Pa Daly
Question:55. Deputy Pa Daly asked the Minister for Education if she will consider the staffing appeal by a school (details supplied). [23771/24]
View answerSchool Staff
Questions (55)
Written answers
The key factor for determining the level of staffing resources provided at individual school level is the staffing schedule for the relevant school year and pupil enrolments on the previous 30 September. The staffing arrangements for the 2024/25 school year are set out in Circular 0011/2024.
The staffing process contains an appeals mechanism for schools to submit a staffing appeal under certain criteria to an independent Primary Staffing Appeals Board. The school referred to by the Deputy has submitted an appeal which will be considered at the June meeting and the school will be notified of the decision of the Board.
Schools Building Projects
Questions (56)
Seán Canney
Question:56. Deputy Seán Canney asked the Minister for Education the progress being made with the development of a new primary and secondary Gaelscoil campus in Athenry, County Galway; and if she will make a statement on the matter. [23812/24]
View answerWritten answers
The project to which the Deputy refers is a campus project and has been devolved for delivery to Galway and Roscommon Education and Training Board (GRETB).
I am pleased to inform the Deputy, that the project is currently at Stage 2b of the architectural planning process and planning permission has been granted. My Department is awaiting the submission of the Stage 2b architectural report from the GRETB. The next steps in relation to this project will be considered further when the Stage 2B submission has been received and assessed by my Department.
GRETB will be engaging directly with the school authority to keep it informed of progress.
Special Educational Needs
Questions (57)
Mairéad Farrell
Question:57. Deputy Mairéad Farrell asked the Minister for Education if her attention has been drawn to the issue of a school (details supplied) in relation to the provision of a special language class for the school year 2024/2025; if she will raise the need for mediation between her Department and the HSE; and if she will make a statement on the matter. [23711/24]
View answerWritten answers
I understand that this is an anxious time for parents seeking a school place for their children and I would like to assure the Deputy that this government is determined to do all it can to help families seeking a special educational placement for their child.
My department and the Department of Children, Equality, Disability, Integration and Youth are aware of the situation at this school. The class in question has been established since 1995 and has supported many children throughout these years.
The Health Service Executive (HSE) provide speech and language therapy to students in Specific Speech and Language Disorder (SSLD) classes therefore the opening and retention of these classes is contingent on the availability of HSE resources. For this reason close engagement and coordination occurs among stakeholders at a local level.
The NCSE have advised my department that a number of issues emerged in discussions between the school and the HSE in relation to admissions for the class for the coming 2024/2025 school year. The NCSE has intervened to support the school and the HSE to work through these issues. A meeting is scheduled for this week and I hope that the HSE and the school can agree on an amicable resolution for all parties so the class can continue to provide much need supports for the students of the local area.
School Enrolments
Questions (58)
Catherine Connolly
Question:58. Deputy Catherine Connolly asked the Minister for Education further to Parliamentary Question No. 122 of 16 April 2024, the status of her Department's engagement with schools in the Galway City School Planning Area with a view to providing additional first year secondary school places, in light of the ongoing enrolment pressures; her plans to review her Department's legislation and policy around school catchment areas to ensure that all students can attend school in their local area, particularly in light of Ireland's climate action obligations; and if she will make a statement on the matter. [23692/24]
View answerWritten answers
I can assure the Deputy that the provision of school places to meet the needs of children and young people at primary and post primary level, including children and young people with special educational needs is an absolute priority for the Department.
My Department is aware of pressures for school places for the 2024/25 school year in Galway City and surrounding areas.
As part of planning for September 2024, data on applications for admission has been received by the Department from post-primary schools across areas of enrolment pressure, including Athenry, Oranmore and Galway City and updated data on offers and acceptances continues to be received as admissions processes transact.
The sharing of this data has been very effective in the identification of school place requirements across the areas. In the majority of areas through the work of schools, patrons, management bodies and the Department, there are sufficient school places available to meet the needs of children in the area. However, there is an identified requirement for additional first year places in the Galway City and Athenry School Planning Area and the Department has been liaising with schools and patrons in this respect, with a view to advancing a solution as soon as possible.
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.
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.
The question of enrolment in individual schools, including the setting of catchment areas, is the responsibility of the Board of Management on behalf of the school Patron and the Department does not seek to intervene in decisions made by schools in such matters.
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.
I can assure the Deputy that the Department will continue to work with schools and patrons to ensure that there is appropriate provision for all students in the Galway City and surrounding School Planning Areas for the 2024/25 school year and into the future.
Question No. 59 answered with Question No. 52.
Ombudsman for Children
Questions (60)
Violet-Anne Wynne
Question:60. Deputy Violet-Anne Wynne asked the Minister for Education her views on the recent findings from the Ombudsman of Children where 40% of complaints received are in respect of supports in the education setting for children with additional needs; and if she will make a statement on the matter. [23855/24]
View answerWritten answers
As Minister for Special Education and Inclusion, I am grateful to the Ombudsman for bringing the range of issues identified in the report to our attention.
I note the Report states education is the most complained about issue to the OCO, with complaints about access to school places, bullying, school transport, the State Exams Commission and access to complaint procedures in schools.
However, I would like to assure the Deputy, 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).
For 2024, €2.7 billion is being spent on special education, an increase of €113 million over 2023, and this is dedicated to providing supports for children with special educational needs. This will allow for, amongst other things, the opening of up to 400 new special classes in mainstream schools and 300 additional special school places.
In 2024, the number of teaching and SNA posts in our schools will increase with an additional 744 teachers and 1,216 SNAs added to deliver up to 2,700 new places for children with special educational needs. This will mean we will have over 41,500 qualified and committed people in our schools who are focused wholly and exclusively on supporting these children.
The NCSE has the responsibility for planning and coordinating school supports for children with special educational needs. Over the last number of years, my department and the NCSE have introduced a number of strategic initiatives to plan for and provide sufficient special class and special school places.
These initiatives are bearing fruit with almost 1,300 new special classes sanctioned and seven new special schools established over the last four years.
My department engages 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.
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.
A range of supports designed to support children with special educational needs is available, including;
• The school transport scheme for children with special education needs which provides free school transport to eligible children and can include the provision of additional transport assistance such as escorts or the provision of specific or individual transport arrangements.
• The assistive technology scheme where funding is provided to schools towards the cost of computers and specialist equipment, which are required for educational purposes.
• Support to children who are deaf, hard of hearing or blind or visually impaired, is provided through the visiting teaching service under the NCSE.
• The Home tuition scheme.
• An expanded Summer Programme which allows pupils with the most complex special educational access to a school-based programme during the summer months.
In addition, it is important to note that:
• 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.
• Oide, the teacher professional development service works with teachers and school leaders to provide ongoing support and professional development, which promotes inclusive practices.
• 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.
Schools Building Projects
Questions (61)
Seán Canney
Question:61. Deputy Seán Canney asked the Minister for Education the progress being made with the development of a proposed new school (details supplied) in Tuam, County Galway; and if she will make a statement on the matter. [23811/24]
View answerWritten answers
I am pleased to inform the Deputy that the school building project for the school to which he refers has been devolved for delivery to Galway and Roscommon Education and Training Board (GRETB).
This project will provide for the construction of 2 schools on the same site. The project for the school referred to will deliver a 41-classroom primary school, with a 5 class SEN base, along with the development of an 8 classroom primary school. GRETB have appointed a Design Team for the project and they are currently progressing the stage 1 architectural (preliminary design) process. As the project is at this early stage, it is not possible at this juncture to provide a reliable timeline for completion of the project.
Irish Language
Questions (62)
Sorca Clarke
Question:62. Deputy Sorca Clarke asked the Minister for Education when the long-awaited policy on Irish medium education outside the Gaeltacht will be published; and if she will make a statement on the matter. [23808/24]
View answerWritten answers
Work is currently underway 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 and will be another important step towards achieving the Programme for Government commitment.
A public consultation process has been conducted to gather the views of stakeholders, including young people, parents, education professionals, education stakeholders and Irish-language organisations. There were three phases in this consultation – an online questionnaire and a call for written submissions, a series of focus groups, and bilateral meetings between my Department and stakeholders.
An Intradepartmental Working Group has been progressing work within my Department on the development of the policy. This has included the compilation and publication of a report on the provision of Irish-medium education outside of the Gaeltacht, and the development of a public consultation process.
A Steering Committee has also been established with representatives from relevant government departments and agencies to oversee the development of the policy.
Sealbhú, DCU carried out an analysis of all information gathered during all phases of the consultation. The reports have been shared with the Steering Committee and the Intradepartmental Working Group.
A number of actions have been taken to ensure that the new policy will be informed by current research:
- A review of national and international literature was commissioned through a public procurement process that was carried out 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 was carried out on behalf of my Department.
- Two composite reports on inspection findings on the quality of educational provision in Gaelscoileanna and Gaelcholáistí, covering the period 2017 to 2020, were published in spring 2021. These reports provide a helpful insight into relevant themes related to practice in schools.
It is my Department's intention that we will have an opportunity to discuss the direction of the policy with stakeholders before it is published. It is intended that actions from the policy will commence in the 2024/25 school year.
I look forward to bringing forward this important work, to strengthen Irish-medium education and to build on the positive results already being achieved in implementing the Policy on Gaeltacht Education.
Special Educational Needs
Questions (63)
Paul Donnelly
Question:63. Deputy Paul Donnelly asked the Minister for Education if she will report on the lack of autism places in schools for September 2024; and if she will investigate the case of a child (details supplied). [22403/24]
View answerWritten answers
I understand that this is an anxious time for parents who are seeking a school place for their child for September and I would like to assure the Deputy that this government is determined to alleviate the pressures faced by parents when seeking a special educational placement.
The National Council for Special Education (NCSE) has advised that the local special educational needs organiser is working closely with the family regarding options for school placements and other special education supports for the coming academic year.
My department and the NCSE work closely in relation to the forward planning of new special classes and additional special school places, work which is close to finalisation for the 2024/25 school year.
So far more than 320 new special classes have been sanctioned by the NCSE nationwide for the 2024/25 school year. Of these, 36 are in Dublin of which 23 are at primary level and 13 at post-primary level, bringing the total number in the county to 570.
The NCSE continue to sanction classes for the coming school year and is engaged in ongoing discussions with schools. As new classes are sanctioned, the NCSE will support families to make applications for places.
I have asked the NCSE to ensure classes are established as a matter of urgency and to keep all families seeking class places updated on an ongoing basis to ensure their children can access the provision to which they are entitled.
I referenced earlier that this government is committed to alleviating the pressures faced by parents seeking a special educational placement.
Significant additional resources and funding of €13 million have been allocated to the NCSE to allow for the expansion of its services, which will bolster the level of service and provide effective structures to relieve pressure on parents.
This funding has allowed for, among other things, a significant increase in the number of SENOs which will increase from 73 to 120 by next September. These SENOs will work closely with children, their families and schools on the ground in order to provide the necessary supports.
Additional administrative support staff, team managers and other professionals are also being employed to allow SENOs concentrate on working directly with schools and families.
Special Educational Needs
Questions (64)
Richard Boyd Barrett
Question:64. Deputy Richard Boyd Barrett asked the Minister for Education if she will revise the new way of calculating special education resources to ensure that no school has a reduction in resources next year compared to this year; and if she will make a statement on the matter. [23889/24]
View answerWritten answers
The Special Education Teaching Allocation model is in place since 2017 and it is a distribution model.
Its purpose is to ensure that the total number of Special Education Teaching (SET) hours available to the education system are allocated to each school based on its profile of need.
When the model was introduced in 2017 it was clearly outlined that each school’s profile would be reviewed and updated on 2/3 year basis.
Each school’s profile of need was updated in 2019 and 2022 at which time SET allocations were redistributed on the premise of the identified profile of need in each school. This is what has occurred in 2024 for the 2024/25 school.
In each of the previous updating of profiles, schools with an increased profile of need received additional SET hours while schools with a reduced profile of need saw a reduction in their SET hours.
The same process was applied this year for the coming school year and the percentage of schools with a reduction in SET hours for the 2024/25 school year is lower than in 2022.
It is important to note that in the 2024/25 allocation model that changes were primarily driven by the change in demographics in the primary sector.
The model allows resources to be reallocated from schools with reducing enrolments to those school where enrolments are growing. This is a critical function of the model so as to ensure that the totality of SET resources are focused on the areas of greatest need and aligns with changes in demographics etc.
As outlined in the SET Circular for the 2024/25 school year, the current SET allocation model was introduced in 2017 and schools’ educational profiles were updated in 2019 and again in 2022.
Following consultations with our education partners it was identified that the intervals between updates to school profiles historically has meant that the model may not have had the capacity to respond to the needs of schools, particularly new and developing schools, to the extent required.
The decision to move to annual updating of school profiles with effect from 2024/25 school is intended to have a twofold effect, in greater consistency and stability to schools in terms of their allocation from year to year and will make the model more sensitive to changes in an individual school’s enrolment and educational teaching needs profile, and adjustments will be applied in a more timely manner.
It will also allow schools to plan the deployment of their resources more efficiently, with greater stability in allocations as the level of change in allocations compared with a two year cycle is likely to be much reduced. The model will utilise the most up to date information available each year.
Education Costs
Questions (65)
Paul Murphy
Question:65. Deputy Paul Murphy asked the Minister for Education what action she will take to make primary and secondary education genuinely free in light of the continuing cost-of-living crisis; and if she will make a statement on the matter. [23914/24]
View answerWritten answers
As the Deputy will be aware, my Department was voted over €10.9bn gross expenditure in the annual REV for 2024. This represents a substantial investment in our education system and in our children and young people.
There are many different aspects to a child progressing through our school system and costs associated with these. These include school books, school uniforms, school transport and extra-curricular activities such as school trips. These vary from pupil to pupil and therefore, it is not possible to put a figure on all these costs, as requested by the Deputy.
However, I can confirm that my Department provides grant funding to schools to cater for various costs, including school running costs, ancillary services and minor works. There are various circulars from my Department that give guidance on the use of such funding. They also provide discretion to the school authorities in determining the level of activities, equipment and other resources needed by pupils enrolled in their individual schools. This recognises that schools are best-positioned to determine the priorities in their own particular school environment.
In recognition of the particular challenges facing some schools, the Delivering Equality of Opportunity (DEIS) Programme addresses educational disadvantage at school level in a targeted and equitable way. I have increased the overall allocation for the DEIS programme to over €180 million in 2024.
In addition, I have introduced a free school book scheme for primary school pupils for the current school year. This free school book scheme will be expanded to Junior Cycle pupils from September for the coming school year 2024/25. I have allocated over €110m to these schemes, which will benefit some 770,000 pupils.
I have also maintained the reduced charges on school transport for the coming 2024/25 school year and continued the waiver for this year’s entry fees for students sitting the Junior Cycle and Leaving Certificate examinations.
When allocating the additional cost of living funding of €90m in 2022 and a further €60m in 2023 to support schools facing increased running costs, my Department made clear my expectation that this additional funding should mean that schools would not have to seek additional contributions from parents as a consequence of the increased in the cost of living. While voluntary contributions may be requested by schools, it is important to note that it must be made absolutely clear to parents that there is no requirement to pay, and that, in making a contribution, they are doing so of their own choice. In addition to these significant financial supports towards the running costs of schools, I also secured a permanent increase in the basic rate of capitation to €200 and €345 for primary and post primary pupils respectively for the coming school year, through an additional investment of €21 million.
In addition, supports are provided to parents of children attending school by my colleague the Minister for Social Protection through the payment of the Back to School Clothing and Footwear allowance on an annual basis along with the new free school meals initiative that is currently being rolled out further within certain schools.
Special Educational Needs
Questions (66)
Pauline Tully
Question:66. Deputy Pauline Tully asked the Minister for Education the actions she is taking to ensure that all disabled students are provided with an appropriate school place; and if she will make a statement on the matter. [23872/24]
View answerWritten answers
I understand that this is an anxious time for parents who are seeking a school place for their child for September and I would like to assure the Deputy that this government is determined to alleviate the pressures faced by parents when seeking a special educational placement.
The National Council for Special Education (NCSE) through their special educational needs organisers (SENOs) work closely with families regarding options for school placements and other special education supports. Parents seeking special class placements for their children are advised to contact the NCSE locally using the details on the NCSE's website.
My department and the NCSE work closely in relation to the forward planning of new special classes and additional special school places, work which is close to finalisation for the 2024/25 school year.
So far more than 320 new special classes have been sanctioned by the NCSE nationwide for the 2024/25 school year. Of these, 7 are in Cavan and 5 in County Monaghan. The NCSE continue to sanction some additional classes for the coming school year and is engaged in ongoing discussions with schools. As new classes are sanctioned, the NCSE will support families to make applications for places.
I have asked the NCSE to ensure classes are established as a matter of urgency and to keep all families seeking class places updated on an ongoing basis to ensure their children can access the provision to which they are entitled.
I referenced earlier that this government is committed to alleviating the pressures faced by parents seeking a special educational placement.
Significant additional resources and funding of €13 million have been allocated to the NCSE to allow for the expansion of its services, which will bolster the level of service and provide effective structures to relieve pressure on parents.
This funding has allowed for, among other things, a significant increase in the number of SENOs which will increase from 73 to 120 by next September. These SENOs will work closely with children, their families and schools on the ground in order to provide the necessary supports.
Additional administrative support staff, team managers and other professionals are also being employed to allow SENOs concentrate on working directly with schools and families.
Schools Building Projects
Questions (67)
Christopher O'Sullivan
Question:67. Deputy Christopher O'Sullivan asked the Minister for Education to provide an overview of the timescale for the approval of school building projects; and if she will make a statement on the matter. [23835/24]
View answerWritten answers
At present, there are five stages of architectural planning involved in the delivery of large scale school building projects. The stages reflect the requirements of the Capital Works Management Framework developed by the Department of Public Expenditure and Reform. The Department’s Design Team Procedures set out the requirements to be followed at each stage in the process and the Department employs a rigorous and structured approach to permitting a project to move from one stage to the next. This includes robust interrogation of project scope, design and cost by Department delivery teams at each stage.
While many variables can influence the timescale of a project, the following are indicative timeframes for each of the core project stages:
• Stage 1 – Preliminary Design (5-6 months) The Preliminary Design stage includes reviewing all information provided as part of the Project Brief. It also involves establishing and analysing all site factors and constraints which may impact on the project’s viability.
• Stage 2a - Developed Design (9-12 months) includes development of the design and accurately cost planning the option agreed with the Client. This stage brings the project to the point of lodging for statutory approvals.
• Stage 2b - Detailed Design (approx. 12 months, depending on planning complexity) includes obtaining all statutory approvals, preparing a set of fully detailed Tender documents, and preparing an accurate pre-tender cost plan. During the planning application, Requests for Further Information (RFI) from the Local Authority and possible third party appeals to An Bord Pleanála can considerably lengthen the process.
• Stage 3 - Tender Action, Evaluation and Award (approx. 12 months). On the completion of the examination of tenders, written authorisation of the Department must be obtained before issuing Letter of Intent and Letter of Acceptance. Once all the contract pre-conditions in the letter of intent have been met and the Department has given written authorisation to proceed to Contract, a letter of Acceptance can be issued. This forms the contract and is the date for the calculation of the Contract period.
• Stage 4 – Construction (12 to 24 months) All members of the Design Team are collectively responsible for the effective management of the project in order to achieve its completion on time and within budget.
• Stage 5 - Handover of Works and Final Account (12 months minimum). The Design team individually and collectively are required to effectively manage the Project, and with the co-operation of the Contractor achieve a satisfactory standard of Construction, and achieve Substantial Completion of all elements of the Projects by the Contract Section/Phase handover dates and overall Contract Completion.
This structured approach ensures that approvals are provided on an incremental basis, that all design issues have been addressed prior to tendering (reducing potential conflicts and/or claims during the construction stage) and that costs and project scope are tightly controlled throughout project development.
Stages are the same for Additional School Accommodation (ASA) projects and Large Scale projects. However, depending on the size and scale of the project there may be fewer interactions with the Department for ASA than with the large-scale projects. The Modular Accommodation Programme which provides good long-term accommodation solutions for schools has the benefit of operating to significantly reduced delivery timelines – typically to a total of around 12 months.
Notwithstanding the indicative timeframes referenced above, it is important to note that projects are managed and advanced within the context of an overall building programme which must address many competing priorities. There are currently in excess of 1400 projects of various scales in the Department’s pipeline, €1.2 billion worth of projects under construction and a further €800m worth of projects confirmed to proceed from tender to construction during 2024 and early 2025. Individual projects must therefore must be managed and progressed within the parameters of the overall building programme, including budgetary parameters.
The status of all projects is set out at (www.gov.ie). This is updated on a regular basis to reflect project progress through the various stages of capital appraisal, site acquisition, design, tender and construction.
Pleananna Oideachais
Questions (68)
Catherine Connolly
Question:68. D'fhiafraigh Deputy Catherine Connolly den Aire Oideachais de thoradh Cheist Pharlaiminte Uimh. 102 den 16 Aibreán 2024, an dtabharfaidh sí soiléiriú ar an dul chun cinn atá déanta maidir leis an bplean chun beartas cuimsitheach don Ghaeilge sa chóras oideachais, idir leibhéal an oideachais réamhscoile agus leibhéal an oideachais do mhúinteoirí, a fhorbairt agus a fhoilsiú; cathain a fhoilseofar an beartas nua; agus an ndéanfaidh sí ráiteas ina thaobh. [23691/24]
View answerWritten answers
Tá dul chun cinn suntasach déanta ag mo Roinn maidir le cur i bhfeidhm an Pholasaí don Oideachas Gaeltachta agus tá obair anois faoi lán seol sa Roinn ar fhorbairt pholasaí nua don oideachas lán-Ghaeilge lasmuigh den Ghaeltacht.
Is céimeanna tábhachtacha iad an dá pholasaí seo chun tiomantas Chlár an Rialtais a bhaint amach.
Ó foilsíodh é, tá an Polasaí don Oideachas Gaeltachta tar éis tacú le neartú an tsoláthair oideachais trí mheán na Gaeilge i gceantair Gaeltachta. Tá tionchar dearfach an pholasaí le braith sna scoileanna agus sna pobail ar fud na Gaeltachta.
Tá obair ar bun i mo Roinn faoi láthair maidir le polasaí nua don oideachas lán-Ghaeilge lasmuigh den Ghaeltacht a fhorbairt. Cuireadh próiseas comhairliúcháin poiblí ar bun chun tuairimí páirtithe leasmhara a fháil le bheith mar bhonn eolas d’fhorbairt an pholasaí. Ina theannta sin, rinneadh réimse gníomhartha chun a chinntiú go mbeidh an polasaí nua bunaithe ar thaighde reatha:
• Tá athbhreithniú ar an litríocht coimisiúnaithe trí phróiseas soláthair phoiblí agus déanta ag Sealbhú, DCU.
• Scríobhadh agus foilsíodh tuarascáil a thugann léargas ar sholáthar don oideachas lán-Ghaeilge lasmuigh den Ghaeltacht ag mo Roinnse.
• Tá taighde maidir le haonaid agus sruthanna lán-Ghaeilge i scoileanna meán-Bhéarla ar bun.
Bunaíodh aonad nua laistigh de mo Roinn i mí Aibreáin na bliana seo le díriú ar mhúineadh na Gaeilge mar ábhar i scoileanna meán-Bhéarla. Tá sé mar thosaíocht don aonad seo plean gníomhaíochta a fhorbairt a thacóidh le múineadh na Gaeilge agus a chabhróidh le aghaidh a thabhairt ar roinnt de na dúshláin sa réimse seo a aithníodh i dTuairiscí an Phríomhchigire.
Ba mhaith liom roinnt den obair eile atá déanta ag mo Roinn le blianta beaga anuas maidir leis an nGaeilge sa chóras oideachais a aithint. I measc na dtograí atá curtha i bhfeidhm, tá:
• an tionscadal píolótach Foghlaim Comhtháite Ábhar agus Teanga (FCÁT)
• curaclam teanga nua na bunscoile
• sonraíocht nua na Sraithe Sóisearaí don Ghaeilge
• gníomhaireacht ar leith – COGG – chun tacú leis an oideachas lán-Ghaeilge agus le múineadh na Gaeilge
• GaelAonad ar leith a chruthú in Oide, le freagracht ar leith as réimse curaclaim na Gaeilge agus na scoileanna lán-Ghaeilge
• tacaíocht don scéim Gaelbhratach trí Fhoras na Gaeilge
• tacaíocht do Séideán Sí – clár do mhúineadh na Gaeilge i scoileanna lán-Ghaeilge
• oideachas agus oiliúint múinteoirí, lena n-áirítear múinteoirí a chumasú chun cuir chuige dhifreáilte a úsáid.
Cuirfidh na forbairtí agus na tograí seo le polasaí cuimsitheach don Ghaeilge a fhorbairt sa chóras oideachais.
My Department has made significant progress in implementing the Policy on Gaeltacht Education and work is now underway in the Department on the development of a new policy on Irish-medium education outside of the Gaeltacht.
Both of these policies are important steps towards achieving the Programme for Government's commitment.
Since its publication, the Policy on Gaeltacht Education has supported the strengthening of Irish-medium educational provision in Gaeltacht areas. The positive impact of the policy is felt in schools and communities throughout the Gaeltacht.
Work is currently underway in my Department on the development of a new policy on Irish-medium education outside of the Gaeltacht. A public consultation process was established to obtain the views of stakeholders to inform policy development. In addition, a range of actions were taken to ensure that the new policy is based on current research:
· A review of literature has been commissioned through a public procurement process and carried out by Sealbhú, DCU.
· A report outlining the provision of Irish-medium education outside of the Gaeltacht was written and published by my Department.
· Research on Irish-medium units and streams in English-medium schools is underway.
A new unit was established within my Department in April this year to focus on the teaching of Irish as a subject in English-medium schools. A priority for this unit is the development of an action plan to support the teaching of Irish and to assist in addressing some of the challenges in this area identified in the Chief Inspector's Reports.
I would like to acknowledge some of the other work that my Department has done in recent years in relation to the Irish language in the education system. Among the initiatives put in place are:
· the CLIL pilot project
· the new primary language curriculum
· the new Junior Cycle specification for Irish
· a dedicated agency – COGG – to support Irish-medium education and the teaching of Irish
· the creation of a dedicated GaelAonad in Oide with particular responsibility for the curriculum area of Irish and Irish-medium schools
· support for the Gaelbhratach scheme through Foras na Gaeilge
· support for Séideán Sí – a programme for the teaching of Irish in Irish-medium schools
· teacher education and training, including enabling teachers to use differentiated approaches.
These developments and initiatives will contribute to the development of a comprehensive policy for Irish in the education system.
Special Educational Needs
Questions (69)
David Stanton
Question:69. Deputy David Stanton asked the Minister for Education if there is a way that people who are not qualified as teachers, but who are highly experienced and qualified in other ways in working with children with exceptional special needs, can work with such students in special schools and in special classes; and if she will make a statement on the matter. [23863/24]
View answerWritten answers
Ensuring students receive an education that is of high quality and standard is paramount. To ensure we are meeting this requirement the Teaching Council regulates the professional standards of teachers and teachers must register with the Teaching Council to be employed as teachers. This not only ensures that teachers are equipped with the necessary skills to meet the needs of students but also keeps our educational system resourced at a high standard.
A range of supports are provided to students with special educational needs throughout mainstream, special class and special school settings by my department. These supports include; special education teachers, special needs assistants (SNAs) and psychological supports provided through the department's National Educational Psychological Service (NEPS). In addition, supports such as speech and language and occupational therapies are available from the Health Service Executive (HSE).
An additional 744 special education teachers and 1,216 SNAs will be added to our education system this year. This will mean we will have over 41,500 qualified and committed people in our schools who are focused wholly and exclusively on supporting these children.
These qualified and experienced professionals ensure that each child receives an education befitting to their needs and supports them in reaching their full potential.
My department has, in recent times, introduced a number of measures to assist schools recruiting staff during the holiday period in order to enable them to run a Summer Programme.
Initiatives such as the Summer Programme Portal has expanded the reach of schools' recruitment potential to staff not normally employed in their school and has been expanded to include student teachers and students in relevant disciplines such as therapy, social care and nursing and others, including early childcare workers and carers.
My department is 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.