Written Answers Nos. 65-83
65. Deputy Gary Gannon asked the Minister for Education the reason funding for students in special classes for Summer Programmes has been reduced from €60 per student in 2022, to €45 in 2023 and €30 in 2024; and the reasons for and evidence used to inform this 50% cut. [16494/24]
View answerI want to thank the Deputy for his question on this very important scheme for children with special educational needs.
I am delighted to say that funding of €40m has been secured again to ensure that a comprehensive summer programme will be available in 2024. This builds on the successful summer programmes of the last three years. Full details of the programme were published on the 21st March 2024. I want to reassure the Deputy that the full funding of €40m is available and, as in previous years, all of the funding is utilised to meet the needs of our most vulnerable children.
All schools, once again, have an opportunity to run a programme over the summer months for those children who need it the most. These children can continue to be supported, nurtured and encouraged to engage in a fun and inclusive educational setting.
Our main priority again in 2024 is that those children with the most complex special educational needs, especially in special schools, should have access to a school-based summer programme.
All of the measures for the 2024 summer programme have been designed to maximise the number of schools and children taking part in the school-based programme. The published reports of my Department’s Inspectorate have highlighted the enormous value of this programme and I would encourage as many schools as possible, particularly special schools, to participate in this programme for 2024.
Since 2019, the Summer Programme has gone from strength to strength. In 2023, approximately 1,400 schools and more than 50,000 children took part. This is compared to the 13,000 children who took part in 2019.
A key barrier to the participation of schools previously has been the availability of staff, particularly those experienced staff already working in the schools. In 2023, to maximise the use of the Summer Programme budget, teachers and SNAs working on the school-based scheme were paid a higher personal rate of pay. Consequently, my Department saw a much larger number of schools taking part, particularly in primary schools, and we are anxious for this to continue.
Schools are given the flexibility to engage staff that are not employed in their schools. A staff portal is now available on EducationPosts.ie for teachers and SNAs to register their interest in working on the programme in a Special School. Student teachers and students in social care, various therapies, nursing and others, including early learning and childcare practitioners, will also be able to register their interest in working on this year’s Programme.
While the capitation rate in mainstream schools was raised to €45 in 2023, the €30 rate per week for 2024 is in line with the rate for the Inclusion Summer Programme in previous years. This rate is cognisant of all costs associated with running a summer programme and is very favourably compared to the normal capitation during the school year, which is approximately €5 per week. As mentioned a moment ago, it is important to state that the funding to pay the staff has been increased and this constitutes the main costs for the programme.
It is important to note that the capitation rate for special schools, which is the sector that we are actively encouraging to participate in the programme, remains at €60, as it has been in 2023, to reflect the unique circumstances of running a programme in those settings.
I am satisfied Deputy that the full range of supports which underpin the summer programme ensures that it remains a well-supported and important measure in supporting children with special educational needs. My officials have worked intensively with various stakeholders in designing the changes that have resulted in increased take up over the last couple of years.
67. Deputy Paul McAuliffe asked the Minister for Education for an update on the new build for a school (details supplied); and if she will make a statement on the matter. [16459/24]
View answerSince 2020, the Department of Education has invested around €4.5 billion in schools throughout the country. Around 800 school building projects have been completed and 300 other projects are under construction.
This level of construction roll-out recognises the priority that Government puts on investment in education. New medium term capital allocations for the Department of Education were confirmed in the recent review of National Development Plan allocations.
School building projects under construction involve an overall State investment of over €1.2 billion with most of these projects due for completion in 2024 and 2025. This is a record level of investment and highlights the Department’s very strong track record in providing additional capacity and modern facilities for our school communities.
The permanent school building project for Clonturk Community College is part of a shared educational campus project at Swords Road, Whitehall, Dublin 9.
This important project, when complete, will deliver two 1,000 pupil post-primary schools and accommodation, including six classrooms, for children with special educational needs for Clonturk Community College and Ellenfield Community College. The project will also deliver an eight classroom primary school building and accommodation, including two classrooms for children with special educational needs for Gaelscoil Áine.
The project will be delivered under my Department's ADAPT 4 Programme - Programme Innovate, which comprises some 30 schools to be delivered in two phases. This campus project has been identified to commence in Lot 1 of the first phase.
Programme Innovate is the fourth generation of the ADAPT – or Accelerated Delivery of Architectural Planning & Tendering - Programme. The programme vision is to create schools that support an inclusive and inspiring learning environment using sustainable design and construction approaches. The ADAPT Programme uses a professional external Project Manager to achieve the best possible timeframe for the project through the stages of Architectural Planning to Tender and Construction.
Programme Innovate also seeks to create project delivery and design solutions that are innovative, flexible and adaptable, delivering the next programme of school designs with an enhanced programmatic approach.
It is intended that the programme will be delivered as employer-led design contracts, underpinned by a strong procurement approach. The external Project Manager will assist the Department in the development and co-ordination of the programme throughout its lifecycle.
The Project Manager was appointed in Q3 2023 and is in the process of preparing documentation for the tender process for the appointment of multidisciplinary design team consultants.
As with all school building projects, the timeframe for delivery of the project will be dependent on securing the grant of planning permission.
At present, there are five stages of architectural planning involved in the delivery of major school projects. The period of time it takes to progress through each of the stages varies from project to project depending on its size and complexity.
The Department will keep the schools and their patron bodies informed of the progression of this campus project.
68. Deputy Paul Donnelly asked the Minister for Education to provide an update on the progress made in relation to guidance counsellors for post-primary schools in the context of the public consultation on the national policy group on lifelong guidance. [16269/24]
View answerAs the Deputy is aware, guidance provision in Ireland spans many sectors. In 2022, I established the National Policy Group on Lifelong Guidance to develop a coherent long-term strategic framework for guidance. A public consultation on lifelong guidance was held by my Department and a report on the consultation was published in August 2023. This consultation together with research carried out by my officials informed the development of the Strategic National Framework for Lifelong Guidance and accompanying Strategic Action Plan (2024-2030) which were published in December 2023. Four strategic pillars underpin the vision for lifelong guidance into the future:
- Visibility and awareness of services and information provision
- Standards and quality throughout the system
-Access, inclusion and universal design
-Career-management skills and lifelong career mobility.
The publication of these documents marked a significant milestone for advancing lifelong guidance in Ireland.
In relation to guidance at post-primary level specifically, significant progress has been made. Indeed, the Strategic Action Plan for Lifelong Guidance includes a large number of actions pertaining to post primary, within a lifelong context. For example, an information portal is being developed to enhance access to key-information including labour market data.
A Guidance Unit, led by a fully-qualified and experienced guidance counsellor was established in my Department in 2022. This new Unit is actively progressing, supporting and strengthening all aspects relating to guidance policy in post-primary schools.
I also established a Guidance Team in Oide to strengthen guidance support and professional learning for guidance counsellors in schools. The Guidance Unit in my Department works closely with the Oide team and together they ensure the needs of guidance counsellors, students and parents are addressed effectively.
The specialised role of the guidance counsellor is pivotal in the whole school guidance context. In the past 12 months, the Guidance Unit in my Department published a number of information notes providing clarification on a number of issues for guidance counsellors. This includes the standards associated with the guidance role and practical examples of what high-quality whole school guidance might look like in practice. In addition, the Guidance Unit is actively exploring mechanisms of increasing guidance counsellor supply, as committed to within the Strategic Action Plan.
A model of whole school guidance operates in our post-primary schools and progress has been made under all four pillars in the Framework allowing guidance to evolve. Five information notes have been published in the last year to this end and the Guidance Unit ensures Whole School Guidance and the work of guidance counsellors is aligned with policy development more generally at post-primary level including in areas such as well-being, senior cycle redevelopment and student support teams. The Strategic Action Plan for Lifelong Guidance includes an action which commits my Department to consider the effectiveness of the guidance-allocation model in post primary schools with a view to strengthening the quality of guidance and guidance counselling services. This action will be undertaken in the short-term.
The Guidance Unit is in regular communication with stakeholders such as the Institute of Guidance Counsellors and the management bodies with whom we collaborate to support and strengthen guidance counselling in post-primary schools. As the strategic actions outlined as part of the National Strategic Framework continue to be implemented over the short, medium and long-term, stakeholders will continue to see and experience significant progress in this area.
69. Deputy Paul McAuliffe asked the Minister for Education when approval will be granted for the redevelopment of a school (details supplied) as the current building is a fire hazard and more space is required. [16460/24]
View answerSince 2020, my department has invested in the region of €4.5 billion in our schools throughout the country, involving the completion of over 800 school building projects. Construction is currently underway at approximately 300 other projects, which includes 31 new school buildings. Projects at construction involve a total State investment of over €1.2bn.
I recently announced that close to 90 school building projects currently at tender stage will be authorised to proceed to construction over the course of 2024 and early 2025. In total, around €800 million will be invested in these projects under the department’s Large Scale Capital Programme and Additional Accommodation Scheme for essential classroom accommodation.
This level of construction roll-out recognises the priority that Government puts on investment in education, including responding to the increased requirement for special education provision.
I can assure the Deputy that the major building project for Scoil Chiaráin Special School is a significant priority for my Department.
While the original project brief was to deliver a new extension and refurbishment of the current school building, it was agreed, following a review by the Design Team to revise the project scope to deliver a new replacement school at the current site in Glasnevin.
The current building dates from the late 1970s. The new building will provide purpose-built accommodation for students with special educational needs, ranging in age from 4 to 18 years. This will comprise 20 mainstream classrooms, along with additional specialised rooms including Art, Home Economics, Woodwork, a Library, GP Room, Dining Space, Sensory Room, dedicated therapy rooms and all associated ancillary accommodation. The accommodation will take into consideration the specific needs of the students of Scoil Chiaráin.
The project for Scoil Chiaráin is being delivered as part of my Department’s ADAPT Programme. The ADAPT Programme uses a professional external Project Manager to achieve the best possible timeframe for the project through the stages of Architectural Planning to Tender and Construction.
The project is currently close to completion of Stage 2(b) of the architectural design process. Stage 2(b) involves detailed design and the preparation of tender documentation. The next stage, subject to relevant Stage 2(b) approvals, will be Stage 3, tender stage. Projects are subject to relevant due diligence by my Department at each stage in the process, within the context of overall programme and budgetary parameters.
In late March, following a review of National Development Plan allocations, the Government approved medium term capital allocations for the Department of Education for the period to 2026. The Department’s Planning and Building Unit is now reviewing its programme plans in the context of those recently confirmed allocations.
Special schools are a particular priority for my Department’s school building programme and I know the new building for Scoil Chiaráin will be transformative for the school community.
Department officials will keep the school authorities updated on progress and next steps.
70. Deputy Pádraig Mac Lochlainn asked the Minister for Education when she will meet the board of management of a school (details supplied) and urgently review the decision by her Department not to include the school in the school capital buildings programme; and if she has received correspondence from the board of management of the school, confirming that it can provide an alternative and appropriate site for a new school at no cost to the State. [16350/24]
View answerI am pleased to advise the Deputy that the school in question has received approval in principle for a building project under my department’s Additional School Accommodation, or ASA, scheme. The project will provide for two mainstream classrooms and two special education teaching rooms. This project is currently at Stage 3, tender stage.
In addition, further approval was provided under the ASA scheme in 2022 for modular accommodation to provide one mainstream classroom and two special education tuition rooms. In early 2023, the brief for the school was reviewed and a further special education needs classroom was added to the scope. This project is currently on site under construction.
I can confirm to the Deputy that the department is in receipt of a letter dated the 28th February 2024 from the Board of Management of the school in question in relation to the acquisition of a greenfield site by the school.
The department is required to manage the overall school building programme so that we target and prioritise areas that are under greatest pressure for additional school places. This reflects the department’s fundamental objective of ensuring the availability of a school place for every child.
The main focus of the department’s capital funding over the last decade and for the coming period is on provision of critical additional capacity to cater for increasing demographics and children with special education needs. The overall position with regard to potential modernisation and replacement of existing school infrastructure will be kept under review.
I would note that the level of additional accommodation already being progressed for the school under reference, both under the modular and traditional-build ASA programmes, will significantly improve the teaching and learning environment.
Modular accommodation being provided to schools today is high quality, robust and durable. All new buildings, including modular buildings, are required to meet the Near Zero Energy Building, or NZEB, standard, which ensures high levels of energy efficiency, thermal performance and sustainability.
Since 2020, the Department of Education has invested in the region of €4.5 billion in our schools throughout the country, involving the completion of over 800 school building projects with construction currently underway at approximately 300 other projects. The 300 projects currently at construction involve a total State investment of over €1.2bn.
This is a record level of investment in our schools and highlights the Government’s very strong track record of delivery in providing additional capacity and modern facilities for our school communities.
In Co Donegal alone, since 2020, my Department has invested €123.5m in our schools and completed 35 school building projects.
I also recently announced that close to 90 projects currently at the tender stage, which includes the ASA project for the school under reference, will be authorised to proceed to construction over the course of 2024 and early 2025. In total, around €800 million will be invested in these projects under the department’s Large Scale Capital Programme and Additional Accommodation Scheme for essential classroom accommodation.
The Department’s approach is to maximise the usage of existing capacity in the school estate and, in tandem with this, to manage the progression of the existing pipeline of projects within available budgets and in line with the Government’s Infrastructure Guidelines.
71. D'fhiafraigh Deputy Aengus Ó Snodaigh den Aire Oideachais cén uair faoina mbeidh an t-athbhreithniú ar chóras soláthair iar-bhunscoileanna nua i mBaile Átha Cliath Theas foilsithe, agus cén uair faoina mbeidh an Polasaí don Oideachas lán-Ghaeilge lasmuigh den Ghaeltacht foilsithe. [16352/24]
View answerBa mhaith liom buíochas a ghabháil leis an Teachta Ó Snodaigh as a cheist.
Tá obair ar bun i mo Roinn faoi láthair maidir le polasaí nua don oideachas lán-Ghaeilge lasmuigh den Ghaeltacht a fhorbairt. Tá sé mar cheann de na spriocanna atá ag mo Roinn breathnú ar na deiseanna chun níos mó Gaelscoileanna agus Gaelcholáistí a bhunú mar chuid den phróiseas pátrúnachta.
Chun bonn eolais a chur faoi fhorbairt an pholasaí, cuireadh próiseas comhairliúcháin poiblí ar bun. Bhailigh sé seo tuairimí pháirtithe leasmhara – daoine óga, tuismitheoirí, múinteoirí, páirtithe leasmhara oideachais agus eagraíochta Gaeilge ina measc. Bhí trí thréimhse sa chomhairliúchán seo – ceistneoir ar líne agus glao ar aighneachtaí scríofa, grúpaí fócais, agus cruinnithe déthaobhacha idir mo Roinn agus páirtithe leasmhara.
Chomh maith leis sin, ghlac mo Roinn réimse gníomhartha chun a chinntiú go mbeadh an polasaí nua bunaithe ar thaighde reatha. Tá athbhreithniú ar an litríocht déanta dúinn ag Sealbhú, DCU. D’fhoilsigh mo Roinn tuarascáil ar sholáthar don oideachas lán-Ghaeilge lasmuigh den Ghaeltacht. Tá taighde maidir le haonaid agus sruthanna lán-Ghaeilge i scoileanna meán-Bhéarla ar bun.
Tá sé i gceist ag mo Roinn go mbeidh deis againn treo an pholasaí a phlé le páirtithe leasmhara sula bhfoilseofar é. Tá sé ar intinn go gcuirfear tús le cur i bhfeidhm gníomhartha ón bpolasaí sa scoilbhliain 2024-25.
Aithním an tábhacht a bhaineann leis an oideachas lán-Ghaeilge a neartú. Táim ag súil leis an obair thábhachtach seo a thabhairt chun cinn, chun tógáil ar na torthaí dearfacha ón bPolasaí don Oideachas Gaeltachta.
Maidir le ceist an Teachta faoi dheisceart Bhaile Átha Cliath, is féidir liom a dheimhniú go bhfuil obair ar bun i mo Roinn maidir leis an athbhreithniú ar spásanna scoile lán-Ghaeilge i ndeisceart Bhaile Átha Cliath.
Mar is eol don Teachta, níl an bhliain bhunaithe, an múnla pátrúnachta nó teanga an teagaisc socraithe go fóill do na hiar-bhunscoileanna nua a fógraíodh chun freastal ar an dá limistéar pleanála scoile i ndeisceart Bhaile Átha Cliath (Baile Átha Cliath 2_Baile Átha Cliath 4 agus An Naigín_Cill Iníon Léinín_Dún Laoghaire-Ráth an Dúin/Coill na Silíní).
Agus pleanáil ar siúl maidir le soláthar spásanna iar-bhunscoile lán-Ghaeilge, tá mo Roinn ag breathnú ar rollúcháin reatha agus ar rollúcháin pleanáilte i nGaelscoileanna sa cheantar. Táthar ag breathnú chomh maith ar cé mhéad spásanna iar-bhunscoile lán-Ghaeilge atá ar fáil sa cheantar cheana féin.
Tá an obair seo á déanamh chun an t-éileamh don soláthar iar-bhunscolaíochta lán-Ghaeilge amach anseo a aithint nach féidir leis na Gaelcholáistí reatha sa cheantar freastal air.
Tá mo Roinn ag súil go mbeidh dóthain spásanna scoile ag na Gaelcholáistí atá ann cheana féin i gceantar ginearálta Bhaile Átha Cliath Theas chun freastal ar an éileamh sa ghearrthéarma.
Mar sin féin, i bhfianaise líon na ngaelscoileanna nua atá oscailte sa cheantar le blianta beaga anuas, táimid ag breathnú go gníomhach ar an scéal de réir mar a fhásann na Gaelscoileanna agus de réir mar a thagann méadú ar líon na ndaltaí i rang a sé sna Gaelscoileanna. Tá an staid á choinneáil faoi athbhreithniú againn.
72. Deputy Mark Ward asked the Minister for Education her plans to increase capacity of secondary school places in the Dublin mid-west area; the status of any proposed school building projects in the area; and if she will make a statement on the matter. [16365/24]
View answerI can assure the Deputy that the provision of school places to meet the needs of children and young people at primary and post primary level, including children and young people with special educational needs is an absolute priority for the Department.
As the Deputy will be aware, for school planning purposes, my Department divides the country into 314 school planning areas and utilises a Geographical Information System to anticipate school place demand. Information from a range of sources, including Child Benefit data, school enrolment data and information on residential development activity is used for this purpose. Additionally, Project Ireland 2040 population and housing targets inform my Department's projections of school place requirements.
My Department has delivered significant expanded capacity in Dublin West, including the new schools for Adamstown Community College and Kishogue Community College. These two new schools alone have delivered 2,000 additional school places in recent years.
There are also a large number of building projects on site or in train across Dublin West including new school buildings for the recently established Coláiste Pobail Fola and Griffeen Community College. New school buildings or extensions are also in train for Holy Family Community School, Tallaght Community School, St. Joseph's College and Lucan Community College. The projects, when completed, will collectively deliver an additional 6,000 new and modernised school places.
Multiple smaller projects providing additional accommodation are also at various stages of planning and delivery.
Notwithstanding this scale of ongoing project delivery, the Department is aware of pressures for school places in School Planning Areas in Dublin West. In that context, as part of planning for September 2024, data on applications for admission has been received by the department from post-primary schools across areas of known enrolment pressure including the School Planning Areas of Lucan and Newcastle_Rathcoole. The sharing of this data has been helpful in the identification of school place requirements across the areas.
However, in urban areas such as Dublin mid-west, there can be a high degree of inward and outward mobility of children between School Planning Areas. Parents and guardians are free to apply to enrol their children in any school, whether that is in the School Planning Area in which they reside or not. This mobility adds significant complexity to the identification of actual school place needs in these areas. In particular, there can be multiple iterations of school place offers, where applicants may accept a place but subsequently be offered and accept a place at a second school, freeing up capacity at the first school accepted.
In that overall context, while some applicants may not yet have received an offer of a school place for 2024/25, families can be assured that all children who require a school place will be provided with one. The Department is continuing to work with schools and patrons to ensure that there are sufficient school places available, and to put any required solutions in place. As part of this engagement with patrons, the Department is also collaboratively planning towards 2025/26 and future years, as part of forward planning generally.
I can assure the Deputy that Department officials will continue to actively engage with schools and patrons to ensure that there is appropriate provision for all students in Dublin Mid-West for the 2024/25 school year and into the future.
73. Deputy Brian Leddin asked the Minister for Education the status of offers of secondary school places in Limerick; the steps that have been taken since 2023 to ensure every student receives a place; and if she will make a statement on the matter. [16464/24]
View answerI can assure the Deputy that the provision of school places to meet the needs of children and young people at primary and post primary level, including children and young people with special educational needs is an absolute priority for my Department.
In order to plan for school place needs, my Department divides the country into 314 school planning areas and utilises a Geographical Information System to anticipate school place demand. Information from a range of sources, including Child Benefit data, school enrolment data and information on residential development activity is used for this purpose. Additionally, Project Ireland 2040 population and housing targets inform my Department's projections of school place requirements.
Where forecasts indicate growing enrolments, my Department first considers available capacity within the existing schools in the area. Where additional provision is needed, the options considered are the expansion of existing schools or the establishment of one or more new schools. Where an expedited solution is required for a near-term need, my Department utilises its Modular Accommodation Framework and the delivery of this accommodation is overseen by Project Managers as a support to the relevant schools.
In response to the projections of school place needs in Limerick City, my Department has provided significant additional post primary capacity, including a new 1,000 pupil school building for Limerick Educate Together Secondary School, and a new 750 school building for Gaelcholáiste Luimnigh. New school buildings are also in train for Laurel Hill Secondary School, Mungret Community College, Laurel Hill Coláiste, and Ardscoil Mhuire, as well as extensions at Castletroy College, Thomond Community College, and Coláiste Mhichil.
These projects are providing state of the art, modern accommodation to meet the needs of the growing number of post primary students across Limerick City, including specifically designed provision to meet the needs of students with special educational needs.
As the Deputy will be aware, a Common Applications System, or CAS, operates to manage the admissions process for post primary schools in Limerick City. This system has worked very effectively to meet post primary school place needs and is successfully administered by Limerick Education Centre. My Department has been in close engagement with Limerick Education Centre and school patrons with regard to the admissions process for the 2024/25 school year and has been advised that all applicants under the CAS system have received a first year place for September 2024.
My Department's main responsibility is to ensure that schools in an area can, between them, cater for all pupils seeking school places in the area. In relation to school admissions, it is the responsibility of the managerial authorities of all schools to implement an enrolment policy in accordance with the Education Act, 1998.
Parents have the right to choose which school to apply to and where the school has places available the pupil should be admitted. However, in schools where there are more applicants than places available a selection process may be necessary. This selection process and the enrolment policy on which it is based must be non-discriminatory and must be applied fairly in respect of all applicants. However, this may result in some pupils not obtaining a place in the school of their first choice.
My Department continues to keep the school place needs in Limerick under review, including through engagement with the local authority and school patrons, particularly in the context of the significant population growth provided for under the Limerick Development Plan.
74. Deputy Paul Donnelly asked the Minister for Education for an update on a survey by her Department completed by 100% of the membership of an organisation (details supplied) in relation to providing a pathway to the appropriate route of registration for those who are working as guidance counsellors in post-primary schools without the specific qualifications required to register as a post-primary teacher. [16270/24]
View answerI wish to advise the Deputy that the role of the guidance counsellor is multifaceted and includes delivery of classroom guidance, group sessions and one-to-one meetings. Guidance-support is provided to students in relation to personal, social, educational and career guidance. A dual qualification is required to work as a guidance counsellor in our post-primary schools. Guidance counsellors must hold an appropriate teaching qualification (through route 2 as recognised by the Teaching Council attracting those terms & conditions and rates of pay) and hold an appropriate guidance counselling qualification appropriate to the post-primary sector in line with the Programme Recognition Framework for guidance. This policy is well-settled and long-standing and is outlined in circulars 0008/2024, 0009/2024, 00010/2024 and 0044/2019. Schools are permitted however to employ persons without a route 2 qualification on a temporary basis where no fully qualified teacher is available. A number of schools employ people to work as guidance counsellors in post-primary schools on this basis. These guidance counsellors have formed a group and asked the Department to provide a pathway that would allow them to qualify to work in schools as Guidance Counsellors on a permanent basis enjoying the same terms and conditions as fully qualified (route 2) teachers.As the matter spans a range of complex issues, several officials in my Department researched and considered the issues and the points made by this group over a number of months. While a number of options were explored, it was ultimately considered that the optimal solution would be to develop a pathway whereby the group members could undertake a course of study to add credits to their Level 8 degrees in a subject that would be recognised by the Teaching Council, thereby enabling them to subsequently apply for and undertake teacher-training.
In discussions with Higher Education Institutions on provision of new guidance programmes to increase supply, the Department was advised that the key requirement to provide any new course is that there would be a pipeline of demand and that the course provision would be viable.
In order to determine what the course might look like and whether it would be viable with sufficient demand, it was considered necessary to ascertain the nature of the level 8 degrees held by the group and whether they comprised any curricular subjects.
My officials issued a survey to the group members to gather this data. All the group members completed the survey and my officials have analysed the findings. A response was issued to the GUESS group by letter on 11th April. This letter explained the findings of the survey and provided an evidenced-based response to the GUESS members. It is concluded that it is not presently viable for an ‘add-on’ upskilling programme to be designed for the GUESS cohort. However, an extremely positive finding of this survey is that at least 43% of GUESS members are already eligible to pursue a Route 2 registration with the Teaching Council, subsequent to undertaking teacher-training. For those who wish to pursue this course of action, a PME incentive scheme will be introduced for newly qualified teachers who complete their PME during 2024.
75. Deputy Aindrias Moynihan asked the Minister for Education what areas in mid Cork are being considered under the pilot scheme under the new school transport scheme; and if she will make a statement on the matter. [16376/24]
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 161,600 children are being transported on a daily basis to schools throughout the country.
This figure comprises over 135,000 pupils travelling on mainstream services, 19,800 pupils with special educational needs, and 6,800 pupils who have arrived to Ireland from Ukraine.
The total cost of the scheme in 2023 was €382.02m.
A review of the School Transport Scheme has been completed. This review was conducted with a view to examining the current scheme, its broader effectiveness, and sustainability and to ensure it services students and their families adequately.
The School Transport Scheme 2030 report has now been published. It marks the largest review of the School Transport Scheme since it was established in 1967. The Government is committed to working to achieve the report’s recommendation of expanding access to the scheme so that an additional 100,000 pupils can be carried by 2030.
Throughout the review, the value of the School Transport Scheme to both families and in supporting wider Government policies has been very apparent. School transport not only plays an important part in supporting children's access to education, but it also aligns to wider Government objectives.
Overall, the recommended changes to the future operation of the Scheme concern: expansion of the current eligibility criteria, addressing current operational challenges, charges and grants, and, over time, moving towards better integration with public transport to ensure the best value for money to the Exchequer.
A phased implementation of the review’s recommendations will begin in September 2024. This will include a shared effort between my Department and the Department of Transport to pilot and introduce greater integration of transport networks with school transport routes.
I envisage that over time this will lead to expanding the provision of transport and reducing the reliance on individual car trips for school journeys.
The planned pilot projects in the 2024/25 school year will provide a valuable insight into the impact on the scheme of increased demand, the possibilities to integrate public transport services with school transport services, and the possibilities to facilitate more sustainable modes of transport.
These impacts will be fully assessed and costed as required. The projects will evaluate and assess the scale of planning and implementation required for a national roll out of a revised School Transport Scheme. As part of this, they will include the integration of public transport and school transport services.
The School Transport Scheme and Public Transport integration project is a joint effort between the Department of Education and the Department of Transport, supported by the National Transport Authority and Bus Éireann.
Details of the areas to be included in the pilot scheme will be available shortly.
Families residing in the pilot scheme areas will be communicated with separately regarding the pilot schemes, how they should apply and to inform them what the changes will mean for the 2024/2025 school year.
77. Deputy Richard Boyd Barrett asked the Minister for Education if she will ensure that schools that are looking to open special classes and that have a waiting list for these classes are not inhibited from doing so because of lack of physical space; and if she will make a statement on the matter. [16471/24]
View answerEnabling children with special educational needs to receive an education is a priority for this government. It is also a key priority for my department and for the National Council for Special Education (NCSE).
The vast majority of children with special educational needs are supported to attend mainstream classes with their peers. Where children with more complex needs require additional supports, special classes and special school places are provided.
In 2024, €2.7 billion is being spent on special education, an increase of €113 million which is dedicated to providing supports for children with special educational needs. This will allow for, amongst other things, the opening of up to 400 new special classes in mainstream schools and 300 additional special school places. Only last week, my colleague Minister Foley announced plans for the roll-out of the next phase of investment in the school capital building programme. This additional funding of almost €800 million will support over 90 building projects in 2024 and 2025 including 138 additional rooms for children with special educational needs.
My department engages closely 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, an analysis of available school accommodation, consideration of improved data sharing arrangements and a particular focus on the provision of special classes at post-primary level.
Any school which seeks to open a special class or indeed a further class is to be commended. The efforts of schools in doing so is appreciated, however, it may not be possible or appropriate to open classes in every school that expresses or has previously expressed an interest. Classes not sanctioned for this coming school year, will remain as options, should need arise in later years.
Generally, demographics are falling at primary level and this trend is due to continue. Therefore, my department in conjunction with the NCSE considers it prudent to maximise the use of existing accommodation in schools, within geographic areas, in the first instance. This consideration is prior to the establishment of any additional special class that may require additional accommodation e.g., modular accommodation.
This approach enables special classes to be established more quickly as there is no requirement for additional accommodation. This means that the educational needs of children who require a specialist placement can be met more easily. It also allows for earlier reconfiguration of existing accommodation in a more streamlined and efficient manner.
This overall approach is consistent with the department’s commitment to supporting the educational needs of children who require specialist placements while at the same time meeting the requirements of the government’s infrastructure guidelines.
Where additional accommodation is indicated as being required, an analysis of both student demand and available accommodation in an area is required. In this regard, the department is working very closely with the NCSE to ensure that this required analysis is thoroughly explored with a view to providing the most immediate and cost-effective accommodation solutions for the establishment of new special classes for the 2024/25 school year.
In some instances, this analysis is complete and the appropriate accommodation solutions are being advanced. In the remaining cases, the outcome of the analysis is nearing completion and schools will be advised shortly. Local Special Educational Needs Organisers (SENOs) continue to engage with schools regarding the position and timing of the establishment of previously sanctioned new classes.
My department and the NCSE are committed to ensuring that sufficient special education placements will be available for children for this school year and future years.
78. Deputy Claire Kerrane asked the Minister for Education how she will ensure that special classes meet demand and that every child who needs a special class place gets one; and if she will make a statement on the matter. [15954/24]
View answer113. Deputy Claire Kerrane asked the Minister for Education if she is aware of an issue of lack of special class places in an area (details supplied); how she will ensure places are made available; and if she will make a statement on the matter. [15955/24]
View answerI propose to take Questions Nos. 78 and 113 together.
Enabling children with special educational needs to receive an education is a priority for this government. It is also a key priority for my department and for the National Council for Special Education (NCSE).
The vast majority of children with special educational needs are supported to attend mainstream classes with their peers. Where children with more complex needs require additional supports, special classes and special school places are provided.
For 2024, €2.7 billion is being spent on special education an increase of €113 million and this is dedicated to providing supports for children with special educational needs.
This 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 2024, the number of teaching and SNA posts in our schools will increase with an additional 744 teachers and 1,216 SNAs added to deliver up to 2,700 new places for children with special educational needs. This will mean we will have over 41,500 qualified and committed people in our schools who are focused wholly and exclusively on supporting these children.
The NCSE has the responsibility for planning and coordinating school supports for children with special educational needs.
Over the last number of years, my department and the NCSE have introduced a number of strategic initiatives to plan for and provide sufficient special class and special school places.
These initiatives are bearing fruit with almost 1,300 new special classes sanctioned and seven new special schools established over the last four years.
My department engage intensely with the NCSE in relation to the forward planning of new special classes and additional special school places. This forward planning work is well underway ahead of the 2024/25 school year. This work involves a detailed review of statistical data in relation to forecasting demand for special class places, an analysis of available school accommodation, consideration of improved data sharing arrangements and a particular focus on the provision of special classes at post-primary level.
As a result of this forward planning, two new special schools have been established for this school year in Cork and Dublin, with further capacity being expanded in 11 other special schools.
In addition, four new special schools will be established for the 2024/25 school year in counties Meath, Kildare, Wexford and Limerick. This will bring to 11 the number of new special schools established in recent years.
Along with the two new special schools opening this school year, 391 new special classes – 255 at primary and 136 at post-primary level – have been sanctioned by the NCSE.
Of these 7 are in County Roscommon (5 at primary and 2 at post-primary) and 6 are in County Westmeath (4 at primary and 2 at post-primary) brining the total no of special classes to 41 and 59 respectively in each county.
My department and the NCSE are continually working to planning for the provision of further new special classes and special school places. Planning for special classes and special school places is currently underway ahead of the 2024/25 school year and the locations of these new classes will be confirmed by the NCSE shortly.
Parents seeking special class placements for their children are advised to contact the NCSE locally so that their needs can be taken into account for planning purposes. Local special educational needs organisers (SENOs) remain available to assist and advise parents of children with special educational needs. Parents may contact SENOs directly using the contact details available on the NCSE's website at: www.ncse.ie/regional-services-contact-list
Information on the list of schools with special classes, the types and locations of these classes is published on the NCSE website and is available at: www.ncse.ie/special-classes
My department will continue to support the NCSE and schools through the provision of the necessary funding and capital investment to ensure all children are successful in accessing an education.
79. Deputy Richard Boyd Barrett asked the Minister for Education if the method of calculating the allocation of special needs resources to schools that has seen a third of primary schools lose resources for 2024/2025 will be changed; and if she will make a statement on the matter. [16470/24]
View answerI would like to thank the deputy for question raised.
Enabling children with special educational needs to receive an education is a priority for this government. The vast majority of children with special educational needs are supported to attend mainstream classes with their peers.
The Special Education Teaching (SET) allocation model for 2024/25 is based on information from all 4,000 schools in the country. The model distributes the total available number of SET posts in line with each school’s profile of need.
The model seeks to distribute teaching resources in the fairest possible manner, taking into account as much evidence as possible in respect of individual schools and evidence in respect of the best possible use of resources. Schools must adhere to the guidance on the use of SET hours and support all children with additional teaching needs using the continuum of support framework.
The revised model is providing an annual allocation of SET teaching hours, using the best possible available data sources and is ensuring that the right resource is available at the right time to meet the needs of children with special educational needs. Schools have autonomy to deploy those resources to meet the needs of their students. In this regard it is important to note that 67% of all schools saw their allocation increase or remain the same, whereas 33% saw a reduction in hours. Of those schools who saw a reduction in hours 90% was a result of falling enrolment.
The Department acknowledges that every school is different, and that schools can experience unique circumstances that may be difficult to reflect in any standardised method. This is always a challenge when making allocations in respect of 4,000 schools. It is for this reason that the Department, working with the NCSE has streamlined the review process for special education teaching hours and schools who have any concerns can engage with the NCSE on their allocation.
Reviews are being conducted by the NCSE, between March and May, to better enable schools to plan for the following September. An internal NCSE review panel will consider the application ensuring that the school have clearly evidenced that the overall level of special education teaching allocation in this school does not have capacity to meet this additional identified need.
Additional resources will be provided to schools in cases where the NCSE have identified that this is required.
This review process has now commenced with reviews being considered on a weekly basis with first priority given to schools who are developing or rapidly developing. A total of 218 applications have been received from schools.
A weekly process for consideration of submitted reviews is in place between the department and the NCSE so that schools can be advised at the earliest opportunity.
The first tranche of 32 schools were contacted the week of the 8th April to advise of additional allocations following review. On the recommendation of the NCSE my department has allocated a total of 427.5 additional Special Education Teaching hours to this first tranche of schools. Depending on the profile of the school the additional allocation ranges from 2.5 hours to 27.5 hours per school. The average additional allocation for this first tranche of schools is 13.5 hours.
It is important to note that SET hours are only one component of support for children in mainstream but the most important support is the mainstream class teacher. The pupil teacher ratio at primary level is now 23:1 which means there are more mainstream teachers than ever before in our educational system. There will be 14,600 Special Education Teachers (SETs) supporting mainstream classes in the 2024/25 school year, which is an increase of 1,000 since the end of the 2021 school year. This is the highest number of SET teachers ever in our schools.
80. Deputy Christopher O'Sullivan asked the Minister for Education if approval will be given to a pay increase for school transport bus escorts (details supplied) as they have not received any pay increase since 2020; and if she will make a statement on the matter. [16316/24]
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 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.
There is a facility within the Special Educational Needs Transport Scheme for the appointment of a School Transport Escort, where a child’s care and safety needs while on school transport are such as to require the support of a School Transport Escort.
The Department of Education provides grant funding for the employment of the School Transport Escort and sets the rate of pay. Under the Education Act 1998, the Board of Management and/or the Education and Training Boards, in respect of schools operated by them are responsible for the operation of the school and is the employer of the School Transport Escort and therefore responsible for all employment matters relating to their School Transport Escort.
As the Deputy may be aware a review of the School Transport Scheme has been completed. This review was conducted with a view to examining the current scheme, its broader effectiveness, and sustainability and to ensure it services students and their families adequately. As part of this review one of the actions outlined is that pay rates for School Bus Escorts is to be reviewed in full by the end of 2024.
It is recognised that School Bus Escorts play a vital role in supporting children with Special Educational Needs in their journey to and from school. The School Transport Section in the Department is currently carrying out a comprehensive review of matters as they relate to the escort and the information provided to schools.
An information pack for schools is being developed and will be reviewed and updated regularly.
As part of this comprehensive review the terms of employment and rate of pay for school bus escorts are also being examined.
81. Deputy Niamh Smyth asked the Minister for Education what supports are provided for students with dyslexia and other learning difficulties in the classroom in primary and secondary level schools; and if she will make a statement on the matter. [16152/24]
View answerEnabling children with special educational needs to receive an education is a priority for this government. It is also a key priority for my department and for the National Council for Special Education (NCSE).
The vast majority of children with special educational needs are supported to attend mainstream classes with their peers. Where children with more complex needs require additional supports, special classes and special school places are provided.
In 2024, €2.7 billion is being spent on special education, an increase of €113 million, and this is dedicated to providing supports for children with special educational needs. This 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 2024, the number of teaching and SNA posts in our schools will increase with an additional 744 teachers and 1,216 SNAs added to deliver up to 2,700 new places for children with special educational needs. This will mean we will have over 41,500 qualified and committed people in our schools who are focused wholly and exclusively on supporting these children.
It is my department’s policy, in accordance with the principles of inclusive education, that students with additional learning needs are supported in mainstream classes along with their peers, with additional supports provided as necessary.
My department provides for a range of placement options and supports for schools, which have enrolled students with special educational needs in order to ensure that wherever a child is enrolled, they will have access to an appropriate education.
My department has invested considerably in ensuring that all recognised mainstream schools have been allocated additional special education teaching resources to support them in providing optimal learning experiences for children with special educational needs, including students with a specific learning disability such as dyslexia.
Provision for students is governed by the continuum of support and a range of guidance documents, resources and training opportunities is available to schools to inform their approaches in meeting the needs of students with special educational needs. The most significant of these resources are the 14,500 special education teachers who are employed in schools to provide additional support for children with special educational needs, including dyslexia.
The allocation of special education teachers allows schools to provide additional teaching support for all students who require such support and for schools to deploy resources based on each student’s individual learning need.
Where children’s needs are more complex, some may avail of a special class placement. There are nearly 3,000 special classes across primary and post-primary schools which provide for a broad range of needs including a small number (14) for children with dyslexia. In addition, there are four special schools which provide for children with the most acute levels of reading difficulties.
The NCSE, through its network of local special educational needs organisers (SENOs), is responsible for processing applications from schools for special educational needs supports as required. The NCSE is aware of emerging need from year to year and where additional provision is required to support schools to meet the needs of children with special educational needs, it is planned and established to meet that need.
In addition, there are specialist educational supports provided by the National Educational Psychological Services (NEPS) and the NCSE to help schools provide an appropriate education for students with special educational needs.
Funding is also made available to schools for the purchase of specialised equipment such as computers and/or software to assist children with special educational needs, including children with a specific learning disability such as dyslexia. This is provided where relevant professionals recommend the equipment as being essential for the provision of education. Schools can apply to the NCSE, through their local SENO for such support.
It is important to note that all classroom teachers at primary level and subject teachers at post-primary level have responsibility for the progress of their students. Where necessary, additional support is provided by special education teachers. The majority of students with significant literacy difficulties currently receive additional teaching support from a special education teacher in a mainstream class. This is provided on the basis of the individual student’s learning need, identified in schools, as opposed to being based on a requirement for a child to have a diagnosis, or an assessment, of a particular disability.
These supports are intended to provide students with the highest standard of education in mainstream classes, special classes and special schools.
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.
82. Deputy David Stanton asked the Minister for Education further to Parliamentary Question No. 145 of 14 February 2024, if she will consider supporting the provision of a playing pitch at that location; and if she will make a statement on the matter. [16462/24]
View answerThe campus on which the school referred to by the Deputy is located, was completed in Q4 2023 and delivered a new 1,000 pupil post-primary school and two 24 classroom primary schools and accommodation, including 14 classrooms across the three projects, for children with special education needs. The campus project also delivered 3 GP areas, a PE Hall in the post-primary school and 13 ball courts in total.
The lands to the south of the site have been designated as a flood retention area as required under the campus flood mitigation design. These lands are designed to retain overflow flood waters during periods of heavy rainfall and therefore are unsuitable for development.
83. Deputy Matt Carthy asked the Minister for Education further to Parliamentary Question No. 523 of 20 March 2024, in respect of the stated objective of delivering a ‘reasonable level of school transport’, what this means regarding the maximum timeframe that it is considered appropriate for any child to spend on a school bus to travel to and from a special school. [16301/24]
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 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.
Bus Éireann is responsible for the planning and timetabling of school transport routes on behalf of my Department. Bus Éireann endeavours, within available resources, to ensure that each eligible child has a reasonable level of school transport service in the context of the Scheme nationally.
In relation to mainstream school transport, where practicable and subject to consideration of costs and logistics, routes are planned to avoid an eligible child having to travel more than 2.4 kms at primary level and 3.2 kms at post primary level to or from a pick up/set down point or to have travel and waiting times in excess of 1.5 hours at primary level and 2.5 hours at post primary level per day. Routes are planned on the basis of the locations of children who are eligible only.
In relation to pupils travelling on the School Transport Scheme for Children with Special Educational Needs, it is not always possible to secure a suitable placement in a local school and children and occasionally required to travel some distance to their school of attendance, due to the specialist nature of the placement involved. However, if a concern is raised regarding the level of time a pupil is travelling on a service, this is investigated by School Transport Section and Bus Éireann and any adjustments that can be made to the service to reduce the travel time are examined.
If families have any particular queries they can contact School Transport Section directly at school_transport@education.gov.ie where officials in the Department will be happy to assist.
