Written Answers Nos. 482-501
482. Deputy Seán Canney asked the Minister for Education when she expects the school transport review being carried out by her Department to be concluded; when the review will be published; when the recommendations of the review will be implemented; and if she will make a statement on the matter. [27197/23]
View answerThe School Transport Scheme is a significant operation managed by Bus Éireann on behalf of the Department of Education. In the current school year, over 149,000 children, including over 18,000 children with special educational needs, are transported on a daily basis to primary and post-primary schools throughout the country. There has been an increase of 21% tickets issued to eligible students and 38% increase in tickets issued on a concessionary basis in the current 2022/23 school year compared to the 2021/22 school year.
In addition, school transport scheme services are being provided in the current school year for over 5,400 children who have arrived to Ireland from Ukraine.
The total cost of the scheme in 2022 was €338.9m.
The School Transport Scheme is an important service for families and children.
The purpose of the 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.
A review of the School Transport Scheme is underway. The review is being conducted with a view to examining the current scheme, its broader effectiveness and sustainability, and to ensure that it serves students and their families adequately.
Significant consultation has been undertaken as part of this review. A public survey was administered for parents/guardians and students who use the service and those who do not use the service but who would like to. A broad array of stakeholders including schools, special education interest groups, industry representatives and other Government Departments were all consulted as part of this review.
Phase 1 of the review examined the impact of eligibility criteria on mainstream pupils who were eligible for transport to their nearest school but attending their next nearest school. The report was completed in June 2021.
Following consideration of this Phase 1 report, for the 2021/2022 school year, the provision of temporary alleviation measures was approved for transport for post-primary students who are otherwise eligible for school transport, but were attending their second nearest school and had applied and paid on time. These measures have been continued for the current 2022/2023 school year, and will again continue in the 2023/2024 school year pending completion of the review.
For the 2023/2024 school year, these measures mean that transport will be provided for post-primary pupils who are eligible for transport to their nearest school and are attending their second nearest school and, who applied for school transport by the 28th April 2023 and pay for a ticket/enter medical card details by the 9th June 2023.
Phase 2 of the review was completed late last year and phase 3 will be completed shortly. This final report will include recommendations on the future operation of the Department’s School Transport Scheme. Once approved by Government, it is planned that the review will be published.
For the 2023/2024 school year, it remains that children are eligible for transport at primary level where they reside not less than 3.2 kilometres from and are attending their nearest national school, and at post primary level where they reside not less than 4.8 kilometres 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 eligible for school transport and who have completed 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, but who completed the application process on time, are considered for spare seats that may exist after eligible children have been facilitated; such seats are referred to as concessionary seats.
483. Deputy Sorca Clarke asked the Minister for Education the cross-departmental engagement her Department has had in relation to the scoping inquiry, as announced in March 2023 into allegations of historical sexual abuse in schools run by religious orders. [27211/23]
View answer484. Deputy Sorca Clarke asked the Minister for Education if she intends to publish an interim report of the scoping inquiry, as announced by her Department in March 2023 into allegations of historical sexual abuse in schools run by religious orders. [27214/23]
View answer510. Deputy Sorca Clarke asked the Minister for Education when the Scoping Inquiry into Historical Sexual Abuse in Day and Boarding Schools run by Religious Orders is expected to commence. [27448/23]
View answer511. Deputy Sorca Clarke asked the Minister for Education how long the survivor engagement process in preparation for the establishment of a public inquiry into historic child abuse within boarding and day schools is expected to take; and if she will make a statement on the matter. [27449/23]
View answerI propose to take Questions Nos. 483, 484, 510 and 511 together.
On 7 March 2023 the Government approved the establishment of a scoping inquiry to inform its response to revelations of historical sexual abuse in day and boarding schools run by religious orders. Survivor engagement is central to the work of the scoping inquiry and is ongoing.
The scoping inquiry is independently-led and therefore engagement with other stakeholders, including Government departments, is being progressed in that context. Other elements of the inquiry are also being progressed with inputs from experts across a range of areas, including child protection.
In accordance with the scoping inquiry's Terms of Reference, the independent Chair is due to report to me by 7 November 2023.
485. Deputy Richard Bruton asked the Minister for Education if her Department will be announcing plans for additional schools in view of the census population figures and the substantial number of outstanding planning permissions; and, in particular, if she will outline her forecast for the growth in demand for primary school places in the next five years in the Clongriffin, Dublin 13 and Baldoyle planning area. [27222/23]
View answerI wish to advise the Deputy that requirements for additional school places is kept under on-going review in the context of available information on population, enrolments and residential development activity.
In order to plan for school provision and analyse the relevant demographic data, my Department divides the country into 314 school planning areas and uses a Geographical Information System, using data from a range of sources, including Child Benefit and school enrolment data, to identify where the pressure for school places across the country will arise and where additional school accommodation is needed at primary and post-primary level.
The total for the population enumerated in Census 2022 was 5,149,139 persons which is an increase of 8% since April 2016. Any change arising from an increase in the number of pupils directly linked to the Census is likely to be marginal in the short term relative to the overall challenge of meeting our targets. This is because we already have the precise enrolment numbers for all of the children covered by the census. The only immediate change is likely to be to the projected intake to infant classes next September but this would already have been tracked through monitoring of child benefit data.
Major new residential developments in a school planning area have the potential to alter demand in that area. In that regard, as part of the demographic exercises, my Department engages with each of the local authorities to obtain the up-to-date information on significant new residential development in each area. This is necessary to ensure that schools infrastructure planning is keeping pace with demographic changes as there is a constantly evolving picture with planned new residential development.
The 2022 demographic exercise indicates that 85% of the 314 school planning areas at primary level show static or decreasing enrolments for the period to 2026 compared with 2021. At post-primary level some 74% of school planning areas are anticipated to have increased enrolments for the period to 2029, with most expected to reach a peak within the next two or three years.
Where demographic data indicates that additional provision is required, the delivery of such additional provision is dependent on the particular circumstances of each case and may, be provided through: • Utilising existing unused capacity within a school or schools,• Extending the capacity of a school or schools,• Provision of a new school or schools. Clongriffin, Dublin 13 and Baldoyle are located in the Donaghmede_Howth_D13 school planning area (SPA). The most recent projections for the SPA indicate an increase in requirements at primary level in the short term followed by a projected reduction in enrolments thereafter.The Department will continue to liaise with the Local Authority in Dublin in respect of its County Development Plan and any associated Local Area Plans with a view to identifying any potential long-term school accommodation requirements across school planning areas including in Donaghmede_Howth_D13.
486. Deputy Michael Lowry asked the Minister for Education if she will require the State Examination Commission to use and distribute dyslexia-friendly exam papers to all dyslexic students sitting their Junior and Leaving Certificate examinations, regardless of their reasonable accommodations at State examinations (RACE) status; and if she will make a statement on the matter. [27236/23]
View answerThe State Examinations Commission has statutory responsibility for operational matters relating to the state examinations.
In view of this I have forwarded your query to the State Examinations Commission for direct reply to you.
487. Deputy Michael Lowry asked the Minister for Education if she will provide an update on the building project of a school (details supplied); and if she will make a statement on the matter. [27250/23]
View answerThe project to which the Deputy refers was granted funding under the Additional School Accommodation Scheme (ASA) with the project devolved to the School Authority to replace existing prefabricated classrooms with two permanent mainstream classrooms, User assisted toilet and one SET room.
The project was granted approval to proceed to tender in the second quarter of 2022. The school authority must submit a Stage 3, Tender Report as per the Departments requirements for approval to commence construction.
On receipt of same, Officials will then review the Report and revert to the School Authority accordingly.
488. Deputy Paul Kehoe asked the Minister for Education further to Parliamentary Question No. 294 of 23 May 2023, the number of schools that have been built by year, and per county, between 2011 and 2022, in tabular form; and if she will make a statement on the matter. [27252/23]
View answerMy Department has a proven track record of delivery, with over 180 projects completed last year within a challenging construction sector environment of high inflation, labour shortages and supply chain issues. This year alone, in excess of 300 school building projects are currently under construction, including 40 new school buildings and circa. 260 projects at existing schools.
Key priorities for my Department are supporting the operation of the school system and adding necessary capacity to cater for special education needs provision, mainstream demographics and catering for students from Ukraine and other countries under the International Protection system.
Please see table below detailing the number of new school building projects delivered 2011-2022 and note, during the same period, close to 900 school building extensions were also delivered across the county.
The current status of all projects are listed on a county by county basis at www.gov.ie and is updated on a regular basis to reflect their progress through the various stages of capital appraisal, site acquisition, design, tender and construction.
data.oireachtas.ie/ie/oireachtas/debates/questions/supportingDocumentation/2023-06-13_pq488-13-06-23_en.xlsx
489. Deputy Cian O'Callaghan asked the Minister for Education when construction will begin on a school (details supplied) in Clongriffin given that planning permission expires in 2024; and if she will make a statement on the matter. [27263/23]
View answerMy Department is aware of Dublin City Council’s Local Area Plan for Clongriffin/Belmayne that includes a reservation of land for a school in the area of Clongriffin identified by the Deputy. My Department has also noted An Bord Pleanala’s decision in 2019 to grant a strategic housing development application to build over 1,000 residential units in this area. In its decision to grant this application, An Bord Pleanala identified the role of the Department of Education in assessing the demand for schools, took into consideration the significant population growth in the area that would likely occur from this development and applied a condition in line with the Local Area Plan of reserving a site for potential use as a school with that condition remaining in place for five years from the date the application was granted.
As the Deputy will understand, evidence of residential development works is a key factor for assessing the population growth of an area and the future school place requirement that may follow. The timing of such residential developments inform greatly my Department’s decisions to commence school building works.
In the case of the area identified by the Deputy, my Department has not been in a position to assess the school place requirements for the area arising from the proposed development as the construction of this residential development have yet to commence.
In terms of school place requirements arising from the completion of ongoing residential developments in the wider Clongriffin/Belmayne area, my Department has a number of school building projects in progress that are addressing those needs.
490. Deputy Cian O'Callaghan asked the Minister for Education the status of the proposed extension at a school (details supplied); and if she will make a statement on the matter. [27264/23]
View answerMy Department has been liaising with the school referred to by the Deputy relating to its accommodation needs.
Due to the complexities of the school's site, there are matters to be considered in relation to the potential location for the provision of additional accommodation.
In this regard, the school has proposed using specific areas adjacent to the existing school building for the provision of the additional accommodation. My Department will be in contact with the school authority following consideration of the school's proposal.
I wish to assure the Deputy that this proposed project is being given due consideration and attention by my Department.
491. Deputy Sorca Clarke asked the Minister for Education the annual cost of adjusting for inflation the primary school capitation grant. [27265/23]
View answer492. Deputy Sorca Clarke asked the Minister for Education the annual cost of increasing the capitation grant for primary schools by 1%. [27266/23]
View answer493. Deputy Sorca Clarke asked the Minister for Education the annual cost of adjusting for inflation the secondary school capitation grant. [27267/23]
View answer494. Deputy Sorca Clarke asked the Minister for Education the annual cost of increasing the capitation grant for secondary schools by 1%. [27268/23]
View answerI propose to take Questions Nos. 491 to 494, inclusive, together.
My Department provides funding to recognised Primary and Post-Primary schools in the free education scheme by way of per capita grants. The two main grants are the Capitation grant to cater for day to day running costs such as heating, lighting, cleaning, insurance, general up-keep etc. and the Ancillary/School Services Support Fund (SSSF) 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.
Schools also receive a range of other grants including Book Grants, Programme grants etc.
I understand the need for improved capitation funding and I am pleased that my Department has been able to provide for increases in capitation funding for primary and post primary schools in recent years.
All schools have received the benefit of the capitation increases awarded to date. It is my intention to seek funding for further capitation increases in future budgets.
In addition, as part of the Cost of Living measures introduced in Budget 23, €90 million has been provided in once-off additional funding to support increased running costs for recognised primary and post-primary schools in the free education scheme, in particular in dealing with challenges they face in the light of rising energy costs. This additional grant was paid at the rate of €75 per pupil at Primary level and €113 per pupil at Post-Primary level. Enhanced rates were also paid in respect of pupils with Special Educational Needs.
Annual funding would need to be increased by circa €2.3m to increase the capitation grant for both Primary and Post-Primary schools by 1%. This would cost €1.1m at primary and €1.2m at post-primary.
Annual funding would need to be increased by circa €15m to increase the capitation grant for both Primary and Post-Primary schools by an inflation rate of 7.2%. This would cost €7.2m at primary and €7.8m at post-primary.
A rate of 7.2% is based on the increase in the Consumer Price Index in the twelve months to April 2023
495. Deputy Duncan Smith asked the Minister for Education if she will outline what the process is for an Irish exemption for an 11-year-old child (details supplied) diagnosed with a sensory processing disorder, anxiety, autism, dyslexia and dyscalculia, who has been refused an exemption despite a report from an educational psychologist stating that they meet the criteria and despite an appeal by the parents due to the overwhelming stress the child is encountering; and if she will make a statement on the matter. [27272/23]
View answerI can advise the Deputy that Circular 0054/2022 sets out the process for primary schools for the granting of an exemption from the study of Irish and the criteria under which the school may grant an exemption.
Section 2.2.3 of the 2022 circular includes the following new criteria for granting an exemption from the study of Irish:
A pupil who experiences a high level of multiple and persistent needs that are a significant barrier to the pupil’s participation and engagement in their learning and school life
It is recognised that there is a small cohort of pupils who have a high level of multiple and persistent needs that are a significant barrier to their participation and engagement in their learning and school life. In the case of these pupils, consideration may need to be given to adjusting the range of learning experiences to ensure that their needs are met and that they may engage purposefully in their learning in school. In very exceptional circumstances, this means that consideration may need to be given to exempting them from the study of Irish.
An exemption from the study of Irish may be granted to a pupil:
(i) who has at least reached second class
AND
(ii) who experiences a high level of multiple and persistent needs that are a very significant and continuing barrier to his/her participation and engagement in his/her learning and school life
AND
(iii) whose school has substantial written evidence that these needs persist despite targeted and individualised Student Support Plans to address those needs
AND
(iv) whose school has substantial written evidence that these individualised Student Support Plans have been implemented over not less than two school years , and have been monitored and reviewed by the school in collaboration with the parent(s)/guardian(s) and the pupil
AND
(v) who has been given every reasonable opportunity to participate in the learning of Irish in mainstream classes for as long as possible in keeping with the integrated approach in the Primary Language Curriculum and acknowledging that pupils at a young age adapt and improve over time
AND
(vi) the principal is satisfied that the granting of an exemption is in the overall best interests of the pupil concerned.
Normally, this will mean that the pupil will be expected to engage with the study of Irish at least to the end of fifth class. However, in very exceptional circumstances, where the principal is satisfied that an exemption is warranted to address the high level of multiple and persistent needs of the pupil, and certifies that all of the conditions in (i) to (vi) above have been met, it may be granted at an earlier stage, but in no case may this be earlier than second class.
The Principal of the school must be satisfied that the pupil meets all of the criteria above before they consider granting an exemption.
The circulars on exemptions from the study of Irish have moved away from a categorical diagnostic model to a needs based model. Therefore, psychological or medical professional’s report is not a requirement for granting an exemption from the study of Irish.
In accordance with the Continuum of Support Model for children with Special Educational Needs and for children with Behavioural, Emotional and Social Difficulties, both of which should be consulted by the Principal when considering applications for exemptions as set out under section 2.3 of the circular, If a school receives an external report (e.g. from a psychologist, speech and language therapist (SLT), Psychiatrist, GP or other practitioner), this may contain advice and recommendations that are useful to help inform the school in relation to the student’s needs and to identify appropriate interventions, but is not the primary supporting document for granting an exemption from the study of Irish. While an external report might recommend an exemption, it is up to the school to satisfy itself that it has the evidence as set out in the circular, (ongoing support, response to intervention and current level of need as identified in school testing) when considering the exceptional circumstances in which an exemption should be granted
The Principal is also required under the circular, to consult with the class teacher, the special education teacher and the assigned teacher from the Visiting Teacher Service where relevant when considering an application for an exemption.
In the case referred to by the Deputy, I understand that the Irish Exemptions Appeals Committee have considered an appeal and have upheld the Principals decision not to grant an exemption.
I trust this clarifies the position.
496. Deputy Brendan Griffin asked the Minister for Education if a school (details supplied) in County Kerry qualifies for emergency-works funding; and if she will make a statement on the matter. [27290/23]
View answerThe main purpose of the Emergency Works Grant Scheme is to provide for unforeseen emergencies that impact on school buildings. An emergency is a situation which poses an immediate risk to health, life, property or the environment, which is sudden, unforeseen and requires immediate action and, in the case of a school, if not corrected would prevent the school or part thereof from opening. Should the school consider the issues raised to fall under remit of the Emergency Works Grant Scheme, the Board of Management should appoint a Registered Architect, Chartered Civil/Structural Engineer or Registered Building Surveyor to complete an Emergency Works application on their behalf. In order to be of assistance I have attached the circular for the Emergency Works Scheme.
data.oireachtas.ie/ie/oireachtas/debates/questions/supportingDocumentation/2023-06-13_pq496-13-06-23_en.pdf
497. Deputy Frankie Feighan asked the Minister for Education when her Department will re-open applications under the home school community liaison posts; and if she will make a statement on the matter. [27308/23]
View answerThe Home School Community Liaison (HSCL) scheme seeks to promote partnership between parents, teachers and community family support services, with a view to supporting improved attendance, participation and retention. A HSCL Coordinator is a teacher from a participating school who is released from teaching duties, for a maximum of five years, in order to work intensively with and support parents and guardians. The overarching goal of the HSCL Coordinator is to improve educational outcomes for children through their work with the key adults in the child’s life. HSCL is a school-based intervention provided to address the needs of students and their families in disadvantaged areas through acknowledging and developing the role of the parent as prime educator. This is achieved through targeting the families of students most at risk of educational disadvantage and putting in place a range of appropriate support interventions.
Currently, all DEIS Urban Primary and DEIS Post Primary schools are included in the HSCL Scheme, which serves 693 schools. The scheme is delivered by 530 full-time HSCL Coordinators who are teachers in these schools and assigned to HSCL duties either in individual schools or clusters of schools, catering for approximately 207,000 pupils.
In addition to the above;
- a pilot project to support Traveller and Roma pupils, under the National Traveller and Roma Inclusion Strategy, is in operation in 4 locations with 1 HSCL coordinator assigned in each location. The pilot project supports approximately 50 schools.
- under 2022 Dormant Accounts funding, secured to support attendance, participation and retention among Traveller and Roma students, my Department has allocated 10 HSCL Coordinators in 14 non-DEIS post-primary schools.
In March last year, I announced a major expansion of the DEIS programme which means that, for the first time since 2017 the programme was significantly expanded to an additional 322 schools. The programme now includes over 1,200 schools and supports approximately 240,000 students. This means 1 in 4 of all students are now supported in the programme.
This recent expansion will add an additional €32 million to my Department’s expenditure on the DEIS programme from 2023, bringing the overall Department of Education allocation for the programme to €180 million.
It is important to note that the recent extension of the DEIS programme to new schools is just one phase of work for an inclusive education system which supports all learners to achieve their potential. My Department recognises that there is a need to ensure that students at risk of educational disadvantage receive the supports they require. Conscious of this and recognising the need to target resources to those schools who need them most, the next phase of work will explore the allocation of resources to schools to tackle educational disadvantage. Part of this programme of work will involve consultation with relevant stakeholders over the coming months.
498. Deputy Richard Boyd Barrett asked the Minister for Education if she will investigate whether a person (details supplied) has applied for home tuition for a person, as advised by her Department; if an EWO can engage with the family urgently; and if she will make a statement on the matter. [27321/23]
View answerMy Department's Home Tuition Grant Schemes provide funding towards the provision of a compensatory educational service for children who, for a number of specific reasons, are unable to attend school. By its nature, it is intended to be a short term intervention.
The Home Tuition Grant Schemes are governed by annual circulars which sets out the purpose, eligibility criteria and details of the scheme. Circular 0024/2023 provides information in relation to the 2023/2024 Home Tuition Grant Scheme and can be accessed by clicking on the following link: gov.ie - Home Tuition Grant Scheme 2023/2024 Special Education Component (www.gov.ie)
The purpose of the Home Tuition Grant Scheme is to provide funding towards the provision of a compensatory educational service for:
(a) Early educational intervention for children with autism who meet the scheme’s eligibility criteria
(b) Students with special educational needs seeking an educational placement in a recognised school
(c) Students, enrolled in schools, with a significant medical condition, or school phobia and/or associated depression/anxiety, which has caused, and is likely to continue to cause, major disruption to their attendance at school
In exceptional cases the Department will consider home tuition applications on behalf of students with diagnoses of school phobia and/or associated depression/anxiety which has caused, and is likely to continue to cause, major disruption to their attendance at school. This exception will only apply where a continued absence from school is required to facilitate appropriate medical or therapeutic intervention with a view to the reintegration of the student in their school.
In relation to applications in respect of students with diagnoses of school phobia and/or associated depression/anxiety, the principle that home tuition cannot be provided as an alternative to school applies.
Eligibility in exceptional cases is assessed having regard to, although not limited to, the following criteria:
- The student’s attendance levels during the previous school year.
- Psychologist’s/psychiatrist’s report which should
i. Clearly confirm a diagnosis of school phobia and/or associated depression/anxiety.
ii. Provide details of medical or therapeutic intervention plans in place with a view to reintegrate the student back into his/her school.
- Details of engagement with the relevant support agencies (e.g. School, National Educational Psychological Service (NEPS), Education Welfare Officer (EWO), Child and Adolescent Mental Health Services (CAMHS), TUSLA (Child and Family Agency), HSE, National Council for Special Education (NCSE) ).
The SENO has confirmed that no home tuition form was submitted during the 2022/23 school year. The SENO, as well as other NCSE staff, have provided school placement advice to care centre staff, TUSLA staff including the EWO, and the concerned parent. The SENO has offered to consider a home tuition form if submitted.
It is understood that the family was intending to apply to various special schools in the Dublin area as an initial part of the home tuition process.The SENO continues to liaise with the parent and with a newly-assigned EWO, as the previous EWO has recently taken maternity leave. The SENO has shared previous details on the situation with the new EWO, who is now engaging with the parent regarding special school applications and the potential submission of a 2023/24 home tuition form. There is ongoing engagement between the SENO, EWO, and the concerned family. The focus will remain on finding an appropriate special school placement for Teo, and it is hoped that a special school place offer will emerge from these efforts.
499. Deputy Alan Dillon asked the Minister for Education if she will provide the precise forecasting on behalf of the National Council for Special Education regarding enrolments for the 2023/2024 academic year communicated to a school (details supplied); and if she will make a statement on the matter. [27406/23]
View answer500. Deputy Alan Dillon asked the Minister for Education following a meeting between representatives of a school (details supplied), the NCSE, and the school's special educational needs organiser (SENO) and regional manager, the viability of enrolling pupils with significant SEN as agreed ensuring the school received the required supports in terms of additional accommodation and staff resources to proceed with enrolling these pupils; if she will confirm whether the necessary supports have been approved; what these supports comprise of; and if she will make a statement on the matter. [27407/23]
View answerI propose to take Questions Nos. 499 and 500 together.
I would like to thank the Deputy for the question and would like to advise the following:
Enabling children with special educational needs to receive an education is a priority for this Government. It is also a key priority for me as Minister for Special Education & Inclusion, for my Department and for the National Council for Special Education (NCSE).
The vast majority of children with special educational needs are supported to attend mainstream classes with their peers. Where children with more complex needs require additional supports, special classes and special school places are provided.
For 2023, the spend by my Department on special education will be substantially increased by over 10% on last year, meaning that for 2023 my Department will spend over €2.6 billion on special education.
This level of educational funding and support is unprecedented and represents in excess of 27% of the Department’s total allocation for 2023.
This includes funding to support children with special educational needs in mainstream classes; funding for new special classes and new special school places; additional special educational teachers, special needs assistants (SNAs) and funding for the National Educational Psychological Service (NEPS).
In 2023, the number of teaching and SNA posts in our schools will increase with an additional 686 teachers and a further 1,194 SNAs in our schools next year.
For the first time ever we will have over 19,000 teachers working in the area of special education and over 20,000 SNAs. Together we will have almost 40,000 qualified and committed people in our schools who are focused wholly and exclusively on supporting children with special educational needs.
Over the last two to three years, my Department and the NCSE have introduced a number of strategic initiatives to plan for and provide sufficient special class and special school places.
These initiatives are bearing fruit with over 600 new special classes sanctioned at primary level, almost 300 new special classes sanctioned at post-primary level and five new special schools established over the last three years.
My Department is engaging intensely with the NCSE in relation to the forward planning of new special classes and additional special school places. This work involves a detailed review of statistical data in relation to forecasting demand for special class places, consideration of improved data sharing arrangements and a particular focus on the provision of special classes at post-primary level.
As a result of this forward planning, on the 12th of April, Minister Foley and I announced the establishment of 2 new special schools for the 2023/2024 school year, with further capacity being expanded in 11 other special schools.
Along with the two new special schools, 328 new special classes – 217 at primary and 111 at post-primary level – have been sanctioned by the NCSE for opening in the 2023/24 school year, with more to be confirmed in the coming weeks.
Of these new classes, 6 are in Co. Mayo, with 3 at primary level and 3 at post-primary level. These new classes will bring the total number of special classes in Co. Mayo to 62.
As demand for new special classes at post-primary level is expected to increase significantly over the next few years, due to increasing demographics and increasing prevalence rates, my Department and the NCSE have engaged with post-primary stakeholders in relation to the provision of special classes.
In October of last year, my Department wrote to all post-primary schools to advise them of the need to begin planning to provide additional special classes. It is envisaged that all post-primary schools will be required to provide special classes over the next 3 to 5 years, with an approximate average of 4 special classes in each school.
The NCSE has the 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.
In relation to the school referred to by the deputy, the NCSE has advised my Department for the 2023/24 academic year, that the school has secured nine additional pupil enrolments so far. The 2022/23 school enrolment totalled 28 pupils, with no school leavers expected this June. The NCSE has released a revised teacher and SNA allocation to include seven Class Teaching posts and 18 SNA posts for the school as of May 26th, 2023. It is expected there may be an additional 2-3 enrolments over the summer months due to families relocating to Mayo.
My Department received an Additional School Accommodation (ASA) application from the school on 15th March 2023. The school looked for 3 additional classrooms to cater for additional Special Education Needs pupils expected to enrol at the school. As part of the assessment process, it was necessary to engage with the NCSE. The NCSE subsequently met with school representatives and, on the basis of the NCSE recommendation, my Department has approved 2 modular classrooms. This decision was conveyed to the school on 28th April 2023.
My Department is very cognisant of the needs of the school and a priority for my Department is the provision of accommodation for children with special educational needs. In that context, my Department is working to deliver the accommodation for the school as soon as possible.
501. Deputy Alan Dillon asked the Minister for Education the timeline for delivery of two modular classrooms granted by her Department's modular projects department for a school (details supplied); if she will provide clarification for the delivery and readiness of the modular classrooms for the start of the next academic year on 1 September; and if she will make a statement on the matter. [27408/23]
View answerI am pleased to advise the Deputy that approval under the Additional School Accommodation scheme has issued to the school in question for the provision of two classrooms.
The project is being delivered under the Department’s Devolved SEN Reconfiguration and Modular Accommodation programme.
This programme provides project management supports to enable the accommodation to be provided as quickly as possible and helps to ease the administrative workload for individual schools in relation to the management and delivery of the project.
The use of the Department's Modular Accommodation Framework also assists in ensuring lead in periods for procurement of modular accommodation are minimised to the greatest extent possible.
The overall construction sector environment is challenging and the Department and the Project Management company are doing everything possible to ensure that modular accommodation is delivered as quickly as possible. My Department is fully aware of the urgency in respect of same and will be working with the school to keep it updated on overall project delivery and timelines.
