Written Answers Nos. 99-113
99. Deputy James O'Connor asked the Minister for Education if she will provide an update on the school transport scheme; the number of applications currently in the system from Cork county; and if she will make a statement on the matter. [16472/24]
Amharc ar fhreagraThe School Transport Scheme is a significant operation managed by Bus Éireann on behalf of the Department of Education. In the current school year over 161,600 children are being transported on a daily basis to primary and post-primary schools throughout the country. This figure includes over 135,000 children on mainstream services, 19,800 on children with special educational needs, and 6,800 children who have arrived in Ireland from Ukraine.
The total cost of the scheme in 2023 was €382.02m.
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.
Any children who do not meet these criteria are deemed not eligible, or otherwise known as concessionary applicants, and are allocated a ticket based on the availability of a seat when all eligible children have been catered for.
The Bus Éireann family portal is now open for new applications for school transport services for the 2024/25 school year. The closing date for new applications is Friday 26 April 2024.
Temporary Alleviation Measures will be in place for the 2024/2025 school year. These measures mean that transport will be provided where such services are in operation and there is capacity to do so, for post-primary students who are eligible for transport to their nearest school and are attending their second nearest school and, who applied and paid for school transport within the deadline dates.
A review of the School Transport Scheme has recently been completed and 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 This review was conducted with a view to examining the current scheme, its broader effectiveness and sustainability, and to ensure it serves students and their families adequately.
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.
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.
As of the end of March 2024, there were over 27,000 applications for Cork on the system. This includes the existing applications from the 2023/24 school year and is made of close to 24,000 existing and new applications for the mainstream transport and over 3,000 existing and new applications for the special educational needs transport scheme.
The total number of tickets issued in Cork for the 2023/2024 school year was over 18,000 which is approximately a 6% increase on tickets issued for the 2022/2023 school year.
100. Deputy Rose Conway-Walsh asked the Minister for Education to provide an update on the badly needed extension for a school (details supplied) that is stuck on pre-stage 1 and has not progressed to planning; and if she will make a statement on the matter. [16347/24]
Amharc ar fhreagraThe school to which the Deputy refers was granted approval under the my Department's Additional Accommodation scheme for the provision of 4 General Classrooms, 1 Technology Room with Preparation Area, 3 Science rooms with Preparation Area, 1 Art Room, 1 Music Room,1 Multimedia Room, 1 Textile Room, 1 Home Economics Room, a 4 Classroom SEN Base, 1 SET Room and 1 user assisted WC long with conversion works to existing accommodation to provide 2 Special Education Teaching rooms and ancillary accommodation. The school also received approval for the purchase of SEN Modular Accommodation for September 2023.
The project is devolved for delivery and the school has appointed a design team to oversee the delivery of this project. While the project is at stage 1 (initial design) of the architectural design process, a preliminary design report has been received by my Department and is currently being reviewed. In order to provide practical assistance to the school authority, my Department will be scheduling a technical meeting with the relevant stakeholders following the review of their Design Team's pre-stage1 submission. Following the successful conclusion of this initial design phase of the project, the project will advance to detailed design and costing before planning approval is sought.
The Department will continue to engage with the school authority and its design team in order to progress this important project.
101. Deputy Martin Kenny asked the Minister for Education if she will provide clarity on the summer works scheme for schools; when the scheme will open for 2024 applications; and if she will make a statement on the matter. [16370/24]
Amharc ar fhreagraAs the Deputy may be aware, the purpose of the Summer Works Scheme (SWS) is to enable individual school authorities to undertake small-scale building works on a devolved basis and, ideally, can be carried out during the summer months or at other times that avoid disrupting the operation of the school. The SWS operates on a multi-annual basis for categories of works such as roof works, window replacement, mechanical and electrical works, external works etc. and was last opened for applications in 2019.
The Department is leading an ambitious sustainability agenda and has progressed a wide array of measures to improve the overall sustainability of our school buildings. It is a priority for Government to deliver on Ireland’s ambitious climate agenda and reduce greenhouse gas emissions. This includes targets around the decarbonisation of Ireland’s public buildings.
As part of it’s planning for 2024 and beyond, Department officials are considering and planning for the next phases of the summer works programme and the opportunities this may create to support the sustainability agenda. In this regard, it is envisaged at this stage that, a Multi-Annual SWS with a focus on climate action and energy conservation will be the focus for the next summer works scheme to be opened for applications. The arrangements and timing of that SWS is still under consideration and schools will be updated in due course.
It should also be noted that the Energy in Education website portal and advice programme (Joint programme between SEAI and Dept. of Education) also provides schools with information on how to improve energy use practices and to reduce school operating costs while helping to protect the environment for future generations. The website can be accessed at the following link. www.energyineducation.ie.
102. D'fhiafraigh Deputy Catherine Connolly den Aire Oideachais maidir le Ceist Pharlaiminte 6460/24, soiléiriú a thabhairt ar an dul chun cinn atá déanta maidir leis an bplean chun beartas cuimsitheach don Ghaeilge sa chóras oideachais, idir leibhéal an oideachais réamhscoile agus leibhéal an oideachais do mhúinteoirí, a fhorbairt agus a fhoilsiú; cathain a fhoilseofar an beartas nua; agus an ndéanfaidh sí ráiteas ina thaobh. [16315/24]
Amharc ar fhreagra128. D'fhiafraigh Deputy Aindrias Moynihan den Aire Oideachais cén dul chun cinn atá á dhéanamh le straitéis don Ghaelainn a chur i bhfeidhm tríd an gcóras oideachais ar fad; agus an ndéanfaidh sí ráiteas ina thaobh. [16377/24]
Amharc ar fhreagraTógfaidh mé Ceisteanna Uimh. 102 agus 128 le chéile.
Tá dul chun cinn suntasach déanta ag mo Roinn maidir le cur i bhfeidhm an Pholasaí don Oideachas Gaeltachta. Tá obair anois faoi lán seol sa Roinn ar fhorbairt pholasaí nua don oideachas lán-Ghaeilge lasmuigh den Ghaeltacht.
Is céimeanna tábhachtacha iad an dá bheartas seo chun tiomantas Chlár an Rialtais a bhaint amach.
Ó foilsíodh é, tá an Polasaí don Oideachas Gaeltachta tar éis tacú le neartú an tsoláthair oideachais trí mheán na Gaeilge i gceantair Gaeltachta. Faoin bpolasaí sin, tá tacaíocht shuntasach tugtha ag mo Roinn do scoileanna Gaeltachta tríd an Scéim Aitheantais Scoileanna Gaeltachta. Tá critéir theangabhunaithe leagtha amach do na scoileanna le cinntiú go bhfuil oideachas ar ardchaighdeán trí mheán na Gaeilge á chur ar fáil acu. Chun tacú leo san obair sin, cuirtear deontas ar fáil dóibh chun ábhair a cheannach. Faigheann siad uaireanta tacaíochta teanga don Ghaeilge bunaithe ar rollachán na scoile. Faigheann siad cuairteanna comhairleacha ón gCigireacht agus tacaíocht spriocdhírithe ó COGG. Tríd an tionscadal ríomh-mhol (e-Hub) do scoileanna Gaeltachta, tá scoláirí anois ag déanamh staidéir ar an Fhisic agus ar an Cheimic don Ardteistiméireacht trí fhoghlaim chianda. Tá infheistíocht déanta faoin bpolasaí, chomh maith, i gcláir oideachais múinteoirí chun cur le soláthar na múinteoirí atá ar fáil chun múineadh go héifeachtach trí mheán na Gaeilge. Tá tionchar dearfach an pholasaí le brath sna scoileanna agus sna pobail ar fud na Gaeltachta.
Tá obair ar bun i mo Roinn faoi láthair maidir le polasaí nua don oideachas lán-Ghaeilge lasmuigh den Ghaeltacht a fhorbairt. Cuirfidh an polasaí nua seo leis an méid atá bainte amach ag an bPolasaí don Oideachas Gaeltachta. Céim thábhachtach eile a bheidh ann i dtreo ghealltanas Chlár an Rialtais a bhaint amach.
Cuireadh próiseas comhairliúcháin poiblí ar bun chun tuairimí páirtithe leasmhara a fháil – daoine óga, tuismitheoirí, gairmithe oideachais, páirtithe leasmhara oideachais agus eagraíochtaí Gaeilge ina measc. Bhí trí thréimhse sa chomhairliúchán seo – ceistneoir ar líne agus glao ar aighneachtaí scríofa, sraith grúpaí fócais, agus cruinnithe déthaobhacha idir mo Roinn agus páirtithe leasmhara.
Ina theannta sin, rinneadh réimse gníomhartha chun a chinntiú go mbeidh an polasaí nua bunaithe ar thaighde reatha:
• Tá athbhreithniú ar an litríocht coimisiúnaithe trí phróiseas soláthair phoiblí agus déanta ag Sealbhú, DCU.
• Scríobhadh agus foilsíodh tuarascáil a thugann léargas ar sholáthar don oideachas lán-Ghaeilge lasmuigh den Ghaeltacht ag mo Roinnse.
• Tá taighde maidir le haonaid agus sruthanna lán-Ghaeilge i scoileanna meán-Bhéarla ar bun.
Chomh maith leis na polasaithe don oideachas Gaeltachta agus don oideachas lán-Ghaeilge, tá obair eile déanta ag mo Roinn le blianta beaga anuas maidir leis an nGaeilge sa chóras oideachais. Áiríodh leis sin:
• Tionscadal píolótach FCÁT a chur chun feidhme
• curaclam teanga nua na Bunscoile a sheachadadh
• sonraíocht nua na Sraithe Sóisearaí don Ghaeilge a sheachadadh
• gníomhaireacht ar leith – COGG – chun tacú leis an oideachas lán-Ghaeilge agus le múineadh na Gaeilge
• GaelAonad ar leith a chruthú in Oide, le freagracht ar leith as réimse curaclaim na Gaeilge agus na scoileanna lán-Ghaeilge
• tacaíocht don scéim Gaelbhratach trí Fhoras na Gaeilge
• tacaíocht do Séideán Sí – clár do mhúineadh na Gaeilge i scoileanna lán-Ghaeilge
• oideachas agus oiliúint múinteoirí, lena n-áirítear múinteoirí a chumasú chun cuir chuige dhifreáilte a úsáid.
Chomh maith leis sin, bunaíodh aonad nua laistigh den Chigireacht le déanaí chun plean gníomhaíochta a fhorbairt chun tacú le múineadh na Gaeilge i scoileanna meán-Béarla.
Cuirfidh na forbairtí seo le polasaí cuimsitheach don Ghaeilge a fhorbairt sa chóras oideachais.
103. Deputy Sorca Clarke asked the Minister for Education if she will provide the latest update on the pay negotiations deal between her Department and a union (details supplied) in respect of increased salaries and additional leave entitlements for school caretakers; when her Department will publish the study her Department had committed to as a means to understanding the current working patterns as well as the terms and conditions of work for school caretakers; when her Department will implement a similar pay and conditions package for grant-funded school caretakers; and if she will make a statement on the matter. [16337/24]
Amharc ar fhreagraCaretakers are valued members of our school communities who carry out work vital to the operation of our schools. At present, the majority of primary and post-primary schools receive assistance to provide for caretaker services under ancillary grant funding. Under the February 2022 agreement the implementation of revised salary and annual leave entitlements for school secretaries is now fully operational, and lessons learned from that process are now playing a key role in the negotiating and implementation of a similar deal to be offered to grant funded school caretakers.
At present, work is ongoing within my Department to finalise and issue a compressive survey which will enable my officials to confirm their understanding of the current working patters as well as terms and conditions of work for school caretakers. It is anticipated that this survey will issue to schools in the near future. In parallel with this, the Department are actively in communication with Fórsa on this important issue and regular bilateral meetings are occurring with the aim of progressing this matter as soon as is reasonably possible.
104. Deputy Sorca Clarke asked the Minister for Education the engagements her Department has had with the Department of Transport in relation to the safe routes to school programme. [16254/24]
Amharc ar fhreagraThe Safe Routes to School (SRTS) Programme was developed in partnership by the National Transport Authority (NTA) and An Taisce Green-Schools. This Programme launched in March 2021 and was open to all schools in Ireland to apply for active travel funding and delivery. The programme is an initiative of the Department of Transport and is supported by my Department.
The Department of Transport and the NTA engaged with officials of my Department at the time this programme was being developed.
The programme has been operational for a number of years now and the Department of Transport have recently re-engaged with my Department on some of their findings. This included a meeting at Ministerial level.
An engagement is ongoing with the NTA. This also includes officials from the Department of Housing, due to the critical role Local Authorities play in the siting of school sites, the development of residential communities, the development of Active Travel networks and the statutory planning process.
105. Deputy Matt Carthy asked the Minister for Education if she will deliver a special school in County Monaghan; if so, the proposed location of any such proposal; and the timeframe for delivery of same. [16300/24]
Amharc ar fhreagraEnabling 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.
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, 391 new special classes – 255 at primary and 136 at post-primary level – have been sanctioned by the NCSE for this school year. Two new special schools have been established in Cork and Dublin, and further capacity is being expanded in 11 other special schools.
The new special schools established over recent years have focused on providing additional places in our largest urban areas – Dublin and Cork. The department and NCSE have already begun planning in relation to further expanding special school capacity for the 2024/25 school year and beyond.
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. The four new special schools will be under the patronage of their local Education and Training Board.
It is estimated that a further 300 new special school places may be required each year for the coming years.
When looking to provide additional capacity the department’s preferred option is to increase provision in existing special schools if possible. Where this is not possible in a region, the department and NCSE will consider the need to establish a new special school.
In relation to provision in Monaghan, I want to reassure the Deputy that both my department and the NCSE will continue to monitor and review the need for further new special schools or the expansion of existing special schools in all areas of the country over the coming months and years.
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.
106. Deputy Alan Dillon asked the Minister for Education to provide an update on the additional accommodation project aimed at supporting a school (details supplied) given that it is 52 months since the project was approved; and if she will make a statement on the matter. [16359/24]
Amharc ar fhreagraThe school to which the Deputy refers was approved a project under my Department's Additional School Accommodation scheme for the provision of a one mainstream classroom and one special education teaching room. The responsibility for delivering the project has been devolved to the school authority.
My Department provided advice to the school's Design Team on their Stage 2b architectural report in March 2023 and has provided ongoing engagement and support subsequently leading to a revised Stage 2b submission by the school authority in November 2023. This report is presently being evaluated from both technical and financial standpoints in compliance with the guidelines of the Public Spending Code.
My Department has a strong track record of delivery of school building projects. Since 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.
We continue to have a strong pipeline of projects for delivery under the school building programme. My Department has an overall pipeline of some 1300 projects across the school system. The current status of all projects is listed on a county by county basis at www.gov.ie. and this is updated on a regular basis. Under the next phase of the school building programme, individual school building projects will be authorised to proceed to construction subject to assessment of tender reports and relevant due diligence by the Department’s Planning and Building Unit in line with the Government’s Infrastructure Guidelines.
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 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. This allows the Department to keep a strong focus on the provision of additional capacity to cater for demographics, new housing developments and the roll-out of additional special classes for children with additional needs. The Department’s Modular Accommodation Programme is also used to provide additional capacity in the school estate to meet urgent requirements.
The Department has always operated a tightly prioritised approach to the school building programme, focused over recent years on the delivery of additional capacity where required, and this will continue to be the case.
My Department is committed to ensuring appropriate accommodation is available for the pupils in the school referred to by the Deputy and will ensure that this school's project as for all projects on our school building programme is subject to the due diligence required under the public Infrastructure Guidelines. It is a challenging construction environment across all sectors (Education, Housing, Transport etc.) and my Department is also required to manage the timing, scope and cost of individual projects to remain within budgetary parameters for the overall programme – this involves constant review throughout the project lifecycle. My Department will be in contact with the school directly on the outcome of this review.
107. Deputy Violet-Anne Wynne asked the Minister for Education her views on the provision of SET hours for the 2024-2025 academic year (details supplied); and if she will make a statement on the matter. [16468/24]
Amharc ar fhreagraI would like to thank the Deputy for the question.
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 Education, 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. 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.
As the SET allocation model has been in place since 2017 based on a 2014 NCSE report, my Department believed a review of the model was prudent. The department commenced a review in late 2022 to ensure that the model was meeting the changing needs in special education.
The review examined the following:
• The individual inputs (components) of the model
• The validity and reliability of the data used for each component
• Feedback from our education partners and individual schools
The review of the SET allocation model further identified that a programme of continuous development was required to ensure that the model was delivering effectively, both in supporting the changing needs in the education system, and for individual schools.
A high level roadmap has been discussed and agreed with our education partners during a series of consultations to enhance the inputs and improve the sensitivity of the model.
The journey of enhancement begins with the 2024/25 allocation by ensuring that the model has a strong foundation.
The key to building a solid foundation is ensuring that the data, for each pillar within the model, is already available to the department and provided by schools. Where data used in the model is received from external sources, it is critical that the information is being received on a consistent basis.
The SET model is an allocation model to provide schools with additional teaching hours to support the teaching needs of their students.
When the 2017 model was introduced it replaced a diagnosis led model with one based on need. This has not changed for 2024 and the allocation to schools is to support all of the children in school who require some level of additional teaching support.
The SET allocation model only deals with the allocation of hours to schools and there is no change to the guidelines for schools on the usage and deployment of SET hours.
Schools must allocate the hours allocated to them based on the ‘continuum of support’ process to meet the identified needs of pupils.
The model allocates resources nationally based on three components of which a 25% weighting is applied to enrolment numbers, 6.5% applied to educational disadvantage and 68.5% applied to the Educational Teaching needs profile
The Educational Teaching Needs profile is compiled as follows.
At primary, the Educational Teaching needs profile is calculated based on educational outcome (STen) data which are collected and held within schools and submitted to the Department of Education. At post primary, the data used is Junior Cycle results. Hence, the profiles are directly correlated to, and focused on, pupils with the greatest level of teaching need in the areas of literacy and numeracy.
In addition, to ensure children with the greatest level of need are addressed by the model all pupils who are marked as exempt (approx. 1% of the population) are included as STen 1 to ensure that the school receives an allocation to support them. STen 1 & 2 scores (including exempted) would align in general to pupils in our education system who are in need of the greatest level of teaching support.
The review of the SET model focused on ensuring that we had the best possible data available to inform the distribution of resources to our schools.
Our policy relating to supporting all of our children in our schools based on their level of need remains.The policy that individual schools are required to adhere to is the principle that the allocation is utilised to ensure that those pupils with the greatest level of need receive the greatest level of support and this remains unchanged.Therefore the revised profiles are directly correlated to, and focused on, pupils with the greatest level of need in the areas of literacy and numeracy.
I would like to assure you that there have been no cuts to mainstream Special Education Teaching posts in the education system. There are now more Special Education Teaching posts than ever before in schools.
In 2023, my department spent over €2.6 billion on special education and further progress will be made this year as an additional €113m will be dedicated to providing supports for children with special educational needs.
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 teachers and schools who have any concerns can engage with the NCSE on their allocation
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.
108. Deputy Pauline Tully asked the Minister for Education the actions she is taking to resolve the issue of the delays in school capital projects in County Cavan which has led to a number of secondary schools becoming oversubscribed; and if she will make a statement on the matter. [16466/24]
Amharc ar fhreagraI 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, my Department’s demographic projections utilise various data sources, such as current enrolment figures, child benefit records, census information, residential development data, and migration patterns, among others. Projections are developed across 314 School Planning Area level and at a more granular settlement level in urban areas with higher residential construction activity and population growth.
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.
It is important to note that where enrolment pressures arise, it may not be as a result of lack of accommodation but may be driven by the following factors:
• Duplication of applications – where pupils have applied for a place to a number of schools in the area
• School of choice – pupils might not get a place in their preferred school, but there are places in other schools in the area
• Some areas have single sex schools and while places are available in the school they are not available to all pupils
• External draw – where there are pupils coming from outside the local area
In this context, oversubscription of a school or schools is not necessarily representative of a deficit of school places.
Since 2020, my department has invested in the region of €62 million in our schools in Co. Cavan. These projects include significant extensions for Virginia College and Bailieborough College. Additionally, a number of further new school buildings and extensions are at construction or planned in Co. Cavan School Planning Areas.
The Capital Programme details the school projects that are being progressed under Project Ireland 2040. The current status of large-scale projects being delivered under Project Ireland 2040, may be viewed on the Department's website at, www.gov.ie and this information is updated regularly. In addition, a list of large-scale projects completed from 2010 to date may also be viewed on the website.
The picture in relation to school place requirements is very dynamic, noting that children may also move into an area during the course of the school year (including from overseas). This is a particular issue in parts of the country where expansion of residential development has been contributing to mid-year demand for places.
Department officials will continue to work with schools and patrons to ensure that there is appropriate provision for all students throughout the country for the 2024/25 school year and into the future.
109. Deputy Gary Gannon asked the Minister for Education to provide an update on considerations regarding potential reforms to the Leaving Certificate, given the concerns raised by teachers at this year's annual teachers conferences. [16491/24]
Amharc ar fhreagraSenior Cycle Redevelopment is an ambitious programme of work for a reimagined Senior Cycle of education that will significantly enrich the student experience. The redevelopment of Senior Cycle will maintain the high-quality education system for which Ireland is well known and reduce the focus on terminal written examinations.
Significant progress has been made on the Senior Cycle Redevelopment programme since my announcement in March 2022. The draft specifications for the first Tranche of subjects to be revised and introduced are moving to finalisation. Work on tranches 2 and 3 is already underway. The NCCA has recently published the schedule of revision for all Leaving Certificate subjects in annual tranches from 2025-2029.
Work has also advanced in regard to Transition Year, the updated Programme Statement having recently been submitted to me by the NCCA, and the development of Level 1 and Level 2 modules, for which the NCCA are currently reviewing the feedback from its recently concluded public consultation period.
This progress means we are now delivering on the ambition of a more inclusive Senior Cycle that recognises the many talents of our students and ensures they have the kind of 21st Century education needed to bring those talents to bear as they make their way in the world of work and beyond.
I recognise the commitment of teachers and school leaders to make sure we are providing young people with the very best and inclusive educational opportunities that they deserve. As a teacher myself, and Minister for Education, I know I feel the same.
I attended all of the teacher Union Conferences recently and had the opportunity to hear at first hand from delegates as well as address them. Principally, I recognise how important having the appropriate level of detail in a subject specification is for teachers. That is why I have asked the NCCA, in developing all new and revised subjects, to ensure that curricula contain a higher level of detail than has sometimes been the case in the past. The NCCA has also published a detailed research paper on the technical form of curriculum specifications which has informed this work.
The implementation of Additional Assessment Components beyond a written examination to all subjects as they are revised builds on the current situation that applies in the majority of subjects many of which are weighted at or in some cases above 40%. The revised assessment arrangements will ensure teaching and learning are not focused on a narrow set of competencies associated with written examinations. It also ensures students are rewarded for developing and demonstrating different skills, whilst also addressing the stress that many students experience arising from terminal examinations.
Comprehensive teacher professional learning supports will be also provided by Oide, the integrated professional support service, during the next school year ahead of the new specifications involved in the first Tranche being introduced. The SEC is also committed to providing sample assessment materials to support the preparation of teachers. The practical arrangements stemming from the introduction of Additional Assessment Components will be determined by the SEC and communicated to schools and students in due course.
My officials and I will continue to engage with schools, teachers, and the education partners in the implementation of a redeveloped Senior Cycle so that the full benefits of redevelopment can be seen. In that regard, I look forward to continued engagement with teachers and their representatives.
110. Deputy Réada Cronin asked the Minister for Education her Department’s precise plans to guarantee a secondary school place for each child in the north Kildare area, not only in first year in September 2024, but in second year given the forced reliance of some children on home tuition and of boarding on others in the current school year (first year), with a negative impact on the child and family in all such cases due to oversubscription locally. [16267/24]
Amharc ar fhreagraThe 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.
My Department is aware of pressures for school places for the 2024/25 school year in North Kildare. 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 Maynooth, Naas, Celbridge, Newbridge, Naas, Kildare and Prosperous_Clane.
The sharing of this data has been very effective in the identification of school place requirements across the areas. In the majority of areas across Kildare, through the work of schools, patrons, management bodies and the Department, there are sufficient school places available to meet the needs of children in the area. The Department is working with schools and patrons to make additional places available in a small number of areas where a need has been identified. To date, of the above School Planning Areas, additional 1st year places have been made available in Maynooth and Celbridge which has ensured there is sufficient capacity for September 2024 to meet the needs of all the local children. The Department has also been made aware of existing capacity within Naas, and has had positive engagement from a patron regarding the provision of additional first year places if the existing capacity is not sufficient. The Department also continues to work with a patron to ensure that a small number of children in the Prosperous_Clane School Planning Area are provided with a first year place, further to additional places that have already been made available in Prosperous.
The Deputy will appreciate that there can often be significant overlap across areas and schools and the nature of the admissions processes is quite complex. As a result there can be multiple iterations, 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 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. This includes engagement in areas which were not included in the more detailed data sharing arrangements for 2024/25. 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.
The Department has invested significantly in schools in County Kildare over recent years. Under the National Development Plan, a total of almost €250m has been invested in schools in County Kildare over the last five years. This investment has focused on provision of additional capacity to cater for its increasing population and there are further significant projects in our pipeline including for the North Kildare area.
These projects include recently completed new school buildings in Naas. Additionally, a number of further new school buildings and extensions are at construction or planned in Prosperous_Clane School Planning Area. The project to provide for 1,000 pupils at St. Farnan’s is currently at Stage 2b and the project at Scoil Mhuire is to provide additional classrooms, 2 science labs, 5 mainstream classrooms and 4 classroom SEN base is at Stage 1.
The Capital Programme details the school projects that are being progressed under Project Ireland 2040. The current status of large-scale projects being delivered under Project Ireland 2040, may be viewed on the Department's website at, www.gov.ie and this information is updated regularly. In addition, a list of large-scale projects completed from 2010 to date may also be viewed on the website.
The picture in relation to school place requirements is very dynamic, noting that children may also move into an area during the course of the school year (including from overseas). This is a particular issue in parts of the country where expansion of residential development has been contributing to mid-year demand for places.
In limited cases where an appropriate school place is not immediately available, an application may be made to the Department of Education’s Home Tuition Grant Scheme. Home tuition is not an alternative to a school placement and is provided in very limited and specific circumstances. By its nature, it is intended to be a short term intervention.
One of the reasons why home tuition might be required for a period is to allow time for a school transport solution to be put in place so that a child can avail of a school placement. There are currently 11 pupils in County Kildare who are in receipt of Home Tuition Grants due to not having a school place and while school placement solutions are being worked through.
Department officials will continue to work with schools and patrons to ensure that there is appropriate provision for all students in the North Kildare School Planning Areas for the 2024/25 school year and into the future.
111. Deputy Jennifer Murnane O'Connor asked the Minister for Education to provide an update on school building projects in Carlow; how many new schools are in planning stage; how many new school builds have started; how many have yet to be tendered for; and if she will make a statement on the matter. [16157/24]
Amharc ar fhreagraSince 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 and with construction currently underway at approximately 300 other projects, which includes 31 new school buildings.
These 300 projects currently at construction involve a total State investment of over €1.2bn.
It is also planned that close to 90 projects currently at tender stage, including 28 new school buildings, 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.
These projects moving to construction in this next phase will add in the region of 200,000 m2 of additional and modernised permanent capacity across the school estate and involve 28 new school buildings and 61 extensions at existing buildings.
These projects will help schools cater for growing populations in their areas and include 138 classrooms for children with special education needs, which is a key priority for Government.
This is a record level of investment in school buildings. It will expand the number of school places, significantly increase provision for special education and upgrade and modernise our school infrastructure. The impact of this will be felt in communities, right around the country.
Since 2020, in Carlow alone, we have invested over €30m in our schools, and have completed 19 school building projects.
Construction is underway at 6 other projects in Co. Carlow. 3 of these projects are under the Additional Accommodation Scheme and 3 projects are under the Modular Programme. There is 1 new school project in architectural planning in Co. Carlow.
The status of all projects, including those in Co. Carlow, is set out at (www.gov.ie) and is updated on a regular basis.
112. Deputy Ruairí Ó Murchú asked the Minister for Education if she will provide an update on the progress being made to open additional autism units for children for September 2024 at primary and second level in County Louth; the number of places she expects to be available; and if she will make a statement on the matter. [16357/24]
Amharc ar fhreagraEnabling 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 2023, €2.6 billion was spent on special education and further progress will be made this year as an additional €113 million will be 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 current 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 18 are in Louth, 12 at primary level and 6 at post-primary level. This brings to 88 the number of special classes in County Louth, 67 at primary level and 21 at post-primary level. The vast majority of these class are autism classes and have a teacher/pupil ratio of 1:6.
Planning for special classes and special school places in County Louth and nationwide is currently underway ahead of the 2024/25 school year. The locations of new classes for 2024/25 will be confirmed by the NCSE shortly.
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.
My department wrote to all post-primary schools requesting that each school begin planning to provide for up to four special classes to meet the needs of children progressing from primary school. The department and the NCSE continue to have engagement with post-primary school management bodies in relation to the provision of special classes.
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.
