Tuesday, 26 Apr 2022

Written Answers Nos. 919-942

School Transport

Questions (919)

Michael McNamara

Question:

919. Deputy Michael McNamara asked the Minister for Education if she will address the case of a person (details supplied); and if she will make a statement on the matter. [20537/22]

Written answers

Minister for Education

School Transport is a significant operation managed by Bus Éireann on behalf of the Department of Education. In the current school year over 121,400 children, including over 15,500 children with special educational needs, are transported on a daily basis to primary and post-primary schools throughout the country at a cost of over €289m in 2021.

The purpose of my Department's School Transport Scheme is, having regard to available resources, to support the transport to and from school of children who reside remote from their nearest school.

Under the terms of my Department's Post Primary School Transport Scheme children are eligible for school transport where they reside not less than 4.8 kilometres from and are attending their nearest school as determined by my Department/Bus Éireann, having regard to ethos and language.

In general children are eligible for school transport if they meet the distance criteria and are attending their nearest post primary school/post primary centre. Children who are eligible for school transport and who complete the application process on time are accommodated on school transport services where such services are in operation.  Children who are not eligible for school transport will be considered for spare seats that may exist after eligible children have been facilitated; such seats are referred to as concessionary seats.  

Eligible children who hold valid General Medical Service Scheme cards are exempt from school transport charges.

Bus Éireann has advised there is no record of school transport applications being received for the pupils referred to by the Deputy.  Applications can be submitted online on Bus Éireann’s website, the closing date for school transport applications for 2022/23 school year is the last Friday in April,  the 29th April 2022.

Education and Training Boards

Questions (920)

Bríd Smith

Question:

920. Deputy Bríd Smith asked the Minister for Education the total amount spent by the Waterford and Wexford Education and Training Board and Cavan and Monaghan Education and Training Board on legal fees and so on, on cases taken or involving both current and former staff in tabular form since 2015; and if she will make a statement on the matter. [20545/22]

Written answers

Minister for Education

Education and Training Boards (ETBs) are not required to provide my Department with a breakdown of legal costs incurred by category of case or issue. However, information in relation to overall legal costs is available in the ETBs’ Annual Financial Statements.  The legal costs set out in the audited Annual Financial Statements of Cavan and Monaghan ETB and Waterford and Wexford ETB in respect of the years 2017 to 2020 are set out in the table below.   

The amount spent by CMETB and WWETB on legal fees since 2017* as per their Annual Financial Statements:

-	Cavan and Monaghan ETB	Waterford and Wexford ETB
	€	€
2017	26,713	4,544
2018	40,946	466
2019	21,288	29,108
2020	0	15,590

*This information was not included in the Annual Financial Statements for periods prior to 2017

Educational Disadvantage

Questions (921)

Marian Harkin

Question:

921. Deputy Marian Harkin asked the Minister for Education if she will review an application for DEIS status for a school (details supplied); and if she will make a statement on the matter. [20574/22]

Written answers

Minister for Education

I recently announced that from next September the DEIS programme will be extended to an additional 310 schools. 37 schools will also benefit from additional supports following reclassification. Schools were identified for inclusion in the programme through the refined DEIS identification model which is an objective, statistics based model. Schools were not required to apply for inclusion in the DEIS programme and the model has been applied fairly and equally to all schools.

My Department is committed to ensuring that all schools are treated equally and fairly in the manner in which they have been identified for inclusion in the DEIS programme. Schools who were not satisfied with the outcome following the application of the DEIS identification model to their school enrolment data will now have the opportunity to have that outcome reviewed.

Circular 0019/2022 outlining the details of this appeals process was published recently by my Department and is available at www.gov.ie/en/circular/7e7ca-deis-identification-2022-appeals-process-for-schools/ .

My Department notified all schools of the appeals process on 30th March 2022. Schools have until 5pm on Friday April 29th to submit an appeal.

Educational Disadvantage

Questions (922)

Marian Harkin

Question:

922. Deputy Marian Harkin asked the Minister for Education if she will review an application for DEIS status for a school (details supplied); and if she will make a statement on the matter. [20575/22]

Written answers

Minister for Education

I recently announced that from next September the DEIS programme will be extended to an additional 310 schools. 37 schools will also benefit from additional supports following reclassification. Schools were identified for inclusion in the programme through the refined DEIS identification model which is an objective, statistics based model. Schools were not required to apply for inclusion in the DEIS programme and the model has been applied fairly and equally to all schools.

My Department is committed to ensuring that all schools are treated equally and fairly in the manner in which they have been identified for inclusion in the DEIS programme. Schools who were not satisfied with the outcome following the application of the DEIS identification model to their school enrolment data will now have the opportunity to have that outcome reviewed.

Circular 0019/2022 outlining the details of this appeals process was published recently by my Department and is available at www.gov.ie/en/circular/7e7ca-deis-identification-2022-appeals-process-for-schools/

My Department notified all schools of the appeals process on 30th March 2022. Schools have until 5pm on Friday April 29th to submit an appeal.

Educational Disadvantage

Questions (923)

Marian Harkin

Question:

923. Deputy Marian Harkin asked the Minister for Education if she will review an application for DEIS status for a school (details supplied); and if she will make a statement on the matter. [20577/22]

Written answers

Minister for Education

I recently announced that from next September the DEIS programme will be extended to an additional 310 schools. 37 schools will also benefit from additional supports following reclassification. Schools were identified for inclusion in the programme through the refined DEIS identification model which is an objective, statistics based model. Schools were not required to apply for inclusion in the DEIS programme and the model has been applied fairly and equally to all schools.

My Department is committed to ensuring that all schools are treated equally and fairly in the manner in which they have been identified for inclusion in the DEIS programme. Schools who were not satisfied with the outcome following the application of the DEIS identification model to their school enrolment data will now have the opportunity to have that outcome reviewed.

Circular 0019/2022 outlining the details of this appeals process was published recently by my Department and is available at www.gov.ie/en/circular/7e7ca-deis-identification-2022-appeals-process-for-schools/

My Department notified all schools of the appeals process on 30th March 2022. Schools have until 5pm on Friday April 29th to submit an appeal.

Educational Disadvantage

Questions (924)

Jackie Cahill

Question:

924. Deputy Jackie Cahill asked the Minister for Education the reason that schools (details supplied) did not both receive DEIS status considering both schools are located directly next door to each other and have children from the same families, geographic areas, and socio-economic backgrounds attending both schools; and if she will make a statement on the matter. [20578/22]

Written answers

Minister for Education

I recently announced that from next September the DEIS programme will be extended to an additional 310 schools. 37 schools will also benefit from additional supports following reclassification. Schools were identified for inclusion in the programme through the refined DEIS identification model which is an objective, statistics based model. Schools were not required to apply for inclusion in the DEIS programme and the model has been applied fairly and equally to all schools.

My Department is committed to ensuring that all schools are treated equally and fairly in the manner in which they have been identified for inclusion in the DEIS programme. Schools who were not satisfied with the outcome following the application of the DEIS identification model to their school enrolment data will now have the opportunity to have that outcome reviewed.

Circular 0019/2022 outlining the details of this appeals process was published recently by my Department and is available at www.gov.ie/en/circular/7e7ca-deis-identification-2022-appeals-process-for-schools/

My Department notified all schools of the appeals process on 30th March 2022. Schools have until 5pm on Friday April 29th to submit an appeal.

Schools Refurbishment

Questions (925)

John Lahart

Question:

925. Deputy John Lahart asked the Minister for Education the steps that are being taken with regard to addressing flood damage and the required repairs necessary in a school (details supplied); and if she will make a statement on the matter. [20615/22]

Written answers

Minister for Education

I wish to inform the Deputy that an Emergency Works application was submitted by the school in question for funding to replace the complete roof. 

The scope of works sought by the school was wider than what is envisaged with the Emergency Works Scheme.  The school were advised to have their consultant carry out a survey of the roof and to submit a more targeted approach to their application focussing on emergency works.  The Summer Works Scheme is the more appropriate mechanism for dealing with applications for a full roof replacement.

Departmental Staff

Questions (926)

Mary Lou McDonald

Question:

926. Deputy Mary Lou McDonald asked the Minister for Education the number of staff within her Department who availed of a secondment from January 2019 to date on the basis that it was not the intention of the staff member to return to his or her position within the Department. [20638/22]

Written answers

Minister for Education

12 staff members of my Department have availed of secondment to outside organisations since January 2019. Two of these officers are seconded on the basis that it is not their intention to return to positions within the Department of Education. The former Secretary General of the Department has completed his term of office as Secretary General and is now on secondment to Maynooth University for a term which will expire on his reaching his preserved pension age. This arrangement follows two Government decisions in 2011 and 2021 which dealt with this matter.  This is in line with the Top Level Appointments Committee review of special retirement severance terms for Secretaries General.

There is also one officer employed by my Department at Principal Officer (PO) level, who is seconded to Caranua (Residential Institutions Statutory Fund Board), an aegis body of the Department of Education. This officer is employed as a temporary resource to facilitate the orderly winding down of Caranua and is on a fixed term contract.

School Accommodation

Questions (927)

Cathal Crowe

Question:

927. Deputy Cathal Crowe asked the Minister for Education the reason that an application made by a school (details supplied) for a new staffroom was refused given that the current staffroom is miniscule in size and incapable of accommodating all staff; and if she will make a statement on the matter. [20655/22]

Written answers

Minister for Education

I wish to advise the Deputy that the school in question was approved funding in 2020 under the Additional Schools Accommodation Scheme (ASA).   The project is devolved to the school authority for delivery which includes one mainstream classroom and one Special Education Teaching room.  The project stage report submitted to the Department included a number of unapproved works and the school has been requested to submit a revised report. 

The purpose of the ASA scheme is to ensure that essential mainstream classroom accommodation and accommodation for pupils with special education needs is available to cater for pupils enrolled each year, where the need cannot be met by the school’s existing accommodation. At primary level, this situation generally arises to cater for a school’s accommodation requirements where an additional teaching post has been sanctioned by Teacher Allocation Section, or the requirement for a new class for pupils with special education needs has been identified by the NCSE, and all available alternative accommodation within the school is already being used for classroom purposes.

The main focus of resources over the last decade and for the coming period is on provision of additional capacity to cater for increasing demographics. The latter stages of the National Development Plan will see an increasing focus on the upgrade and refurbishment of the existing school stock. Decisions on ASA applications are made in this context.

Special Educational Needs

Questions (928)

Cathal Crowe

Question:

928. Deputy Cathal Crowe asked the Minister for Education the reason that the SEN allocation recently made to a school (details supplied) is so low; and if she will make a statement on the matter. [20656/22]

Written answers

Minister of State at the Department of Education

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.

Under the allocation model, schools have been provided with a total allocation for special education needs support based on their school profile.

The provision of a profiled allocation is designed to give a fair allocation for each school which recognises that all schools need an allocation for special needs support, but which provides a graduated allocation which takes into account the level of need in each school.

Schools are frontloaded with resources, based on each school’s profile. The allocations to schools include provision to support all pupils in the schools, including where a child receives a diagnosis after the allocation is received by a school, or where there are newly enrolling pupils to the school.

Both the Department and the National Council for Special Education (NCSE) are committed to ensuring that all schools are treated equally and fairly in the manner in which their school profiles have been calculated.

Accordingly, a number of review processes have been put in place to support schools.

A process is in place to address circumstances where the school profile significantly changed following the allocation process e.g. a developing school where the net enrolment numbers significantly increased.

The criteria for qualification for mainstream school developing school posts are set out in the Primary and Post Primary School Staffing Schedule for the 2022/23 school year.

Schools who qualify for additional mainstream developing school posts in accordance with these criteria also qualify for additional Special Education Teaching Allocations to take account of this developing status.

It is also acknowledged that there are some circumstances, which may arise in schools, which fall outside the allocations for developing school status.

These relate to exceptional or emergency circumstances which could not have been anticipated e.g. where the school profile changes very significantly, or where other exceptional circumstances have arisen in a school and which may require a review of schools capacity to provide additional teaching support for all pupils who need it in the school, or of their utilisation of their allocations.

A process is available where schools can seek a review of their allocations by the National Council for Special Education (NCSE), including the utilisation of their allocations, in circumstances where a school considers that very exceptional circumstances have arisen subsequent to the development of the profile.

If your school wishes to make an exceptional needs review appeal they may do so at the following link: ncse.ie/for-schools

Special Educational Needs

Questions (929)

Cathal Crowe

Question:

929. Deputy Cathal Crowe asked the Minister for Education if she will intervene in the decision to cut SEN hours for a school (details supplied); and if she will make a statement on the matter. [20694/22]

Written answers

Minister of State at the Department of Education

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.

Under the allocation model, schools have been provided with a total allocation for special education needs support based on their school profile.

The SET allocation model has been in place since 2017.The allocation model, which was recommended by the National Council for Special Education (NCSE), is designed to distribute the total available number of Special Education Teachers across primary and post primary schools based on the relative need of each school, as evidenced by a number of key indicators.

Special Education Teachers provide additional teaching support for students with special educational needs enrolled in mainstream classes in primary and post primary schools. 

The SET model is a fairer and more transparent way of allocating teaching resources to schools.

The number of teaching posts to support the SET model continues to increase. Budget 2022 provided an additional 620 new SET posts for allocation to primary and post primary schools in 2022/23.  This will bring the total number of SETs in the system to 14,385.

The SET Model represented a significant shift in the way that students with SEN are supported in mainstream classes.  Previously, students needing additional teaching support required a diagnosis in order to access support which caused delays in providing the support and also imposed a burden on both schools and parents. The change in policy was welcomed by both schools and parents. The Model is based on the principle that those students with the greatest need receive the most support. 

The model encourages schools to support students with SEN in mainstream classes alongside their peers.  In fact most students with SEN are enrolled these classes. This approach is also consistent with the EPSEN Act. 

When the SET model was introduced it was designed to be updated on a regular basis so as to distribute the total available resources across the school system based on profiled need. Because the level of student need may change in a school over time, some schools will gain under this distribution, with these gains balanced by equivalent reductions in schools where the model indicates reduced need. Re-profiling is the means of ensuring that new or increasing need in schools is met by transfer/redistribution of teaching resources from other schools whose need has reduced as shown by the model.   

Schools are frontloaded with resources, based on each school’s profile. The allocations to schools include provision to support all pupils in the schools, including where a child receives a diagnosis after the allocation is received by a school, or where there are newly enrolling pupils to the school.

Both the Department and the National Council for Special Education (NCSE) are committed to ensuring that all schools are treated equally and fairly in the manner in which their school profiles have been calculated.

Accordingly, a number of review processes have been put in place to support schools.

A process is in place to address circumstances where the school profile significantly changed following the allocation process e.g. a developing school where the net enrolment numbers significantly increased.

The criteria for qualification for mainstream school developing school posts are set out in the Primary and Post Primary School Staffing Schedule for the 2022/23 school year.

Schools who qualify for additional mainstream developing school posts in accordance with these criteria also qualify for additional Special Education Teaching Allocations to take account of this developing status.

It is also acknowledged that there are some circumstances, which may arise in schools, which fall outside the allocations for developing school status.

These relate to exceptional or emergency circumstances which could not have been anticipated e.g. where the school profile changes very significantly, or where other exceptional circumstances have arisen in a school and which may require a review of schools capacity to provide additional teaching support for all pupils who need it in the school, or of their utilisation of their allocations.

A process is available where schools can seek a review of their allocations by the National Council for Special Education (NCSE), including the utilisation of their allocations, in circumstances where a school considers that very exceptional circumstances have arisen subsequent to the development of the profile.

If a school wishes to make an exceptional needs review appeal they may do so at the following link: ncse.ie/for-schools

Question No. 930 answered with Question No. 834.

State Examinations

Questions (931)

Catherine Murphy

Question:

931. Deputy Catherine Murphy asked the Minister for Education if she will outline her proposals to assist those with a special educational need in the 2022 State exams at junior and leaving certificate level; if her attention has been drawn to a series of issues (details supplied) in relation to same; and her plans to address each issue. [20726/22]

Written answers

Minister for Education

The State Examinations Commission has statutory responsibility for operational matters relating to the certificate examinations.

In view of this I have forwarded your query to the State Examinations Commission for direct reply to you.

Refugee Resettlement Programme

Questions (932, 934)

Duncan Smith

Question:

932. Deputy Duncan Smith asked the Minister for Education the instructions that she has given to patron bodies of primary and secondary schools in relation to the taking in of Ukrainian refugees into schools; and if she will make a statement on the matter. [20761/22]

Duncan Smith

Question:

934. Deputy Duncan Smith asked the Minister for Education if she has received any communication from patron bodies or individual schools in relation to issues of school places for refugees from Ukraine; if so, if any concerns were raised; the type of concerns that were raised; the way that she has responded to same; and if she will make a statement on the matter. [20763/22]

Written answers

Minister for Education

I propose to take Questions Nos. 932 and 934 together.

My Department continues to welcome all students arriving in Ireland. We are working with all relevant authorities, education partners and school communities to ensure Ukrainian children of school-going age, who are beneficiaries of the Temporary Protection Directive, are provided with access to appropriate supports to allow them to continue their education in Ireland.

Guidance has issued to schools on supporting students from Ukraine that enquire about enrolling. Where children of school-going age have arrived already and want to access the school system right away, schools that have capacity locally will welcome those children in the usual way.

All relevant information in relation to my Department’s approach and the supports in place is available on gov.ie and is updated as appropriate.

In addition, my Department has established a designated helpline and email address and is addressing any queries directly with schools.

Regional Education and Language Teams (REALT) have been established to help ensure good coordination and alignment of supports for Ukrainian children arriving in Ireland. These Education and Language 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 coordination and alignment of supports for Ukrainian children. The Department is liaising with the teams to ensure all necessary supports for the Ukrainian children are provided as quickly as possible.

The primary role of the REALT is to build on existing regional education support structures and the initial focus will be on assisting families in securing school places. REALT will also support schools in the area to meet the needs of these children as they emerge, to advise and support the Department of Education in developing new capacity where required, and to co-ordinate the provision of education services to schools and families across their defined area.

These teams will ensure that clear, accessible information flows are in place between schools, local education support services and national support structures in relation to people arriving from Ukraine.

Contact information for REALT teams can be found at www.gov.ie/en/publication/48639-information-for-schools-ukraine/#regional-education-and-language-teams-realt

My Department will continue to engage with stakeholders, provide updated guidance and address any issues or concerns as they emerge.

Refugee Resettlement Programme

Questions (933)

Duncan Smith

Question:

933. Deputy Duncan Smith asked the Minister for Education the number of meetings that she has had with her departmental officials to discuss access to schools for Ukrainian refugees; and if she will make a statement on the matter. [20762/22]

Written answers

Minister for Education

My Department is working with the whole education sector, including aegis bodies and education partners in regard to access to education for school-aged children and providing supports both to their families and schools. I have met with my officials on a number of ocassions in the last number of weeks, and I continue to meet with my officials on a regular basis on this matter. I am also in direct contact with officials as issues arise.

My Department is:

- Supporting schools in their immediate responses to children and young people from Ukraine, particularly through the establishment of Regional Education and Language Teams (REALT).

- Providing additional EAL supports.

- Providing resources for teachers and schools to help them welcome and support the wellbeing of pupils from Ukraine in their classrooms.

- Identifing specific current capacity within schools to address immediate needs.

- Identifing and addressing the potential medium and longer term implications in relation to school capacity.   

I will continue to meet regularly with my officials to discuss my Department's response to the situation and the education needs of those arriving from Ukraine.

Question No. 934 answered with Question No. 932.

School Funding

Questions (935)

Niall Collins

Question:

935. Deputy Niall Collins asked the Minister for Education if there is funding for school works (details supplied); and if she will make a statement on the matter. [20816/22]

Written answers

Minister for Education

I wish to inform the Deputy that a Summer Works Scheme application was submitted by the school in question for funding under Category 2, for Roofs Works Project.  Following a technical review of the application, the project was recategorised to category 9 which is for a Fabric Defects project.

As per Summer Works announcement on the 24th of January 2022 it is envisaged that the remaining categories of projects from the current Multi-Annual Summer Works Scheme (categories 8, 9, and the balance of 10) will be dealt with as part of the Summer Works Programme in 2023 and it is envisaged that relevant schools will be notified in Q4 2022 in relation to this.

State Examinations

Questions (936)

Neale Richmond

Question:

936. Deputy Neale Richmond asked the Minister for Education if she has been in contact with the State Exams Commission regarding the delays to Irish oral leaving certificate examinations; and if she will make a statement on the matter. [20822/22]

Written answers

Minister for Education

Traditionally, the Leaving Certificate oral language examinations, and Music practical performance tests are conducted by examiners appointed by the State Examinations Commission (SEC) over a two-week period, either before or after school Easter holidays depending on how early or late Easter falls in a given year.

For 2022, these examinations took place outside of school time over the first week of the school Easter holidays, with the examinations running in schools during the six- day period Saturday 9 April to Thursday 14 April.

This change to the timing of Orals, as with all decisions in relation to the 2022 Certificate Examinations, was reached in consultation with the Advisory Group on Examinations Planning.

The Advisory Group, which is co-chaired by the State Examinations Commission and the Department of Education, consists of representatives of students, parents, teachers (Teacher Unions), school managerial bodies, and the further and higher education sector.

The change to the timing of the oral examinations and Music, which was strongly supported by stakeholders, was made in response to the need to take steps to limit teacher absences from schools given current challenges associated with sourcing substitute teachers.

Furthermore, it was intended to minimise further disruption to teaching and learning in schools and in particular for those candidates preparing for their examinations. 

Arranging the examinations in the initial week of the Easter holidays also ensured that candidates, examiners and school staff had a consecutive ten-day break from school after the examinations have been completed.

I am aware that the SEC has worked very closely with schools and with the education stakeholders this year in order to secure teachers in sufficient numbers so that there are enough examiners to ensure that these tests could be held as scheduled in all schools for all candidates and to provide for attrition as a result of Covid-19. 

I am advised by the SEC that unfortunately, Covid-19 had a significant impact on the SEC’s ability to recruit and retain examiners and this is evidenced by the need to reschedule some examinations in a small number of schools where the assigned examiner had become unavailable.  

The affected examinations are being rescheduled to the period of the Late Oral examinations commencing on 4 May which had been set aside as a contingency arrangement should that be necessary as a result of attrition from the examining teams owing to Covid-19.  

The potential for contingency arrangements becoming necessary was signalled in advance to schools by the SEC which had indicated that should it become necessary the examinations would be rescheduled to the period for the Late Oral examinations commencing on 4 May.

This window will also be used to provide examinations to candidates who miss their oral examination due to illness. 

Unfortunately and regrettably, despite every effort made to provide the examinations as scheduled, deferring these examinations at short notice was a necessary step due to the high rates of Covid-19 in society.

State Examinations

Questions (937)

Neale Richmond

Question:

937. Deputy Neale Richmond asked the Minister for Education her views on whether delays to the leaving certificate Irish oral examinations are warranted; if they will be carried out as soon as possible to ease stress on students; and if she will make a statement on the matter. [20823/22]

Written answers

Minister for Education

The State Examinations Commission has statutory responsibility for operational matters relating to the certificate examinations.

In view of this I have forwarded your query to the State Examinations Commission for direct reply to you.

Special Educational Needs

Questions (938)

Neale Richmond

Question:

938. Deputy Neale Richmond asked the Minister for Education if her attention has been drawn to the fact that a school (details supplied) has not received a new special needs assistant since September 2020 despite a rise in students requiring same; and if she will make a statement on the matter. [20827/22]

Written answers

Minister of State at the Department of Education

In light of the disruption caused by the Covid-19 pandemic, the introduction of the new Frontloaded Allocation Model for SNAs for students in mainstream classes in primary and post -primary schools was  deferred for a further year to the beginning of the 2022/23 school year. 

In order to minimise disruption for schools, in the current circumstances, and to provide for continuity of allocations, the following arrangements for the allocation of Special Needs Assistants for mainstream classes for the 2021/22 school year were announced: 

- Existing mainstream class SNA allocations in schools on 30 April 2021 were maintained and automatically rolled over into the 2021/22 school year.

- No school received an allocation less than that which they had on 30 April 2021.

- SNAs currently in mainstream settings can continue in post for the 2021/22 school year in the normal way.

- Priority consideration was given by the NCSE to applications for increased support for the  2021/22 school year. In particular, applications from schools with no SNAs and developing schools were prioritised with determinations made before 30 June. Other applications were processed in order of date received.

- As in previous years, where circumstances change during the course of the 2021/22 school year that materially increase the level of care need in a school to the extent that the school can clearly demonstrate that it cannot be met within the existing SNA allocation, the school may apply to the NCSE for a review. Detailed information on the NCSE exceptional review process is published on the NCSE website ncse.ie/for-schools

Work is ongoing in terms of the SNA allocation for the school year 2022/2023 and consultation with the education partners will form a key component and details will be announced in the near future.

Special Educational Needs

Questions (939)

Neale Richmond

Question:

939. Deputy Neale Richmond asked the Minister for Education the steps she is taking to ensure that a school (details supplied) has adequate resources to facilitate its student body; and if she will make a statement on the matter. [20828/22]

Written answers

Minister of State at the Department of Education

The provision of education for children with special needs is an ongoing priority for Government.  The numbers of special classes, special education teachers and Special Needs Assistants are at unprecedented levels.

The State currently spends in excess of 25% of its annual education and training budget (€9.2 Billion) on making additional provision for children with special educational needs. This represents an increase of over 60% in total expenditure since 2011, at which point €1.247 Billion per annum was provided.

The NCSE has responsibility for planning and coordinating school supports for children with special educational needs including the allocation of SNAs and reviews. The Department does not have a role in making individual school determinations.

The Special Needs Assistant (SNA) scheme is designed to provide schools with additional adult support staff who can assist children with special educational needs who also have additional and significant care needs.  Such support is provided in order to facilitate the attendance of those pupils at school and also to minimise disruption to class or teaching time for the pupils concerned, or for their peers, and with a view to developing their independent living skills.

SNAs are not allocated to individual children but to schools as a school based resource. The deployment of SNAs within schools is a matter for the individual Principal/Board of Management of the school.  SNAs should be deployed by the school in a manner which best meets the care support requirements of the children enrolled in the school for whom SNA support has been allocated. 

It is a matter for schools to allocate support as required, and on the basis of individual need, which allows schools flexibility in how the SNA support is utilised. 

Where circumstances change during the course of the 2021/22 school year that materially increase the level of care need in a school to the extent that the school can clearly demonstrate that it cannot be met within the existing SNA allocation, the school may apply to the NCSE for a review.  Detailed information on the NCSE exceptional review process is published on the NCSE website ncse.ie/for-schools

The Special Education Teaching (SET) allocation provides a single unified allocation for special educational support teaching needs to each school, based on each school’s educational profile. This model has replaced the previous model of allocating resource teaching support and learning support to schools based on a diagnosis of disability.

The Special Education Teacher allocation, allows schools to provide additional teaching support for all pupils who require such support in their schools and for schools to deploy resources based on each pupil’s individual learning needs.

The allocation gives greater flexibility to schools as to how they can deploy their resources, to take account of the actual learning needs pupils have, as opposed to being guided by a particular diagnosis of disability, and schools are guided as to how they should make such allocation decisions.

The school will take account of learning needs of children as evidenced by performance in schools but also supported where relevant by information provided regarding the nature of a condition that a pupil may have.

The Department of Education and Skills has published guidelines for schools as to how they should utilise and deploy their resources under the new allocation model. The guidelines support schools in how they identify pupils for additional teaching support and decide how much support to provide for pupils who need it. 

A process is available where schools can seek a review of their allocations by the National Council for Special Education (NCSE), including the utilisation of their allocations, in circumstances where a school considers that very exceptional circumstances have arisen subsequent to the development of the profile.  Detailed information on the NCSE review process is published on the NCSE website ncse.ie/for-schools

In relation to the school as outlined in the details supplied and in regards to their SET allocation, the re-profiling for the 2022/2023 school year has been completed and the school has been advised in writing by the NCSE of a significant increase in their SET allocation from the start of the next school year (September 2022), details of the new allocation is also available on the NCSE website.

Schools Building Projects

Questions (940)

Alan Kelly

Question:

940. Deputy Alan Kelly asked the Minister for Education when construction will commence on a new school (details supplied) in Roscrea. [20835/22]

Written answers

Minister for Education

The project to which the Deputy refers has been devolved for delivery to Tipperary Education and Training Board (TETB).

The ETB is currently in the process of procuring a Design Team for this project and the Department understands that this process is nearing completion.

The Design Team will ensure that the project progresses through the design stages, obtains the necessary statutory planning permission, and moves onward to tender and construction in due course.

It is not possible to provide a timeline for completion of the project at this early stage.

Refugee Resettlement Programme

Questions (941, 942, 943)

Alan Kelly

Question:

941. Deputy Alan Kelly asked the Minister for Education the number of Ukrainian students who have enrolled in schools in Ireland, by county, from 1 January 2022 to 15 April 2022 in totals of both primary and secondary schools, by county, in tabular form. [20840/22]

Alan Kelly

Question:

942. Deputy Alan Kelly asked the Minister for Education the number of Ukrainian students who have enrolled in each primary and secondary school in County Tipperary from 1 January 2022 to 15 April 2022, in tabular form, by primary school and secondary school. [20841/22]

Alan Kelly

Question:

943. Deputy Alan Kelly asked the Minister for Education the number of Ukrainian students who have enrolled in fee-paying schools in Ireland from 1 January 2022 to 15 April 2022, in tabular form, by county and within each county, the details of each school and in which a school has not taken any. [20844/22]

Written answers

Minister for Education

I propose to take Questions Nos. 941 to 943, inclusive, together.

Approximately 3,800 students from Ukraine have enrolled in schools to date. I am sure the Deputy will appreciate that these figures change as schools update the POD and PPOD systems with new enrollments, particularly after the Easter period. I am not in a position to provide statistics on a county-by-county basis at this time but they will be collated and sent to the Deputy.

Question No. 942 answered with Question No. 941.