Written Answers Nos. 285-303
285. Deputy Sorca Clarke asked the Minister for Education to provide a list of alternative leaving certificate courses recommended for students with ASD and learning disabilities that do not include the leaving certificate applied; and if she will make a statement on the matter. [22447/24]
View answerThe LCA programme is one of a number of options made available by the Department of Education for Senior Cycle students from which schools can choose based on the education needs and interests of their students. In 2022, I announced an ambitious programme of work for a reimagined Senior Cycle, where the student is at the centre of their learning experience. Since September 2022, LCA students have had improved access to Leaving Certificate Established LCE Mathematics and Modern Foreign Languages, broadening the options for LCA students in their chosen path beyond senior cycle. A new and much needed dimension to Senior Cycle Redevelopment will be the introduction of a new programme statement for Senior Cycle Level 1 and Level 2 Learning Programmes (L1/L2LPs). The introduction of Senior Cycle L1/L2 Learning Programmes will provide enhanced options so that students can follow the pathways that are most appropriate to their needs and will build on the junior cycle equivalent provision.
The draft programme statement and the first draft modules for the Level 1 and Level 2 follow-on programmes for senior cycle have been published. The public consultation on the Programme Statement ended 10 April 2024. The feedback on this consultation will inform further work on this new and much-needed dimension to senior cycle. The first group of modules will be introduced in schools this year and Oide, the support service for teachers and school leaders, is already advancing their work on providing TPL for these modules.
286. Deputy Martin Browne asked the Minister for Education if she will consider sanctioning the additional AP1 and AP2 positions for a school (details supplied) from September 2024 rather than September 2025; and if she will make a statement on the matter. [22458/24]
View answerI recognise the key role school leadership in improving educational outcomes by creating a positive school climate and environment as well as motivating and empowering educators and learners within their school communities.
Budget 2024 has also provided for an additional 500 posts of responsibility (Assistant Principal II) at both primary and post-primary level for the 2024/25 school year.
A revised Post of Responsibility Schedule has issued to schools informing them of the POR allocation from September 2024.
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.
Staffing for the 2025/26 school year will be finalised early next year and schools will be advised of the allocations for that year at that stage.
287. Deputy Michael Lowry asked the Minister for Education if correspondence from the management and principal of a school (details supplied) will be reviewed; if she will address the points raised; how she plans to address and resolve the serious financial situation and challenges this school and other national schools are facing; if she and her Department will engage directly with the management and principal of the school; and if she will make a statement on the matter. [22476/24]
View answerMy 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, except for cases where a secretary is now paid from my Department payroll as per circular 36/2022.
In addition to these grants, €20 million in funding was issued during 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.
As part of Budget 2024, significant increases in capitation funding for primary and post-primary schools were confirmed which includes a permanent restoration of capitation funding as well as an increase for cost of living pressures. This year’s Budget will provide targeted funding for school communities with an increase in capitation of over €81 million.
The current standard rate of Capitation grant is €183 per pupil at Primary level and will be paid to schools in January & June 2024 for the 2023/24 academic year.
As part of the capitation package in Budget 2024, €21 million was secured 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. 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.
As the Deputy may be aware, following the acceptance by Fórsa 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 were placed on a payroll operated by my Department from September 2023. Therefore, ancillary-related grant funding has been revised to reflect the fact that schools are no longer paying these salaries directly.
Correspondence issued to all schools on 26th April 2024 providing details of the interim grant arrangements for the period January to August 2024.These arrangements are based on reducing grants by the value of the salary schools paid to grant-funded secretaries prior to their acceptance of the new terms and conditions. Schools provided my Department with these details and this information is now being used to reduce the ancillary-related grant funding.
Schools have been advised that work is ongoing to identify a method of standardising the reduction to the ancillary-related grant funding for the longer term, where school secretaries are being paid via a payroll operated by my Department and further details of these arrangements will be provided to schools as soon as they become available.
The Financial Support Services Unit (FSSU) is an important source of advice and support. It is available to primary schools to assist on financial matters. Officials from my Department have made contact with the FSSU on behalf of the school referred to by the Deputy. They will provide advice and support as required.
288. Deputy Sorca Clarke asked the Minister for Education if she will ensure that breastfeeding breaks for teachers are supported by extra resources to avoid knock-on effects of workload for other staff members; and if she will make a statement on the matter. [22490/24]
View answerBreastfeeding Breaks for teachers are regulated by Section 9 of the Maternity Protection (Amendment) Act 2004, as amended by the Work Life Balance and Miscellaneous Provisions Act 2023.
The current provisions for breastfeeding breaks for teachers are set out in Circular 52/2023 titled ‘Breastfeeding Breaks for Registered Teachers employed in Recognised Primary and Post Primary Schools’. This Circular states:- "Within a 104 week period after the birth of the child, a teacher who has returned to work may avail of breastfeeding breaks without loss of pay for up to one hour per day for the purpose of breastfeeding or lactation. Breastfeeding breaks may be taken in the form of:-a) one break of 60 minutes, orb) two breaks of 30 minutes each, orc) three breaks of 20 minutes each.
Under existing legislation, the Maternity Act 2004 (as amended) states the following in relation to Breastfeeding Breaks within a 104 week period of the birth of the child:15B.—(1) An employee who is breastfeeding shall be entitled, without loss of pay, at the option of her employer to either—(a) time off from her work for the purpose of breastfeeding in the workplace in accordance with regulations made under this section by the Minister where facilities for breastfeeding are provided in the workplace by her employer, or(b) a reduction of her working hours in accordance with regulations made under this section by the Minister for the purpose of breastfeeding otherwise than in the workplace.(2) An employer shall not be required to provide facilities for breastfeeding in the workplace if the provision of such facilities would give rise to a cost, other than a nominal cost, to the employer. In relation to the facilitation of breastfeeding breaks, there should be agreement between the employer (the Board of Management) and the teacher, taking account of the welfare and educational needs of the pupils. Circular 0052/2023 states:- "The pattern of breastfeeding breaks should be agreed following consultation between the employer and the teacher. Employers should take reasonable measures to facilitate the pattern of breastfeeding breaks as requested, while having due regard to the welfare and educational needs of pupils". Under the Education Act, the school Board of Management (the employer), appointed by the Patron of each recognised school, is responsible for the management of a school and its staff. The management of a school and its staff is not the responsibility of the Minister for Education or the Department.
289. Deputy Paul Kehoe asked the Minister for Education the number of people (details supplied), broken down by county, who were in primary, secondary or third level education between 1 February and 1 April 2024; and if she will make a statement on the matter. [22495/24]
View answerThe following tables set out the information requested on the number of learners in primary, post-primary, third level and further education who are beneficiaries of temporary protection.
The primary and post-primary data provided is taken from the primary and post-primary databases, POD & PPOD. As there is no temporary protection indicator in POD or PPOD we can only provide data on the number of Ukrainian pupils who have enrolled in Irish schools since the start of the conflict in 2024. We have no way of identifying other nationalities who may also be beneficiaries of temporary protection.
For students in third level, the HEA have received estimates from higher education institutions for students who are availing of the Higher Education Temporary Tuition Fee Support Scheme for Displaced Persons (Ukraine) in academic year 2023/24. The number of students per county is based on the location of education institution, not the student's home address. These numbers were obtained from Higher Education Institutions in October 2023 and the final numbers are to be confirmed this month.
SOLAS provided data for the further education sector. The SOLAS data includes the number of learners who are either Ukrainian and/or TPD holders who were on a FET course during Jan-April 2024.
Primary
|
County |
Ukrainian Enrolments as 01/02/24 |
Ukrainian Enrolments as 02/04/24 |
Change in Enrolment |
|
Carlow |
170 |
168 |
-2 |
|
Cavan |
287 |
286 |
-1 |
|
Clare |
617 |
612 |
-5 |
|
Cork |
1166 |
1173 |
7 |
|
Donegal |
963 |
967 |
4 |
|
Dublin |
1130 |
1122 |
-8 |
|
Galway |
578 |
586 |
8 |
|
Kerry |
1098 |
1085 |
-13 |
|
Kildare |
173 |
182 |
9 |
|
Kilkenny |
173 |
168 |
-5 |
|
Laois |
216 |
229 |
13 |
|
Leitrim |
239 |
243 |
4 |
|
Limerick |
365 |
365 |
0 |
|
Longford |
109 |
111 |
2 |
|
Louth |
254 |
247 |
-7 |
|
Mayo |
587 |
570 |
-17 |
|
Meath |
330 |
331 |
1 |
|
Monaghan |
88 |
92 |
4 |
|
Offaly |
251 |
269 |
18 |
|
Roscommon |
227 |
227 |
0 |
|
Sligo |
335 |
330 |
-5 |
|
Tipperary |
385 |
397 |
12 |
|
Waterford |
298 |
307 |
9 |
|
Westmeath |
255 |
282 |
27 |
|
Wexford |
627 |
617 |
-10 |
|
Wicklow |
367 |
380 |
13 |
|
Total |
11288 |
11346 |
58 |
Post-Primary
|
County |
Ukrainian Enrolments as 01/02/24 |
Ukrainian Enrolments as 02/04/24 |
Change in Enrolment |
|
Carlow |
101 |
97 |
-4 |
|
Cavan |
135 |
142 |
7 |
|
Clare |
337 |
339 |
2 |
|
Cork |
684 |
677 |
-7 |
|
Donegal |
606 |
614 |
8 |
|
Dublin |
744 |
755 |
11 |
|
Galway |
387 |
383 |
-4 |
|
Kerry |
678 |
674 |
-4 |
|
Kildare |
127 |
127 |
0 |
|
Kilkenny |
135 |
135 |
0 |
|
Laois |
126 |
138 |
12 |
|
Leitrim |
181 |
178 |
-3 |
|
Limerick |
287 |
292 |
5 |
|
Longford |
73 |
80 |
7 |
|
Louth |
200 |
201 |
1 |
|
Mayo |
333 |
332 |
-1 |
|
Meath |
170 |
163 |
-7 |
|
Monaghan |
62 |
64 |
2 |
|
Offaly |
104 |
105 |
1 |
|
Roscommon |
101 |
100 |
-1 |
|
Sligo |
192 |
195 |
3 |
|
Tipperary |
244 |
258 |
14 |
|
Waterford |
206 |
205 |
-1 |
|
Westmeath |
137 |
144 |
7 |
|
Wexford |
319 |
321 |
2 |
|
Wicklow |
198 |
200 |
2 |
|
Total |
6867 |
6919 |
52 |
Third Level
|
County |
Students |
|
Cork |
83 |
|
Dublin |
174 |
|
Galway |
31 |
|
Kildare |
25 |
|
Limerick |
78 |
|
Louth |
26 |
|
Other (multi-campus institutions) |
65 |
|
Waterford |
71 |
|
553 |
Learners whose nationality is Ukrainian AND/OR who are TPD holders - Jan-April 2024 Enrolments
|
Carlow |
431 |
|
Cavan |
409 |
|
Clare |
1,340 |
|
Cork City |
640 |
|
Cork County |
1,420 |
|
Donegal |
2,397 |
|
Dublin |
2045 |
|
Galway City |
213 |
|
Galway County |
787 |
|
Ireland |
143 |
|
Kerry |
2,037 |
|
Kildare |
358 |
|
Kilkenny |
458 |
|
Laois |
230 |
|
Leitrim |
459 |
|
Limerick City |
450 |
|
Limerick County |
379 |
|
Longford |
233 |
|
Louth |
504 |
|
Mayo |
940 |
|
Meath |
602 |
|
Monaghan |
173 |
|
Offaly |
410 |
|
Roscommon |
367 |
|
Sligo |
430 |
|
Tipperary |
587 |
|
Waterford City |
429 |
|
Waterford County |
376 |
|
Westmeath |
656 |
|
Wexford |
828 |
|
Wicklow |
642 |
|
Total |
21,373 |
290. Deputy Eoin Ó Broin asked the Minister for Education when the next round of tenders for large-scale capital projects for her Department are expected. [22497/24]
View answerSince 2020, my department has invested in the region of €4.5 billion in our schools throughout the country, involving the completion of over 800 school building projects. Construction is currently underway at approximately 300 other projects, which includes 31 new school buildings. Projects at construction involve a total State investment of over €1.2bn.
I recently announced that close to 90 school building projects currently at tender stage will be authorised to proceed to construction over the course of 2024 and early 2025. In total, around €800 million will be invested in these projects under the department’s Large Scale Capital Programme and Additional Accommodation Scheme for essential classroom accommodation. This level of construction rollout recognises the priority that Government puts on investment in education.
In late March, following a review of National Development Plan allocations, the Government approved medium term capital allocations for the Department of Education for the period to 2026. The Department’s Planning and Building Unit is now reviewing its programme plans in the context of those recently confirmed allocations and a number of schools have recently progressed to Stage 3 - Tender.
This process will continue throughout the coming months as schools progress through the relevant stage gates, mindful of the due diligence required to be carried out by the Department at each stage of project development, in line with the Government’s Infrastructure Guidelines and budgetary parameters.
The status of all projects in the pipeline, including those at tender stage, is set out at www.gov.ie/en/service/c5b56b-major-projects/#current-status-of-large-scale-projects, and is updated on a regular basis.
Department officials will keep the relevant school authorities updated on progress and next steps.
291. Deputy Eoin Ó Broin asked the Minister for Education if she is aware of a campaign by students of a school (details supplied) regarding a large building project; if she will confirm receipt of postcards from the student body as part of the campaign; if she intends to respond to or engage with students; and if she will make a statement on the matter. [22498/24]
View answer309. Deputy Mark Ward asked the Minister for Education if she has received the postcards sent as part of a campaign by the students and parents of a school (details supplied); if she has responded to the campaign; and if she will make a statement on the matter. [22713/24]
View answerI propose to take Questions Nos. 291 and 309 together.
The large-scale capital project at the school referred to is included in m Department's construction programme which will be delivered under the National Development Plan (NDP) as part of the Project Ireland 2040 framework.
The project is at Architectural Planning Stage 3 – Tender Action and Award. The tender report is under review by my Department, the next step in the process is the authorisation to issue the Letter of Intent. Once the Letter of Intent issues, there is a minimum 14-day standstill period before there can be further progression of the project. The period between Letter of Intent and Letter of Acceptance varies depending on the project and the extent of post-tender clarifications required.
The project remains a priority for delivery, in line with the accommodation issues present at the school. My Department want to reassure the school community, that the school building project will be progressed and delivered.
My Department are aware of the Postcard Campaign and will respond to the campaign in due course.
292. Deputy Brendan Griffin asked the Minister for Education when an assistive device laptop will be provided for a child in County Kerry (details supplied); and if she will make a statement on the matter. [22504/24]
View answerUnder the Assistive Technology Scheme, as set out in the department’s Circular 0010/2013, funding is provided to schools towards the cost of computers and specialist equipment, which are required for educational purposes.
My department received an application for assistive technology from the Special Educational Needs Organiser (SENO) for the child concerned on the 17th of April 2024. A letter sanctioning the purchase of equipment was issued to the school via email on the 26th of April 2024.
The type of equipment provided under the Assistive Technology Scheme is varied, and includes audiological supports for students with hearing impairment, braille equipment for children with visual impairment, and computer equipment with associated modified software for students with physical or severe communicative disabilities.
Communication devices or medical or therapy related devices which are not specific educational interventions or equipment specifically required as essential for school educational access, and which have a general application outside of school, are not provided for under the Assistive Technology scheme, however. Such equipment is normally provided for children with disabilities by the Health Service Executive (HSE).
293. Deputy Mary Lou McDonald asked the Minister for Education the current status of a new school build in County Dublin (details supplied); the estimated completion date; and if she will make a statement on the matter. [22505/24]
View answer294. Deputy Mary Lou McDonald asked the Minister for Education to confirm how many days of work have taken place on-site this year at the construction of a new school build in County Dublin (details supplied); and if she will make a statement on the matter. [22506/24]
View answerI propose to take Questions Nos. 293 and 294 together.
The large scale capital project at the school referred to by the Deputy, is at Architectural Planning Stage 4 - Construction.
The project brief is for a new 16 classroom school and ancillary accommodation on a brownfield city centre site. The site is of archaeological interest and abuts a protected structure.
Works commenced on site in June 2023 with an estimated contract duration of 24 months, however due to unforeseen ground conditions, which are not uncommon on sites of this specific nature, the project has incurred a slight delay.
To minimise the impact of this delay my Department is liaising closely with the Design Team, to assist with the progression of the project and has recently authorised the appointment of a Project Manager to oversee the project and maintain progress.
It is not currently possible to give an estimated completion date until the Design Team have reviewed the impact of the unforeseen ground conditions.
My Department note the question in relation to the number of days worked on site this year, however, such matters are managed under contractual arrangements in conjunction with the contractor.
The Department will continue to keep the School Authority fully informed as the project progresses.
295. Deputy Mary Lou McDonald asked the Minister for Education if consideration is being given to the continued provision of the extra SNA allocated to a school in County Dublin (details supplied); and if she will make a statement on the matter. [22507/24]
View answerI would like to thank the Deputy for the question.
I would like to confirm that as part of the departments overall response following the incident that occurred, Gaelscoil Choláiste Mhuire, Parnell Square were allocated an additional SNA until the end of the academic year 2023/24 to support the pupils in the school.
I wish to advise that no request has been received from the school requesting consideration of any extension of this temporary allocation. Should a request be made, it will be considered by my department.
296. Deputy Sorca Clarke asked the Minister for Education if she will explain the reasoning behind the reduction of the money allocated for the schoolbook scheme; and if she will make a statement on the matter. [22516/24]
View answerIn 2024 over €47 million was allocated to continue implementation of the schoolbooks scheme at primary level. On 8 May I announced details of year 2 of the Primary Schoolbooks Scheme which provides at a minimum free schoolbooks, workbooks and copybooks to pupils in recognised primary and special schools. More than 563,000 pupils enrolled in approximately 3,230 primary schools, including over 130 special schools will continue to benefit from this scheme.
Revised guidance for the 2024/25 school year was published on my Department’s website, at www.gov.ie/schoolbookschemes, and has issued to schools.
As the scheme is now implemented in every recognised primary and special school it is expected that schools have used the funding provided in the 2023/24 school year to purchase stocks of schoolbooks and other classroom resources. Many of these items are now available to schools for reuse in the 2024/25 school year and in future school years. The funding allocated to the scheme in the 2024/25 school year takes account of this.
Schools will receive €80 per pupil enrolled as of September 2023. Special schools that have students enrolled in Junior Cycle programmes will receive funding at the Junior Cycle per capita rate of €309 per student set out under the new Junior Cycle Schoolbooks Scheme in respect of these students.
As part of the ongoing evaluation of the scheme, all schools will be asked to provide data on their expenditure in order to inform the guidance, implementation, costs and efficiency of the scheme for future years.
297. Deputy Brendan Griffin asked the Minister for Education the reason there has been a reduction of special needs assistant hours from 95 to 90 in a school (details supplied); whether she understands that the parents as well as the staff in the school are very concerned about this, as it means more pressure on them; and whether this reduction could be reversed. [22532/24]
View answerEnabling children with special educational needs to receive an education is a priority for this government. The vast majority of children with special educational needs are supported to attend mainstream classes with their peers. Where children with more complex needs require additional supports, special classes and special school places are provided.
I understand the question to relate to the allocation of Special Education Teaching hours.
The Special Education Teaching (SET) allocation model for 2024/25 is based on information from all 4,000 schools in the country. The model distributes the total available number of SET posts in line with each school’s profile of need. The model makes an allocation on the basis of a number of inputs, including enrolment numbers. It also uses school-level data from standardised tests in order to reflect relative levels of overall need.
The school referred to by the Deputy saw a reduction in their SET allocation of 95 to 90 hours due to a reduction in enrolments since their last profile update.
My department acknowledge 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 National Council for Special Education (NCSE) has streamlined the review process for SET hours and schools who have any concerns can engage with the NCSE on their allocation.
I can confirm the school has submitted a review application. The NCSE undertook a full in school review on 9 May and this is being progressed at present. The school will be advised of the outcome of this review by the end of May.
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.
298. Deputy Louise O'Reilly asked the Minister for Education if additional resources will be provided to schools in the Fingal local authority area to allow for the expansion of school places and classes for children with special educational needs; if particular focus will be given to accommodating children with special educational needs who do not have a school place for September 2024; and if she will make a statement on the matter. [22534/24]
View answerEnabling children with special educational needs to receive an education is a priority for this government. The vast majority of children with special educational needs are supported to attend mainstream classes with their peers. Where children with more complex needs require additional supports, special classes and special school places are provided.
My department engage intensely with the NCSE in relation to the forward planning of new special classes and additional special school places. Work on the provision of new special classes is well advanced ahead of the 2024/25 school year. Forward planning 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 over 320 new special classes have been sanctioned by the NCSE nationwide for the 2024/25 school year, and of these 36 are in County Dublin. While the vast majority of new special classes for the coming school year have now been sanctioned by the NCSE, they will continue to sanction some further new classes for the 2024/25 school year. A list of the location of new classes will be published by the NCSE shortly.
The NCSE have advised my department that they are actively working on enhancing capacity in the local area and remain available to assist and advise the parent of students with special educational need.
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.
299. Deputy Matt Shanahan asked the Minister for Education if there is any requirement for teachers to train or upskill in how to identify children in their classrooms with ASD or ADHD; and if she will make a statement on the matter. [22555/24]
View answerProviding inclusive education to children with special educational needs is a fundamental principle of the education system. This principle is observed through Department policies, Teaching Council requirements for initial teacher education, curriculum provision and the range of supports provided to schools by the National Council for Special Education (NCSE) and Oide.
Teachers undertake professional learning in a range of pedagogical, curricular and educational areas. Teacher Professional Learning (TPL) provided for teachers supports the inclusion of students with Special Education Needs (SEN) in mainstream classrooms.
Funded by the Department, Oide works with teachers and school leaders to provide ongoing support and professional development, which promotes inclusive practices.
The Droichead Induction programme supports the induction and professional learning of primary and post-primary newly-qualified teachers (NQTs) into the teaching profession, thus laying the foundations for subsequent professional growth and learning.
Droichead offers a range of induction workshops for NQTs that provide complementary special education needs support addressing behaviour, inclusion, and differentiated support for all learners.
The Teaching Council reviewed its policy on standards for programmes of initial teacher education and published updated standards in Céim Standards for Initial Teacher Education in October 2020.
Céim includes seven Core Elements which shall underpin all aspects of programmes of ITE. One of these is inclusive education, which is defined as follows:
The term inclusive education refers to any aspect of teachers’ learning aimed at improving their capacity to address and respond to the diversity of learners’ needs; to enable their participation in learning; and remove barriers to education through the accommodation and provision of appropriate structures and arrangements to enable each learner to achieve the maximum benefit from his/her attendance at school.
The Council’s view of a truly inclusive approach to professional practice recognises that teachers encounter a diverse range of needs in the course of their teaching, regardless of setting. This will include additional learning needs (e.g. autism, dyslexia, dyspraxia) and learning needs associated with diverse linguistic, socioeconomic, cultural and ethnic (including Traveller community, Roma) backgrounds.
On an annual basis, the Department of Education provides funding for two distinct categories of post-graduate programmes for Special Education Teachers:
• Post-Graduate Diploma Programme of Teacher Professional Learning for Special Education Teachers.
• Graduate Certificate in Autism Education for teachers working with Autistic Pupils in Special Schools, Special Classes or as Special Education Teachers in mainstream Primary and Post-Primary Schools.
Finally, the NCSE provides supports to teachers and schools in a way that builds capacity, supports the inclusion of all children, including students with special educational needs, at a whole school level.
The Department is committed to the training and support of teachers and school leaders to provide quality, inclusive teaching.
300. Deputy Claire Kerrane asked the Minister for Education if she has made a decision on reopening the school summer works programme this year; and if she will make a statement on the matter. [22581/24]
View answerAs 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.
My 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
301. Deputy Paul Murphy asked the Minister for Education if she is aware that some schools are receiving insufficient funding from her Department and the adverse effects this is having on staff, management, parents and, most worrying of all, the pupils; if she agrees there is a need for increased investment in schools and pupils; and if she will ensure the additional funding needed for a school (details supplied) is urgently provided. [22608/24]
View answer319. Deputy Francis Noel Duffy asked the Minister for Education the reason her Department has made a cut to the ancillary grant to DEIS band 1 school (details supplied); if she is aware of the impact this is having on the learning materials for the school, limiting pupils’ access to high-quality, modern educational resources, which will inevitably impact their academic development; if she will reinstate the full grant; and if she will make a statement on the matter. [22911/24]
View answerI propose to take Questions Nos. 301 and 319 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, except for cases where a secretary is now paid from my Department payroll as per circular 36/2022.
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. Enhanced rates of capitation are also paid in respect of pupils with Special Educational Needs and Traveller pupils.
Primary schools with less than 60 pupils are paid the Capitation and the Ancillary grants on the basis of having 60 pupils.
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. 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.
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.
As the Deputy may be aware, following the acceptance by Fórsa 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 were placed on a payroll operated by my Department from September 2023. Therefore, ancillary related grant funding has been revised to reflect the fact that schools are no longer paying these salaries directly.
The arrangements for the 2023/24 school year are based on reducing grants by the value of the salary schools paid to grant-funded secretaries prior to their acceptance of the new terms and conditions. Schools provided my Department with these details and this information is now being used to reduce the ancillary related grant funding.
Correspondence issued to all schools on 20th December 2023 providing details of these arrangements for the period September to December 2023. Further correspondence issued on 26th April 2024 setting out the position for the period January to August 2024.
Schools have been advised that work is ongoing to identify a method of standardising the reduction to the Ancillary and SSSF Grants for the longer term, where school secretaries are being paid via a payroll operated by my Department. Engagement will take place with school management bodies in order to discuss these arrangements to ensure that they are as reasonable and as fair as possible for all schools and further details of these arrangements will be provided to schools as soon as they become available.
The Financial Support Services Unit (FSSU) is an important source of advice and support. It is available to primary schools to assist on financial matters. Officials from my Department have made contact with the FSSU on behalf of the school referred to by the Deputy. They will provide advice and support as required.
302. Deputy Mark Ward asked the Minister for Education the number of special educational needs organisers who cover Dublin Mid-West; if all areas in Dublin Mid-West have access to a SENO; the number of vacancies; and if she will make a statement on the matter. [22639/24]
View answerIn Budget 2023, the government provided an additional €13 million for the expansion of services within the NCSE. This will mean an increase of up to 161 additional staff in the organisation, a workforce increase of 50%. As a result of the additional funding allocated to the NCSE, it is intended to increase the number of SENOs to 120, from the previously sanctioned 73, an increase of over 60%. They NCSE is progressively altering the current team structure, from a regional to a county basis with an assigned number of SENOs for each county.
The new localised structure, which will see SENOs being assigned on a county basis, will be fully operational at the start of the new school year in September. Recruitment is ongoing across a range of grades and there are now 79 SENOs and 16 team managers in place, more than ever before in the NCSE, with a further 31 SENOs starting in the coming months.
Prior to transitioning from the current team structure, the North Dublin team is currently responsible for nine SENO caseloads, and the NCSE have a full complement of staff. By the end of August, they anticipate increasing this to 14 SENOs in the North Dublin area.
In the South Dublin Team, there is one vacancy in the Clondalkin/Ballyfermot area and one SENO on extended leave in Tallaght. Cover is maintained from existing SENO resources and the NCSE have established a dedicated regional phone and email point of contact, specifically catering to parents and schools located in these areas.
As part of the new structure, in Dublin, the number of sanctioned SENOs has been increased by an additional 10, to 28. A recruitment competition is currently underway for the remaining 8 SENOs required for the Dublin region.
The National Council for Special Education (NCSE) is responsible, through its network of Special Needs Organisers (SENOs), for fulfilling the functions of the Council in relation to the identification, delivery and co-ordination of education services to children with disabilities. The Council employs SENOs to provide a nationwide system of local services. Locally based SENOs consult widely with parents/guardians, teachers, health care professionals, school authorities, HSE and other relevant government agencies.
303. Deputy Mattie McGrath asked the Minister for Education to consider the request for additional leadership and management support staff to be allocated for the 2024-25 school year for a school in County Tipperary (details supplied); and if she will make a statement on the matter. [22646/24]
View answerI recognise the key role school leadership in improving educational outcomes by creating a positive school climate and environment as well as motivating and empowering educators and learners within their school communities.
Budget 2024 has also provided for an additional 500 posts of responsibility (Assistant Principal II) at both primary and post-primary level for the 2024/25 school year.
A revised Post of Responsibility Schedule has issued to schools informing them of the POR allocation from September 2024.
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.
Staffing for the 2025/26 school year will be finalised early next year and schools will be advised of the allocations for that year at that stage.
