Holly Cairns
Ceist:66. Deputy Holly Cairns asked the Minister for Education if SNA training will be reviewed in order that SNAs receive a level of training before they enter the classroom. [27454/24]
Amharc ar fhreagraWritten Answers Nos. 66-85
66. Deputy Holly Cairns asked the Minister for Education if SNA training will be reviewed in order that SNAs receive a level of training before they enter the classroom. [27454/24]
Amharc ar fhreagraI would like to thank the Deputy for her question.
Special Needs Assistants (SNAs) make a valuable contribution to our school communities through the provision of adult support to enable students with significant care needs attend school.
The SNA Workforce Development Unit (SNAWDU) within the Special Education division in my department has commenced work on the first Special Needs Assistants Workforce Development Plan (the plan). The plan will be developed in consultation with stakeholders including SNAs, school management bodies, trade unions, schools, parents and children. The key areas that the plan will address are:
– Pillar 1 - Review and Development of the SNA role
– Pillar 2 - Establishment of a Quality Assurance Framework
– Pillar 3 - Establishment of a SNA Learning and Development Programme
– Pillar 4 - Supporting SNA Recruitment, Retention and Diversity
– Pillar 5 - Development of a Communications Strategy
A steering group and working groups have been established comprising relevant stakeholders, and work is progressing towards the scheduled completion date for the plan of September 2025. The working group under Pillar 3 – Establishment of a SNA Learning and Development Programme will review the minimum educational requirement for appointment to a Special Needs Assistants role with a view to ensuring that SNAs are appropriately qualified to carry out their role effectively. It will also consider opportunities for continuous learning and development in the SNA role.
Research has also been carried out by the SNAWDU to assess the levels of training completed by SNAs and to identify any learning needs. This includes focus groups with SNAs on Learning and Development convened in May 2023 and the first national survey of SNAs in February 2024. The associated reports for these initiatives are published on www.gov.ie .
Focus groups with school leaders to explore the role of the SNA were convened earlier this year and the associated report will issue shortly. The feedback and data gathered from these initiatives will inform decision making on the SNA Workforce Development Plan, including in the area of learning and development for SNAs.
I am pleased that my department has been able to establish this dedicated unit to deliver the SNA Workforce Development Plan which will ensure an enhanced SNA service is provided to children with significant care needs.
67. Deputy Holly Cairns asked the Minister for Education to provide a timeline for the commencement of the Education for Persons with Special Educational Needs Act 2004; and to provide a reasoning for the 20-year delay in its commencement. [27455/24]
Amharc ar fhreagraI would like to thank the Deputy for the question and wish to advise you of the following:
The Education for Persons with Special Educational Needs (EPSEN) Act 2004 provides for the education of children aged under 18 years with special educational needs. The EPSEN Act 2004, is now in place for more than 20 years and there have been many significant changes and developments to policy relating to the education of children with special needs in that time. A few sections of the EPSEN Act have not been commenced.
A review of the EPSEN Act 2004 was initiated in December 2021 to modernise and reflect the experiences of students, staff and families. The review process includes extensive stakeholder engagement, including parents, educators, advocacy groups, and experts in special education.
Both commenced and uncommenced sections have been thoroughly considered to ensure a robust legislative foundation. The review process will culminate in a comprehensive report detailing all findings.
Online surveys, launched in November 2022, garnered over 28,000 responses, and qualitative analysis of open submissions has been used as the basis for the second stage of consultation, the focus group stage.
A variety of focus group methods have been employed, including mixed focus groups, mosaic-style engagement with children with special educational needs, and discussions with young adults who have experienced the special educational need model of education. The focus groups concluded in June 2024 and a report is being prepared for consideration.
The review involves an academic assessment and considers legal cases and international comparators. We received over 900 responses to an accessible online survey, designed to accommodate individuals who may face challenges with traditional survey methods.
Once the report is finalised, we will hold an open day in September to gather final feedback from all stakeholders. This review will serve as the foundation for updating the EPSEN Act, to ensure a solid legislative basis.
This significant review is intended to be concluded in 2024, culminating in a comprehensive report that will encompass an analysis of stakeholder and public engagement, feedback from focus groups and open policy day, academic review paper, NCSE policy advice, evidence-based research and conclusions and recommendations.
68. Deputy Holly Cairns asked the Minister for Education if her Department has explored the provision of a post-graduate primary school teaching degree through public universities, as the cost of the private courses is prohibitive for many; and if she will make a statement on the matter. [27456/24]
Amharc ar fhreagraUnder Section 38 of the Teaching Council Act, all initial teacher education programmes must be accredited by the Teaching Council for registration purposes. There are two standard routes recognised by the Teaching Council to become a primary teacher:
• A four-year undergraduate Bachelor of Education programme
• A two-year post-graduate Professional Master of Education programme.
There are four State-funded Higher Education Institutions providing primary initial teacher education. Each of these offers both a full time primary ITE undergraduate and postgraduate programme:
• DCU Institute of Education.
• Marino Institute of Education.
• Maynooth University (Froebel Department of Primary and Early Childhood Education
• Mary Immaculate College
There is one private provider, Hibernia College, which provides postgraduate programmes only (primary and post-primary).
The number of students admitted to primary concurrent and consecutive programmes in State-funded HEIs is determined by the Minister for Education, having regard to teacher supply and demand issues, and available resources.
The work of the Department on matters related to teacher supply and demand continues. A Technical Report ‘Developing a Teacher Demand and Supply Model for Ireland 2020 – 2038’, which was published in 2019, is currently being updated and will inform proposals for future development in this area. That report is expected to be published in the Autumn.
Recognising issues which have been experienced with teacher supply at primary in recent years, the Minister for Education approved 610 additional places in primary programmes in the current State-funded providers. These were:
• 90 additional places on the Bachelor of Education programme in 2023 and 2024, making a total of 1,090 each year.
• 30 additional places on the Bachelor of Education through the Medium of Irish in 2023, making a total of 60 in 2023.
200 additional places on the Professional Master of Education (Primary Teaching) programme in 2023 and 2024, making a total of 400 each year.
It is worth noting that many programmes of initial teacher education remain oversubscribed and high demand for places on the PME programme suggest that the financial cost is not a major disincentive to prospective students. The current cost of PMEs ranges from €9,700 to almost €16,000 over two years.
The principal support provided by the Government in financial terms is the Student Grant Scheme. Grant assistance is awarded to students attending an approved course in an approved institution who meet the prescribed conditions of funding. The decision on eligibility for a student grant is a matter, in the first instance, for SUSI (Student Universal Support Ireland) to determine.
Budget 2024 reflects this Government’s commitment to ongoing investment in the education system through various measures including:
• Introduction of a professional master’s 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.
In addition to the Budget measures, further initiatives have been developed to address teacher supply challenges, including:
• Ensuring flexibility in initial teacher education programs to allow student teachers to support schools, with over 2,700 registered under Route 5 with the Teaching Council in 2023, providing valuable substitute teaching support. Currently there are 3,700 registered under Route 5, the highest number ever.
• The Teaching Transforms campaign continues to promote the teaching profession encouraging students to follow a career in teaching. The campaign uses digital, radio and video media, and is supported by a dedicated webpage - www.gov.ie/teachingtransforms.
Teaching remains an attractive career choice.
• CAO preferences for primary teaching showed increases at the closing date in February 2024 with overall mentions up 10% and first preferences increasing by 2% from 2023.
• In 2024, there were 4,271 first preference applications for undergraduate teaching programmes, showing a trend largely consistent with recent years. Analysis of CAO applications spanning from 2017 to 2024 indicates a sustained and robust demand for undergraduate teaching programmes. On average, 6% of first preference applications during the period from 2017 to 2024 were for either primary or post-primary teaching programmes. Specifically, the percentage of first preference applications for undergraduate primary teaching programmes ranged between 2.9% and 3.8%, while those for post-primary undergraduate programmes ranged between 2.4% and 2.9%.
• The ratio of first preference applications through the CAO for level 8 courses in 2022 shows that there were 1.5 applicants per place for education, with a higher demand for primary courses (2) than for post-primary places (1.5). The demand for primary ITE is higher than for all fields except for medicine (3.5) and veterinary medicine (5.2)
• The new pay deal, with all three teacher unions having voted in favour of, will mean that teachers’ starting salary will increase to €46,000 rising to a maximum of €85,000 per year which compares well internationally. Starting pay of €46,000 will be almost €20,000 higher than the 2011 rates.
• Over 3,700 newly qualified teachers have registered with the Teaching Council in 2023, with over 122,000 now on the Teaching Council register.
My Department continues to engage closely with education stakeholders to develop further, innovative measures to address teacher supply issues.
69. Deputy Michael Ring asked the Minister for Education when schools in an area (details supplied) will have access to services; and if she will make a statement on the matter. [27459/24]
Amharc ar fhreagraI refer to your recent parliamentary question in relation to the provision of a psychological services to schools in the Achill area.
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.
70. Deputy Aengus Ó Snodaigh asked the Minister for Education when the overcrowding and lack of space at a school (details supplied) will be addressed; when the pupils there will have a PE hall again; and if she will make a statement on the matter. [27461/24]
Amharc ar fhreagraI can confirm to the Deputy, that rental accommodation had been approved by my Department for the school in question. The rental company are due to connect the necessary utilities and carry out final checks before the accommodation can be used by the school. The school authorities are working with the accommodation provider on these matters and my officials have been informed that this is taking place imminently. This accommodation will then be available for the 24/25 school year.
Furthermore, officials from my Department's Professional and Technical Section have visited the school in question and the school which they are currently sharing accommodation with, in order to consider a solution that can be put in place for the needs of both schools. The Department hopes to resolve this matter for the benefit of both schools as soon as possible and will remain in contact with the school authorities of both schools in relation to this matter.
I can assure the Deputy that 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.
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.
71. Deputy Aengus Ó Snodaigh asked the Minister for Education the reason for the delay in the building of a school (details supplied) which was due for completion in 2020. [27462/24]
Amharc ar fhreagraThe major building project for Setanta Special School is at Stage 4 with works progressing on site. Works commenced on site in June 2023 with an estimated completion of 18 months. However, due to unforeseen site issues at the outset, completion is now estimated at Quarter 2 of 2025. The Department is closely monitoring progress to mitigate any further delay.
Setanta Special School is currently in shared temporary accommodation with Riverview Educate Together National School. A local arrangement exists between the two schools regarding the shared use of the GP room.
A site visit was carried out and recommendations have been made to the Patron of Educate Together who is currently looking to resolve the matter.
72. Deputy Denis Naughten asked the Minister for Education the current training provided for teachers in disabilities and difference; and if she will make a statement on the matter. [27465/24]
Amharc ar fhreagraUnder Section 38 of the Teaching Council Act, all initial teacher education programmes must be accredited by the Teaching Council for registration purposes. The Council reviewed its policy on standards for programmes of initial teacher education and published updated standards in Céim Standards for Initial Teacher Education in October 2020.
Céim includes seven Core Elements which shall underpin all aspects of programmes of ITE. One of these is inclusive education, which is defined as follows:
The term inclusive education refers to any aspect of teachers’ learning aimed at improving their capacity to address and respond to the diversity of learners’ needs; to enable their participation in learning; and remove barriers to education through the accommodation and provision of appropriate structures and arrangements to enable each learner to achieve the maximum benefit from his/her attendance at school.
The Council’s view of a truly inclusive approach to professional practice recognises that teachers encounter a diverse range of needs in the course of their teaching, regardless of setting. This will include additional learning needs (e.g. autism, dyslexia, dyspraxia) and learning needs associated with diverse linguistic, socioeconomic, cultural and ethnic (including Traveller community, Roma) backgrounds.
By delineating these as Core Elements, the Council has taken a high-level approach to ensuring that they inform every aspect of programme design. All new and existing ITE programmes have been realigned with Céim for first year student teachers as of September 2022. 52 ITE programmes across 14 HEI (higher education institution) providers have recently completed the accreditation process under the new standards through the Teaching Council.
My Department published a Policy Statement for Initial Teacher Education in March 2023 which looks to build on progress made over the past decade and sets out our commitment to ensuring that student teachers at primary and post-primary level have the skills to support all of our children and young people as learners in the years ahead. It has a phased implementation plan which includes actions to progress its vision. There are a number of actions which focus on inclusive education, one of these is to explore how the core element of inclusive education in Céim is helping to prepare student teachers to teach students of all abilities and in all settings (including special-education settings), through their initial teacher education. The Teaching Council will provide a report on standards, quality and good practice in initial teacher education, based on findings from the cycle of accreditation of all initial teacher education programmes, with particular emphasis on the core element of inclusive education in Summer 2024.
Teachers undertake professional learning in a range of pedagogical, curricular and educational areas. Teacher Professional Learning (TPL) provided for teachers supports the inclusion of students with Special Education Needs (SEN) in mainstream classrooms.
On an annual basis, the Department of Education provides funding for two distinct categories of post-graduate programmes for Special Education Teachers:
• Post-Graduate Diploma Programme of Teacher Professional Learning for Special Education Teachers.
Graduate Certificate in Autism Education for teachers working with Autistic Pupils in Special Schools, Special Classes or as Special Education Teachers in mainstream Primary and Post-Primary Schools. The aim is to provide substantial theoretical and practical continuing professional development for teachers working with students with special educational needs, contributing to the school’s overall capacity to meet the needs of pupils with special education needs, including autism.
Through its everyday work, the NCSE aligns its teacher professional learning (TPL) with the Teaching Council’s national framework for teacher professional learning. One of the main aims of the NCSE is to support teachers and schools in a way that builds capacity, supports the inclusion of all children, including students with special educational needs, at a whole school level. NCSE employs a number of specialist roles to support schools and build teacher capacity in areas of concern. These roles include autism advisors and behaviour advisors, who are assigned across regional support teams to provide advice, support and resources to schools.
The NCSE offers bespoke in-school support for either whole school staff, small groups, or individual teachers. The support can be tailored to specific TPL needs within a school, such as, in the areas of differentiation, planning, autism and behaviour.
The department is committed to the training and support of teachers and school leaders to provide quality, inclusive teaching. The department will continue to work with partners in education to provide a comprehensive range of in-service TPL opportunities that allows those working at all levels of education, to access supports which will benefit all learners, including those with autism.
73. Deputy Denis Naughten asked the Minister for Education her plans to expand the curriculum to include education on disabilities and difference among peers; and if she will make a statement on the matter. [27466/24]
Amharc ar fhreagraMy Department is committed to inclusive education for all. It is the aim of the Department that every child has access to equitable education and that each learner feels safe and happy in the school environment, at every stage. It is essential that schools are places of openness and welcome for all students irrespective of their background, gender, or ethnicity. They are places of inclusion.
Within school communities, the Wellbeing curriculum plays a central role in supporting children's learning 'about' and 'for' well-being, fostering inclusive learning environments based on human rights, equality and anti-discrimination principles. The curriculum fosters a perspective in which children not only perceive themselves and others as unique individuals but also as integral members of communities and society. By instilling a commitment to actively advocate for fairness and inclusivity, the curriculum recognises children as empowered citizens who play an active role in building equitable and inclusive classrooms, schools, communities and societies.
Social, Personal and Health Education (SPHE) is a mandatory curriculum subject in all primary schools and in post-primary junior cycle. SPHE is one of the pillars of the Well-being curriculum in our schools.
The SPHE curriculum strives to foster an understanding and appreciation of all children and young people. Through the curriculum objectives, our children and young people are supported to develop self-confidence and a positive sense of self, and to appreciate and respect the human and cultural diversity that exists in society. To this end, the curriculum aims to foster in the learner a sense of care and respect for himself/herself and others and an appreciation of the dignity of every human being.
The SPHE curriculum supports teachers in adopting an approach that is inclusive in accordance with principles of equality, human rights and responsibilities. This ensures that all students can see themselves, their families and their communities reflected across the learning and can learn to value diversity as a feature of humankind and as a source of enrichment. SPHE thus contributes to building a cohesive, compassionate and fair society; one that is inclusive of all sexualities, ethnicities, genders, religious beliefs/worldviews, social classes and abilities/disabilities.
In the context of social, economic, cultural, ethnic and religious diversity, the SPHE curriculum seeks to foster in the learner attitudes and behaviour that are characterised by understanding, empathy, and mutual respect. It addresses, too, the issues of equity and human rights, and fosters in the child the realisation that rights have associated responsibilities. Concepts of empathy, respect and inclusiveness are nurtured through the learning experiences offered and through the attitudes and practices inherent in the organisational structures of the class and the school. One of the aims of the SPHE curriculum is to enable the learner to respect human and cultural diversity and to appreciate and understand the interdependent nature of the world.
Following a public consultation by the NCCA, an updated SPHE specification was introduced for Junior Cycle from last September. The learning outcomes include that students should be able to ‘recognise the factors and influences that shape young people’s self-identity, such as family, peers, culture, gender identity, sexual orientation, race/ethnic background, dis/abilities, religious beliefs/world-views’, to ‘discuss experiences/situations of bias, inequality or exclusion and devise ways to actively create more inclusive environments’, and to ‘reflect on the meaning and importance of empathy and discuss ways that it can be expressed’.
It is intended that the SPHE specification for Senior Cycle will be made available to schools shortly. As part of the specification, students will learn about their rights and responsibilities before the law as young adults as well as about the skills needed to stand up for themselves and others, and the range of situations where this might arise.
A public consultation on a draft Primary Well-being specification has taken place from March 6th to June 7th 2024, with the deadline for written submissions extended to June 18th. It is intended to have the new specification available to schools for the 2025-26 school year.
74. Deputy Denis Naughten asked the Minister for Education the funding options available to schools to install sensory rooms and purchase sensory equipment; and if she will make a statement on the matter. [27467/24]
Amharc ar fhreagraA sensory room in a school can enhance and promote the health and well-being of the whole school with a focus on both the culture and the environment. It is a designated area within a school that can support a student’s sensory preferences and needs and provide students with the individualised sensory input they need to self-regulate to be better prepared for learning and interacting with others.
Funding of €7,000 is made available by my Department's Loose Furniture & Equipment (F&E) Section for the provision of the start-up of a sensory room within a school. To be eligible for the grant, the school must demonstrate it has an NCSE approved ASD class and that there is a suitable room to house the sensory room (i.e. drawings of the school layout with the sensory room and ASD class clearly marked). The sensory room must be a separate room from that of the ASD class and must have its own separate entry/exit. Only one sensory room grant is funded by my Department per school. It is intended that this funding can also be used for the purchase of sensory equipment.
In addition to this, my Department also funds the purchase of specialised furniture and equipment for children with special educational needs. Given the individualised nature of the requirements for children with special educational needs, this funding is provided on an application basis accompanied by an Occupational Therapist's report and recommendation.
75. Deputy Denis Naughten asked the Minister for Education her plans to ensure school rules and policies are inclusive of neurodivergent pupils; and if she will make a statement on the matter. [27468/24]
Amharc ar fhreagraUnder the Education Act 1998, all recognised schools are managed by the school board of management on behalf of the schools’ patrons or trustees or the relevant education and training Bboard (known as the management authority). It is the duty of the board to manage the school on behalf of the patron. In carrying out this duty the board is obliged to consult with and keep the patron informed of decisions and proposals of the board.
The board has overall responsibility for school policies. There are a range of different school policies that boards will, from time to time, be involved in developing, implementing and reviewing as appropriate. Examples include the Admission (Enrolment) Policy, Child Safeguarding Statement, Code of Behaviour, Anti-Bullying Policy, Complaints Procedures, School Attendance Strategy, Health and Safety Statement etc.
My department has initiated a range of measures to help support the learning and care needs of children in primary, post-primary and specialist school settings, in both mainstream and specialist education settings. For example, in March 2022 the Department published an interactive guidance document, Autism Good Practice Guidance for Schools as a resource for schools and others.
This guidance document has been developed as a resource for schools to support the needs of students with autism. It aims to assist teachers, SNAs and others working with children and young people with autism in an education setting to understand their needs so that there can be effective engagement. The guidance was developed by an expert working group drawn from the National Educational Psychological Service, the NCSE, the department’s Inspectorate and the Middletown Centre for Autism.
It is designed to help support the well-being, learning and participation of children and young people with autism in education. It aims to assist school staff to understand the varied nature of students’ strengths and needs, as well as to identify whole-school and individualised approaches to supports for students.
The department organised several workshops for schools on the autism guidance across the country and which were very well attended by school staff. The department are currently developing an online training module for the Autism Good Practice Guidance.
Furthermore, my department established a working group to develop guidelines for schools on the prevention and management of behaviour that challenges, where such behaviour poses imminent danger of serious physical harm to self or others within the school environment.
The guidelines have been developed in the context of the department’s Wellbeing Policy Statement and Framework for Practice (2018, revised 2019), which acknowledges the role of schools in the promotion of wellbeing.
The guidelines focus on creating inclusive environments which can respond to need and build on good practice including prevention and de-escalation. A range of training options will be available to schools once the guidelines are published, including procured training on understanding behaviours of concern and responding to crisis situations.
Cineáltas: Action Plan on Bullying was published on 1st December 2022. Cineáltas is the Department’s whole-education approach to preventing and addressing bullying in schools.
It is centred on a child right’s-based approach and provides a collective vision and clear roadmap for how the whole education community and society can work together to prevent and address bullying in schools. Implementation of the actions in Cineáltas will also promote kindness, respect, inclusion, diversity and well-being.
The Education (Student and Parent Charter) Bill is currently before Dáil Éireann. When enacted, it will improve how schools engage with students and their parents by requiring each school to consult with students and their parents on individual school plans, policies and activities.
At a ground level, the government provided an additional €13 million in budget 2023, in order to expand the services within the NCSE. Special educational needs officers (SENO) play a crucial function within the framework of special education to ensure that students with special educational needs receive individualised support and services. Part of the NCSE expansion will include a substantial increase – from 73 to 120 – in the number of SENOs operating nationwide. This increase in posts paired with a new model of distribution of SENOs on a county basis will reduce a SENO’s caseload considerably and will allow for an integrated community-based service which is conducive to the development of key relationships between NCSE staff, parents and schools in the provision of services to students.
I want to assure the deputy that my department and the NCSE are committed to delivering an education system that is of the highest quality and where every child and young person feels valued and is actively supported and nurtured to reach their full potential.
76. Deputy Denis Naughten asked the Minister for Education the amount spent by her Department on assistive technology applications in each of the past five years; and if she will make a statement on the matter. [27469/24]
Amharc ar fhreagraUnder 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.
Before applying for an Assistive Technology Grant, it must be clear that the existing I.T. equipment in the school is insufficient to meet the child's needs. Where necessary, schools may also purchase new or additional equipment or software for students from normal school resources or funds.
In order to qualify for equipment under the Assistive Technology Scheme, a student must have been diagnosed with a physical or communicative disability and must also have a recommendation in a professional assessment that the equipment is essential in order to allow the student to access the curriculum.
The amount spent by my Department on assistive technology applications in each of the past five years is as follows:
Year |
Total of Grants Issued |
Assistive Technology Expenditure |
2019 |
2962 |
€2,497,684 |
2020 |
2125 |
€2,013,236 |
2021 |
3766 |
€3,603,563 |
2022 |
4204 |
€3,735,778 |
2023 |
4919 |
€4,246,629 |
77. Deputy Denis Naughten asked the Minister for Education her plans to introduce a proposal from for a six-year inclusive education strategic plan; and if she will make a statement on the matter. [27470/24]
Amharc ar fhreagraOn 16 January 2024, The National Council for Special Education published its policy advice paper on special schools and classes entitled “An Inclusive education for an Inclusive society”. This follows a request in October 2018, by the then Minister for Education and Skills, to advise on the educational provision for students in special schools and classes and to make recommendations on the future provision required to enable them to achieve better outcomes. The NCSE policy advice sought to consider how existing good practices could be incorporated and further developed in the design of an inclusive education system where children have the opportunity to learn in their local school with their siblings and peers.
The policy paper recommends progressive realisation of an inclusive education system for Ireland. It is envisaged that this system will be informed by, and aligned to, the relevant articles of the United Nations Convention on the Rights of Persons with Disabilities (UNCRPD) which Ireland ratified in 2018.
The advice recommends a phased transition with incremental changes taking place over many years with special schools and classes remaining an important placement option for students and parents. The advice recommends that the Department of Education and the NCSE should seek the evolution of an education system that is configured specifically for the Irish context. This emerging system should have regard to existing good practices in the education system and the boosting of current resourcing with significant increases in psychological and therapeutic supports.
The advice is informed by extensive research, consultation and an examination of similar international education systems. Pathways to post school life options for students with special education needs were also analysed.
There is a strong base from which to develop an inclusive education system in Ireland with investment in special education amounting to €2.6 billion per year or approximately 27 per cent of the budget of the department. While the amount expended each year is a budgetary issue, the adoption of a more inclusive education system doesn’t mean there needs to be significant additional spending. We have 20,000 teachers working in specialist settings at the moment. We’ve a similar number of SNAs. The challenge is to ensure that model of inclusion it develops for our system is one which builds on existing good practice and existing resources.
Further research, engagement with stakeholders and other government departments and agencies, piloting, trialling, and evaluation will comprise key components of the department’s response to the policy advice over the coming years.
However, it is important to note that several actions being undertaken or planned for the near future by the department address aspects of the NCSE recommendations. Many of these actions are at an early stage of development and will take considerable time to deliver. However, cumulatively, they address the identified need for the adoption of a more inclusive education system and could be viewed as key enablers of such a system.
Following on from an application from the Department of Education, The European Commission’s DG Reform Office has sanctioned €0.5 million in consultancy support to assist in shaping the department’s response to the policy advice. This is very welcome and should provide us with the necessary expertise to develop the roadmap for inclusion which will work best for our system.
78. Deputy Cathal Crowe asked the Minister for Education if she will urgently approve the application for additional accommodation made by the board of management of a school (details supplied); and if she will make a statement on the matter. [27489/24]
Amharc ar fhreagraI can confirm to the Deputy, that my Department has recently received 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.
80. Deputy Michael Healy-Rae asked the Minister for Education to examine per-capita allocation for schools (details supplied); and if she will make a statement on the matter. [27517/24]
Amharc ar fhreagraMy 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 caretaking and secretarial 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 the Department's payroll as per circular 36/2022.
Schools also receive a range of other grants including Book Grants and Programme Grants.
The current standard rate of Capitation grant is €183 per student in primary schools and €316 per student in post primary schools. This year's primary Capitation 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 based on 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 and €345 per student in post 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 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 early 2024.
It is difficult to make precise comparisons between the levels of grants paid and the actual costs of running schools at primary and post-primary level.
In general, post-primary schools are larger than primary schools. They have specialist rooms such as laboratories, workshops etc. This leads to higher unit costs for heat, light, power, maintenance and cleaning.
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.
The Financial Support Services Unit (FSSU), funded by the Department, is an important source of advice and support to schools on financial matters, including budgeting and cashflow management. If the services of the FSSU would be of assistance to any school represented, the school can contact the FSSU directly. Alternatively, budgeting templates and more information can be found on www.fssu.ie.
81. Deputy Michael Healy-Rae asked the Minister for Education if the auxiliary grant will be urgently reassessed to ensure it adequately covers the wages for secretarial staff as well as cleaning and caretaking costs and maintaining hygiene standards in schools; and if she will make a statement on the matter. [27519/24]
Amharc ar fhreagraMy 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 caretaking and secretarial 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 based on 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 you 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, ancillary related grant funding has been revised to reflect the fact that schools are no longer paying these salaries directly.
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.
Schools have been advised that work 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 my Department. Engagement will take place with school management bodies to discuss these arrangements to ensure that they are as reasonable and as fair as possible for all schools and further details of these arrangements will be provided to schools as soon as they become available.
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.
82. Deputy Michael Healy-Rae asked the Minister for Education if additional resources and funding will be provided for schools integrating refugee and asylum-seeking children, ensuring they receive the necessary academic and social supports; and if she will make a statement on the matter. [27520/24]
Amharc ar fhreagraMy Department is committed to delivering an education system that is of the highest quality, and where every child and young person feels valued and is actively supported and nurtured to reach their full potential. In Ireland, all migrant children, including children of international protection applicants, children of migrant workers and unaccompanied minors can access primary and post-primary education.
Supports and resources accessible in all schools to support the needs of migrant children have increased significantly over the last number of years with the rise in the numbers of IPAS arrivals and particularity in response to the thousands of children and young people arriving from Ukraine since the outbreak of the war in 2022. As of the 18th of June 2024, 18,113 pupils from Ukraine were formally enrolled in schools across the country.
Provision of additional supports and resources aim to ensure that all school-aged migrant children have access to a high-quality inclusive education within the mainstream setting in order to benefit fully from our school system.
The Migrant Integration Strategy was published in 2017 and sets out the Government’s commitment to the promotion of migrant integration as a key part of Ireland’s renewal and as an underpinning principle of Irish society. The Strategy provides a framework for a range of actions to support migrants to participate fully in Irish life; these actions are designed to support the integration process, as well as to identify and address any remaining barriers to integration.
A key element of the Strategy’s vision is for migrants, and particularly their children, to benefit fully from the education system. Education-related actions include enactment of the Education (Admission to Schools) Bill 2016, and to keep the adequacy of language supports in schools under review. The Department of Children, Equality, Disability, Integration and Youth (DCEDIY) who have responsibility for the Strategy is working on the development of a new Migrant Integration Strategy and officials in my Department will continue to engage with all relevant stakeholders in relation to its development and implementation.
Regional Education and Language Teams, or REALT, were established in March 2022 to support the needs of Ukrainian children arriving in Ireland. These teams are hosted by the 16 regional Education and Training Boards (ETBs) and are staffed by existing regionally based education-support personnel, working closely together to ensure good co-ordination and alignment of supports.
The primary role of REALT is to assist children in finding school places and to support schools to meet the needs of these children as they arise, to advise and support the department in developing new capacity where required, and to co-ordinate the provision of education services to children and families across their defined area. These teams ensure that clear, accessible information flows are in place between schools, local education support services and national support structures.
The remit of the REALTs was extended in November 2022 to include supporting children and young people under the Irish Refugee Protection Programme and those accommodated by the International Protection Accommodation Service to find school places. The TESS team continue to operate as normal with new arrivals working closely with the 16 REALT co-ordinators and requesting supports from them when needed. The statutory role of Tusla to ensure that all children aged 6 to 16 are in receipt of an education is not affected.
The regional teams are hosted and administratively supported within the ETBs and lead a network of other key agencies, including Tusla Education Support Service (TESS), National Educational Psychological Service (NEPS), National Council for Special Education (NCSE) and management body local nominees working together with local schools.
The Special Education Teaching allocation provides a single unified allocation for special educational support teaching needs to each school, based on each school’s educational profile and also encompasses the English as an Additional Language (EAL) allocation that schools were allocated in previous years. All schools are advised in the first instance to review whether the needs of newly enrolled pupils can be met from within existing allocations.
My Department has adapted to the dynamic landscape of student enrolment. This has been particularly effective in the context of the pace and volume of newly arrived students fleeing the war in Ukraine and the ongoing increase in students, who require EAL supports to fully access the curriculum.
My Department has prioritised enhancing English as an Additional Language (EAL) support, recognising the critical role of language proficiency in successful integration and academic achievement.
These supports to schools, based on application process, are provided for new-entrant pupils (i.e., pupils arrived in the country in the last 2 years with an EAL requirement). Similar to previous years, supports may also be provided for schools with a high concentration of pupils that are not classified as new-entrant pupils but who have an EAL need i.e., those pupils with less than 3 years EAL support and register less than B1 in an English proficiency test.
My Department's policies enable flexible resource allocation to ensure that the resources follow children in the event of them changing schools. Schools may also apply for further language support by an application process during the school year, should their circumstances change.
In 2022, additional temporary special education supports were put in place to support schools with large Ukrainian enrolments. Resources are also provided to support schools that have enrolled a significant number of children seeking international protection.
The National Educational Psychological Service (NEPS) has developed a range of supports and resources for refugee and migrant children, including well-being resources for students. These include advice on supporting children with special education needs and supporting children at a time of war.
My Department provides funding to all recognised schools in the Free Education Scheme by way of per capita grants. These grants are based on recognised enrolments in September of the relevant school year.
The two main grants 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.
83. Deputy Patricia Ryan asked the Minister for Education the total number of SENOs in CHO7; and if that number will be increased in light of the current extensive waiting lists for assessments. [27561/24]
Amharc ar fhreagraIn Budget 2023, the government provided an additional €13 million for the expansion of services within the NCSE. This will mean an increase of up to 161 additional staff in the organisation, a workforce increase of 50%. As a result of the additional funding allocated to the NCSE, it is intended to increase the number of SENOs to 120, from the previously sanctioned 73, an increase of over 60%. They NCSE is progressively altering the current team structure, from a regional to a county basis with an assigned number of SENOs for each county.
The new localised structure, which will see SENOs being assigned on a county basis, will be fully operational at the start of the new school year in September. Recruitment is ongoing across a range of grades and there are now 88 SENOs in place nationally, more than ever before. The Community Healthcare Organisation 7 comprises the counties of Kildare, Wicklow and Dublin and the number of SENO’s available in those three counties currently stands at 28. A recruitment competition has just been completed for an additional 11 SENO who will be in place for the forthcoming academic year, bringing the total to 39.
When complete, this expansion of services will see the number of SENO grades increase to 120, who will be organised into 21 teams, reporting to two national coordinators.
84. Deputy Michael Lowry asked the Minister for Education the status of an application for a school bus ticket (details supplied); and if she will make a statement on the matter. [27572/24]
Amharc ar fhreagraThe School Transport Scheme is a significant operation managed by Bus Éireann on behalf of the Department of Education. In the current school year over 161,600 children, including over 135,000 pupils travelling on primary and post primary services, 19,800 pupils with special educational needs, and 6,800 pupils who have arrived to Ireland from Ukraine are transported on a daily basis to primary and post-primary schools throughout the country.
The total cost of the scheme in 2023 was €382.02m.
Under the current terms of the School Transport Schemes children are eligible for transport at primary level where they reside not less than 3.2 km from and are attending their nearest national school as determined by the Department/Bus Éireann having regard to ethos and language. At post primary level, they are eligible where they reside not less than 4.8 km from and are attending their nearest post primary school/education centre as determined by the Department/Bus Éireann, having regard to ethos and language.
Children who are not eligible for school transport may apply for transport on a concessionary basis only and will be facilitated where spare seats are available after eligible children have been accommodated. Where the number of ineligible children exceeds the number of spare seats available Bus Éireann will allocate tickets for the spare seats using an agreed selection process.
Bus Éireann have advised that the pupil referred to by the Deputy resides 3.8 kilometres from home to their nearest school, which is their school of attendance. Therefore the pupil is a concessionary applicant as they do not meet the distance criteria under the terms of the Post Primary Transport Scheme.
Bus Éireann will be in contact with the family directly in due course to advise if this pupil has been successful in obtaining a ticket on a concessionary basis for the 2024/25 school year.
85. Deputy Sean Sherlock asked the Minister for Tourism, Culture, Arts, Gaeltacht, Sport and Media if additional funding will be provided to local authorities to assist with the purchase of additional playing and sports facilities in larger towns; if consideration will be given to a pilot project for a town in County Kildare (details supplied); and if she will make a statement on the matter. [27387/24]
Amharc ar fhreagraMy Department operates two capital funding programmes for sport, namely the Sports Capital and Equipment Programme (SCEP) and the Large Scale Sport Infrastructure Fund (LSSIF).
The Sports Capital and Equipment Programme (SCEP) is the primary vehicle for Government support for the development of sports and recreation facilities and the purchase of non-personal sports equipment throughout the country. Grants are available to sports clubs, voluntary and community groups, national governing bodies of sport, and local authorities.
While the programme funds a broad range of projects, it does not fund the purchase of land or buildings. Full details of the programme and the type of projects funded can be found at www.sportscapitalprogramme.ie . It should be noted that applications can be submitted by any sports club for sports equipment even in cases where they do not own land. In addition, clubs who do not own land or have a registered lease can apply for capital funding of up to €50,000 provided the owner of the land confirms that he/she has no intention of taking the facility from the club for a minimum of 5 years.
The National Sports Policy, which was published in 2018, provided for the establishment of a Large Scale Sport Infrastructure Fund (LSSIF). The aim of LSSIF is to provide Exchequer support for larger sports facility projects where the Exchequer investment would be greater than the maximum amount available under the Sports Capital and Equipment Programme (SCEP).
Minister Martin and I recently announced that funding of up to €120 million is being made available under the new round of the LSSIF which is open for applications until 3pm on Monday 1 July 2024. The LSSIF does not fund the purchase of land or buildings. The LSSIF homepage on my Department's website www.gov.ie/en/service/6f3f3-large-scale-sport-infrastructure-fund-lssif-2024/ includes full details of the fund.
A separate tax relief scheme for donations to sports clubs may be used by any sports club or organisations to assist in funding the acquisition of land or a building, developing facilities or purchasing fixed non-personal equipment for sports activities, or repaying a loan for any of these purposes. More information in this regard can be found at www.revenue.ie .