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Gnáthamharc

Wednesday, 26 Jun 2024

Written Answers Nos. 46-65

School Staff

Ceisteanna (46)

Steven Matthews

Ceist:

46. Deputy Steven Matthews asked the Minister for Education further to Parliamentary Question No. 37 of 19 June 2024, if her attention has been drawn to concerns of school principals regarding the 30 September cut-off point for teacher allocations for the following primary school year; if moving this deadline to the calendar year end has been considered to allow for fluctuation in registration numbers; and if she will make a statement on the matter. [27308/24]

Amharc ar fhreagra

Freagraí scríofa

Extending the reference date for enrolments to a later stage in the year would delay the timely notification of staffing to schools and the recruitment process that follows.  The current process ensures schools can fill vacancies in a timely manner ahead of the new school year and so provides certainty to the school system.

As advised, the staffing arrangements have in-built processes for schools experiencing increases in enrolment, through the projected enrolment post application and the staffing appeals process.

Special Educational Needs

Ceisteanna (47)

Ged Nash

Ceist:

47. Deputy Ged Nash asked the Minister for Education if her attention has been drawn to delays in processing applications in the assistive technology scheme (details supplied); her plans to address this issue; and if she will make a statement on the matter. [27312/24]

Amharc ar fhreagra

Freagraí scríofa

Under the Assistive Technology Scheme, as set out in my Department’s Circular 0010/2013, funding is provided to schools towards the cost of computers and specialist equipment, which are required for educational purposes.

All equipment provided under this scheme supports children with more complex disabilities who, in order to access the school curriculum, require essential specialist equipment.

My Department and the NCSE has received a large volume of Assistive technology applications that are currently being processed. There has been a large increase in applications for Assistive Technology over the last number of years, with approximately double the amount of equipment being sanctioned in 2023 compared to 2018. Special education are currently reviewing the Assistive Technology Scheme, with streamlining the application process one of the key goals of this review.

Officials from my Department have contacted staff within the NCSE with in view to progressing this application.

School Accommodation

Ceisteanna (48)

Michael Ring

Ceist:

48. Deputy Michael Ring asked the Minister for Education for an update on an application for additional accommodation for a school in County Mayo (details supplied); the exact stage this application is at; when a decision will be reached; and if she will make a statement on the matter. [27330/24]

Amharc ar fhreagra

Freagraí scríofa

I can confirm to the Deputy, that my Department is in receipt of an application for the Additional School Accommodation (ASA) scheme, from the school 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.

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. 

The Department’s Planning and Building Unit is therefore carefully analysing the medium to longer-term requirements for additional accommodation taking account of enrolment projections and the need to make optimum use of existing capacity in schools in the area.

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 application for this school is being considered in this context and we are working to get a decision communicated to the school as soon as possible.

Special Educational Needs

Ceisteanna (49)

Seán Sherlock

Ceist:

49. Deputy Sean Sherlock asked the Minister for Education the reason a child has not been offered a special school place (details supplied). [27376/24]

Amharc ar fhreagra

Freagraí scríofa

I understand that this is an anxious time for parents who are seeking a school place for their child for September and I would like to assure the Deputy that this government is determined to alleviate the pressures faced by parents when seeking a special educational placement.

The National Council for Special Education (NCSE) has advised my department that they continue to support the family of the child referred to by the Deputy, who is seeking a special school placement for September. The local special educational needs organiser (SENO) is providing support and advice to the family in this regard and will provide details of special educational placements as they arise.

My department and the NCSE work closely in relation to the forward planning of new special classes and additional special school places, work which is close to finalisation for the 2024/25 school year.

381 new special classes have been sanctioned by the NCSE for the 2024/25 school year, 267 at primary and 114 at post primary level. Of these, 59 are in Dublin, this brings the overall number of classes in the county to 593. The vast majority of these are autism classes.

The NCSE expect to confirm some additional classes shortly to ensure that a sufficient level of provision is available. The NCSE is confident that through the provision of these new classes and vacancies in existing classes there is sufficient places to meet the needs of all children known to them for September 2024.

I referenced earlier that this government is committed to alleviating the pressures faced by parents seeking a special educational placement.

Significant additional resources and funding of €13 million have been allocated to the NCSE to allow for the expansion of its services, which will bolster the level of service and provide effective structures to relieve pressure on parents.

This funding has allowed for, among other things, a significant increase in the number of SENOs which will increase from 73 to 120 by next September. These SENOs will work closely with children, their families and schools on the ground in order to provide the necessary supports.

Additional administrative support staff, team managers and other professionals are also being employed to allow SENOs concentrate on working directly with schools and families.

Legislation also provides for the NCSE to have a greater role in the admission of children with special educational needs. This is something that would require significant engagement with the education partners and it is something my Department and the NCSE.

Schools Building Projects

Ceisteanna (50)

Matt Carthy

Ceist:

50. Deputy Matt Carthy asked the Minister for Education the expected timeframe for the completion of new school buildings (details supplied); and if she will make a statement on the matter. [27400/24]

Amharc ar fhreagra

Freagraí scríofa

The project to which the Deputy refers, has been devolved for delivery to Cavan and Monaghan Education and Training Board (CMETB).

The brief for this project provides for a 8-classroom school, 2 SET rooms, Principals office and 1 combined resource / library area.

The project is currently at Stage 3 of the architectural design process. At the end of May 2024, the ETB were given authorisation to issue the Letter of Intent to the contractor.

It is expected that work will commence on site in quarter 3, 2024, and pending no unforeseen delays or issues, the project is expected to reach completion in quarter 4, 2025.

CMETB will be engaging directly with the school authority to keep it informed of progress.

School Textbooks

Ceisteanna (51)

Brendan Griffin

Ceist:

51. Deputy Brendan Griffin asked the Minister for Education the reason the 2024 free schoolbooks capitation per pupil has been reduced from €96 in 2023 to €80 in 2024; if she is concerned that this will result in schools requesting parents to make financial contributions to schools to cover the shortfall; and if she will make a statement on the matter. [27413/24]

Amharc ar fhreagra

Freagraí scríofa

In 2024 over €47 million was allocated to continue implementation of the schoolbooks scheme at primary level. On the 8th May I announced details of year 2 of the Primary Schoolbooks Scheme which provides at a minimum free schoolbooks, workbooks and copybooks to pupils in recognised primary and special schools. More than 555,000 pupils enrolled in approximately 3,230 primary schools, including over 130 special schools will continue to benefit from this scheme.  

Revised guidance for the 2024/25 school year was published on my Department’s website at www.gov.ie/schoolbookschemes  and has issued to schools.

As the scheme is now implemented in every recognised primary and special school it is expected that schools have used the funding provided in the 2023/24 school year to purchase stocks of schoolbooks and other classroom resources. Many of these items are now available to schools for reuse in the 2024/25 school year and in future school years. The funding allocated to the scheme in the 2024/25 school year takes account of this.

Schools have received €80 per pupil enrolled as of September 2023. Special schools that have students enrolled in Junior Cycle programmes have received funding at the Junior Cycle per capita rate of €309 per student set out under the new Junior Cycle Schoolbooks Scheme to further support these students.

At a minimum the scheme funding is to provide schoolbooks, workbooks and copybooks for all children and young people enrolled in recognised primary schools and special schools. Parents and guardians must not be asked to purchase or make a contribution to the school towards the cost of these items. 

Where the costs have been covered for the minimum requirements, as set out above, but additional classroom resources are required and cannot be covered under the scheme, parents/guardians must be advised of how these items will be provided. Schools should either provide parents/guardians with a list of the specific items that they are required to purchase, or provide them with information of the cost that the school will charge and a list of items that the school will provide for this cost. 

As part of the on-going evaluation of the scheme, all schools will be asked to provide data on their expenditure in order to inform the guidance, implementation, costs and efficiency of the scheme for future years.

Section 64 of the Education (Admissions to schools) Act 2018, which was commenced in 2018 explicitly prohibits the charging of admission and enrolment fees for admission to or for continued enrolment in a school, with some exceptions such as boarding or fee-charging schools.

The manner in which any voluntary contributions are sought and collected is a matter for school management, however their collection should be such as not to create a situation where either parents/guardians or pupils could reasonably infer that the contributions are compulsory.

School Discipline

Ceisteanna (52)

Paul Donnelly

Ceist:

52. Deputy Paul Donnelly asked the Minister for Education if she will consider a change in the terminology assault leave to injury leave in the case where a teacher is injured by a pupil in a special school as the children do not intend to harm and the current terminology is upsetting for the children and their parents. [27415/24]

Amharc ar fhreagra

Freagraí scríofa

The Leave of Absence following Assault Scheme, which is contained in the Department’s Circular Letter  0061/2017 for teachers and 0062/2017 for SNAs, provides for special leave with pay (subject to specified limits) to a teacher or special needs assistant who is unable to perform their duties due to a physical injury following an assault that happened in the course of their duties and during approved school activities.

The leave available under the Scheme for Leave of Absence following Assault is 3 months (92 days) at full pay in a rolling 4-year period. In exceptional cases, such as where a significant period of hospitalisation is required or in situations of a second or subsequent incident of assault, the leave may be extended for a further period not exceeding 3 months (91 days) at full pay, subject to an overall limit of 6 months (183 days) at full pay in a rolling 4-year period. Any subsequent absence will be dealt with under the Sick Leave scheme. 

As set out in the circulars, assault is defined as physical contact from a third party causing physical injury to a teacher/SNA in the course of their duties and during approved school activities.  The third party can, for example be a student, a parent or a member of staff who causes a physical injury to the teacher/SNA as a result of physical contact.  

The circular does not require that there be an intent to cause a physical injury, or that it be established that there was an intent to cause a physical injury, merely that there was physical contact from a third party which caused an injury to the teacher/SNA.

As part of the general management of the Department circulars, the Department will carry out a review of its existing circulars, such as the circular setting out the Leave of Absence following Assault Scheme.  This process includes engaging with the relevant school Management Bodies and Unions to seek their comments and observations around the provisions set out in the circulars.  The Department will consider the views provided by the Management Bodies and Unions and will seek to incorporate those views where possible.  The Department may also engage with the Department of Public Expenditure, NDP Delivery and Reform where required.  Engagement between the Department and the school Management Bodies and the Unions has taken place with regards to the circular setting out the Leave of Absence following Assault Leave for both Teachers and SNAs. However at this time, the process has not yet concluded.

Schools Building Projects

Ceisteanna (53)

Thomas Gould

Ceist:

53. Deputy Thomas Gould asked the Minister for Education for an update on an application for an additional school building (details supplied) in County Cork. [27430/24]

Amharc ar fhreagra

Freagraí scríofa

I am pleased to advise the Deputy that the school referred to was granted approval for the provision of 4 Special Education Tuition rooms under the Additional School Accommodation Scheme, the accommodation is being delivered from the Department's Modular Accommodation Framework. 

The project is devolved to the School Authority for delivery.  Task Order 1 has been issued which is an instruction to the nominated manufacturer to manufacture the unit. Department officials have recently been advised that the school's Design Team is currently preparing detailed designs, costings and programme for delivery which is to be submitted to the Department for consideration before progressing to the next stage which is approval to issue Task Order 2 (construction on-site).

National Educational Psychological Service

Ceisteanna (54)

Alan Dillon

Ceist:

54. Deputy Alan Dillon asked the Minister for Education when a psychologist will be appointed by the National Educational Psychological Service to a school (details supplied); to provide an update to the school; and if she will make a statement on the matter. [27433/24]

Amharc ar fhreagra

Freagraí scríofa

I refer to your recent parliamentary question in relation to the provision of a psychological service by NEPS to a school (details supplied)

My Department’s National Educational Psychological Service (NEPS) provides psychological support to all primary, post-primary, and special schools.

NEPS provides access for all schools to:

• Psychological support in the event of a Critical Incident

• A Casework Service for individual children where there is a need for intensive consultation and assessment via a NEPS psychologist or through the Scheme for the Commissioning of Psychological Assessments (SCPA).

• A school staff Support and Development Service, to build school capability to provide a comprehensive continuum of support in schools and

• Ongoing access to advice and support for schools.

Where a school does not an assigned psychologist due to a vacancy, a psychologist from the local NEPS team undertakes the role of advisory psychologist to respond to queries that the school may have. The schools continue to have access to support and development work delivered by the local team, critical incident response, advisory support and pupil casework via the Scheme for the Commissioning of Psychological Assessments (SCPA).

Officials in my Department have been examining the matter of how NEPS can continue to recruit adequate numbers of suitably qualified staff and continue to respond to the educational psychological needs of children in recognised primary and post-primary schools across the country.

Since January 2023, NEPS is supporting bursaries for students who are enrolled in the University College Dublin (UCD) Professional Doctorate in Educational Psychology and the Mary Immaculate College (MIC), Limerick’s Professional Doctorate in Educational and Child Psychology  for Trainee Educational Psychologists. Those in receipt of a bursary commit to joining NEPS upon graduation. As of April 2024 there are 60 Trainee Educational Psychologists in receipt of a bursary from NEPS who are expected will fill a vacancy in NEPS upon graduation, over the next three years.

The Public Appointments Service (PAS) commenced a recruitment campaign for Educational Psychologists for NEPS at the end of last year. Interviews have taken place, and panels of psychologists have been created. My department is actively engaging with PAS to maximise the numbers of psychologists being recruited.

School Funding

Ceisteanna (55)

Holly Cairns

Ceist:

55. Deputy Holly Cairns asked the Minister for Education if her attention has been drawn to concerns raised by primary school principals on 19 June 2024 (details supplied) in relation to inadequate funding, teacher shortages, inadequate special education supports and more; and if she will agree to meeting primary school principals to discuss these concerns. [27443/24]

Amharc ar fhreagra

Freagraí scríofa

Unfortunately due to diary commitments, I was unable to attend the meeting referred to by the Deputy.

In relation to the issues raised, my Department is committed to providing funding to recognised primary and post-primary schools in the free education scheme by way of per capita grants. The two main grants are the Capitation grant to cater for day to day running costs such as heating, lighting, cleaning, insurance, general up-keep etc. and the Ancillary grant to cater for the cost of employing ancillary services staff, for example caretakers. Schools have the flexibility to use capitation funding provided for general running costs and ancillary funding as a common grant from which the Board of Management can allocate according to its own priorities.

In addition to these grants, €20 million in funding issued during the mid-term break, to support all recognised primary and post-primary schools in the Free Education Scheme. This funding was 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 2024.

I understand the need for increased capitation funding and I am pleased that I have been able to provide for significant increases in capitation funding for primary and post-primary schools in Budget 2024 which includes a permanent restoration of capitation funding as well as an increase for cost of living pressures.

This year’s Budget will provide targeted funding for school communities with an increase in capitation of over €81 million.

The current standard rate of Capitation grant is €183 per pupil at Primary level and will be paid to schools in January and June 2024 for the 2023/24 academic year.

As part of the capitation package in Budget 2024 I am pleased to have secured €21 million 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.

Primary schools also receive an Ancillary Services Grant.The standard rate is €173 per pupil in primary schools.

Primary schools with less than 60 pupils are paid the Capitation and the Ancillary grants on the basis of having 60 pupils.

My Department provides funding to schools to provide workbooks and copies to all children and young people enrolled in recognised primary and special schools. It is expected that over 563,000 children and young people, - in 3,230 primary and special schools, - will benefit from this scheme in the 2024/25 school year. The payment per pupil for the 24/25 school year is €80.  Payments totalling €44.7 million were made to schools under the scheme in May 2024. This is considered to be sufficient to deliver this scheme, particularly as all schools have used initial funding from last year to purchase a significant volume of textbooks and other resources which can be re-used in the coming school year.

Budget 2024 reflects my Department’s commitment to ongoing investment in teacher supply through various measures including the following:

• Introduction of a professional Professional Master of Education incentive scheme for newly-qualified teachers graduating in 2024. Eligible teachers can receive an incentive payment of up to €2,000, to be paid in 2025.

• Expansion of upskilling programmes, free to teachers, aimed at increasing the number of qualified teachers in high-demand subjects, and reducing out-of-field teaching.

• Provision of an additional 1,000 posts of responsibility in the school system for the 2024/25 school year, recognising the vital role of school leaders in enhancing educational outcomes by fostering a positive school environment and empowering educators and learners within their communities.

Overall, my Department will spend almost €2.8 billion on special education in 2024, supporting students across mainstream and specialised settings. Almost 1,300 new special classes have been sanctioned over the last four years. For the coming school year, there will be over 3,000 special classes operating in primary and post-primary schools.

Seven new special schools have been established in recent years, and another four special schools will open in Meath, Kildare, Wexford and Limerick for the coming school year.

Any possible further increases will be part of Budget 2025 negotiations. While not wishing to pre-empt the outcomes of any future Budget negotiations or fiscal parameters agreed by Government, the Department of Education will continue to seek and prioritise the additional funding required to meet the ongoing costs of running schools as part of the annual Estimates process.

School Staff

Ceisteanna (56, 79)

Holly Cairns

Ceist:

56. Deputy Holly Cairns asked the Minister for Education if her Department will review the allocation of release days for teaching principals in order that there would be a sliding scale of allocations; and if she will make a statement on the matter. [27444/24]

Amharc ar fhreagra

Michael Healy-Rae

Ceist:

79. Deputy Michael Healy-Rae asked the Minister for Education to examine the requirements for principal release days (details supplied); and if she will make a statement on the matter. [27515/24]

Amharc ar fhreagra

Freagraí scríofa

I propose to take Questions Nos. 56 and 79 together.

Prior to 2022, principal release days were allocated on the basis of the number of mainstream teachers in the school.  

As part of Budget 2022 measures, I ensured that all schools with a teaching principal have a minimum of 37 Principal Release Days. i.e. one administrative day per week.   Schools with one special class have 4 additional release days, a total of 41 in the school year and schools with 2 special classes have administrative principal status.  These allocations are set out in Circular 26/2022, which superseded previous circulars 19/2020 and 14/2001.

Schools may employ a substitute teacher for the day to facilitate the principal’s release day.  Alternatively, schools may cluster their release days with other schools in order to create a full-time fixed-term post.  For the 2024/25 school year, schools may combine their Special Education Teaching (SET) hours with principal release days in order to create a full-time post.  The inclusion of principal release days in cluster posts allows for consistency in the teaching cover provided to schools.

Any further improvement would have to be considered in the context of the overall budgetary process.

Educational Disadvantage

Ceisteanna (57)

Holly Cairns

Ceist:

57. Deputy Holly Cairns asked the Minister for Education if she is aware of concerns raised by DEIS school principals in relation to their additional funding being spent on day-to-day school expenditure due to inadequate ancillary and capitation funding; and if she will make a statement on the matter. [27445/24]

Amharc ar fhreagra

Freagraí scríofa

My Department is committed to providing funding to recognised primary and post-primary schools in the free education scheme by way of per capita grants. The two main grants are the Capitation grant to cater for day to day running costs such as heating, lighting, cleaning, insurance, general up-keep etc. and the Ancillary grant to cater for the cost of employing ancillary services staff. Schools have the flexibility to use capitation funding provided for general running costs and ancillary funding provided for caretaking and secretarial services as a common grant from which the Board of Management can allocate according to its own priorities.

In addition to these grants, €20 million in funding issued during the mid-term break, to support all recognised primary and post-primary schools in the Free Education Scheme. This funding was 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 2024. 

I understand the need for increased capitation funding and I am pleased that I have been able to provide for significant increases in capitation funding for primary and post-primary schools in Budget 2024 which includes a permanent restoration of capitation funding as well as an increase for cost of living pressures.

This year’s Budget will provide targeted funding for school communities with an increase in capitation of over €81 million.

The current standard rate of Capitation grant is €183 per pupil at Primary level and will be paid to schools in January and June 2024 for the 2023/24 academic year.

As part of the capitation package in Budget 2024 I am pleased to have secured €21 million 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.

Schools also receive an Ancillary Services/SSSF Grant.  The standard rate is €173 per pupil in primary schools and €224.50 per student in post-primary schools.

Primary schools with less than 60 pupils are paid the Capitation and the Ancillary grants on the basis of having 60 pupils.  At post-primary level, schools with less than 200 students receive ancillary related grants on the basis of having 200 students.

Any possible further increases will be part of Budget 2025 negotiations. While not wishing to pre-empt the outcomes of any future Budget negotiations or fiscal parameters agreed by Government, the Department of Education will continue to seek and prioritise the additional funding required to meet the ongoing costs of running schools as part of the annual Estimates process.

School Textbooks

Ceisteanna (58)

Holly Cairns

Ceist:

58. Deputy Holly Cairns asked the Minister for Education to provide details on the level of funding allocated to schools under the free schoolbook scheme, per pupil; the number of books and workbooks each child requires under the curriculum; and the current average market price of said books and workbooks. [27446/24]

Amharc ar fhreagra

Freagraí scríofa

In 2024 over €47 million was allocated to continue implementation of the schoolbooks scheme at primary level. On the 8th May I announced details of year 2 of the Primary Schoolbooks Scheme which provides at a minimum free schoolbooks, workbooks and copybooks to pupils in recognised primary and special schools. More than 555,000 pupils enrolled in approximately 3,230 primary schools, including over 130 special schools will continue to benefit from this scheme.  

Revised guidance for the 2024/25 school year was published on my Department’s website at www.gov.ie/schoolbookschemes and has issued to schools.

The grant is allocated on a per capita basis at a rate of €80 per pupil enrolled as of September 2023. Special schools that have students enrolled in Junior Cycle programmes have received funding at the Junior Cycle per capita rate of €309 per student set out under the new Junior Cycle Schoolbooks Scheme in respect of these students.

At a minimum the scheme funding is to provide schoolbooks, workbooks and copybooks for all children and young people enrolled in recognised primary schools and special schools. The scope of the scheme means that primary and special schools will continue to have autonomy to choose schoolbooks and related classroom resources that meet curricular requirements. In the case of special classes in primary schools, they have autonomy to choose resources that meet the learning needs of the pupils.

Schools are expected to adopt a cost-conscious approach to the selection of books for use in their classes. Apart from a small number of prescribed texts at post-primary level, determined by the National Council for Curriculum and Assessment (NCCA), the decisions on which textbooks, programmes and resources, if any, to use in primary and post-primary schools are taken at school level. 

Therefore, the number or edition of schoolbook and/or workbook required by each pupil for individual subjects will be determined at a local level by each school.

My Department have no role in defining the cost of schoolbooks and workbooks as they are determined by individual publishers and booksellers.

As part of the on-going evaluation of the scheme, all schools will be asked to provide data on their expenditure in order to inform the guidance, implementation, costs and efficiency of the scheme for future years.

School Funding

Ceisteanna (59)

Holly Cairns

Ceist:

59. Deputy Holly Cairns asked the Minister for Education the number of primary schools which have been afforded less than €1,000 in their ancillary grant funding after the secretary budget had been removed; and the exact amounts each school were afforded, by county, in tabular form. [27447/24]

Amharc ar fhreagra

Freagraí scríofa

My Department is committed to providing funding to recognised primary and post-primary schools in the free education scheme by way of per capita grants. The two main grants are the Capitation grant to cater for day to day running costs such as heating, lighting, cleaning, insurance and general up-keep and the Ancillary grant to cater for the cost of employing ancillary services staff. Schools have the flexibility to use capitation funding provided for general running costs and ancillary funding provided for ancillary services as a common grant from which the Board of Management can allocate according to its own priorities, except for cases where a secretary is now paid from my Department’s payroll as per circular 36/2022.

The current standard rate of Capitation grant is €183 per pupil at Primary level and this year's grant is being paid, as usual, in 2 instalments, - the first in January and the second in June, for the 2023/24 academic year. Enhanced rates of capitation are also paid in respect of pupils with Special Educational Needs and Traveller pupils.

Primary schools with less than 60 pupils are paid the Capitation and the Ancillary grants on the basis of having 60 pupils.

As part of the capitation package in Budget 2024 I am pleased to have secured €21 million 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. 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.

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 the Deputy may be aware, following the acceptance by Fórsa of the Workplace Relations Commission (WRC) agreement in respect of salaries and various leave entitlements for grant-funded school secretaries, those secretaries who accepted the terms of this agreement were placed on a payroll operated by my Department from September 2023. Therefore, as schools will no longer be responsible for paying the salaries of these secretaries, it was necessary to revise the ancillary grant funding to take account of this change.

The arrangements for the 2023/24 school year are based on reducing grants by the value of the salary schools paid to grant-funded secretaries prior to their acceptance of the new terms and conditions. Schools provided my Department with these details and this information is now being used to reduce the ancillary related grant funding.

Correspondence issued to all schools on 20th December 2023 providing details of these arrangements for the period September to December 2023. Further correspondence issued on 26th April 2024 setting out the position for the period January to August 2024.

In the 2023/24 school year, schools have been paid the usual ancillary grant amount, minus the amount that schools previously paid to grant-funded secretaries prior to their acceptance of the new terms and conditions. Schools are in no way disadvantaged by this, as the grant is only reduced by the amount they previously paid to their secretaries.

Schools have been advised that work and engagement is ongoing to identify a method of standardising the reduction to the Ancillary and SSSF Grants for the longer term, where school secretaries are being paid via a payroll operated by the Department.

The table below includes the information requested by the Deputy. The information for the amounts paid less than €1,000 in their ancillary grant funding after the secretary salaries had been removed to all schools is not readily available by county at this time.

Primary School Type

Nil ancillary grant funding received

Ancillary grant funding received less than €500

Ancillary grant funding received between €501 - €1,000

Mainstream Schools

215 schools

86 schools

86 schools

Special Schools

3 schools

0 schools

0 schools

School Funding

Ceisteanna (60)

Holly Cairns

Ceist:

60. Deputy Holly Cairns asked the Minister for Education if she will commit to providing primary and secondary schools with a clear grant calendar, with payment dates provided, each year in order to allow schools to financially plan for the year. [27448/24]

Amharc ar fhreagra

Freagraí scríofa

The Department of Education is committed to providing schools at both primary and post-primary level with as much detail regarding grants, grant amounts and expected payment timeframes for each academic year as far in advance as is practicable.

For the 2024/25 academic year, officials in the Department are currently considering the presentation of schedules for grants that should include, as applicable across primary and post-primary, Standardised Testing, Capitation, Digital Strategy ICT, Deontas Breise Gaeilge, Free School Books, School Services Support Fund, Programme grants and DEIS grants.

Special Educational Needs

Ceisteanna (61)

Holly Cairns

Ceist:

61. Deputy Holly Cairns asked the Minister for Education if her attention has been drawn to reports of primary schools still being asked to carry out educational needs assessments for children, despite teachers not having the necessary psychology qualifications; the number of schools her Department or the NCSE asked to carry out such assessments in the 2023-2024 school year; and if she will make a statement on the matter. [27449/24]

Amharc ar fhreagra

Freagraí scríofa

The Assessment of Need (AON) is a statutory process under the Disability Act (2005) whereby the Health Service Executive (HSE) reports on the health and education needs of a child/young person. The provision of Guidelines for the assessment of needs process is a matter for the HSE.

With regards to the education aspect, if within the AON process the HSE Assessment Officer forms the opinion there may be a need for an education service to be provided to an applicant, they will request the NCSE to nominate persons with the appropriate expertise to assist in carrying out the assessment of education needs. The NCSE is obliged to nominate a person with appropriate expertise to assist in the carrying out of the assessment of education needs. Where the child is enrolled in a school, the Education of Persons with Special Education Needs Act (EPSEN) 2004 identifies the principal as one of the person(s) the NCSE can nominate. In turn, the principal may nominate a teacher in the school to assist in carrying out an assessment of education needs. One of the functions of a school, as detailed in the Education Act (1998), is to ensure that the education needs of all children and young people, including those with a disability or other special educational needs, are identified and provided for.

The educational component of the AON process refers to assessment of education needs. Assessment in education is an everyday practice in schools which results in the identification of a child’s education need and the measures required to address these needs.

Schools provide for the inclusion and participation of all students and provide an education which is appropriate to a student’s abilities and needs. Identification of education needs, therefore, is central to the way schools operate. This aligns with the obligations on schools arising from the Education Act 1998. Teachers use a range of assessment practices as part of the Continuum of Support framework. This enables the school to identify, address and review progress in meeting the academic, social and emotional needs of the pupil, as well as other education needs.

Schools have been provided with a range of resources to ensure that the education needs of all students, including those with a disability or other special education needs, are identified and supported. In announcing the introduction of the Special Education Teacher (SET) allocation model, the Department of Education issued Guidelines for Primary and Post-Primary schools (2017) to assist them in identifying and providing for the special education and learning needs of students. The Guidelines allow for schools to utilise a portion of their SET allocation to coordinate activities relating to special education. In that regard, schools have been advised that they can use SET coordination time to complete AON forms.

Furthermore, a recent court judgment found that teachers have the appropriate expertise and are suitably qualified to be nominated by the NCSE to assist in carrying out an assessment of education needs.

Therefore, schools may be nominated by the NCSE to complete an assessment of education needs and requested to complete the Report of Education Needs in order to assist the HSE in their Assessment of Need process.

In addition the NCSE and Department have put in place comprehensive supports to assist schools in completing the educational component of the HSE’s AON process. These include:

Detailed guidance

• An FAQ document

• Email support at aon@ncse.ie

• Phone support or further access to online and in person specialist support

NCSE have specialist trained advisors to aid in the completion of the education assessment. The education assessment report is returned to the HSE where the HSE Assessment Officer will compile and finalise the AON report.

The following table outlines referrals to schools by the NCSE during the 23/24 academic year:

Setting

2023/2024

Primary Schools

2,439

Special Schools

106

Post Primary Schools

536

Total

3,081

Special Educational Needs

Ceisteanna (62)

Holly Cairns

Ceist:

62. Deputy Holly Cairns asked the Minister for Education the number of primary school students in mainstream classes with additional educational needs; if this information could be collected from schools on the primary online database; and if she will make a statement on the matter. [27450/24]

Amharc ar fhreagra

Freagraí scríofa

I would like to thank the deputy for the question.

As the deputy is aware the allocation of Special Education Teaching and Special Needs Assistant resources are allocated as a school resource and not to individual pupils.

When special education resources are allocated to schools based on their profile of need, it does not dictate what child receives support. The deployment of resources within a school is the responsibility of the Board of Management and the school

All schools must deploy their SET resources in line with the continuum of support. Primacy within the continuum of support is that the child with the greatest level of need is provided with the greatest level of support.

The data on supports provided to pupils is currently maintained at individual school level and is not available at education system level.

The department, along with stakeholders, are cognisant that the model needs to continue to evolve so that the allocations process takes into account new or improved data sources and other changes within the school system.

As part of the recent review of the SET allocation model, my department is very much aware that additional data is available in individual schools which may not be available consistently across all schools and a key focus of the roadmap is to develop an accurate and verifiable system to capture such data. The use of Primary Online Database (POD) and the Post Primary Online Database (PPOD) will be investigated as a vehicle for such data.

A phased high level plan has been compiled to further enhance the model over the coming years. The department intends to undertake further detailed consultations with our education partners in the development of future enhancements to the model. The initial focus will be on areas such as:

• Development of a revised process for resourcing new schools and those in early stages of development

• Development of a mechanism for transfer of resources from primary to post primary based on changing demographics

• Examination of geographically isolated schools

• Examination of additional potential data sets already available in schools or other areas within the early years settings that could support greater sensitivity in the model.

• Delivery of a package of training and supports on the use of the continuum and education passports

It is intended that my department, in consultation with education partners, will examine an ongoing continuous improvement process that can give schools more input into identifying the need in their school in the most efficient way possible.

Special Educational Needs

Ceisteanna (63)

Holly Cairns

Ceist:

63. Deputy Holly Cairns asked the Minister for Education if changes to the system for requesting primary school supports could be made in order to allow schools to request supports for incoming junior infant pupils with additional needs before the first day of school, in order that those necessary supports are there immediately for the child. [27451/24]

Amharc ar fhreagra

Freagraí scríofa

I would like to thank the deputy for the question.

I want to take this opportunity to outline that as part of the review of Special Education Teaching allocation process, my department has introduced a number of initiatives to address the specific matter raised.

The moving of the allocation process to an annual basis for 2024/25 school year removes the time lag where school profiles were only amended on a 2/3 year cycle. The change to an annual cycle makes it more responsive for schools in terms of supporting incoming infant pupils.

As part of the 2024/25 allocation process my department is working with the National Council for Special Education (NCSE) and streamlined the review process for SET hours.

As part of this streamlining of reviews there was a much reduced administrative burden on schools and the reviews were conducted in a short timeframe between March and May so that schools would know their full allocation to support the children arriving to junior infants in September.

For new and developing schools, the process was streamlined even further and schools in this category who submitted a review were advised of their revised allocation within a couple of weeks.

Where schools have additional identified need in their school, they received the resources they need for this and these recent SET reviews demonstrate this.

Additional resources have been provided to schools in cases where the NCSE have identified that this is required. 220 reviews were received and of the 158 schools who proceeded to a full review, 85% have received additional resources, with over 1,200 additional hours being allocated to these schools. All Reviews have been completed and finalised and all schools were advised by the NCSE of their revised allocation before the end of the school year so that they could plan accordingly for the commencement of the 2024/25 school.

Similarly the NCSE have revised and streamlined the SNA review process and this allows schools to apply for additional SNA support where required ahead of the commencement of the new school year. This again supports schools by having resources available ahead of the of arrival of junior infants.

The department, along with stakeholders, are cognisant that the model needs to continue to evolve so that the Special Education Teacher allocations process takes into account new or improved data sources and other changes within the school system including incoming junior infants.

School Staff

Ceisteanna (64)

Holly Cairns

Ceist:

64. Deputy Holly Cairns asked the Minister for Education the number of unqualified teachers who have taught classes in schools in Cork and Dublin in the 2023-2024 school year; and the length of time each was teaching, in tabular form. [27452/24]

Amharc ar fhreagra

Freagraí scríofa

In the 2021/2022 academic year (the most recent year for which data is available) there were 54.61 Whole Time Equivalent (WTE) teachers in Cork teaching subjects for which they were unqualified to teach.

In the 2021/2022 academic year there were 430.97 WTE teachers in Dublin teaching subjects for which they were unqualified to teach. 

The source of this data is the 2021/2022 Survey of Unmet Demand in which schools were asked:

"Were there any subjects for which permanent whole-time / temporary whole-time / regular part-time teaching vacancies arose for 2021/2022, which were advertised AND for which you were unable to recruit a registered teacher to teach the subject?"

and:

"Are there any subjects, not already included in your response to [the question above], for which teaching posts were filled by teachers not registered to teach the subject in 2020/2021 and which continue to be filled by teachers not registered to teach the subject in 2021/2022?"

County

Posts filled by unregistered teachers

Posts filled by unregistered teachers that were also filled by unregistered teachers in the 2020/2021 academic year.

Cork

37.93

16.68

Dublin

288.772

142.196

School Discipline

Ceisteanna (65)

Holly Cairns

Ceist:

65. Deputy Holly Cairns asked the Minister for Education the number of reported assaults on SNAs and SET teachers; and the number of SNAs and SET teachers on assault leave, from 2019 to date, in tabular form. [27453/24]

Amharc ar fhreagra

Freagraí scríofa

The information as set out in the attached document includes all absences relating to Assault Leave that have been recorded by the schools on the Online Claims System (OLCS) between January 1st 2019 and December 31st 2023.

The Department does not hold information on undocumented absences relating to assaults in the school environment. Individual schools should be in a position to provide this data to you if required. Please note the figures do not include ETBs, as they have their own payroll systems in place.

The OLCS does not provide for a breakdown of roles, therefore all teachers and SNAs are included, regardless of the role they hold in the classroom, SET or otherwise.   

Total number of days availed of for Assault Leave

-

2019

2020

2021

2022

2023

Primary Teacher

392

566

846

1,710

1,736

Primary SNA

2,904

2,473

1,916

3,786

5,572

Post Primary Teacher

144

0

0

88

42

Post Primary SNA

11

21

0

275

104

Total

3,451

3,060

2,762

5,859

7,454

Number of Individuals who availed of Assault Leave

-

2019

2020

2021

2022

2023

Primary Teacher

32

31

31

76

108

Primary SNA

108

90

99

177

296

Post Primary Teacher

2

0

0

5

3

Post Primary SNA

2

2

0

2

5

Total

144

123

130

260

412

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