Mark Ward
Question:321. Deputy Mark Ward asked the Minister for Education to provide an update on a school building project (details supplied); when this project will progress; and if she will make a statement on the matter. [25279/24]
View answerSchools Building Projects
Questions (321)
Written answers
The Large scale capital project for the campus, which includes the school referred to by the Deputy, is included in my Department’s Construction Programme which will be delivered under the National Development Plan (NDP) as part of Project Ireland 2040 framework.
The project brief includes the phased construction of two 16 classroom primary schools with a PE hall for the post primary school on a shared campus.
The tender process was undertaken, and a contractor identified. The authorisation to issue the Letter of Intent was issued in May 2024. The next steps for the project will be the completion of the tender process and progression to Stage 4 – Construction.
When the project commences on site there will be an estimated contract duration of 20 months.
The Department will update the school authorities when there is a further update on the progression of the major projects.
School Facilities
Questions (322)
Richard Bruton
Question:322. Deputy Richard Bruton asked the Minister for Education when the recently announced IT grant for schools will be paid out; and if she will make a statement on the matter. [25297/24]
View answerWritten answers
As the Deputy is aware, I recently announced €50 million in grant funding for Information and Communications Technology (ICT), which has now issued to all recognised primary, special Schools and post-primary schools. This ICT funding is being provided to schools to help them continue to use digital technologies in their teaching, learning and assessment and which represents the second tranche of ICT funding under the Digital Strategy for Schools to 2027.
The Digital Strategy for Schools to 2027 was published last year and is underpinned by an investment of €200m to support its implementation, committed to under Ireland’s National Development Plan (NDP). The first tranche of €50m issued to all recognised primary and post-primary schools in late 2021.
The specific timing for issue of the ICT grant is subject to the availability of Exchequer funding and the wider capital needs of the Department including the building programme to ensure the supply of school accommodation.
As part of the forthcoming Review of the National Development Plan, my Department’s aim is to provide better clarity and certainty for schools on the timelines for payment of minor works and ICT grant funding.
School Facilities
Questions (323)
Cian O'Callaghan
Question:323. Deputy Cian O'Callaghan asked the Minister for Education if her Department will support the purchase of a piece of land from Dublin City Council beside a school (details supplied) that can be used to further develop the school’s facilities; and if she will make a statement on the matter. [25300/24]
View answerWritten answers
My Department has received a request for the acquisition of additional land beside a school referred to by the Deputy.
This request is currently being examined and my Department will be in contact with the school authorities in due course.
The building project which is currently in train for the school in question will deliver a new 1,000 pupil post-primary school and accommodation, including four classrooms, for children with special educational needs. The project is being delivered under my Department's Design and Build programme and phase 1 is currently under construction.
School Facilities
Questions (324)
Paul Kehoe
Question:324. Deputy Paul Kehoe asked the Minister for Education her plans to review Common Application Processes for secondary schools in areas where there is oversubscription like Dublin 15 and progress on any actions that can be implemented for enrolments in September 2025, including engagement with schools and education partners to better align timeframes and data-sharing arrangements; and if she will make a statement on the matter. [25304/24]
View answerWritten answers
The Education (Admission to Schools) Act 2018, is an important piece of legislation which has introduced a more parent-friendly, equitable and consistent approach to how school admissions policy operates for the almost 4,000 primary and post-primary schools.
Parents have the right to choose which school to apply to and where the school has places available the pupil should be admitted. However, in schools where there are more applicants than places available, a selection process will be necessary. This selection process and the enrolment policy on which it is based must be non-discriminatory and must be applied fairly in respect of all applicants. However, this may result in some pupils not obtaining a place in the school of their first choice.
The act 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. The criteria to be applied by schools and the order of priority are a matter for the schools themselves.
In order to facilitate an efficient admission process for schools and applicants, the 2018 admission to school act allows schools to share information relating to the dates an application for admission was received and made by the school, including the date an offer was accepted by the applicant and data relating to a student’s identifying personal details (to ensure that it is the same person applying to both schools). It is open to schools concerned in a locality to agree and put in place arrangements for any sharing of information under the act, and for the admission of students. Good coordination between schools can help ensure that this is managed and worked through at the earliest possible stage of the annual enrolment process. The categorisation of applicants by each school in accordance with its enrolment policy also helps to provide clarity on the extent to which the enrolment pressure is driven by local demand or in some cases by applications from outside the immediate area served by the school.
My Department is committed to continuing to work with relevant school patrons and authorities to establish the true extent of school place requirements and any capacity issues. This close engagement will allow the Department to put any required solutions in place – beyond those which are already in train - to ensure sufficient school places to meet the needs of students in each area. Such solutions may include the use of existing spare capacity, sanctioning of works to existing accommodation, and the accelerated provision of modular accommodation. The Department will review the Common Application System in Limerick and Ennis to identify any learnings that may be of benefit in other areas.
Where a board of management makes a decision to refuse admission, a parent/guardian can appeal that decision under section 29 of the Education Act, 1998, and an independent appeals committee will be appointed to consider the appeal. It is important to note that if a child has been refused admission due to the school being oversubscribed, and a parent/guardian wishes to appeal this decision they must firstly make a written request to the school seeking a review of the board of management’s decision.
School Enrolments
Questions (325)
Paul Kehoe
Question:325. Deputy Paul Kehoe asked the Minister for Education if she will provide assurance that a school's enrolment numbers (details supplied) will return to 240 in September 2025, following the approval of modular and permanent school accommodation to support the gradual increase of student numbers to 1,500; and if she will make a statement on the matter. [25305/24]
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 the Castleknock_D15 and Carpenterstown_15 School Planning Areas.
As part of planning for September 2024, post-primary schools in the Castleknock_D15 and Carpenterstown_D15 School Planning Areas were contacted by the Department, and data on applications for admission has been received by the Department across these areas of enrolment pressure.
The sharing of this data has been of assistance 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.
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.
I can confirm to the Deputy that my Department has a modular project and a traditional construction project in the pipeline for the school in question.
Following consultation between my Department and Dublin and Dún Laoghaire Education Training Board (DDLETB), the patron of the school in question, it was agreed in early 2021 to increase the capacity of the school to 1,500 places. There was no time frame determined for this increase but it was expected that there would be a gradual increase in enrolments over a number of years.
In order to facilitate an initial increase in enrolments, modular accommodation of 4 x Mainstream Classrooms, 2 x Science laboratories and additional toilets was provided at the school in 2022. As a result of continued engagement between my Department and DDLETB it was agreed to provide further modular accommodation at the school for the 2024/25 school year. This accommodation includes reconfiguration within the school building to provide two special education classrooms and modular accommodation consisting of two science laboratories (for displacement) and one prep area, and four x mainstream classrooms. This accommodation is being provided under the Department’s Modular Accommodation Framework. Initial approval issued to the school for this accommodation in February. A subsequent phase two traditional construction project to deliver the remaining accommodation has been agreed by DDLETB and is currently with the department’s Technical team for project typing and costing.
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.
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 Castleknock and Carpenterstown areas for the 2024/25 school year and into the future.
Special Educational Needs
Questions (326)
Catherine Murphy
Question:326. Deputy Catherine Murphy asked the Minister for Education her plans to address financial support and SEN support shortfalls for primary schools ahead of the 2024/2025 school year; and the steps she has taken to date to enhance funding and grant aid to schools in 2024. [25311/24]
View answerWritten answers
The Department of Education 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 and general up-keep, 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’s payroll as per circular 36/2022.
From 1 September 2024, the standard rate of Capitation grant has increased by 9.3% from €183 to €200 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 2024/25 academic year.
This increase in the capitation package which was secured in Budget 2024 at a cost of €21 million is a permanent increase in the capitation funding to assist schools with increased day-to-day running costs. The increase enables the permanent restoration of funding for all primary and post-primary schools from September 2024 restoring the basic rate of the capitation grant to the pre-2011 level providing €200 per student in primary schools. The enhanced capitation rates which are paid in respect of pupils with Special Educational Needs have also increased for 2024/25 school year by 8.88%.
The vast majority of children with special educational needs are supported to attend mainstream classes with their peers. Where children with more complex needs require additional supports, special classes and special school places are provided.
In 2024, my department will spend over €2.7 billion on providing supports for children with special educational needs. This includes funding to support children with special educational needs in mainstream classes; funding for new special classes and new special school places; additional special educational teachers, special needs assistants (SNAs) and funding for the National Council for Special Education (NCSE) and National Educational Psychological Service (NEPS).
School Accommodation
Questions (327)
Róisín Shortall
Question:327. Deputy Róisín Shortall asked the Minister for Education the status of a funding application (details supplied); and if she will make a statement on the matter. [25330/24]
View answerWritten answers
The school referred to by the Deputy was approved to enter the department’s pipeline of school buildings for a project to provide 2 mainstream classrooms and 2 SEN base. The project was devolved for delivery to the school authority.
Following receipt of the school’s letter requesting an uplift in funding to deal with these unforeseen costing during construction, the request was sent to our professional and technical team for review.
My department has accepted in principle that these works are required however clarification on scope and costings has been sought and we await the school’s response to same.
My department will continue to engage with the school authority to provide practical advice and assistance on this much needed project.
School Enrolments
Questions (328)
Jennifer Whitmore
Question:328. Deputy Jennifer Whitmore asked the Minister for Education what plans are in place to ensure that all children in the Greystones area that have yet to receive a secondary school place for September 2024 receive one; when parents will be informed of the allocation of places; and if she will make a statement on the matter. [25337/24]
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.
The Department is aware of pressures for school places for the 2024/25 school year in Greystones.
Following further consultation with Patrons in the Greystones school planning area, Greystones Community College has increased their intake by an additional class group for first year in 2024/25. The school, its Board of Management and Kildare and Wicklow ETB are making this additional provision in recognition of the best interests of the community in Greystones and this is very much welcomed by the Department. Following on from the recent issue of the letter of intent to the successful contractor, the Department continues to work to advance the new school building project for Greystones Community College to enable the letter of acceptance to be issued and then thereafter for construction to commence as soon as possible. My Department will continue to engage with KWETB to ensure that the school’s accommodation needs will continue to be met pending the completion of the new school, particularly in the context of the increased enrolment.
Planning for 2025/26 first year place needs in Greystones has already commenced, including direct engagement with patrons. Furthermore, and as part of its forward planning, my Department has also requested all of the patrons in Greystones and Kilcoole to consider how the admissions process for their schools could be improved for the 2025/26 first year intake. My Department has offered its support in this regard.
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.
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.
There are currently a number of active projects at primary and post-primary level in the Greystones school planning area which will increase local capacity. 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.
In relation to the permanent building project for Greystones Community College, this project will deliver a new 1,000 pupil post-primary school and accommodation, including 4 classrooms, for children with special educational needs and is currently at Stage 3, tender stage.
With regards to project delivery, my Department recently announced the issuing of Letters of Intent to successful contractors for Lot 6 of the Department’s Design & Build programme comprising 10 schools, including 3 campus projects, across two different bundles. One of these bundles includes the 1,000-student school for Greystones Community College. This is one of the largest bundles of new school projects undertaken to date by the Department of Education, comprising some 83,000m2 of new state of the art facilities catering for almost 8,000 students including facilities for special classes. These new school buildings are flagship developments in their area and will provide new and modern facilities to help cater for growing populations due to significant roll-out of housing developments. The new 1,000 student school for Greystones Community College is a top priority for delivery within this programme. The issue of the Letters of Intent is a significant milestone in the progression of these important flagship projects. The next major milestone will be the issue of the Letters of Acceptance to the successful contractors. This will be done following further engagement with the successful contractors in relation to their tenders for the design and construction of the new schools. This engagement will also provide clarity on the contractor’s programme of works for the delivery of the projects and their timelines in respect of same.
Department officials will continue to actively engage with schools and patrons to ensure that there is appropriate provision for all students in Greystones for the 2024/25 school year and into the future. Families can be assured that any necessary solution will be delivered so that all of the children in the Greystones school planning area will receive a first year place.
Schools Building Projects
Questions (329)
Jennifer Whitmore
Question:329. Deputy Jennifer Whitmore asked the Minister for Education to provide details of the site proposed for a new school build (details supplied); the number of students that it will accommodate; the process and timeline for the completion of the build; and if she will make a statement on the matter. [25338/24]
View answerWritten answers
A potential property has been identified to provide permanent accommodation for Wicklow Educate Together Secondary School
An architectural consultant has determined that it is feasible to develop this site and property to provide the accommodation required by the school.
The proposed brief for the school is to provide accommodation for 600 pupils plus Special Education Needs Provision.
Given the sensitivities associated with acquisitions generally I am not in a position to comment further at this time.
I wish to assure you that the provision of a permanent location for this school is a priority for the Department.
Schools Building Projects
Questions (330)
Jennifer Whitmore
Question:330. Deputy Jennifer Whitmore asked the Minister for Education to indicate the level of involvement of the school in the design of a new school build (details supplied); if it will be eligible for the per cent for art scheme; and if she will make a statement on the matter. [25339/24]
View answerWritten answers
The project brief for the school referred to by the Deputy is currently being finalised by my Department and it is our intention to progress the project into architectural planning as soon as possible.
School Authorities are typically involved from the early stage of a major project, as part of the assessment team at Design Team tender and appointment stage, and are encouraged to engage with the Design Team from Stage 1, right through the design process.
School Authorities are present at each of the major stakeholder meetings held during the early stages of the project progression, in conjunction with the design team and Department officials.
The Per Cent for Art scheme is a government initiative, whereby 1% of the cost of any publicly funded capital, infrastructural and building development can be allocated to the commissioning of a work of art. The scheme allows people to enjoy and benefit from contemporary art and artists in everyday settings. The Per Cent for Arts Scheme is an important source of Government funding for the arts and enable artists to imagine and create new and ambitious work across all art forms and arts practice areas.? Public Art commissioned through the Per Cent for Arts Scheme can be any art form and exist in many different contexts.
My Department recognises the importance the opportunity the scheme provides for collaboration between an artist and a local school community. All schools with large scale building projects are eligible for the Per Cent for Art Scheme and are provided with information in relation to same.
School Accommodation
Questions (331)
Jennifer Whitmore
Question:331. Deputy Jennifer Whitmore asked the Minister for Education to provide details of the interim temporary accommodation being provided for a school (details supplied); the timeline for the delivery of those rooms; if she is aware that some of these rooms will not be wheelchair-accessible; and if she will make a statement on the matter. [25340/24]
View answerWritten answers
My Department is currently planning to install modular accommodation for the school to which the Deputy refers. This will comprise of two ground floor classrooms. It is anticipated that construction of this additional accommodation will be completed for the 2024/2025 academic year. My Department can also confirm that these classrooms are wheelchair accessible. My Department will continue to address the interim accommodation requirements for the school and will continue to keep the patron body and school community updated.
Schools Building Projects
Questions (332)
Jennifer Whitmore
Question:332. Deputy Jennifer Whitmore asked the Minister for Education when construction work will begin on site for the new build of a school (details supplied); the timeline for delivery and completion of this project; and if she will make a statement on the matter. [25341/24]
View answerWritten answers
The permanent building project for the school referred to by the Deputy, will deliver a new 1,000 pupil post-primary school with accommodation, including 4 classrooms, for children with special educational needs. The project is being delivered under my Department’s Design & Build programme.
A Letter of Acceptance (LOA) issued to the successful contractor on 31/05/24, which will allow the contractor to begin to mobilise on site. Initial site works will commence as soon as the contractor has mobilised and the construction duration for the project is estimated at some 65 weeks.
Special Educational Needs
Questions (333)
Jennifer Whitmore
Question:333. Deputy Jennifer Whitmore asked the Minister for Education if there are any plans in place for the provision of an extra special needs classroom in the Greystones area; when that room will be delivered; and if she will make a statement on the matter. [25342/24]
View answerWritten answers
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).
Over 350 new special classes have been sanctioned by the NCSE for the 2024/25 school year. Of these, 12 are in Wicklow, 9 are at primary level and 3 at post-primary, this brings the total number of special classes in the county to 116 of which 11 are in the Greystones area. The NCSE continue to engage with some schools where additional provision is required and this includes the Greystones area. The NCSE expect to confirm any additional classes very shortly.
I have asked the NCSE to ensure these 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.
The NCSE are confident that through the provision of these classes and vacancies in existing classes that there is sufficient places to meet the needs of all children known to them for September 2024.
My department and the NCSE work closely in relation to the forward planning of new special classes and additional special school places, while this work is close to finalisation for the 2024/25 school year, work continues on planning for the provision and supports required for future years.
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.
School Accommodation
Questions (334, 335)
Louise O'Reilly
Question:334. Deputy Louise O'Reilly asked the Minister for Education if, given her Department states that "new schools are established by the Department on the basis of identified demographic demand in an area", she is aware of the significant demand in the Swords-Malahide area for a Gaelcholáiste secondary school; how Gaelscoil primary schools in the area, parents, and local community can go about progressing this matter with her Department; and if there is no avenue for them to do so, when such a grassroots process will be established for new school applications; and if she will make a statement on the matter. [25345/24]
View answerLouise O'Reilly
Question:335. Deputy Louise O'Reilly asked the Minister for Education if, given the Programme for Government and the 20-year strategy for the Irish language stated that a significant emphasis would be placed on Irish language education, she will commit to the establishment a Gaelcholáiste secondary school for the Swords-Malahide area; and if she will make a statement on the matter. [25347/24]
View answerWritten answers
I propose to take Questions Nos. 334 and 335 together.
I wish to advise that new schools are established by the Department on the basis of identified demographic demand in an area, and only after consideration of the capacity of existing schools to absorb the expected school place demand.
In order to plan for school provision and analyse the relevant demographic data, my Department divides the country into 314 school planning areas and uses a Geographical Information System, using data from a range of sources, including CSO Census data, Child Benefit and school enrolment data, to identify where the pressure for school places across the country will arise and where additional school accommodation is needed at primary and post-primary level.
Major new residential developments have the potential to alter the demand for school places at a local level. In that regard, as part of the demographic demand analysis, my Department monitors planning and construction activity in the residential sector. This involves the analysis of data sources from Local Authorities and the CSO along with the engagement with local authorities and the construction sector. In this way, up-to-date information on significant new residential developments is obtained and factored into the demographic analysis exercise. This is necessary to ensure that schools infrastructure planning is keeping pace with demographic changes, at a local level, where there is a constantly evolving picture with planned new residential development.
Where demographic data indicates that additional provision is required, the delivery of such additional provision is dependent on the particular circumstances of each case and may, be provided through:
• Utilising existing unused capacity within a school or schools,
• Extending the capacity of a school or schools,
• Provision of a new school or schools.
If additional accommodation is required, the aim to try and facilitate this, as much as possible, by way of expansion of existing schools rather
than establishing new schools. The expansion of existing schools is consistent with wider Government objectives under Project Ireland 2040 for an increased emphasis on compact growth. In respect of post primary schools, new post primary schools must have a student enrolment capacity of 600-1,000 students and must be co-educational. A lower threshold of 400 students may apply to Gaelcholáistí, having regard to the alternative of establishing an Irish-medium unit (Aonad) in an English-medium school.
Since 2011, new arrangements have been in place for the establishment of new schools involving the forecasting of demand for school places based on demographic exercises carried out by the Department. New schools are only established in areas of demographic growth as the resources available for school infrastructure have to be prioritised to meet the needs of areas of significant population increase so as to ensure that every child has a school place.
These new arrangements also give an opportunity to patrons to apply for the patronage of new schools. The criteria used in deciding on the patronage of new schools place a particular emphasis on parental patronage and language preferences and an analysis of existing provision in the areas where the schools are being established. This approach is underpinned by a 2011 Government Decision.
The patronage process is open to all patron bodies and prospective patrons. An Online Patronage Process System (OPPS) has been in operation under the Department since 2018 and provides objective information to parents in the relevant school planning areas to assist them in making an informed choice about their preferred model of patronage and language of instruction for the new school.
When the Department announces that a new school(s) entity is required, a prospective patron can choose the school(s) it wishes to apply for and complete an application form in that regard for each school, for submission to the Department. The Department provides details on the OPPS of the school(s) and the list of applicant patrons which have applied for patronage of the school(s). Parents can then access the OPPS website, which allows them to access the appropriate survey for their area, to input the details of the eligible child(ren) and to select their preferred patron and language of instruction (with the exception of the Irish-medium primary gaelscoileanna which have been designated as Irish-medium prior to the opening of the OPPS - in the case of these schools, parents can select their preferred patron). Parental preferences, as well as other considerations such as the extent of diversity of provision in an area (including Irish-medium provision), are key to the decision-making process and to whether at post-primary level a school would take the form of a Gaelcholáiste or whether, if English-medium, the school would include an Irish-medium unit or "Aonad".
The patronage process for new schools is overseen by an external independent advisory group, the New Schools Establishment Group (NSEG). This Group was set up in 2011 to advise the Minister on the patronage of new schools. Following their consideration of the Department’s assessment reports, the NSEG submits a report with recommendations to me for consideration and final decision. The assessment reports and the NSEG recommendations for all such patronage processes are made available on the education section of the gov.ie website.
Work on the development of a new policy for Irish-medium education outside of the Gaeltacht is in progress in my Department. Included among the key objectives of the policy are exploring how opportunities for the establishment of Gaelscoileanna and Gaelcholáistí can be increased as part of the patronage process. A public consultation process has been conducted to gather the views of stakeholders. The issues raised in that consultation will be considered as part of the work on the development of the Policy on Irish-medium Education outside of the Gaeltacht.
The Department will continue to liaise with Local Authorities in respect of their County Development Plan and any associated Local Area Plans with a view to identifying any potential long-term school accommodation requirements across school planning areas.
Question No. 335 answered with Question No. 334.
Special Educational Needs
Questions (336)
Patrick Costello
Question:336. Deputy Patrick Costello asked the Minister for Education whether schools (details supplied) have applied to create special education classes or for any other additional special education supports, given the demand within the area; and if she will make a statement on the matter. [25350/24]
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.
In relation to the schools referred to by the Deputy, the National Council for Special Education (NCSE) has advised my department that the schools have not submitted applications to open special classes for the 2024-2025 academic year.
The NCSE actively encourages expressions of interest from schools to open special classes, and I appreciate and commend the efforts taken by boards of management in expressing their interest.
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. Parents seeking special class placements for their children are advised to contact the NCSE locally using the details on the NCSE's website.
In relation to places for the coming 2024/2025 school year, the NCSE have sanctioned just over 350 new special classes Of these, 46 are in Dublin of which 30 are at primary level and 16 at post-primary level, bringing the total number of special classes in the county to 580.
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.
Irish Language
Questions (337)
Paul Murphy
Question:337. Deputy Paul Murphy asked the Minister for Education the collaborations in place, if any, between third-level institutions and secondary schools to aid the transition of students moving from Irish speaking schools, particularly students from Gaeltacht areas, to third-level studies. [25375/24]
View answerWritten answers
My Department is not directly involved in collaborations between individual post-primary schools and third-level institutions in relation to preparing students for the transition to further or higher education. However, Section 9(c) of the Education Act (1998) states that a school shall use its available resources to “ensure that students have access to appropriate guidance to assist them in their educational and career choices”. Guidance in schools incorporates educational, career, personal and social guidance delivered within a whole-school context, to include the role of all teachers and the specialised role of the guidance counsellor. Provision of guidance in the post-primary sector involves planning for, and delivering, a range of learning experiences provided in a developmental sequence that assist students to develop self-management skills, which will lead to effective choices and decisions about their lives, including possible progression to further or higher education.
A Whole School Guidance (WSG) programme is outlined within each school’s WSG plan. It lists the range of learning and support activities provided within the school in order to meet the guidance needs of the school community (students and parents) along a continuum (guidance for all, for some and for few). The guidance programme will differ from school to school as it will be designed to meet the needs of students and parents in each community. The particular context and experiences of students in Irish-medium and Gaeltacht schools can be considered as part of this programme.
The guidance programme will often include activities that will support students with information and knowledge about third level institutions. It may often focus on transitions and students may be provided with multiple opportunities to explore, experience and ask questions about any personal/social/educational and career decision/opportunity they may encounter.
In summary, guidance provision is different in every school. Whole School Guidance Programmes and Plans are designed in line with the needs of each school community, including those of Irish-medium and Gaeltacht schools.
School Curriculum
Questions (338, 339)
Sorca Clarke
Question:338. Deputy Sorca Clarke asked the Minister for Education if Korean is being considered as a Leaving Certificate subject. [25381/24]
View answerSorca Clarke
Question:339. Deputy Sorca Clarke asked the Minister for Education the criteria considered when introducing a foreign language as a Leaving Certificate subject and if there is a threshold in terms of student numbers. [25382/24]
View answerWritten answers
I propose to take Questions Nos. 338 and 339 together.
Languages Connect – Ireland’s Strategy for Foreign Languages in Education 2017-2026 aims to increase and diversify the range of languages taught and learned. An interim progress report was published in March 2024. One achievement under the strategy was the introduction from September 2020 of four new leaving certificate curricular languages – Mandarin Chinese, Lithuanian, Polish and Portuguese. These new languages were examined for the first time in summer 2022.
In addition to curricular languages, non-curricular EU languages are available for Leaving Certificate examination in accordance with Article 149 of the Treaty of Nice. The model for the non-curricular language examination papers is based on the First Foreign Language final written paper of the European Baccalaureate. Given the unique current circumstances, Ukrainian will be added as a non-curricular language for Leaving Certificate examination from Summer 2025.
It takes time to embed new languages, to build student demand and to upskill teachers to teach the languages. Factors which I would take into account in introducing any new subject would include:
• anticipated level of interest and demand and the need to reflect the range of student interests and develop a wider range of talents and skills
• capacity of the NCCA to develop new subject curricula in addition to the redevelopment of existing curricula
• in this case, the extensive range of language subjects already provided on both a curricular and non-curricular basis at Senior Cycle level (in addition to Irish and English, 14 curricular languages and 15 non-curricular languages, representing 34% of all curricular subjects and 52% of examinable subjects overall)
With the above in mind, in March 2022, I announced the introduction of two new Leaving Certificate subjects, Drama, Film and Theatre Studies (DFTS), and Climate Action and Sustainable Development (CASD) as part of the Senior Cycle Redevelopment programme. These subjects are currently being developed by the NCCA for introduction in schools on a phased basis from 2025. The curricula for all existing Leaving Certificate subjects and modules, across all three programmes, will also be revised with updated curricula to be introduced in annual tranches from 2025. A total of five annual tranches are planned with teaching and learning commencing in the fifth tranche in 2029. As such, there is currently no plan to introduce Korean (or any other new language subject) as a curricular subject in Senior Cycle.
I wish to assure the Deputy however that I have taken a number of steps to support the Korean language.
• A Korean language unit for Transition Year was introduced for the first time from September 2018. In 2023-24 the Korean TY module was delivered in 7 schools in Dublin with 447 students taking part, delivered by a Korean Development Officer deployed to these schools by Post Primary Languages Ireland (PPLI). Teacher availability continues to limit opportunities to expand this popular TY module.
• PPLI, which is fully funded by my Department, works with the Korean Embassy to promote Korean language and culture in post-primary schools and beyond. Other than language teaching, PPLI’s Korean Development Officer also delivered workshops about Korean traditional and modern fashion (e.g., Hanbok and modern clothing), calligraphy and artwork (e.g., masks for traditional dancing, paper Hanbok and lantern), food culture (e.g., Korean cuisine and making) and invited guest speakers (e.g., Korean ambassador, Irish veteran of Korean War) to enrich the TY Korean module.
• PPLI and the European Commission Representation in Ireland have hosted joint events to celebrate Culture Night and the European Day of Languages since 2019. Free language taster classes are offered to members of the general public. Korean has been one of the featured languages in the past few years and the Korean classes were delivered by the PPLI Korean Development Officer.
• There are a range of Korean resources for all levels available on the PPLI website here: Korean - PPLI
• A toolkit for acquiring foreign language books was developed as a collaboration between PPLI, Dublin City Libraries and Cabra Library and is now available to library branches nationwide. A foreign language category was introduced in the MS Readathon. A School Library Home Languages Funding Scheme facilitated by PPLI has provided 1385 schools (937 primary and 448 post-primary) with reimbursement for acquired materials in 80 different languages. Over 800 book titles in 27 languages have been provided to the JCSP Digital Library and in 2022 there were 2,691 loans. It would be open to students to select Koran books.
• Modern Foreign Languages will be introduced to the Primary Language Curriculum from September 2025 from 3rd to 6th class and it is hoped this will help build greater interest in language acquisition resulting in even more diversity in language curricula becoming available in the long term.
Question No. 339 answered with Question No. 338.
Special Educational Needs
Questions (340)
Catherine Connolly
Question:340. Deputy Catherine Connolly asked the Minister for Education her plans to address the lack of secondary school places for children with special needs in Dublin 7, where there are 11 special needs classes but only 5 at secondary level, meaning that some children may face not being able to continue their education; and if she will make a statement on the matter. [25383/24]
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.
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.
In relation to places for the coming 2024/2025 school year, the NCSE have sanctioned just over 350 new special classes Of these, 46 are in Dublin of which 30 are at primary level and 16 at post-primary level, bringing the total number of special classes in the county to 580.
The NCSE expect to confirm some additional classes over the coming weeks to ensure that a sufficient level of provision is available to meet the needs of children known to the NCSE. The NCSE are now confident that through the provision of these classes and some vacancies in existing classes there are sufficient places to meet the needs of children known to them for September 2024.
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.
As demand for new special classes at post-primary level is expected to increase significantly over the next few years, due to increasing demographics and increasing prevalence rates, my department and the NCSE have engaged with post-primary stakeholders in relation to the provision of special classes.
In October 2022, my department wrote to all post-primary schools requesting that each school begin planning to provide for up to four special classes to meet the needs of children progressing from primary school. The department and the NCSE continue to have engagement with post-primary school management bodies in relation to the provision of special classes.
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.