Tuesday, 9 Apr 2024

Written Answers Nos. 441-460

Special Educational Needs

Ceisteanna (441, 442)

Sorca Clarke

Ceist:

441. Deputy Sorca Clarke asked the Minister for Education to outline the estimated first- and full-year cost of increasing the number of special needs assistants by 5%, 10% and 20%, in tabular form. [14122/24]

Sorca Clarke

Ceist:

442. Deputy Sorca Clarke asked the Minister for Education to outline the cost of increasing the salary of special needs assistants, in mainstream schools and special classes respectively, by 1%, 2% and 5%, in tabular form. [14123/24]

Freagraí scríofa

Minister for Education

I propose to take Questions Nos. 441 and 442 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.

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 SNA posts in our schools will increase with an additional 1,216 SNAs posts available for allocation by the NCSE. This will mean we will have over 21,900 SNA posts available to our schools to support the care needs of pupils with special educational needs.

The NCSE has the responsibility for planning and coordinating school supports for children with special educational needs including the allocation of SNAs and reviews.

SNAs play a central role in the successful inclusion of students with additional and significant care needs into mainstream education, special classes and special schools ensuring that these students can access education to enable them to achieve their best outcomes and reach their full potential.

The estimated annual cost of a new entrant SNA post is €32,740 and the average salary cost of an SNA post (including employer PRSI) is €40,860.

Based on an allocation of 21,900 SNA posts, the full-year cost of increasing the number of special needs assistants by 5%, 10% and 20%, is as follows.

Increase	Estimated Posts	Estimated cost of additional posts
5%	1095	€35,850,300
10%	2190	€71,700,600
20%	4380	€143,401,200

The approximate cost of increasing the salary of special needs assistants by 1%, 2% and 5%, is as follows.

Average cost	Increase	Estimated cost of increase	Posts	Estimated cost of salary increase
€40,860	1%	€408.60	21,900	€8,948,340
€40,860	2%	€817.20	21,900	€17,896,680
€40,860	5%	€2,043.00	21,900	€44,741,700

If these changes were introduced for the start of a school year, the costs would be approximately one third of the full year costs in the initial calendar year.

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.

Question No. 442 answered with Question No. 441.

Capitation Grants

Ceisteanna (443, 444)

Sorca Clarke

Ceist:

443. Deputy Sorca Clarke asked the Minister for Education to specify the cost of increasing capitation rates for primary school pupils and post-primary school pupils respectively by 10% in the academic year 2024/2025 and by a further 10% in the academic year 2025/2026, in tabular form. [14126/24]

Sorca Clarke

Ceist:

444. Deputy Sorca Clarke asked the Minister for Education to specify the cost of increasing capitation rates for primary school pupils and post-primary school pupils respectively by an additional €10 per pupil in the academic year 2024/2025 and by a further 10% in the academic year 2025/2026, in tabular form. [14127/24]

Freagraí scríofa

Minister for Education

I propose to take Questions Nos. 443 and 444 together.

My Department is committed to providing funding to recognised primary and post-primary schools in the free education scheme by way of per capita grants. The two main grants are the Capitation grant to cater for day to day running costs such as heating, lighting, cleaning, insurance, general up-keep etc. and the Ancillary grant to cater for the cost of employing ancillary services staff. Schools have the flexibility to use capitation funding provided for general running costs and ancillary funding provided for caretaking and secretarial services as a common grant from which the Board of Management can allocate according to its own priorities.

The current standard rate of Capitation grant is €183 per pupil at Primary level and this year's grant is being paid, as usual, in 2 instalments, - the first in January and the second in June, for the 2023/24 academic year.

As part of the capitation package in Budget 2024 I am pleased to have secured €21 million as a permanent increase in capitation funding to assist schools now and longer term with increased day-to-day running costs. This will support a permanent restoration of funding for all primary and post-primary schools from September 2024. This will bring the basic rate of capitation grant to the pre-2011 level of €200 per student in primary schools and to €345 in voluntary secondary schools. Enhanced rates will also be paid in respect of pupils with Special Educational Needs. This represents an increase of circa 9.2% of current standard and enhanced capitation rates.

Officials from my Department have sought clarification from the Deputy, with regard to the baseline for calculating the requested costings, on a number of occasions. It is not possible to provide the costings without this information and this has not yet been received.

Question No. 444 answered with Question No. 443.

Schools Building Projects

Ceisteanna (445)

Rose Conway-Walsh

Ceist:

445. Deputy Rose Conway-Walsh asked the Minister for Education to outline what progress has been made for the relocation of a school (details supplied); and if she will make a statement on the matter. [14132/24]

Freagraí scríofa

Minister for Education

The Department has approved the provision of a new school building for Castlebar Educate Together NS. This project requires the provision of a new site. The site acquisition process is being progressed in line with standard acquisition protocols. My Department has engaged the services of a Site Acquisition Manager (consultant) in order to shortlist potential sites.

Following an extensive site identification and assessment exercise, a number of site options have been identified and investigated by the Department. A number of potential site options have been shortlisted for further consideration. This includes technical and economical appraisals of these potential site options.

The Deputy will appreciate that commercial sensitivities attach to site acquisitions such as this and I am not currently in a position to disclose further information

Departmental Advertising

Ceisteanna (446)

Jackie Cahill

Ceist:

446. Deputy Jackie Cahill asked the Minister for Education if her Department uses community radio for advertising and public awareness campaigns; if not, the reason, given the vital role community radio often plays in the dissemination of information to local communities; if her Department will consider using community radio for public awareness campaigns in the future; and if she will make a statement on the matter. [14165/24]

Freagraí scríofa

Minister for Education

My Department works closely with a media buying agency to plan its radio advertising for public awareness campaigns. Local and regional radio are included as part of the Department's radio advertising media plans. The media agency have advised that community radio stations are not commercially licenced and therefore inventory is not available to trade commercially.

My Department does advertise on Raidio na Life, particularly since the introduction of the Official Languages Act, following the granting of their commercial licence.

The performance of advertising campaigns is carefully monitored. The choice of media is tailored to each campaign to maximise performance and awareness in the selected target audience. The Department of Education channels of communications are kept under review, including channels selected for radio advertising.

Special Educational Needs

Ceisteanna (447)

Robert Troy

Ceist:

447. Deputy Robert Troy asked the Minister for Education if she will ensure an ASD place is allocated to a student (details supplied). [14186/24]

Freagraí scríofa

Minister for Education

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.

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 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 there will be over 41,500 qualified and committed people in schools focused wholly and exclusively on supporting children with special educational needs.

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 December 2023, I was happy to announce, the establishment of a further four new special schools for the 2024/25 school year in 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, 390 new special classes – 254 at primary and 136 at post-primary level – have been sanctioned by the NCSE for opening this current school year.

Of these 6 are in Westmeath, 4 at primary level and 2 at post-primary level. This brings to 59 the number of special classes in County Westmeath, 39 at primary level and 20 at post-primary level.

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.

In relation to the student referred to by the Deputy, the NCSE has advised my department that the NCSE continues to work closely with the family regarding special education placements options.

Parents may contact special educational needs officers (SENOs) directly using the contact details available on the NCSE's website at: www.ncse.ie/regional-services-contact-list

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.

Schools Building Projects

Ceisteanna (448)

Duncan Smith

Ceist:

448. Deputy Duncan Smith asked the Minister for Education in the context of condition 4(c) of planning permission (details supplied), does she accept that the transfer of ownership of the school site to the Department of Education needs to take place urgently, to enable the planning process for the proposed school to commence and on behalf of parents and their children of the peninsula will she raise this issue with both Fingal County Council and the applicant/developer; and if she will make a statement on the matter. [14188/24]

Freagraí scríofa

Minister for Education

As the design and the delivery of a school on the designated site referred to by the Deputy is dependent on road infrastructure and services to be delivered as part of the residential development, the Department awaited the outcome of the planning appeals period, prior to advancing with the acquisition of this site.

As this period has now concluded, my department will be in contact with the current site owner.

School Staff

Ceisteanna (449)

Bríd Smith

Ceist:

449. Deputy Bríd Smith asked the Minister for Education if she is aware of the significant delays in processing teachers’ service papers from abroad and the impact on teachers who have returned to teach in Ireland; if she will acknowledge the welcome return of much-needed teachers but concede to the fact that the higher cost of living and exorbitant rents, especially in Dublin and other cities, puts huge financial pressure on teachers who are placed on step 1 of the pay scale while they wait for their prior service papers to be processed; if there are any plans to speed up the process and/or if there are ways in which to expedite particular cases (details supplied), especially in areas that urgently need teachers; and if she will make a statement on the matter. [14208/24]

Freagraí scríofa

Minister for Education

The criteria for the award of incremental credit are set out in the Department’s Circulars 10/2001 for Primary teachers, 29/2007 and 29/2010 for Post-Primary teachers. The criteria for the award of incremental credit to recognised teachers was agreed under the auspices of the Teachers Conciliation Council (TCC).

To qualify for an award of incremental credit, a teacher and their prior work experience being claimed must satisfy the eligibility criteria set out in the relevant circular. An award of incremental credit cannot be made where the eligibility criteria is not satisfied.

When an application for incremental credit is received in the Department of Education, it is checked to ensure that it is fully completed. Applications are managed in date received order.

Applications can take up to 20 weeks to be fully processed but most are dealt with well within this timeframe. Factors that impact on this processing time include incomplete application forms and conflicting information on the application form. Please be advised that if a teacher meets the criteria set out in Circulars 10/2001 for Primary teachers, 29/2007 and 29/2010 for Post-Primary teachers, incremental credit will be awarded and any monies due paid accordingly.

The teacher to which you refer submitted two application forms relating to their teaching service in New Zealand but there was an issue with the detail provided to the Department of Education and therefore this has delayed the processing of these applications. However, the relevant unit of the Department has engaged with this teacher to obtain the correct information for both these applications. The applications will now be processed, and an outcome will issue to this teacher.

School Admissions

Ceisteanna (450)

Bernard Durkan

Ceist:

450. Deputy Bernard J. Durkan asked the Minister for Education if and when a school place can and will be facilitated in the desired school of a child (details supplied); if all efforts can be made to ensure a school place in the required school; and if she will make a statement on the matter. [14242/24]

Freagraí scríofa

Minister for Education

In relation to school admissions, it is the responsibility of the managerial authorities of all schools to implement an admissions policy in accordance with the Education Act, 1998 and the Education (Admission to Schools) Act 2018. Under the provisions of the Act, school admission policies are approved by the Patron, following consultation with staff and parents of children who are attending the school. The school’s admissions policy is published on the school’s website. My Department's main responsibility is to ensure that schools in an area can, between them, cater for all pupils seeking school places in that area.

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 will 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.

All schools must clearly set out their selection criteria in their admission policies. Schools have discretion in relation to their admission criteria and how they are applied. The criteria to be applied by schools and the order of priority are a matter for the schools themselves. My Department does not seek to intervene in the selection criterion that is applied by schools.

Section 29 of the Education Act, 1998 provides for an appeal where a board of management, or a person acting on behalf of the board of management (normally the school principal) refuses to admit a student to a school. Where the decision to refuse admission is due to the school being oversubscribed, a review of the decision by the board of management must be sought in the first instance. Following a review it is open to the parent to appeal to the independent appeals committee.

Tusla Education Support Service (TESS) is the agency which can assist parents who are experiencing difficulty in securing a school place for their child. TESS can be contacted at 01-7718500 ([e-mail]) for assistance. More information is available on their website on the following link: www.tusla.ie/tess/tess-ews/.

School Funding

Ceisteanna (451, 452)

Alan Dillon

Ceist:

451. Deputy Alan Dillon asked the Minister for Education when an ancillary grant for a school (details supplied) will issue; and if she will make a statement on the matter. [14245/24]

Alan Dillon

Ceist:

452. Deputy Alan Dillon asked the Minister for Education when the capitation grant for a school (details supplied) will issue; and if she will make a statement on the matter. [14246/24]

Freagraí scríofa

Minister for Education

I propose to take Questions Nos. 451 and 452 together.

I refer to your representation on behalf of St. Bríd’s Special School, Castlebar.

My Department is committed to providing funding to recognised primary and post-primary schools in the free education scheme by way of per capita grants. The two main grants are the Capitation grant to cater for day to day running costs such as heating, lighting, cleaning, insurance, general up-keep etc. and the Ancillary grant to cater for the cost of employing ancillary services staff. Schools have the flexibility to use capitation funding provided for general running costs and ancillary funding provided for caretaking and secretarial services as a common grant from which the Board of Management can allocate according to its own priorities.

The current standard rate of Capitation grant is €183 per pupil at Primary level and this year's grant is being paid, as usual, in 2 instalments, - the first in January and the second in June, for the 2023/24 academic year.

As part of the capitation package in Budget 2024 I am pleased to have secured €21 million as a permanent increase in capitation funding to assist schools now and longer term with increased day-to-day running costs. This will support a permanent restoration of funding for all primary and post-primary schools from September 2024. This will bring the basic rate of capitation grant to the pre-2011 level of €200 per student in primary schools and to €345 in voluntary secondary schools. Enhanced rates will also be paid in respect of pupils with Special Educational Needs. This represents an increase of circa 9.2% of current standard and enhanced capitation rates.

Following the acceptance by Forsa of the Workplace Relations Commission (WRC) agreement in respect of salaries and various leave entitlements for grant-funded school secretaries, those secretaries who accepted the terms of this agreement have been placed on a payroll operated by this Department. Therefore, as schools will no longer be responsible for paying the salaries of these secretaries, it is necessary to revise the ancillary grant funding. The priority to date has been to ensure secretaries could be set up on a Department payroll on the correct point on the pay scale from September 2023. This represented a very significant body of work, given the numbers involved.

This school has received all ancillary funding due for 2023. Work has commenced on the calculation of the ancillary grant due to schools for 2024. Correspondence will issue to schools in due course in relation to this funding.

Question No. 452 answered with Question No. 451.

School Staff

Ceisteanna (453)

Louise O'Reilly

Ceist:

453. Deputy Louise O'Reilly asked the Minister for Education if she is aware of the current staffing crisis facing a school (details supplied); if there is any scope for the school to increase their staffing complement to alleviate pressure on class sizes at infant level and meet their needs due to exceptional accommodation difficulties; and if she will make a statement on the matter. [14249/24]

Freagraí scríofa

Minister for Education

Ensuring that every child’s experience is positive and that they have qualified, engaged teachers available to support them in their learning is a priority area of action for the Government.

The key factor for determining the level of staffing resources provided at individual school level is the staffing schedule for the relevant school year and pupil enrolments on the previous 30 September. The staffing process contains an appeals mechanism for schools to submit a staffing appeal under certain criteria to an independent Primary Staffing Appeals Board.

The appeal submitted by the school referred to by the Deputy has been deemed ineligible by the Appeals Board, as the grounds of the appeal did not meet the appeal criteria published in Circular 0011/2024. The Appeals Board operates independently of the Department and its decision is final.

In relation to accommodation, I can confirm to the Deputy, that my Department is in receipt of an application for the Additional School Accommodation (ASA) scheme, from the school in question. The application requests reconfiguration/refurbishment works to be carried out on their current ASD class.

The purpose of the Additional Schools Accommodation (ASA) scheme is to ensure that essential mainstream and special education classroom accommodation is available to cater for pupils enrolled each year and where the need cannot be met by the school’s existing accommodation. Officials from my Department have engaged with the school on this matter and are currently awaiting a response in relation to the sanctioning of a second ASD class. Once a response is received my officials will be in a position to make a full assessment of the required accommodation for this school

My Department provides a wide range of supports to all schools, DEIS and non-DEIS, to support the inclusion of all students and address barriers to students achieving their potential. Supplementing these universal supports, the DEIS programme provides a targeted and equitable way to address concentrated educational disadvantage that promotes equity and has benefits for students.

My Department now spends over €180million annually providing additional supports to the region of 1,200 schools in the DEIS programme. This includes an additional €32m allocated following my announcement to extend the programme to an additional 322 schools from September 2022. This now means that approximately 240,000 students or 1 in 4 of all students are now supported in the programme.

School Accommodation

Ceisteanna (454)

David Stanton

Ceist:

454. Deputy David Stanton asked the Minister for Education to provide an update on a request for additional accommodation for a school (details supplied), if she will ensure that such accommodation is in place for the beginning of the 2024/2025 school term; and if she will make a statement on the matter. [14250/24]

Freagraí scríofa

Minister for Education

I am pleased to confirm to the Deputy, that the school in question was approved capital funding under my Department's Additional School Accommodation (ASA) scheme for 1x Mainstream Classroom and 2x Special Education Needs Classrooms. As part of this project brief, interim accommodation was approved for a Special Education needs classroom. This project has been devolved to the school authorities for delivery and is currently at stage 1 - preliminary design.

I can confirm to the Deputy that my Department has recently received an application for additional school accommodation (ASA) from the school in question.

The purpose of my Department’s Additional School Accommodation (or ASA) scheme is to ensure that essential mainstream classroom accommodation and accommodation for pupils with special education needs is available to cater for pupils enrolled each year, where the need cannot be met by the school’s existing accommodation or at other schools in the area.

At primary level, this situation generally arises to cater for a school’s accommodation requirements where an additional teaching post has been sanctioned by Teacher Allocation Section, or the requirement for a new class for pupils with special education needs has been identified by the National Council for Special Education (NCSE), and all available alternative accommodation within the school is already being used for classroom purposes. The capacity at other schools in the area is also considered as part of the assessment of any accommodation needs.

The consideration of the accommodation requirements for the school in question forms part of the Planning and Building Unit’s overall assessment of its work programme and priorities in the context of available capital funding. It is not possible to give an indication at this point in time of the timeframe for the provision of additional accommodation at the school as the school's application is under assessment. Once the application has been assessed, the school authority will be contacted directly with a decision. I can only seek to assure you that we will advance this matter as quickly as possible and that we are very conscious that where additional school places and accommodation are required, a significant lead-in time is necessary for a variety of reasons.

The provision of required school places, including for children with special educational needs, is a priority for my Department. My officials are working to ensure that there is sufficient provision to meet the school place needs in the school in question and the wider area for 2024/25 and future years

Departmental Schemes

Ceisteanna (455)

David Stanton

Ceist:

455. Deputy David Stanton asked the Minister for Education further to Parliamentary Question No. 441 of 20 March 2024, to outline the status with regards to per cent for arts scheme funding for a project for a school (details supplied); and if she will make a statement on the matter. [14251/24]

Freagraí scríofa

Minister for Education

The Percent for Art funding for the school referred to by the Deputy was authorised by my Department in July 2014.

It would appear that the funds authorised by my Department have not been drawn down yet by the school. Department officials will make direct contact with the School in relation to this matter in the coming days.

Special Educational Needs

Ceisteanna (456)

Brendan Griffin

Ceist:

456. Deputy Brendan Griffin asked the Minister for Education if an educational assessment will be provided to a primary school pupil (details supplied) attending an ASD unit, given his last assessment was 2018; and if she will make a statement on the matter. [14276/24]

Freagraí scríofa

Minister for Education

The National Educational Psychological Service (NEPS) of the Department provides a school-based psychological service to all primary and post primary schools through the application of psychological theory and practice to support the wellbeing, academic, social and emotional development of all learners. School staff have an important role in identifying students’ need and are required to plan for this need in school. The Continuum of Support (www.gov.ie/en/collection/dca316-special-education-needs-a-continuum-of-support/) is the framework used by schools to identify and respond to needs. This framework recognises that special educational needs occur along a continuum, ranging from mild to severe, and from transient to long term, and that children and young people require different levels of support depending on their identified educational needs, rather than based on diagnosis of disability. Using this framework helps to ensure that interventions are incremental, moving from class-based interventions to more intensive and individualised support, and that they are informed by careful monitoring of progress. School-based problem-solving process involving assessment, intervention and review is recorded in the school Student Support File. This process begins prior to any request for formal involvement of the NEPS psychologist. If the school continues to have concerns that a student is not making reasonable progress, following evidence-informed support and intervention, the school may request the involvement of the NEPS psychologist. I have made enquiries in relation to the child referred to by the Deputy and I understand the school has not discussed this child with their assigned psychologist.

For the purpose of clarification, the assessment of need (AON) process is a Health Service Executive (HSE) process which is designed to identify children and young people who may have a disability, or who have a disability, and may require further clinical supports from the HSE. The AON process commences when the parent makes an application for their child to the HSE. The HSE is responsible for the identification of health needs.

School Staff

Ceisteanna (457)

Eoin Ó Broin

Ceist:

457. Deputy Eoin Ó Broin asked the Minister for Education why the key factor for determining the level of staffing resources for a school is based on enrolments on the previous 30 September 2024 given children can and do enrol in schools throughout the school year; and if this will be taken under review in light of the impact it is having on teaching allocations for schools that have currently surpassed their target figure for retaining a teacher but not before the date provided. [14277/24]

Freagraí scríofa

Minister for Education

Teaching allocations are determined by the enrolment of the school on the previous 30th September. This process enables the Department to have in place the necessary measures to assess the accuracy of returns and thereby strengthen the integrity of the resource allocation process and the equitable treatment of schools, whilst ensuring that publicly funded resources are properly allocated.

The staffing arrangements include a provision whereby schools experiencing rapid increases in enrolment can apply for additional permanent mainstream posts, using projected enrolment.

The staffing process also contains an appeals mechanism for schools to submit a staffing appeal under certain criteria to an independent Primary Staffing Appeals Board.

Schools Building Projects

Ceisteanna (458)

Patricia Ryan

Ceist:

458. Deputy Patricia Ryan asked the Minister for Education the date for the official opening of the new primary school in Monasterevin, County Kildare. [14305/24]

Freagraí scríofa

Minister for Education

The major project referred to by the Deputy is currently at Architectural Planning Stage 4 - Construction.

The date for the official opening of the new primary school referred to is a matter for the Schools Board of Management.

School Enrolments

Ceisteanna (459)

Patricia Ryan

Ceist:

459. Deputy Patricia Ryan asked the Minister for Education the number of pupils the new primary school soon to be opened in Monasterevin, County Kildare will accommodate. [14306/24]

Freagraí scríofa

Minister for Education

The school referred to by the Deputy will provide a 24 Classroom School with provision for Special Education for this amalgamation project. Based on the current primary school teacher ratio, a 24-classroom school would be expected to cater for up to 595 pupils with the appointment figure for a 25th mainstream post now at 596 pupils. However, in relation to school admissions, it is the responsibility of the managerial authorities of all schools to implement an admissions policy in accordance with the Education Act, 1998 and the Education (Admission to Schools) Act 2018.

Phase 1 of this project is complete and has delivered 12 new classrooms. A further 12 classrooms are due to be delivered as part of Phase 2. The school will remain operating over two locations until the completion of this phase. Phase 2 of this project is currently at Stage 4 – Construction with an expected completion in Quarter 1 2025.

School Transport

Ceisteanna (460)

James Lawless

Ceist:

460. Deputy James Lawless asked the Minister for Education to examine whether it could be possible to put a new school bus on a route where there is a lack of school bus places currently (details supplied); and if she will make a statement on the matter. [14321/24]

Freagraí scríofa

Minister for Education

The 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 traveling 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 has been an overall increase in both applications and tickets issued for the 2023/2024 school year in comparison to the 2022/2023 school year.

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.

A minimum number of 10 eligible children residing in a distinct locality, as determined by Bus Éireann, are required before consideration may be given to the establishment or retention of school transport services, provided this can be done within reasonable cost limits.

The closing date for new applications for the 2024/2025 school year is Friday 26th April 2024. The closing date for payment/entering medical details for tickets for the 2024/2025 school year is Friday 7th June 2024.

All school transport services are reviewed over the summer months. Arising from this review, routes may be altered, extended or withdrawn depending on the number and location of eligible children who will be availing of school transport for the following school year.

Children who are eligible for school transport and who have completed the application process on time will be accommodated on school transport services where such services are in operation and there is capacity to do so.

Children who are not eligible for school transport, but who completed the application process on time, will be considered for spare seats that may exist after eligible children have been facilitated; such seats are referred to as concessionary seats.

Due to the nature of concessionary transport for non-eligible children and the priority of providing places for eligible children, there may be an excess of demand over supply for concessionary places, in these cases Bus Éireann will allocate tickets for spare seats using an agreed selection process.

Under the terms of the scheme, the availability of concessionary transport varies from year to year based on the capacity on the buses running on all of the various routes and the number of eligible children accommodated on each route.

Routes will not be extended or altered, additional vehicles will not be introduced, nor will larger vehicles or extra trips using existing vehicles be provided to cater for children travelling on a concessionary basis.

Temporary Alleviation Measures are in place for the 2024/2025 school year, these measures mean that transport will be provided where a route exists and there is capacity to do so, for post-primary pupils who are eligible for transport to their nearest school and are attending their second nearest school and, who applied for school transport by the 26th of April 2024 and pay for a ticket/enter medical card details by the 7th June 2024.

In cases where the Department is satisfied that a family's nearest/next nearest schools are full, eligibility for school transport will be determined based on the distance you reside from your next nearest school having regard to ethos and language.

If families have applied to attend their nearest school in regards to ethos and language and have been advised by the school authorities that it is full, my Department will consider if students can be deemed eligible for transport to the next nearest school.

To establish that the nearest school is full parents must provide:-

• The steps taken to enrol their child in the nearest and next nearest schools

• Evidence that an application for enrolment was made within the deadline dates specified by the school and

• A letter from the School Authorities confirming that the school was full at the time of enrolment.

These families can submit details to the School Transport Section in the Department of Education at [e-mail].