may be required, this would only consist of one visit to the school by the NCSE to review the information already held by the school.

It is important to note that SET hours are only one component of support for children in mainstream but the most important support is the mainstream class teacher. The pupil teacher ratio at primary level is now 23:1 which means there are more mainstream teachers than ever before in our educational system. There will be 14,600 Special Education Teachers (SETs) supporting mainstream classes in the 2024/25 school year, which is an increase of 1,000 since the end of the 2021 school year. This is the highest number of SET teachers ever in our schools.

Teaching Council of Ireland

Ceisteanna (307)

Marian Harkin

Ceist:

307. Deputy Marian Harkin asked the Minister for Education to provide an update on an application for incremental credits submitted by a person (details supplied); and if she will make a statement on the matter. [17831/24]

Amharc ar fhreagra

Freagraí scríofa

Minister for Education

The criteria for the award of incremental credit are set out in the Department of Education’s Circulars 10/2001 for Primary teachers, 29/2007 and 29/2010 for Post-Primary teachers. The criteria for the award of incremental credit to recognised teachers was agreed under the auspices of the Teachers Conciliation Council (TCC).

When an application form for incremental credit is received in my Department, it is checked to ensure that it is fully completed. Applications are managed in date received order.

Incremental credit circular 10/2001, states the following-

Teachers applying for incremental credit under any of the above schemes shall be responsible for obtaining all the information requested by the Department as set out in the application forms.

The person named has applied for an award of incremental credit with respect to prior service in a number of schools. However, it has not been possible to progress the applications submitted by the person named as additional information is required in support of these applications.

Staff of my Department have engaged with this teacher to obtain the required information to process both these applications and are continuing to correspond with the person named in order to progress the matter.

Schools Building Projects

Ceisteanna (308)

Niall Collins

Ceist:

308. Deputy Niall Collins asked the Minister for Education for an update on an application for additional funding for a project (details supplied); and if she will make a statement on the matter. [17833/24]

Amharc ar fhreagra

Freagraí scríofa

Minister for Education

The main purpose of the Emergency Works Scheme is to provide for unforeseen emergencies that impact on school buildings. An emergency is 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 scheme does so by ensuring the availability of funding for urgent works to those schools that are in need of resources as a result of an emergency situation.

The school to which the Deputy refers applied for retrospective funding for additional works carried out in respect of an EWS project. These additional works were beyond the approve scope of the project and approval was not sought in advance of the works being conducted and are deemed a request for retrospective funding. My Department does not provide retrospective funding for any projects in line with Circular PBU 5/04, which outlines the position in relation to retrospective funding, and is set out at the following link.

Circular PBU 504

Teaching Qualifications

Ceisteanna (309)

Cian O'Callaghan

Ceist:

309. Deputy Cian O'Callaghan asked the Minister for Education further to Parliamentary Question No. 420 of 20 March 2024, if the Teaching Council will introduce new measures to allow teachers who have qualified outside Ireland to complete their teaching induction in Ireland; if this can be considered as a measure to address the current teacher crisis; and if she will make a statement on the matter. [17855/24]

Amharc ar fhreagra

Freagraí scríofa

Minister for Education

Under the Teaching Council Acts 2001-2015 the Teaching Council is the body with the statutory authority and responsibility for the regulation of the teaching profession in Ireland including the registration of Teachers in the State.

The Council registers teachers under the Teaching Council Acts 2001-2015. There are five routes of registration with the Teaching Council which are namely Route 1: Primary, Route 2: Post-primary, Route 3: Further Education, Route 4: Other and Route 5: Student Teacher. The registration requirements for each route are set out in the Teaching Council (Registration) Regulations 2016.

As you are aware, the Council implemented an amendment to the Registration Regulations in 2023 to enable overseas qualified teachers to complete induction through the Droichead process in Ireland. Droichead has been developed to support newly qualified teachers following their instruction in the Irish curriculum to gain supervised school-based instruction and additional professional learning, building on their academic achievement.

The Droichead programme is extensive, involving schools, teachers, and OIDE, the professional development service for teachers. To give an idea of the scale, a total of 6,598 teachers engaged in the Droichead process across the two academic years of 2021/2022 and 2022/2023, the vast majority of those being NQTs from Irish programmes initial teacher education.

Through continuous engagement with the Council on this matter, I can advise that there have not been any further developments in relation to your query on the Teaching Council (Registration) (Amendment). It remains with the Teaching Council and is under active consideration, including relevant legal advice in the context of regulatory requirements including those mandated by the EU.

Any updates in this regard will be published on the Teaching Council website, www.teachingcouncil.ie.

School Transport

Ceisteanna (310)

Danny Healy-Rae

Ceist:

310. Deputy Danny Healy-Rae asked the Minister for Education in view of proposed changes to the school bus transport system, when the new changes will become effective (details supplied); and if she will make a statement on the matter. [17872/24]

Amharc ar fhreagra

Freagraí scríofa

Minister for Education

The School Transport Scheme is a significant operation managed by Bus Éireann on behalf of the Department of Education.

In the current school year over 161,600 children, including over 135,000 pupils traveling on primary and post primary services, 19,800 pupils with special educational needs, and 6,800 pupils who have arrived to Ireland from Ukraine are transported on a daily basis to primary and post-primary schools throughout the country.

The total cost of the scheme in 2023 was €382.02m.

As the Deputy is aware, 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.

It should be noted that planning for school transport services in any given year commences in the December to January preceding the start of that school year. These plans are well underway and as well as commencing the planning process earlier for the 2024/2025 school year, the Department engage with Bus Éireann on a daily basis in relation to operational matters. Monthly operational and quarterly strategic meetings are also held. The Department continue to engage closely with Bus Éireann in relation to the current and future availability of drivers and contractors as reported as a wider issue nationally.

The Bus Éireann online portal for applications for the 2024/2025 school year is now open.

The closing date for new applicants to apply will be the last Friday in April – the 26th of April. The closing date to make a payment/enter medical card details will be the Friday after the June Bank Holiday weekend – 7th June, following which the portal will close for 3-week period to allow Bus Éireann time to plan for the new school year.

This year, there is a facility to apply and pay at the same time from the date the portal opens.

These dates are in line with the application timelines for the current school year. An extensive media campaign is now underway to advise families of these timelines.

In the 2024/25 school year, it is planned that the main actions arising from the review will be as set out below:

• Continue criteria for Temporary Alleviation Measures

• Implement aspects of the review in pilots.

• Commence planning for the 2025/2026 school year to provide for additionality on the scheme under revised scheme eligibility criteria of reduced distance criteria and removal of nearest school criteria

• Make changes to the SEN transport application form. The newly adapted form will allow families to indicate if they wish for their child to travel on mainstream services where such transport is in operation and to identify if the child requires the support of a School Bus Escort to accompany them on the mainstream service

• The rate of the Special Transport Grant will be increased

• The Department and Bus Éireann will continue to explore and implement improved technology to increase accountability, information to improve planning and resource allocation and simpler, more customer friendly and transparent interfaces

• The work underway by School Transport Section in regard to the employment of School Bus Escorts should be completed in order to issue an information pack to schools by the start of the 2024/2025 school year and pay rates for Bus Escorts is to be reviewed in full by the end of 2024

The retirement age for school bus drivers has been set by Bus Éireann at 70 years of age, which also applies to road passenger services.

Bus Éireann part-time school bus drivers and drivers nominated by private operators who operate service as part of the School Transport Scheme may continue to perform in the role provided they hold the requisite license and satisfy an annual medical examination until they retire at age 70. This policy and criteria is applied to all drivers who provide school transport services on behalf of Bus Éireann equally.

The age limit on school bus drivers was increased to 70 years a number of years ago. While Bus Éireann have informed the Department there is no plan to increase the age limit further at this time, the matter will continue to be kept under review.

School Accommodation

Ceisteanna (311)

Frankie Feighan

Ceist:

311. Deputy Frankie Feighan asked the Minister for Education if her Department has received an application for additional accommodation for a primary school in County Leitrim (details supplied); when the board of management will receive confirmation of same; and if she will make a statement on the matter. [17875/24]

Amharc ar fhreagra

Freagraí scríofa

Minister for Education

I can confirm to the Deputy, that my Department has received an application for capital funding under the Additional School Accommodation (ASA) scheme, from the school authority in question.

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.

My official have been in contact with the school authority regarding the application which is currently being assessed. Once the assessment process is complete, the school authority will be contacted directly with a decision.

Special Educational Needs

Ceisteanna (312)

Francis Noel Duffy

Ceist:

312. Deputy Francis Noel Duffy asked the Minister for Education if her Department has considered supporting the installation of ASD units in school (details supplied); and if she will make a statement on the matter. [17914/24]

Amharc ar fhreagra

Freagraí scríofa

Minister for Education

I can confirm to the Deputy, that my department has received an application for capital funding, under the Additional School Accommodation (ASA) scheme, from the school authority in question

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.

The consideration of the accommodation requirements for the school in question forms part of the Planning and Building Unit’s overall assessment of its work programme and priorities in the context of available capital funding.

I can assure the Deputy that the provision of required school places, including for children with special educational needs, is a priority for my Department and my officials are working to ensure that there is sufficient provision to meet the school place needs in the school in question and the wider School Planning Area for future years.

Since 2020, the Department of Education has invested in the region of €4.5 billion in our schools throughout the country, involving the completion of over 800 school building projects with construction currently underway at approximately 300 other projects, which includes 31 new school buildings. The 300 projects currently at construction involve a total State investment of over €1.2bn. This is a record level of investment in our schools and highlights the Government’s very strong track record of delivery in providing additional capacity and modern facilities for our school communities.

The applications have been assessed and on foot of this assessment, technical input was sought from the technical team within the Department.

The Department has had on-going engagement with this school during this process. Officials are considering the technical input received to determine what approach is the most appropriate solution for these schools.

Once a decision is reached, the schools authorities will be contacted directly with a decision.

Residential Institutions

Ceisteanna (313)

Mark Ward

Ceist:

313. Deputy Mark Ward asked the Minister for Education her views on a letter (details supplied); the options available to this person to assist them in locating their family member’s remains; and if she will make a statement on the matter. [17920/24]

Amharc ar fhreagra

Freagraí scríofa

Minister for Education

The matter raised by the Deputy has previously been the subject of correspondence with my Department. This correspondence included a request that I bring forward a proposal to appoint, in accordance with the provisions of the Institutional Burials Act 2022, a Director of Authorised Intervention for the site of the former St Bridget’s Industrial School, Loughrea, Co. Galway, in order to locate the remains of the correspondent’s aunt, who passed away in 1918.

The purpose of the Institutional Burials Act 2022 is to provide a legislative framework for the recovery and re-interment of the remains of those who died in residential institutions and who were buried in a manifestly inappropriate manner.

The 2022 Act was developed in response to the discovery at the site of the former Mother and Baby home in Tuam, Co. Galway of children’s remains which had been interred in a manifestly inappropriate manner, but is not site specific. It therefore could potentially allow interventions at other sites which are associated with residential institutions in respect of which a public body has or had a relevant role, as defined in section 8(3) of the Act.

However, section 7(2) of the Act provides that Government may only make an order to appoint a Director of Authorised Intervention where it is satisfied that a number of criteria have been met. This includes a requirement that manifestly inappropriate burials have taken place on the site concerned, and section 8(1) of the Act then sets out four criteria which can be used to determine whether burial sites contain manifestly inappropriate burials.

These are that human remains are –

(i) Uncoffined,

(ii) Buried in such a manner that they would not have complied with the requirements, at the time of such burial, specified in the Burial Grounds Regulations,

(iii) Buried in a way that would not reasonably be considered to provide a dignified interment, or

(iv) Buried collectively and in a manner or in a location that is repugnant to common decency and would reasonably have been considered so at the time the burials took place.

Furthermore, section 8(2) of the Act requires that the Government has regard to available evidence, including any expert technical reports or other reliable information or corroborated statements.

With regard to the above, it is not apparent, at this time, that there is evidence that children were interred at St. Bridget’s Industrial School in a manifestly inappropriate manner, within the meaning of the Act. Indeed, in a situation where the burial places of children have not been identified, a proposal to appoint a Director of Authorised Intervention cannot be brought forward under the Act.

Schools Building Projects

Ceisteanna (314)

John McGuinness

Ceist:

314. Deputy John McGuinness asked the Minister for Education the status of a building project for a school (details supplied); and if approval will be issued as soon as possible. [17941/24]

Amharc ar fhreagra

Freagraí scríofa

Minister for Education

The school to which the Deputy refers was approved to enter the Department’s school accommodation pipeline of projects to provide a Mainstream Classroom under the Additional School Accommodation (ASA) scheme. The project is devolved to the school authority for delivery.

My Department has approved the project to go to the tender. The tender report was received by my Department and is now under review by my Department in line with the requirements of the public Infrastructure Guidelines. Once this review has taken place, the school authority will be advised accordingly.

It is planned that close to 90 school building projects currently at tender stage will be authorised to proceed to construction over the course of 2024 and early 2025. These projects will provide new and modernised facilities to help schools cater for growing populations in their areas and include 138 classrooms for children with special education needs, which is a key priority for Government.

In total, around €800 million will be invested in these projects under the department’s Large Scale Capital Programme and Additional Accommodation Scheme for essential classroom accommodation.

This is a record level of investment in school buildings. It will expand the number of school places, significantly increase provision for special education and upgrade and modernise our school infrastructure. The impact of this will be felt in communities right around the country.

Physical Education

Ceisteanna (315)

John McGuinness

Ceist:

315. Deputy John McGuinness asked the Minister for Education if every school providing physical education will be adequately funded to meet the needs of those participating and to include PE equipment; and if she will make a statement on the matter. [17946/24]

Amharc ar fhreagra

Freagraí scríofa

Minister for Education

The Programme for Government commits to high quality Physical Education (PE) in primary and secondary schools. The appointment of Thomas Byrne TD as Minister of State with special responsibility for Sport and Physical Education reflects this commitment. My department also continues to work closely with the National Council for Curriculum and Assessment (NCCA) with regard to curricular developments and with Oide which provides Teacher Professional Learning and support for our physical education teachers.

The new Primary Curriculum Framework was published in March this year, and under this, the wellbeing framework which includes a PE specification is being developed. A new Junior Cycle PE specification was introduced for first year students in all post-primary schools from September 2023. Schools are required to provide a minimum of 135 hours of Physical Education for all Junior Cycle students. There are two options for PE at Senior Cycle – Leaving Certificate Physical Education (LCPE), which is an examinable subject and the Senior Cycle Physical Education (SCPE) framework which is non- examinable. Introduced on a phased basis in 2018 to 64 schools, LCPE is now being offered by 404 schools around the country. The Senior Cycle Physical Education (SCPE) non-examination framework provides a flexible planning tool for physical education for all students in senior cycle.

The funding allocated to my department, as set down in the annual Estimates, is used to meet costs associated with the provision of educational services in our schools and various related functions. 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 of approximately 300 other projects including 34 new school buildings. Other costs funded by my department include salaries of teaching and non-teaching school staff, capitation funding, grant payments to Education and Training Boards and a range of programmes and initiatives.

The two main grants provided to all recognised schools are the Capitation grant to cater for day to day running costs including heating, lighting etc. and the Ancillary grant to cater for the cost of employing ancillary services staff. These grants may be regarded as a common grant from which the Board of Management can allocate according to its own priorities. The standard capitation funding allocations are not related to specific subjects, schools have the flexibility to decide at local level how such funding is used.

My department has published a comprehensive list of PE equipment which is required to deliver the curricula. The PE equipment on this list is provided to all new schools, major projects and refurbishments. Funding for PE equipment from this list is available to all schools to replace or update equipment, where required.

In addition, Health-related activity, Dance and Gymnastics are key physical activity areas that require indoor space for effective learning experiences. The department provides general purpose (GP) rooms and PE halls with the construction of all new primary and post primary schools, respectively. These facilities may also be provided where a large-scale building or refurbishment project is being delivered for an existing school. During the period 2018 to 2022, such large-scale school building projects delivered 31 PE Halls and 56 GP Rooms.

I recognise the limitations that a lack of indoor PE facilities places on the delivery of the PE curricula. However, it is important to note that almost 95% of the post primary schools, and over 70% of the primary schools that made 2020 Annual Schools Returns have indicated to the department that they either have a PE Hall, access to a nearby PE Hall, or a project in train that will deliver a new PE Hall.

Furthermore, learning experiences relating to the curriculum such as Athletics, Invasion Games and Adventure Activities can take place outdoors on tarmac. Practically all schools have outdoor play areas, and many schools use adjacent local facilities, including community halls, public parks, playing fields and swimming pools. The department is conducting a review of the current tarmacadam specification and is involving a number of schools in a trial of the use of polymeric and astro-turf surfaces.

Under the Programme for Government there is a commitment to deliver a PE build and modernisation programme, so that more schools have indoor facilities for PE and local communities have access and extra amenities available to them. This will be a future focus as the main focus of the department’s capital funding over the last decade and for the coming period is on provision of critical additional capacity to cater for increasing demographics and children with special education needs. The department is required to manage the overall school building programme so that we target and prioritise areas that are under greatest pressure for additional school places. This reflects the Department’s fundamental objective of ensuring the availability of a school place for every child.

The overall position with regard to potential modernisation and replacement of existing school infrastructure will be kept under review as capital funding allocations for future years are clarified. The Department of Public Expenditure, NDP Delivery and Reform will be engaging with departments on NDP allocations for the period 2026 to 2028 over the coming months, with allocation decisions expected later this year.

National Educational Psychological Service

Ceisteanna (316)

Robert Troy

Ceist:

316. Deputy Robert Troy asked the Minister for Education how a school requests a NEPS assessment for a student. [17949/24]

Amharc ar fhreagra

Freagraí scríofa

Minister for Education

NEPS is a school-based service, which provides educational psychological support to all primary and post-primary schools. NEPS support teachers to intervene effectively with children and young people whose needs range from mild to severe, and from transient to enduring.

NEPS encourages schools to use a continuum based assessment and intervention process whereby each school takes responsibility for initial assessment, educational planning and intervention for pupils with learning, emotional or behavioural difficulties.

If the school has concerns that a student is not making reasonable progress, following evidence-informed support and intervention, the school may request the direct involvement of the NEPS psychologist. Students can only be prioritised for NEPS involvement by the school principal, or by a staff member designated by the Principal. Referrals cannot be made by any other person. A request for involvement (referral) is accepted from the school principal in consultation with the psychologist or the advisory psychologist where the school currently does not have an assigned psychologist. When deciding who to prioritise for involvement with NEPS, school principals consider those students who present with the greatest level of need, in that particular school context.

Under the Special Education Teacher (SET) Allocation Model introduced by the Department of Education in 2017, Special Education Teacher allocation is frontloaded into schools to support children with special educational/additional needs. The model gives schools the capacity to respond to individual needs in a flexible way and pupils do not have to have a psychological assessment, or a diagnosis of a disability, in order to access Special Education Teaching. This means that those with the highest level of need can access the highest level of support within the school in a timely manner. The term Special Education Needs (SEN) used in school guidelines includes children and young people with social and emotional needs, academic needs as well as needs associated with physical, sensory, and language and communication difficulties.

School Accommodation

Ceisteanna (317)

Michael Creed

Ceist:

317. Deputy Michael Creed asked the Minister for Education the current situation regarding a request for approval for a modular classroom at a school (details supplied). [17951/24]

Amharc ar fhreagra

Freagraí scríofa

Minister for Education

I can confirm to the Deputy, that the school in question submitted an application for capital funding, under my Department's Additional Schools' Accommodation (ASA) Scheme, for modular accommodation for mainstream purposes.

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.

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.

Following an initial assessment, in July of last year a potential need for additional accommodation was identified and communicated to the school. This was not a formal approval letter. As part of its overall programme planning for 2024 school accommodation needs, the Department is now examining enrolment data from the current school year and data on accommodation capacity at schools nearby. This is in order to reassess and identify critical accommodation requirements for the next school year, with a view to advancing these to formal approval stage. 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. This analysis is forming part of the Department’s current assessment process.

Our main focus is on the most critical needs for the next school year. In the context of making most effective use of our capital allocation, and mindful of climate action goals, we are working to make sure that all school accommodation capacity is being maximised. We are looking at how each individual school’s accommodation can be best utilised and at capacity across schools in each school planning area.

The ASA application for this school is being considered in this context. I can only seek to assure the Deputy that we will advance this matter as quickly as possible and that we are very conscious that where additional school places and accommodation are required, a significant lead-in time is necessary for a variety of reasons.

Schools Building Projects

Ceisteanna (318)

Louise O'Reilly

Ceist:

318. Deputy Louise O'Reilly asked the Minister for Education the current status of the construction of a permanent building for a school (details supplied); the timeline for the delivery of the new school given it has been in temporary accommodation for over 40 years; and if she will make a statement on the matter. [17976/24]

Amharc ar fhreagra

Freagraí scríofa

Minister for Education

The major building project for the school referred to by the Deputy has completed Stage 2(b) of the architectural design process. Stage 2(b) involves detailed design and the preparation of tender documentation. The next stage, subject to relevant Stage 2(b) approvals, will be Stage 3, tender stage. Projects are subject to relevant due diligence by my Department at each stage in the process, within the context of overall programme and budgetary parameters.

In late March, following a review of National Development Plan allocations, the Government approved medium term capital allocations for the Department of Education for the period to 2026. The Department’s Planning and Building Unit is now reviewing its programme plans in the context of those recently confirmed allocations.

Special schools are a particular priority for my Department’s school building programme and I know the new building for St Michaels House Special School will be transformative for the school community.

Department officials will keep the school authorities updated on progress and next steps.

Special Educational Needs

Ceisteanna (319)

Ged Nash

Ceist:

319. Deputy Ged Nash asked the Minister for Education the reason several parents in an area, including one couple (details supplied), have been denied places for their children when they had previously been promised at a school’s ASD unit for the school year starting in September 2024; if she will commit to give the school the resources necessary in order that none of these children are denied their place; and if she will make a statement on the matter. [17977/24]

Amharc ar fhreagra

Freagraí scríofa

Minister of State at the Department of Education

Enabling children with special educational needs to receive an education is a priority for this government. It is also a key priority for my department and for the National Council for Special Education (NCSE).

The vast majority of children with special educational needs are supported to attend mainstream classes with their peers. Where children with more complex needs require additional supports, special classes and special school places are provided.

For 2024, €2.7 billion is being spent on special education, an increase of €113 million, and this is dedicated to providing supports for children with special educational needs. This will allow for, amongst other things, the opening of up to 400 new special classes in mainstream schools and 300 additional special school places.

In 2024, the number of teaching and SNA posts in our schools will increase with an additional 744 teachers and 1,216 SNAs added to deliver up to 2,700 new places for children with special educational needs. This will mean we will have over 41,500 qualified and committed people in our schools who are focused wholly and exclusively on supporting these children.

The NCSE has the responsibility for planning and coordinating school supports for children with special educational needs.

Over the last number of years, my department and the NCSE have introduced a number of strategic initiatives to plan for and provide sufficient special class and special school places.

These initiatives are bearing fruit with almost 1,300 new special classes sanctioned and seven new special schools established over the last four years.

My department 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.

As a result of this forward planning, two new special schools have been established for this current school year in Cork and Dublin, with further capacity being expanded in 11 other special schools.

In addition, four new special schools will be established for the 2024/25 school year in counties Meath, Kildare, Wexford and Limerick. This will bring to 11 the number of new special schools established in recent years.

Along with the two new special schools opening this school year, 390 new special classes – 254 at primary and 136 at post-primary level – have been sanctioned by the NCSE.

Of these 18 are in Louth, 12 at primary level and 6 at post-primary level. This brings to 88 the number of special classes in County Louth, 67 at primary and 21 at post-primary level.

Planning for special classes and special school places 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.

Any school which seeks to open a special class or indeed a further class is to be commended. The efforts of schools in doing so is appreciated, however, it may not be possible or appropriate to open classes in every school that expresses or has previously expressed an interest. Classes not sanctioned for this coming school year, will remain as options, should need arise in later years.

My department in conjunction with the NCSE considers it prudent to maximise the use of existing accommodation in schools, within geographic areas, in the first instance. This consideration is prior to the establishment of any additional special class that may require additional accommodation e.g., modular accommodation.

The school referred to by the deputy has two building projects with my department.

The school was granted approval for one modular special educational needs unit under my department’s Additional School Accommodation scheme. My department is currently liaising with school authority regarding the necessary procurement documentation in order to expedite the delivery of this important project

In addition, the school was approved a longer term project under the Additional School Accommodation scheme for the provision of a two-classroom special education unit, two mainstream classrooms, and a technical graphics room. The cost report has been received by the department and is currently being reviewed by the Professional and Technical team with a decision due shortly for progression of this much needed project to tender.

Parents seeking special class placements for their children are advised to contact the NCSE locally so that their needs can be taken into account for planning purposes. Local special educational needs organisers (SENOs) are available to assist and advise the parents of children with special educational needs. Parents may contact SENOs directly using the contact details available at: www.ncse.ie/regional-services-contact-list

My department will continue to support the NCSE and schools through the provision of the necessary funding and capital investment to ensure all children are successful in accessing an education.

Water Services

Ceisteanna (320)

Paul Murphy

Ceist:

320. Deputy Paul Murphy asked the Minister for Education if she will ensure a cancellation of a debt to Irish Water in the case of a school (details supplied); and if she will make a statement on the matter. [17987/24]

Amharc ar fhreagra

Freagraí scríofa

Minister for Education

My Department provides funding to recognised post primary schools by way of per capita grants which is based on school enrolment. The two main grants are the capitation grant to cater for day to day running costs such as heating, lighting, cleaning, insurance, water, general up-keep etc. and the ancillary grant to cater for the cost of employing ancillary services staff. Schools are permitted to regard the capitation and ancillary grants as a combined grant in line with circular 40/2009.

Schools may continue to utilise funding provided across the range of grants to ensure adequate cash flow at certain times. However, income and expenditure must continue to be recorded in school accounts and attributed to the individual grants as appropriate.

In addition to these grants, €20 million in funding was issued in October 2023, to support all recognised primary and post-primary schools in the free education scheme. This funding is the first tranche of an overall additional €60 million funding announced as part of Budget 2024 measures designed to assist schools with increased day-to-day running costs such as heating and electricity. A further €40 million in funding was delivered in early 2024.

As part of the capitation package in Budget 2024, €21 million was secured as a permanent increase in capitation funding to assist schools now and longer term with increased day-to-day running costs. This will support a permanent restoration of funding for all primary and post-primary schools from September 2024. This will bring the basic rate of capitation grant to the pre-2011 level of €200 per student in primary schools and to €345 in voluntary secondary schools. Enhanced rates will also be paid in respect of pupils with Special Educational Needs. This represents an increase of circa 9.2% of current standard and enhanced capitation rates.

The Financial Support Services Unit (FSSU), funded by my Department, is an important source of advice and support to schools on financial matters. To be of assistance, officials from my Department have contacted the FSSU, and requested that they contact the school directly to provide advice and support as required, in the first instance. The FSSU will provide guidance to the Board of Management in their engagements with Irish Water on this matter.

Schools Building Projects

Ceisteanna (321)

Fergus O'Dowd

Ceist:

321. Deputy Fergus O'Dowd asked the Minister for Education to respond to concerns raised in correspondence (details supplied) in respect of a school; and if she will make a statement on the matter. [18002/24]

Amharc ar fhreagra

Freagraí scríofa

Minister for Education

I can assure the Deputy that the major building project for the school referred to is a significant priority for my Department.

My Department has received correspondence from the parents council and my Department contacted the school principal to clarify if there are any immediate Life and Safety systems that need addressing, pending the delivery of the new replacement school. The principal confirmed there are none that they are aware of.

While the original project brief was to deliver a new extension and refurbishment of the current school building, it was agreed, following a review by the Design Team to revise the project scope to deliver a new replacement school at the current site in Glasnevin.

The current building dates from the late 1970s. The new building will provide purpose-built accommodation for students with special educational needs, ranging in age from 4 to 18 years. This will comprise 20 mainstream classrooms, along with additional specialised rooms including Art, Home Economics, Woodwork, a Library, GP Room, Dining Space, Sensory Room, dedicated therapy rooms and all associated ancillary accommodation. The accommodation will take into consideration the specific needs of the students of Scoil Chiaráin and will address the issues raised in the parents council letter.

The project is currently close to completion of Stage 2(b) of the architectural design process. Stage 2(b) involves detailed design and the preparation of tender documentation. The next stage, subject to relevant Stage 2(b) approvals, will be Stage 3, tender stage. Projects are subject to relevant due diligence by my Department at each stage in the process, within the context of overall programme and budgetary parameters.

In late March, following a review of National Development Plan allocations, the Government approved medium term capital allocations for the Department of Education for the period to 2026. The Department’s Planning and Building Unit is now reviewing its programme plans in the context of those recently confirmed allocations.

Special schools are a particular priority for my Department’s school building programme and I know the new building for Scoil Chiaráin will be transformative for the school community.

Department officials will keep the school authorities updated on progress and next steps.

My Department will also respond to the parents council letter.

Special Educational Needs

Ceisteanna (322)

Francis Noel Duffy

Ceist:

322. Deputy Francis Noel Duffy asked the Minister for Education if there are plans to expand the number of places for special education class provision at preschool, primary and secondary level for those with complex needs, beyond autism spectrum and those with rare diseases that meet the needs in the growing south Dublin area; and if she will make a statement on the matter. [18028/24]