Written Answers Nos. 481-499
483. Deputy Matt Carthy asked the Minister for Education the special schools for children with disabilities currently operating in each county; the number of children currently enrolled in each; the number of children on waiting lists in each; the criteria for admission in each, in tabular form; and if she will make a statement on the matter. [14555/24]
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 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.
The new special schools are being established under the patronage of the local Education and Training Boards (ETBs) – Limerick and Clare ETB, Louth and Meath ETB, Waterford and Wexford ETB and Kildare and Wicklow ETB. These are the first special schools being established under these ETBs.
Dedicated working groups comprising of department officials, the NCSE and ETB staff have been set up to support the establishment of each new special school. Each working group has already met on a number of occasions. The admission policies of three of the special schools have been published already and the admission policy of the remaining school is expected to be published shortly. Admission policies are available on the respective school's website.
The NCSE and my department will continue to actively consider the need for additional special school places across the country. While the preference is to expand provision in existing special schools to meet needs, my department is also open to considering the establishment of further new special schools if required. This is an ongoing process.
The table at the following link gives the details of all 134 special schools operating nationwide for the 2023/24 school year. As enrolments to individual schools are a matter for each board of management, waiting list figures are not held by my department.
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. The 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.
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.
484. D'fhiafraigh Deputy Catherine Connolly den Aire Oideachais an é an tAonad um Oideachas Gaeltachta atá ag stiúradh an bheartais don oideachas lán-Ghaeilge atá le foilsiú in 2024, ar beartas é a bhaineann le taighde agus taithí agus le comhairle ar phróiseas oifigiúil a bheidh ag an Roinn Oideachais chun scoil a iompú ina scoil lán-Ghaeilge, nó chun soláthar lán-Ghaeilge nua a bhunú laistigh de scoil reatha; an dáta a fhoilseofar an taighde sin; agus an ndéanfaidh sí ráiteas ina thaobh. [14589/24]
Amharc ar fhreagraTá obair leanúnach ar siúl i mo Roinnse faoi láthair chun polasaí nua a fhorbairt don oideachas lán-Ghaeilge lasmuigh den Ghaeltacht. Tógfaidh an polasaí nua seo ar an méid atá bainte amach ag an bPolasaí don Oideachas Gaeltachta.
Tá an tAonad um Oideachas Gaeltachta freagrach as forbairt an pholasaí nua don oideachas lán-Ghaeilge lasmuigh den Ghaeltacht a chomhordú. Tá an taithí atá ag an Aonad um Oideachas Gaeltachta ar chur i bhfeidhm an Pholasaí don Oideachas Gaeltachta an-luachmhar agus an polasaí nua á fhorbairt.
Cuireadh próiseas comhairliúcháin poiblí ar bun chun tuairimí agus taithí pháirtithe leasmhara a fháil – daoine óga, tuismitheoirí, gairmithe oideachais, páirtithe leasmhara oideachais agus eagraíochta 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. Phlé ceann de na grúpaí fócais go sonrach le scoileanna ag aistriú ó scoileanna meán-Bhéarla go scoileanna lán-Ghaeilge.
Rinne Sealbhú, ionad taighde i DCU, anailís ar an eolas ar fad a bailíodh le linn an chomhairliúcháin agus tá sraith tuairiscí curtha i dtoll a chéile chun bonn eolais a chur faoi fhorbairt an pholasaí nua. Tugann na tuairiscí seo léargas ar na tuairimí, dearcthaí agus moltaí a roinneadh leis an Roinn le linn na tréimhsí éagsúla den chomhairliúchán poiblí. Tá sé ar intinn na tuairiscí sin a fhoilsiú ar-líne in am trátha.
Chomh maith leis sin, tá réimse gníomhartha glactha le cinntiú go mbeidh an polasaí nua bunaithe ar thaighde reatha:
- Tá athbhreithniú ar an litríocht maidir leis an tumoideachas trí mheán mionteangacha 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 Roinn.
- Tá taighde maidir le haonaid agus sruthanna lán-Ghaeilge i scoileanna meán-Bhéarla ar bun.
- Foilsíodh dhá thuarascáil ilchodacha ar thorthaí cigireachta ar chaighdeán soláthair oideachais i nGaelscoileanna agus i nGaelcholáistí in Earrach na bliana 2021. Tugann na tuarascálacha seo léargas cabhrach ar chleachtais i scoileanna. Tá tuarascáil ar thorthaí cigireachta ar naíonraí á ullmhú chomh maith.
Answer
Work is continuing in my Department on the development of a new policy on Irish-medium education outside of the Gaeltacht. This new policy will build on the achievements of the Policy on Gaeltacht Education.
The Gaeltacht Education Unit is responsible for the coordination of the development of the policy on Irish-medium education outside of the Gaeltacht. The experience of the Gaeltacht Education Unit in implementing the Policy on Gaeltacht Education is invaluable in developing the new policy.
A public consultation process was conducted to obtain the views and experiences of stakeholders, including young people, parents, education professionals, education stakeholders and Irish-language organisations. There were three phases to this consultation – an online questionnaire and a call for written submissions, a series of focus groups, and bilateral meetings between my department and stakeholders. One of the focus groups specifically looked at schools transitioning from English-medium to Irish-medium schools.
Sealbhú, a research centre in DCU, has carried out an analysis of the information gathered throughout the consultation and has compiled a series of reports on the consultation to inform the development of the new policy. These reports provide an overview of the views, opinions and recommendations shared with the Department in the various stages of the public consultation. It is intended that those reports will be published on-line in due course.
Additionally, a range of actions have been taken to ensure that the new policy will be based on current research:
- A review of literature on immersion education through the medium of minority languages has been commissioned through public procurement process and has completed by Sealbhú, DCU.
- A report giving an overview of provision for Irish-medium education outside of Gaeltacht areas was compiled and published by my Department.
- Research on Irish-medium Aonaid and Sruthanna (Units and Streams) in English-medium schools is being carried out.
- Two composite reports on inspection findings on the quality of educational provision in Gaelscoileanna and Gaelcholáistí were published in Spring 2021. These reports provide a helpful insight into school practice. A report on inspection findings on early years settings is also being prepared.
485. Deputy Robert Troy asked the Minister for Education if she will approve an application under the pilot physical activity in teaching and learning scheme for a school (details supplied). [14606/24]
Amharc ar fhreagraThe Physical Activity in Teaching and Learning Pilot Programme was launched on Thursday 22 February 2024 by Thomas Byrne TD, Minister of State for Sport and Physical Education. The deadline for applications by schools to the Pilot Programme was Friday 22 March.
The purpose of the Pilot Programme is to provide an opportunity for schools to be innovative and creative in integrating physical activity into the teaching and learning of a subject area. This is in addition to the physical activity experienced by learners during designated physical education lessons.
This pilot programme recognises the importance of physical activity in teaching and learning, and in health and wellbeing. It acknowledges the role of physical activity as a tool for schools to deliver a school culture and environment that supports the wellbeing of the learners, in line with the Department of Education Wellbeing Policy and Framework for Practice.
The projects undertaken by schools as part of this Pilot Programme will also be used to inform future Department of Education policy developments in relation to physical activity in teaching and learning in schools.
The Department has established a panel to assess applications and the assessment process is currently under way. Applications made by recognised primary, post-primary or special schools that were submitted online before the deadline will be assessed against the following criteria:
• How the project will support the school in integrating physical activity in teaching and learning in the chosen curricular or cross-curricular area (20 marks)
• The benefits the school hopes to gain from participation in the Pilot Programme and how senior leaders in the school will support the project (10 marks)
• How the teachers and school leaders will ensure that learners will play a central role in developing and implementing the project (10 marks)
• The extent to which the project will sustain a long term cultural change in physical activity in teaching and learning in the school (10 marks)
Details of these criteria were made available to schools in the Guidelines for Applications.
The selection process will also be informed by:
• Geographic national spread
• Urban/rural locations
• Innovation and creativity
• Range of physical activities proposed as part of the application process
• Range of school types (e.g. primary/post-primary, urban/rural, large/small, DEIS/non-DEIS, special/mainstream schools, single sex/co-ed, patron body, etc.
• Inclusion and diversity
• Impact on learning and physical activity levels
The Department will be in touch with schools that applied to the Pilot Programme in the coming weeks.
486. Deputy Sorca Clarke asked the Minister for Education the amount of funding per child allocated to the July programme for 2021, 2022, 2023 and 2024, in tabular form. [14619/24]
Amharc ar fhreagraThe Department of Education recently announced details of the 2024 Summer Programme on 21st March 2024.
All schools have an opportunity to run a programme over the summer months for children with complex special educational needs and those at greatest risk of educational disadvantage, so that they can be supported, nurtured and encouraged to continue to engage in a fun and inclusive educational setting.
The main priority in 2024 continues to be 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.
There are a range of supports being provided to schools to facilitate them to run the programme which has seen the programme grow every year since 2019. In 2023, more than 50,000 children took part compared to 13,000 children in 2019. These supports include:
• In 2023, a pilot programme was developed specifically for special schools and a National Co-ordinator for Special Schools was appointed. This programme continues in 2024. The role of the National Co-ordinator has proved to be beneficial as it has resulted in an increase of more than 50% of special schools having participated.
• School Organiser Role – Since 2023, instead of preparation hours, there is a dedicated role of School Organiser in each school offering the summer programme. The School Organiser will receive additional remuneration for their role. This role is envisaged to be a key leadership role which offered development opportunities for staff in schools.
• Summer Programme Manager - In all schools (mainstream and special), the role that was previously called the Overseer is now called the Summer Programme Manager. The same person appointed as the School Organiser could also have been appointed to this role.
• Length of school day - For special schools, the length of the day was reduced from the full school day to 10am – 2pm. However, the same daily rate will have been paid to staff taking part. This was in recognition of the challenges associated with running the programme in a special school.
• Flexible grant funding - In order to reflect the unique circumstances that will arise in a special school during the summer months, additional grant funding of €2,000 will be provided for each week that a special school provides a school-based Summer Programme.
• Other enhanced measures are in place to encourage schools’ participation. These include a Centralised Application Process to reduce admin burden on schools and earlier payment of school staff.
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 budget available for the summer programme, staff working on the school-based scheme, including teachers and SNAs, were paid at the higher personal rate of pay. Consequently, this has seen a much larger number of schools taking part, particularly in primary schools.
In addition, schools will be given the flexibility to engage staff that were not employed in their schools to support their summer programme. A staff portal will be available for teachers and SNAs to register their interest in working on a school-based programme. Student teachers and students in relevant disciplines such as therapy, social care and nursing and others, including early childcare workers and carers, will also be able to register their interest in working on this year’s Programme.
In 2023, the Inclusion Programme and Special Class elements from 2022 were combined to form one cohesive scheme for mainstream schools where the aim was to bring a more targeted approach for children with special educational needs. 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 Programme in previous years. It should be noted that 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. To assist schools further this year, in the special class group or the combined group setting, schools also have the flexibility to consider how best to align the existing resource allocation to accommodate more children into these groups.
The capitation rate for special schools remains at €60 to reflect the unique circumstances of running a programme in those settings.
The table below outlines the funding per pupil allocated since 2021. This does not include separate grants specifically for transport in mainstream schools or the special school grant.
|
Scheme |
2021 |
2022 |
2023 |
2024 |
|
Primary Inclusion Scheme* |
€30 |
€30 |
€45 |
€30 |
|
Post Primary Inclusion Scheme** |
€30 |
€30 |
€45 |
€30 |
|
Special Class & Special School Scheme |
€30 |
€60 |
N/A |
N/A |
|
Special School Scheme |
€30 |
€60 |
€60 |
€60 |
*In 2023, the Primary Inclusion Scheme has combined with the Special Class elements of the Special Class & Special School Scheme from 2022 to form the Primary School Scheme.
**Now known as the Post Primary School Scheme.
487. Deputy Paul Kehoe asked the Minister for Education the number of new special classes that will be opened for September 2024 in Dublin 15 at secondary school level where seven students will require places, at primary senior level where 11 places are required for students entering third class, and at primary school level, listing the schools the NCSE and her Department are currently in discussions with, in tabular form; and if she will make a statement on the matter. [14621/24]
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 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 also very 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 71 are in Dublin, 48 at primary level and 23 at post-primary level. This brings to 534 the number of special classes in County Dublin, 408 at primary level and 126 at post-primary level.
In Dublin 15, there are 7 new classes opening this school year, 4 at primary level and 3 at post-primary level. This brings the total number of special classes in Dublin 15 to 57 - 40 at primary level and 17 at post-primary level.
Planning for special classes and special school places in County Dublin 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
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.
488. Deputy David Stanton asked the Minister for Education further to Parliamentary Question No. 462 of 17 January 2024, to provide an update on the review of the guidelines of the use of school buildings outside of school hours; when she expects new procedures for the use of school buildings to be published; and if she will make a statement on the matter. [14635/24]
Amharc ar fhreagraMy Department supports and encourages the use of school buildings for community and recreational purposes, where feasible, and this has remained a core feature of the new Guidelines (or Procedures as they are now called).
However, the decision on the use of school property is a matter for the property owner taking into considerations the requirements of the school, students and staff.
My Department first published the Guidelines on the use of School Buildings outside of School Hours in October 2017. The purpose of these guidelines was to provide guidance to schools in relation to their current arrangements for the use of school buildings outside of school hours. The Guidelines outline the various scenarios and informs where consent of the Department of Education is required.
The process of reviewing these 2017 Guidelines is near completion. Part of the review included a school survey to inform the updating of the existing Guidelines. This survey was issued to patron bodies of a sample of selected primary and post-primary schools for distribution. The survey invited schools to share their views on topics including: whether and how their school facilities are currently used by organisations other than the school, future plans for the use of school buildings, and any current barriers encountered regarding the use of school buildings after hours. The responses to the survey were returned and analysed and have informed the review. Following the survey, further engagement took place with the stakeholders, patron bodies and other government Departments on the Procedures, including the Department of Tourism, Culture, Arts, Gaeltacht, Sport and Media. It is expected that the new Procedures will be published very shortly.
489. Deputy Niamh Smyth asked the Minister for Education to review a case (details supplied); and if she will make a statement on the matter. [14636/24]
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, 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 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. Children who are not eligible for school transport, but who complete 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.
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. Any new applications made after the closing date are considered late applications. A late application may mean that a ticket is not available. The Bus Éireann family portal is now open to accept payments/medical card details until 7 June 2024. Payments/entering medical card details made after the deadline date will be deemed late. A late payment/entering of medical card details may mean that a ticket is not available.
Bus Éireann have advised that the pupils in question would not be eligible for school transport as they do not meet the distance criteria of 4.8kms. The family reside 3.5kms from home to the school of attendance. An application was first received for one pupil from this family for the current (2023-24) school year but no payment was received for that school year.
Bus Éireann further advise that an application was received for a member of this family to the National School for the current (2023-24) school year and that this pupil is eligible to this school, but no payment was received.
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 2030 report has now been published, which 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. 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 optimum value for money to the Exchequer.
A phased implementation of the review’s recommendations will commence in September 2024. It is intended subject to resources to commence implementing the revised eligibility criteria in the 2025/2026 school year.
490. Deputy David Stanton asked the Minister for Education if she will ensure a child (details supplied) will be allocated a place in a second level ASD class closer to their home address; and if she will make a statement on the matter. [14638/24]
Amharc ar fhreagra491. Deputy Sean Sherlock asked the Minister for Education to account for the lack of ASD classes in north Cork and to advise what a family should do (details supplied). [14639/24]
Amharc ar fhreagraI propose to take Questions Nos. 490 and 491 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 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 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 also very 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 76 are in Cork, 52 at primary level and 24 at post-primary level. This brings to 496 the number of special classes in County Cork, 351 at primary level and 145 at post-primary level.
Planning for special classes and special school places in County Cork 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.
In relation to the student referred to by the Deputy, the NCSE has advised my department that the local special educational needs organiser (SENO) has maintained consistent communication with the family regarding a school placement and the student has recently been successfully enrolled in a special class for the coming school year.
The SENO remains available to the family to provide any further support required.
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 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 and the NCSE are committed to ensuring that sufficient special education placements will be available for children for this school year and future years.
492. Deputy Niamh Smyth asked the Minister for Education if the case of a person (details supplied) will be reviewed; and if she will make a statement on the matter. [14652/24]
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, 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 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 post primary level where they reside not less than 4.8 kilometres from and are attending their nearest post primary school/education centre as determined by the Department/Bus Éireann, having regard to ethos and language.
Children who are 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.
Bus Éireann has advised that the pupil referred to is not eligible for mainstream transport as they are attending their second nearest Post Primary Centre.
As the Deputy may be aware, Temporary Alleviation Measures (TAMS) are being continued for the 2024/25 school year. Under these measures, which were initially introduced in 2019, transport is provided where there is a route in operation and where capacity exists for concessionary post-primary pupils who are eligible for transport to their nearest school and are attending their second nearest school and who applied and paid on time.
Bus Éireann has further advised that an application has been received for this pupil for the 2024/25 school year and that the application is currently assigned to the local Inspector for review. Families will be contacted during the Summer when concessionary tickets are being allocated to pupils.
493. Deputy Niamh Smyth asked the Minister for Education if the case of a person (details supplied) will be reviewed; if assistance will be provided; and if she will make a statement on the matter. [14657/24]
Amharc ar fhreagraI can confirm that officials from the Pension Unit of my Department are currently in contact with the person referred to in your correspondence in relation to her transfer of service. Once the required form which has been issued to this person has been complete officials in Pension Unit expect to bring these matters to a satisfactory conclusion. A determination in relation to her query as to what scheme she should be in is dependent on this form being received,
494. Deputy Pearse Doherty asked the Minister for Education further to Parliamentary Question No. 424 of 20 March 2024, where the answer claimed that children who have attended an all-Irish-language primary school may be eligible for school transport to an all-Irish secondary school if it is outside of the provisions included in the post-primary school transport scheme, if she will provide the exact criteria for this provision; and if she will make a statement on the matter. [14659/24]
Amharc ar fhreagraThe School Transport Scheme is a significant operation managed by Bus Éireann on behalf of the Department of Education.
As previously outlined to the Deputy in recent parliamentary questions, 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.
With regard to ethos, the Department of Education classifies schools as being one of the following - of religious denomination, interdenominational or multi-denominational.
The post-primary school transport scheme supports the transport to and from school of children who live more than 4.8 kilometres from and are attending their nearest post-primary education centre/school. It is subject to the following exceptions:
• children who choose to attend their nearest minority religious denominational school due to religious ethos may be eligible for school transport to that school, even if it is not their nearest school
• children who choose to attend their nearest all-Irish school/unit may be eligible for school transport to that school/unit, even if it is not their nearest school
• children who choose to attend their nearest all-English school/unit may be eligible for school transport to that school/unit, even if it is not their nearest school
It is not the case, as stated by the Deputy, that children who have attended an all-Irish-language primary school may be eligible for school transport to an all-Irish secondary school if it is outside of the provisions included in the post-primary school transport scheme. Eligibility for school transport to all-Irish speaking schools/unit is outlined above.
495. Deputy Michael Moynihan asked the Minister for Education to clarify if a retiring teacher who previously served as a principal, but was not a principal at the time of retirement, can receive the principal’s allowance on their teacher’s pension; and if she will make a statement on the matter. [14667/24]
Amharc ar fhreagraThe pension benefits of teachers, as with all pensionable public servants, are governed by legislation and/or circulars and are paid in accordance with public sector pension policy.
In general teachers employed prior to 1st January 2013 are members of the legacy teachers pension schemes. Pensionable remuneration is a fundamental parameter in the calculation of personal benefits (retirement lump sum and pension) in the Primary and Post Primary School Teachers legacy pension schemes. Pensionable remuneration is based on final pay, which comprises of retiring salary plus pensionable allowances as held by the retiring teacher on his or her last day of service.
In assessing the pensionable allowances component of pensionable remuneration, any individual allowance not held for the full reckonable three-year period leading up to retirement will be averaged. Only allowances held in the previous 3 years are considered. Therefore, if the teacher concerned did not hold the allowance in the three years prior to their retirement, under the rules of the teachers' pension scheme, the allowance will not be included in the reckoning of their pension benefits.
In general, teachers employed after 1 January 2013, or those returning following a break in service are members of the Single Pension Scheme.
The Single Pension Scheme is a defined benefit scheme, with retirement benefits based on career-average pay (not final salary). Each scheme member generates pension credits and retirement lump sum credits throughout their career. These money credits, called “ referable amounts”, accrue as percentages of pay on an ongoing basis.
If teacher in question is a member of the single pension scheme than referable amounts would have accrued on the teachers' principals allowance during the period they were in receipt of this allowance.
496. Deputy Peadar Tóibín asked the Minister for Education if there is any financial assistance available to a school (details supplied). [14694/24]
Amharc ar fhreagraMy Department provides funding to recognised Primary schools by way of per capital grants which is based on school enrolment. 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 are permitted to regard the capitation and ancillary grants as a combined grant in line with circular 40/2009.
Schools may continue to utilise funding provided across the range of grants to ensure adequate cash flow at certain times. However, income and expenditure must continue to be recorded in school accounts and attributed to the individual grants as appropriate.
In addition to these grants, €20 million in funding was issued in October 2023, to support all recognised primary and post-primary schools in the free education scheme. This funding is the first tranche of an overall additional €60 million funding announced as part of Budget 2024 measures designed to assist schools with increased day-to-day running costs such as heating and electricity. A further €40 million in funding was delivered in early 2024.
Primary schools with less than 60 pupils are paid the Capitation and the Ancillary grants on the basis of having 60 pupils.
The school referred to by the Deputy has received capitation, ancillary and cost of living funding based on the enrolment of 60 pupils.
The Financial Support Services Unit (FSSU), funded by my Department, is an important source of advice and support to schools on financial matters. To be of assistance, officials from my Department have contacted the FSSU, and requested that they contact the school directly to provide advice and support as required, in the first instance.
497. Deputy John Lahart asked the Minister for Education to outline the details of the works at a school (details supplied) approved by her Department; and if she will make a statement on the matter. [14695/24]
Amharc ar fhreagraI am pleased to advise the Deputy that approval under the Additional School Accommodation scheme has issued to the school in question for the provision of two Special Education Needs classes, one science laboratory, and four general classrooms.
The project is being delivered under the Department’s Devolved SEN Reconfiguration and Modular Accommodation programme. This programme provides project management supports to enable the accommodation to be provided as quickly as possible and helps to ease the administrative workload for individual schools in relation to the management and delivery of the project. The use of the Department's Modular Accommodation Framework also assists in ensuring lead in periods for procurement of modular accommodation are minimised to the greatest extent possible.
The overall construction sector environment is challenging and the Department and the Project Management company are doing everything possible to ensure that modular accommodation is delivered as quickly as possible. My Department is fully aware of the urgency in respect of same and will be working with the school to keep it updated on overall project delivery and timelines.
The School Authority has overall responsibility for delivery of the project and my Department are currently awaiting the return of the completed form of acceptance from the school authority.
498. Deputy Alan Dillon asked the Minister for Education to provide information on the specific amount and the date for payment of the ancillary grant for a school (details supplied); and if she will make a statement on the matter. [14696/24]
Amharc ar fhreagra499. Deputy Alan Dillon asked the Minister for Education when the remaining capitation grant will be disbursed for a school (details supplied); and if she will make a statement on the matter. [14697/24]
Amharc ar fhreagraI propose to take Questions Nos. 498 and 499 together.
I refer to the Deputy's 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.
