Written Answers Nos. 184-198
184. Deputy Bernard J. Durkan asked the Minister for Education if an extra stream for intake at junior infants is under consideration at a school (details supplied), with particular reference to the outstanding waiting list, given some applicants still waiting have siblings currently attending the school; and if she will make a statement on the matter. [23336/24]
View answerThe provision of school places to meet the needs of children and young people at primary and post primary level, including children and young people with special educational needs is an absolute priority for the Department.
My Department is aware of pressures for school places for the 2024/25 school year in Maynooth. As part of planning for September 2024, schools have been requested to share data on applications for admissions. The Department is liaising closely with schools to ensure that this data is provided as soon as possible, and once it is received the actual requirement for places can be established. The Department is already having discussions with the relevant school patrons and authorities regarding potential solutions but the understanding of the actual school place needs will give clarity as to the specific actions that are required.
This close engagement with schools and patrons will also allow the Department to identify particular further capacity requirements for the forthcoming years and put any required solutions in place - beyond those that are already in train - to ensure sufficient school places to meet the needs of students in the area.
The Deputy will appreciate that there can often be significant overlap across areas and schools and the nature of the admissions processes is quite complex. As a result there can be multiple iterations, where applicants may accept a place but subsequently be offered and accept a place at a second school, freeing up capacity at the first school accepted. In that context, while some applicants may not yet have received an offer of a school place for 2024/25, families can be assured that all children who require a school place will be provided with one. The Department is continuing to work with schools and patrons to ensure that there are sufficient school places available, and to put any required solutions in place. This includes engagement in areas which were not included in the more detailed data sharing arrangements for 2024/25. As part of this engagement with patrons, the Department is also collaboratively planning towards 2025/26 and future years, as part of forward planning generally.
The picture in relation to school place requirements is very dynamic, noting that children may also move into an area during the course of the school year (including from overseas). This is a particular issue in parts of the country where expansion of residential development has been contributing to mid-year demand for places.
Under the Education Act 1998, the question of enrolment policy in individual schools, including the setting of catchment areas, is the responsibility of the Board of Management on behalf of the school patron. The selection process and the enrolment policy on which it is based must be non-discriminatory and must be applied fairly in respect of all applicants. However, this may result in some pupils not obtaining a place in the school of their first choice. The Education (Admission to Schools) Act 2018 requires schools to clearly set out their selection criteria in their admission policies. Schools have discretion in relation to their admission criteria and how they are applied. Living in a particular catchment area is one criteria that a school may apply. The criteria to be applied by schools and the order of priority are a matter for the schools themselves. The Department does not intervene in the criteria set by a school.
I can assure the Deputy that Department officials will continue to actively engage with schools and patrons to ensure that there is appropriate provision for all students in Maynooth School Planning Area for the 2024/25 school year and into the future.
185. Deputy Sean Sherlock asked the Minister for Education when schools will receive their SNA allocation this year; and if she will make a statement on the matter. [23354/24]
View answerEnabling children with special educational needs to receive an education is a priority for this government. It is also a key priority for my department and for the National Council for Special Education (NCSE).
The vast majority of children with special educational needs are supported to attend mainstream classes with their peers. Where children with more complex needs require additional supports, special classes and special school places are provided.
Special needs assistant (SNA) allocations for the 2024/2025 school year are presently being developed by the department and will be advised to schools as soon as possible and in line with previous years’ timelines.
My department allocated 1,194 additional SNAs to schools in the past year and Budget 2024 provides for a further 1,216. These SNAs will be allocated as follows: 806 to support students in new special classes, 150 to support students in new special school places and 260 to support students in mainstream classes.
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.
186. Deputy Róisín Shortall asked the Minister for Education to provide a definitive timeline for the completion of the permanent buildings for a school (details supplied); the stage at which the development is currently; the reasons for the slow progress of the development of the buildings; and if she will make a statement on the matter. [23362/24]
View answerSince 2020, the Department of Education has invested in the region of €4.5 billion in our schools throughout the country. Around 800 school building projects have been completed and 300 other projects are under construction.
School building projects under construction involve an overall State investment of over €1.2 billion.
This is a record level of investment and highlights the department’s very strong track record in providing additional capacity and modern facilities for our school communities.
The permanent building project for the school referred to by the Deputy is part of a shared educational campus project which will deliver two 1,000 pupil post-primary schools and accommodation, including 6 classrooms, for children with special educational needs and an 8 classroom primary school and accommodation, including 2 classrooms, for children with special educational needs.
The project will be delivered under my Department's ADAPT Programme which uses a professional external Project Manager to co-ordinate and drive the Design Team to achieve the best possible timeframe for the project through the stages of Architectural Planning, to Tender and Construction.
The Project Manager was appointed in Q3 2023 and is in the process of preparing documentation for the tender process for the appointment of multidisciplinary design team consultants.
It is not possible to provide a timeframe for the progression of the project to tender and construction stages until such time as the necessary statutory approvals have been secured.
My Department will keep the schools and their patron bodies informed of the progression of this campus project and will continue to liaise in relation to interim accommodation pending delivery of the permanent accommodation for the schools.
187. Deputy Paul Murphy asked the Minister for Education if she will advocate with the principal for a student (details supplied) to be accepted for admission to the school. [23382/24]
View answerIn relation to school admissions, it is the responsibility of the managerial authorities of all schools to implement an admissions policy in accordance with the Education Act, 1998 and the Education (Admission to Schools) Act 2018. Under the provisions of the Act, school admission policies are approved by the Patron, following consultation with staff and parents of children who are attending the school. The school’s admissions policy is published on the school’s website. My Department's main responsibility is to ensure that schools in an area can, between them, cater for all pupils seeking school places in that area.
Parents have the right to choose which school to apply to and where the school has places available the pupil should be admitted. This applies to applications for the intake year and applications for admission to all other years. However, in schools where there are more applicants than places available, a selection process will be necessary. This selection process and the enrolment policy on which it is based must be non-discriminatory and must be applied fairly in respect of all applicants.
It is up to each individual school to decide the subjects they offer, for example under Junior Cycle, the schools decide the subject and short course mix for their own students giving them the flexibility to meet their students’ needs, in the most appropriate way. A school can decide to designate a given subject as one of the subjects to be provided.
Section 29 of the Education Act, 1998 provides for an appeal where a board of management, or a person acting on behalf of the board of management (normally the school principal) refuses to admit a student to a school. Where the decision to refuse admission is due to the school being oversubscribed, a review of the decision by the board of management must be sought in the first instance. Following a review it is open to the parent to appeal to the independent appeals committee.
Tusla Education Support Service (TESS) is the agency which can assist parents who are experiencing difficulty in securing a school place for their child. TESS can be contacted at 01-7718500 (tessinfo@tusla.ie) for assistance. More information is available on their website on the following link: www.tusla.ie/tess/tess-ews/.
188. Deputy Paul Murphy asked the Minister for Education if she is aware of the shortage of secondary school places in the Tallaght area; the actions her Department is taking to address these issues; and if assistance will be provided to a student (details supplied) to secure a place in a school. [23384/24]
View answerI can assure the Deputy that the provision of school places to meet the needs of children and young people at primary and post primary level, including children and young people with special educational needs is an absolute priority for my Department.
As the Deputy may be aware, while there can be enrolment pressures and demand for additional school places in some areas, it is important to note sometimes this may not be as a result of lack of accommodation, but may be driven by the following factors:
• Duplication of applications
• School of choice
• Single sex schools
• External draw
Notwithstanding the above, in some areas demographic pressures and other factors are driving a requirement for additional school places.
There are currently a number of active projects at primary and post primary level in the Firhouse_Oldbawn School Planning Area, including a new school building project for Firhouse ET Secondary School which will provide for an LTPE of 1,000 and 6 SEN, this project is currently at Stage 2b. The Capital Programme details the school projects that are being progressed under Project Ireland 2040. The current status of large-scale projects being delivered under Project Ireland 2040, may be viewed on the Department's website at, www.gov.ie and this information is updated regularly. In addition, a list of large-scale projects completed from 2010 to date may also be viewed on the website.
My Department's main responsibility is to ensure that schools in an area can, between them, cater for all pupils seeking school places in the area. In relation to school admissions, it is the responsibility of the managerial authorities of all schools to implement an enrolment policy in accordance with the Education Act, 1998.
Parents have the right to choose which school to apply to and where the school has places available the pupil should be admitted. However, in schools where there are more applicants than places available a selection process may be necessary. This selection process and the enrolment policy on which it is based must be non-discriminatory and must be applied fairly in respect of all applicants. However, this may result in some pupils not obtaining a place in the school of their first choice.
The Educational Welfare Services (EWS) of the Child and Family Agency (Tusla) is the statutory agency that can assist parents who are experiencing difficulty in securing a school place for their child. The local service is delivered through the national network of Educational Welfare Officers (EWO). Contact details are available at www.tusla.ie/get-in-touch/education-and-welfare/. The specific information requested is not available at this time.
I can assure the Deputy that my Department will continue to keep the school place requirements in the Firhouse_Oldbawn School Planning Area as with other areas across the country, under review.
189. Deputy Paul Murphy asked the Minister for Education if she is aware of the consequences of a prolonged delay in installing new classrooms (details supplied), and that this has resulted in the students not having access to their school hall for almost two school years now; if she will ensure that access to the hall is made available for the upcoming summer programme, and ensure that the pupils of the Educate Together school receive their new class rooms and access to their own sports hall as a matter of urgency; and if she will make a statement on the matter. [23394/24]
View answerI can confirm to the Deputy, that my Department has received an application for capital funding, under the Additional School Accommodation (ASA) scheme, from the primary school in question.
The purpose of my Department’s Additional School Accommodation (or ASA) scheme is to ensure that essential mainstream classroom accommodation and accommodation for pupils with special education needs is available to cater for pupils enrolled each year, where the need cannot be met by the school’s existing accommodation.
The consideration of the accommodation requirements for the school in question forms part of the Planning and Building Unit’s overall assessment of its work programme and priorities in the context of available capital funding.
I can assure the Deputy that the provision of required school places, including for children with special educational needs, is a priority for my Department and my officials are working to ensure that there is sufficient provision to meet the school place needs in the school in question and the wider School Planning Area for future years.
At primary level, this situation generally arises to cater for a school’s accommodation requirements where an additional teaching post has been sanctioned by Teacher Allocation Section, or the requirement for a new class for pupils with special education needs has been identified by the NCSE, and all available alternative accommodation within the school is already being used for classroom purposes.
I can confirm to the Deputy that rental accommodation had been approved for the primary school in question and it is awaiting the connection of the necessary utilities before it can be used by the school. This is a matter for the accommodation provider to rectify and the school are working with them on the issue.
Furthermore, officials from my Department's Professional and Technical Section have visited both schools to consider a solution that can be put in place. The Department hopes to resolve this matter for the benefit of both schools as soon as possible and will remain in contact with the school authorities of both schools in relation to this matter.
190. Deputy Frankie Feighan asked the Minister for Education when her Department will give approval for construction to start on a school building project (details supplied); and if she will make a statement on the matter. [23422/24]
View answerThe project to which the Deputy refers has been devolved for delivery to Cavan and Monaghan Education and Training Board (CMETB).
The Tender Report has been received by my Department and is currently under review from both a technical and cost perspective. Once completed my Department will revert to CMETB directly on the outcome and the next steps to progress this project.
CMETB will be engaging directly with the school authority to keep it informed of progress.
I can assure you that my Department is committed to ensuring appropriate accommodation is available for the pupils in this school and will in the wider context outlined, ensure that this school project - as for all projects on the school building programme - is subject to the due diligence required under the public Infrastructure guidelines. It is a challenging construction environment across all sectors (Education, Housing, Transport etc.) and my Department is also required to manage the timing, scope and cost of individual projects to remain within budgetary parameters for the overall programme – this involves constant review throughout the project life cycle.
Since 2020, the Department of Education has invested around €4.5 billion in schools throughout the country. Around 800 school building projects have been completed and 300 other projects are under construction. School building projects under construction involve an overall State investment of over €1.2 billion with most of these projects due for completion in 2024 and 2025. This is a record level of investment and highlights my Department’s very strong track record in providing additional capacity and modern facilities for our school communities.
The status of all projects in the pipeline, including those at tender stage, is set out by County at (www.gov.ie) and is updated on a regular basis.
191. Deputy Brendan Griffin asked the Minister for Education if concessions and additional accommodation for students with dyscalculia will be considered for Leaving Certificate mathematics; if such measures would include additional points for students with dyscalculia; her views on whether such students have been unfairly overlooked to date; if she is prepared to review their circumstances; and if she will make a statement on the matter. [23428/24]
View answerThe State Examinations Commission has statutory responsibility for operational matters relating to the state examinations.
In view of this I have forwarded your query to the State Examinations Commission for direct reply to you.
192. Deputy Éamon Ó Cuív asked the Minister for Education if funding is available for afterschool services in very deprived communities outside of school settings to try to reduce disadvantage and to encourage students from very deprived backgrounds to engage with education form an early age; and if she will make a statement on the matter. [23433/24]
View answerMy Department provides a number of policies and programmes that are supportive of clubs for children and young people at risk of educational disadvantage.
The Delivering Equality of Opportunity in Schools (DEIS) Programme is a key policy initiative of the Department to address concentrated educational disadvantage at school level in a targeted and equitable way.
The DEIS grant is used by schools to attain the targets set in the school's three year improvement plan across the DEIS themes. It is a matter for the Board of Management of each school to allocate DEIS grant funding so that it targets those students deemed most in need. This may include allocating a proportion of the DEIS grant funding towards the cost of setting up and running clubs. Many schools in the DEIS scheme use their DEIS grant to assist in the operation of clubs after school, and other afterschool activities aimed at groups of children deemed to be at most risk of educational disadvantage.
The School Completion Programme (SCP) is a key support under the DEIS programme. Tusla Education Support Service (TESS) is responsible for the operational management and delivery of SCP. SCP Local Management Committees plan a suite of service provision to ensure that all of the available SCP resource is maximised to support children and young people in relation to school attendance, participation and retention across all schools in the SCP cluster. These interventions and supports may include afterschool clubs, which are allowable under the SCP funding.
Officials within my Department are working in close collaboration with the Traveller and Roma communities, with the Department of Children, Equality, Disability, Integration and Youth (DCEDIY), the Department of Further and Higher Education, Research, Innovation and Science (DFHERIS) and other education stakeholders on the development of a Traveller and Roma Education Strategy. I expect the strategy and implementation plan to be ready for submission to the relevant Ministers by the end of June 2024.
Currently, actions aimed at improvements in Traveller and Roma education fall under the National Traveller and Roma Inclusion Strategy (NTRIS), led by the DCEDIY. Work is currently underway on developing the next iteration of this strategy, and my Department is also supporting and feeding into this work.
Homework clubs are among the initiatives currently underway as part of the Supporting Traveller and Roma (STAR) in education pilot project. STAR was established in 2019 under the National Traveller and Roma Inclusion Strategy with the aims of improving attendance, participation and retention in specific Traveller and Roma communities regionally. There are four pilot areas: Galway, Wexford, Dublin and Cork. Additional resources provided include an additional Educational Welfare Officer (EWO), an additional Home School Community Liaison coordinator (HSCL) and two Traveller/Roma community education workers from the local communities employed by local Traveller/Roma support groups. Based on identified local needs, STAR teams run a wide range of initiatives.
I recognise the need to target resources to those schools that need them most. To this end, my Department is undertaking a programme of work to explore the allocation of resources to all schools to address educational disadvantage. The OECD Strength Through Diversity: Education for Inclusive Societies project has been invited to review the current approach, to provide an independent expert opinion on the current resource allocation model for the DEIS programme, and to inform a policy approach for an equitable distribution of supplementary resources to support students at risk of educational disadvantage attending all schools. The OECD are scheduled to publish their report at the end of June 2024.
More generally, my Department encourages schools to facilitate the opening of after-school facilities, wherever possible, for activities such as afterschool clubs. Decisions on the use of school facilities lies with the relevant school authority in consultation with the property owner. Under the provisions of the Education Act, 1998 the Board of Management is the body charged with the direct governance of a school on behalf of the patron.
193. Deputy Catherine Murphy asked the Minister for Education if her attention has been drawn to matters raised in correspondence (details supplied); if she will address the contents of same. [23438/24]
View answerDetails of the 2024 Summer Programme were published on the 21st March 2024. The Department of Education also recently announced that funding of €40m has been secured again to ensure that a comprehensive summer programme will be available in 2024. This builds on the successful summer programmes of the last three years. The full funding of €40m is available and, as in previous years, all of the funding is utilised to meet the needs of our most vulnerable children.
All schools have an opportunity to run a programme over the summer months for those children who need it the most. These children can continue to be supported, nurtured and encouraged to engage in a fun and inclusive educational setting.
The main priority again in 2024 is that those children with the most complex special educational needs, especially in special schools, should have access to a school-based summer programme.
Since 2019, the Summer Programme has gone from strength to strength. In 2023, approximately 1,400 schools and more than 50,000 children took part in the Summer Programme. This is compared to the more than 300 schools and 13,000 children who took part in 2019.
I am aware of the issues raised by the Deputy and can assure you that every effort is being made to facilitate special schools, and indeed all schools, in running a school-based summer programme. While ideally schools would run the summer programme for 4 weeks, there is a minimum period for running a programme of 2 weeks to reflect the level of organising involved and to support children taking part as much as possible. I would urge schools to look at the supports available such as the staff portal and the student teacher placement in special schools to assist them in running a programme for this minimum period.
The Summer Programme is reliant on schools and their staff choosing to participate on a voluntary basis. To this end, the Department has engaged with management bodies, schools and parents with a view to encouraging more schools to participate in the 2024 programme.
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 number of schools participating in the Summer Programme, funding was targeted and teachers and SNAs working on the school-based scheme were paid a higher personal rate of pay. As a result, the Department has seen a much larger number of schools taking part, particularly in Special Schools, and we expect this to increase even further for 2024.
A new role of Student Teacher Placement in Special Schools has been introduced this year to encourage student teachers to participate in the summer programme. Paid placements can run from the 3rd week in May to the end of the Programme, greatly benefitting schools during this busy period. Special Schools can recruit up to two graduate teachers and final year PME student teachers, bolstering the capacity of schools to deliver the programme.
Schools have also been given the flexibility to engage staff that are not employed in their schools to support their summer programme. A staff portal is now available on www.educationposts.ie for teachers and SNAs to register their interest in working on a school-based programme in a Special School. Student teachers and students in relevant disciplines such as Speech and Language Therapy, Occupational Therapy, Social Care, Nursing and others, including Early Learning and Care Practitioners, will also be able to register their interest in working on this year’s Programme.
Other supports include:
• The continuation of the pilot programme which was developed specifically for special school in 2023. This programme has been designed and developed to ensure supports and funding are targeted to enhance the availability of a school-based programme for pupils in special schools. As part of this pilot, a National Coordinator has been appointed to liaise with special schools to help facilitate them run a programme.
• The continuation of key roles on the Summer Programme such as the School Organiser role and the Summer Programme Manager role. These roles are envisaged to be key leadership roles which offer development opportunities for staff in schools.
• Length of school day. For special schools, the length of the day continues to be reduced from the full school day to 10am – 2pm. However, the same daily rate will be paid to staff taking part. This is in recognition of the challenges associated with running the programme in a special school.
• Flexible grant funding. 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.
• In mainstream schools, where transport to and from the Summer Programme is identified as a barrier for certain children to attend the programme, schools can make their own local transport arrangements and claim the associated costs (i.e., up to a maximum of €1,750 per week). Children with special educational needs continue to have access to the Department’s school transport during the Summer Programme, if they normally avail of transport under the SEN School Transport Scheme.
• Other enhanced measures are in place to encourage schools’ participation. These include:
• A Centralised Application Process to reduce admin burden on schools.
• Earlier payment of school staff.
• Additional capitation that, when compared to normal school capitation, is significantly more favourable. This was slightly adjusted this year to enable some of the measures listed above, which, following engagement with stakeholders, were deemed to be of more benefit to schools. Special Schools receive a greater rate of capitation to reflect the unique circumstances of running a programme in those settings.
All the supports and incentives introduced, both in 2024 and in previous years, have been developed and designed to increase participation by allowing all schools (Primary, Special and Post Primary) to provide the Summer Programme. These measures are aimed at maximising the number of children who can participate in a school-based programme with a specific focus on ensuring children with the most complex needs receive the targeted support.
194. Deputy Carol Nolan asked the Minister for Education the total costs incurred by her Department from 2019 to date relating to the placing of advertisements in online/digital media platforms; the names of the online platforms involved, in tabular form; and if she will make a statement on the matter. [23442/24]
View answerPlease see below, list of total costs of advertising on online/digital media platforms incurred by the Department from 2019 to YTD 2024 including names of the online platforms. Due to commercial sensitivities of the platforms involved, the Department is not in the position to give a detailed breakdown of amounts paid to each platform.
|
YEAR |
Total payable |
Total payable + VAT |
|
2019 |
€21,971.00 |
€27,026.00 |
|
BALLS MEDIA 0% PRODUCTION |
|
|
|
DOUBLE CLICK INTERNATIONAL |
|
|
|
FACEBOOK SELF SERVICE |
|
|
|
OMG MARKETPLACE |
|
|
|
PHD PROGRAMMATIC |
|
|
|
TV3 VOD |
|
|
|
TWITTER INTERNATIONAL UNLIMITED |
|
|
|
YOUTUBE.COM |
|
|
|
2020 |
€33,453.00 |
€40,819.00 |
|
AUDIOXI |
|
|
|
COMSCORE BV |
|
|
|
DOUBLE CLICK INTERNATIONAL |
|
|
|
FACEBOOK SELF SERVICE |
|
|
|
OMG MARKETPLACE |
|
|
|
PHD PROGRAMMATIC |
|
|
|
SNAPCHAT |
|
|
|
TWITTER INTERNATIONAL UNLIMITED |
|
|
|
2021 |
€60,523.00 |
€74,005.00 |
|
ACAST T/A ACAST STORIES IRELAND LTD |
|
|
|
AUDIOXI |
|
|
|
COMSCORE BV |
|
|
|
DOUBLE CLICK INTERNATIONAL |
|
|
|
|
|
|
|
INTEGRAL AD SCIENCE EURO |
|
|
|
LADBIBLE IRELAND LTD 0% |
|
|
|
LD LOVIN DUBLIN |
|
|
|
OMG MARKETPLACE |
|
|
|
PHD PROGRAMMATIC |
|
|
|
SPOTIFY LTD |
|
|
|
TWITTER INTERNATIONAL UNLIMITED |
|
|
|
2022 |
€47,197.00 |
€58,011.00 |
|
ACAST T/A ACAST STORIES IRELAND LTD |
|
|
|
AUDIOXI |
|
|
|
DOUBLE CLICK INTERNATIONAL |
|
|
|
|
|
|
|
INTEGRAL AD SCIENCE EURO |
|
|
|
LADBIBLE IRELAND LTD 0% |
|
|
|
LADBIBLE IRELAND LTD 15% |
|
|
|
OMG MARKETPLACE |
|
|
|
PHD PROGRAMMATIC |
|
|
|
SPOTIFY LTD |
|
|
|
TWITTER INTERNATIONAL UNLIMITED |
|
|
|
2023 |
€117,414.00 |
€143,326.00 |
|
AUDIOXI |
|
|
|
DAILY MAIL |
|
|
|
DOUBLE CLICK INTERNATIONAL |
|
|
|
EXTRA.IE |
|
|
|
|
|
|
|
INTEGRAL AD SCIENCE EURO |
|
|
|
LADBIBLE IRELAND LTD 0% |
|
|
|
LADBIBLE IRELAND LTD 15% |
|
|
|
MEDIAFORCE LTD |
|
|
|
OMG MARKETPLACE |
|
|
|
PHD PROGRAMMATIC |
|
|
|
SPOTIFY LTD |
|
|
|
TIKTOK |
|
|
|
TUAIRISC BHEO TEORANTA |
|
|
|
TWITTER INTERNATIONAL UNLIMITED |
|
|
|
2024 |
€88,736.00 |
€108,237.00 |
|
DAILY MAIL |
|
|
|
DOUBLE CLICK INTERNATIONAL |
|
|
|
|
|
|
|
INTEGRAL AD SCIENCE EURO |
|
|
|
PHD PROGRAMMATIC |
|
|
|
SPOTIFY LTD |
|
|
|
TIKTOK |
|
|
|
YOUTUBE - DV360 |
|
|
|
Total |
€369,294.00 |
€451,424.00 |
195. Deputy Thomas Pringle asked the Minister for Education the leave arrangements and other supports (therapeutic and financial) available to teachers and SNAs who are victims of violence within the workplace; and if she will make a statement on the matter. [23459/24]
View answerThe Leave of Absence following Assault Scheme, which is contained in the Department’s Circular Letter 0061/2017 for teachers and 0062/2017 for SNAs, provides for special leave with pay (subject to specified limits) to a teacher or special needs assistant who is unable to perform their duties due to a physical injury following an assault that happened in the course of their duties and during approved school activities.
The leave available under the Scheme for Leave of Absence following Assault is 3 months (92 days) at full pay in a rolling 4-year period. In exceptional cases, such as where a significant period of hospitalisation is required or in situations of a second or subsequent incident of assault, the leave may be extended for a further period not exceeding 3 months (91 days) at full pay, subject to an overall limit of 6 months (183 days) at full pay in a rolling 4-year period. Any subsequent absence will be dealt with under the Sick Leave scheme. When calculating a teacher’s/SNA's entitlement, any Assault Leave/Leave of Absence following Assault granted in the previous four years from the current absence will be taken into account in determining access to leave under this scheme.
A Leave of Absence following Assault ends on:
• The ceasing of the certification by a duly qualified medical practitioner of the physical injury; or
• the maximum leave limits available under this scheme being exhausted;
• or certification of fitness to return to duties.
A teacher or SNA who has exhausted the maximum period of paid leave under the Scheme for Leave of Absence following Assault and who is still medically unfit to resume duty may avail of Sick Leave under the Sick Leave scheme, subject to the normal rules of that scheme.
Under the sick leave scheme, a teacher or SNA who is absent from duty because of personal illness or injury, may be granted paid Sick Leave under the ordinary illness provision.
Also under the sick leave scheme, a teacher or SNA who becomes incapacitated as a result of critical illness or serious physical injury and has supporting medical evidence may upon application, be granted CIP in exceptional circumstances as provided for in the Labour Court recommendation (LCR 20667). In determining whether a teacher or SNA may be considered for CIP, the teacher/SNA should ordinarily be under the current or recent clinical care of a Consultant either as an inpatient or outpatient. The granting of CIP is a decision made by the employer having considered the OHS medical advice.
The Employee Assistance Service (EAS) is in place to offer support to staff in recognised primary and post-primary schools. The EAS offers advice to employees on a range of issues including wellbeing, legal and financial issues. Further information on the EAS is available on gov.ie.”
196. Deputy Thomas Pringle asked the Minister for Education the status of an application by a school (details supplied) for an extension and refurbishment of its facilities; and if she will make a statement on the matter. [23468/24]
View answerThe major building project for the school referred to by the Deputy is currently at an advanced stage of architectural planning - Stage 2(b) - Detailed Design, where the Design Team secure all statutory approvals and prepare the suite of tender documents.
The Stage 2(b) report has been received in my Department for review.
The next stage, subject to relevant Stage 2(b) approvals, will be Stage 3, tender stage.
Projects are subject to relevant due diligence by my Department at each stage in the process, within the context of overall programme and budgetary parameters.
In late March, following a review of National Development Plan allocations, the Government approved medium term capital allocations for the Department of Education for the period to 2026.
My Department’s Planning and Building Unit is reviewing its programme plans in the context of those recently confirmed allocations.My Department will update the school authorities and their design team on progress and next steps.
197. Deputy Aengus Ó Snodaigh asked the Minister for Education if additional supports will be put in place for special needs assistants in schools to ensure that they either are not forced to sign on for social welfare during summer months and are paid year-round, or that their social welfare payments are more streamlined to ensure that there is no break in income between the end of the school year and the start of summer. [23469/24]
View answerBoards of Management of schools are the direct employers of Special Needs Assistants (SNAs). My Department provides Paymaster support to schools. The salary scale applicable to SNAs is determined by the Department of Public Expenditure, NDP Delivery and Reform. The current salary scales for SNAs are set out in DE Circular 0034/2024.
SNAs are usually contracted to work for a school year which begins on 1st September and finishes the following 31st August. As such, SNAs are paid on the basis of an annual salary scale.
An SNA would not be paid for the summer holiday period if they started any time after the first day after Christmas break and there is no indication that the SNA is returning to the same school on 1st September. The guidance on this is set out in Circular 0111/2007.
198. Deputy Róisín Shortall asked the Minister for Education the number of special needs schools in each of the years since 2019, by patronage, in tabular form. [23476/24]
View answer201. Deputy Róisín Shortall asked the Minister for Education the teacher/student ratio for special needs schools in each of the years since 2019, by school, in tabular form. [23479/24]
View answerI propose to take Questions Nos. 198 and 201 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.
Seven new special schools have been established in recent years. In addition, four new special schools will be established for the 2024/25 school year in counties Meath, Kildare, Wexford and Limerick, bringing the total number of NCSE supported special schools nationwide to 124.
|
Year |
2019 |
2020 |
2021 |
2022 |
2023 |
2024 |
|
No. of Special Schools |
114 |
114 |
116 |
118 |
120 |
124 |
The attached document provides the details of the patronage of these special schools,
Many special schools have diversified from their original designation to enrol students with more complex needs in their areas. Therefore special school staffing allocations are reviewed and updated each year by the NCSE based on student profiles and the disability category of each student. As a result the teacher allocation to each school is dependant on the needs of its students.
My department publish Indicator statistics annually in relation to the number of teachers and students enrolled in special schools and special classes. This Indicators report is available on gov.ie.
My department recognises that special schools face unique challenges and is committed to ensuring these schools are adequately resourced and supported. This coming school year will see the extension of deputy principal posts for all special schools and an additional 100 post-primary teaching posts which will greatly benefit these schools.
My department and the NCSE are committed to delivering an education system that is of the highest quality and where every child and young person feels valued and is actively supported and nurtured to reach their full potential.
