Pauline Tully
Question:84. Deputy Pauline Tully asked the Minister for Education her plans to extend the school inclusion model nationwide; and if she will make a statement on the matter. [30500/24]
View answerSpecial Educational Needs
Questions (84)
Written answers
I recently announced the establishment of the Educational Therapy Support Service which will see the permanent appointment of 39 occupational and speech and language therapists, as well as 5 behaviour practitioners to the National Council for Special Education (NCSE). Therapists will work with teachers and other school personnel to build their capacity to provide as effectively as possible for the needs of students, one example being language programmes co-designed by teachers and speech and language therapists. Behaviour Practitioners will support schools to promote engagement and participation for all students.
The expansion of therapy services within the NCSE is expected to build on the achievements and impact of the in-school therapy supports services in the School Inclusion Model (SIM) pilot. SIM involved speech and language and occupational therapists working to systematically build the capacity of school communities to meet students’ needs.
The provision of clinical therapy supports to children is the responsibility of the HSE, through Primary Care or the Children’s Network Disability Team (CDNT). The Educational Therapy Support Service model will enable the NCSE to work in a complementary manner with health services and should, over time, facilitate the HSE to target its resources at those with the greatest clinical needs.
The overarching purpose of the Educational Therapy Support Service will be to improve learning outcomes for students, ensure teachers are better equipped to support all students and reduce the demand for additional resources in schools.
Educational Therapy Support Service therapists will work in partnership with school communities, NCSE colleagues and where appropriate NEPS and HSE professionals to promote the participation and inclusion of all students particularly those with special education needs. They’ll work all levels of a multi-tiered system of support, providing educational support for students with the greatest level of need. The NCSE will maintain oversight of clinical governance and professional development requirements of all therapists.
The next steps in this expansion process will include a robust recruitment process within the NCSE to attract persons with the relevant skills and qualifications.
The NCSE intends to be operationally ready to deliver therapy services in the Eastern and Western regions for the commencement of the school year in September, moving to full implementation of all posts by October 2024.
Special Educational Needs
Questions (85)
Sorca Clarke
Question:85. Deputy Sorca Clarke asked the Minister for Education to provide an update on a school (details supplied). [29926/24]
View answerWritten answers
Setanta Special School is part of a large-scale capital campus project together with Ballyowen Meadows Special School, to be co-located on campus at the existing site in Stillorgan. The project brief was to provide 2 ten classroom special schools with General Purpose hall and all associated ancillary accommodation on the same site. The project is included in my Department’s Construction Programme and is being delivered under the National Development Plan (NDP) as part of Project Ireland 2040 framework.
Setanta Special School is a co-educational day school, catering for Post Primary children with special needs on the Autistic Spectrum. The project brief for Setanta Special School was subsequently amended to increase the number of classrooms to twelve along with some minor internal alterations to meet the current needs of the school.
Works commenced on site in June 2023 with an estimated completion timeframe of 18 months. However, due to a number of unforeseen site issues, and additional delays in relation to the relocation of ESB wires, which were outside the control of my Department, the campus project was delayed on site. In a recent update from the Design Team, overall completion for the campus project for the two special schools is now estimated at Quarter 3 of 2025. Whilst the Setanta Special School building will be largely complete in late 2024/early 2025, it is important to bear in mind that it is a campus project to provide 2 schools on the same site. The Design Team are assessing the scope for phasing the handover of the campus so that the Setanta School building could be occupied at an earlier stage. However, this needs careful analysis from a technical, safety and education perspective given that it would relate to a special school operating beside a live construction site on the same campus. The Design Team and my Department’s Planning and Building Unit are liaising closely on this matter and will continue to keep the school communities updated on progress and timelines. Special Schools are a key priority for my Department, and we will continue to work hard to ensure that any delays are minimised to the greatest extent possible.
Since 2020, my Department has invested in the region of €4.9 billion in our schools throughout the country, involving the completion of over 900 school building projects and with construction currently underway at approximately 300 other projects, which includes 30 new school buildings. These 300 projects currently at construction involve a total State investment of over €1.2bn.
I also announced earlier in the year that close to 90 projects, including 28 new school buildings, would be authorised to proceed from tender stage to construction over the course of 2024 and early 2025. In total, around €800 million will be invested in these projects under my department’s Large Scale Capital Programme and Additional Accommodation Scheme for essential classroom accommodation.
Between projects currently under construction and projects moving to construction in this latest phase, investments by my Department are adding over 550,000 square metres of new and modernised capacity to our school estate.
This is a record level of investment in school buildings. It will expand the number of school places, significantly increase provision for special education and upgrade and modernise our school infrastructure. The impact of this will be felt in communities right around the country.
My Department’s approach is to maximise the usage of existing capacity in the school estate and, in tandem with this, to manage the progression of the existing pipeline of projects within available budgets and in line with the Government’s Infrastructure Guidelines. This allows my Department to keep a strong focus on the provision of additional capacity to cater for demographics, new housing developments and the roll-out of additional special classes for children with additional needs.
School Enrolments
Questions (86)
Richard Bruton
Question:86. Deputy Richard Bruton asked the Minister for Education if her Department is planning to change the approach to the planning and delivery of schools to ensure that new urban fast growth zones can see schools built in a timely manner; and if she will make a statement on the matter. [30484/24]
View answerWritten answers
Planning for school provision takes full account of local dynamics, including faster growth in urban areas linked to residential development.
In order to plan for school provision and analyse the relevant demographic data, the Department of Education divides the country into 314 school planning areas.
The Department uses a Geographic Information System, which facilitates the analysis of 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.
As part of the demographic demand analysis, my Department also factors in planning and construction activity in the residential sector. This involves the analysis of data sources from Local Authorities and the CSO, along with engagement with local authorities. This ensures that schools infrastructure planning is keeping pace with demographic changes at a local level, where the picture can quickly evolve due to planned new residential development.
My Department also conducts granular analysis below the level of a school planning area, particularly where a school planning area encompasses both high growth urban settlement areas and a more rural hinterland. Our analysis of school place demand in urban areas experiencing high population growth has indicated that demand in the urban area can be 10-20% higher than the school planning area as a whole.
To ensure alignment of school provision with roll-out of additional residential development, the Department liaises with all 31 Local Authorities in respect of the County Development Plans and any associated Local Area Plans with a view to identifying any potential long-term school accommodation requirements across school planning areas. My Department engages with all consultation phases of these plans to ensure that there is an adequate amount of appropriately zoned and suitably located sites for future school place provision and that they are in line with objectives as identified in the National Planning Framework. Department officials made 61 submissions to County Development Plans and Local Area Plans in 2023.
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 policy in relation to compact growth, as set out in the National Planning Framework.
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. Since 2018 over 50 new schools have been established, including 4 new Special Schools for the 2024/2025 school year.
My Department has a strong track record of project delivery. Since 2020, the Department has invested in the region of €4.9 billion in our schools throughout the country, involving the completion of over 900 school building projects and with construction currently underway at approximately 300 other projects, which includes 30 new school buildings. The 300 projects currently at construction involve a total State investment of over €1.2bn. I also announced earlier in the year that close to 90 school building projects at tender stage would be authorised to proceed to construction over the course of 2024 and early 2025. In total, around €800 million will be invested in these projects under the department’s Large Scale Capital Programme and Additional Accommodation Scheme for essential classroom accommodation.
Given the scale of demand and budgetary parameters, the Department must operate a tightly prioritised approach to project delivery which balances the range of needs across the programme, including the requirement for additional places linked to housing development and the increased requirement nationally for special education provision.
Special Educational Needs
Questions (87)
Marian Harkin
Question:87. Deputy Marian Harkin asked the Minister for Education if she will increase the central activities space, on a pro-rata basis, with the SEN base, in order to ensure adequate space for the actual number of pupils who will be using the central activities space; and if she will make a statement on the matter. [30303/24]
View answerWritten answers
I wish to assure the Deputy that the provision of appropriate accommodation for pupils with special education needs is an absolute priority for my Department. In order to make accommodation provision to meet the needs of students with special education needs, my Department has close engagement with the National Council for Special Education (NCSE) which has responsibility for coordinating and advising on special education provision for children and young people nationwide.
The Department engages very closely with the NCSE in relation to the forward planning of new special classes and additional special school places. This work involves a detailed review of statistical data in relation to forecasting demand for special class places, as well as an analysis of available school accommodation. There is currently a particular focus on the provision of special classes at post-primary level.
In relation to new school building projects and traditional build additional accommodation projects, a central activities space of 80m² is provided with special education needs units catering for two special classes upwards. My Department has no plans to amend the specification for central activity spaces for special classes.
With regard to meeting immediate needs for special education provision, including special classes sanctioned for September 2024, the department provides funding under the Additional School Accommodation Scheme (ASA) for reconfiguration of available rooms in a school to accommodate a special class or classes. Funding is also available under the ASA scheme for additional accommodation, if required by a school to accommodate a special class.
The Deputy will appreciate that the immediate priority of my department is continued strong delivery to provide the additional capacity required to ensure that every child has an appropriate school place.
School Transport
Questions (88)
Seán Canney
Question:88. Deputy Seán Canney asked the Minister for Education if she will instruct Bus Éireann to ensure school bus services are in place to deal with the demand for the commencement of the school year in August 2024; and if she will make a statement on the matter. [27218/24]
View answerWritten answers
The School Transport Scheme is a significant operation managed by Bus Éireann on behalf of the Department of Education. In the current school year over 161,600 children are being transported on a daily basis to schools throughout the country.
This figure comprises over 135,000 pupils travelling on mainstream services, 19,800 pupils with special educational needs, and 6,800 pupils who have arrived to Ireland from Ukraine
The total cost of the scheme in 2023 was €382.02m.
Under the current terms of the School Transport Schemes children are eligible for transport at primary level where they reside not less than 3.2 kms from and are attending their nearest national school, and at post primary level where they reside not less than 4.8 kms from and are attending their nearest post primary school/education centre as determined by the Department/Bus Éireann, having regard to ethos and language.
Children who are eligible for school transport, who apply and pay on time, are accommodated on school transport services where such services are in operation.
Temporary Alleviation Measures (TAMS) at post-primary level, which have been in place since 2019, are being continued for the 2024/25 school year. Under these measures, transport is provided where there is a route in operation and where capacity exists for concessionary post-primary pupils who are eligible for transport to their nearest school and are attending their second nearest school and who applied and paid on time.
Children who are not eligible for school transport may apply for transport on a concessionary basis only and will be facilitated where spare seats are available after eligible children have been accommodated.
Where the number of ineligible children exceeds the number of spare seats available Bus Éireann will allocate tickets for the spare seats using an agreed selection process.
A review of the School Transport Scheme has been completed. This review was conducted with a view to examining the current scheme, its broader effectiveness, and sustainability and to ensure it services students and their families adequately.
The School Transport Scheme 2030 report has now been published. It marks the largest review of the School Transport Scheme since it was established in 1967. The Government is committed to working to achieve the report’s recommendation of expanding access to the scheme so that an additional 100,000 pupils can be carried by 2030.
Overall, the recommended changes to the future operation of the Scheme include:
• expansion of the current eligibility criteria
• addressing current operational challenges, charges and grants and over time
• moving towards better integration with public transport to ensure the best value for money to the Exchequer.
A phased implementation of the review’s recommendations will begin in September 2024. It is intended, subject to resources, to commence implementing the revised eligibility criteria in the 2025/2026 school year.
This will include a shared effort between my Department and the Department of Transport to pilot and introduce greater integration of transport networks with school transport routes.
The scale of the scheme is significant, and any changes will take time to plan and implement. Therefore, it is considered prudent to implement the proposed scheme changes on a phased basis.
It is intended, subject to resources, to commence implementing the revised eligibility criteria in the 2025/2026 school year.
It should be noted that planning for school transport services in any given year will commence in the December to January preceding the start of that school year. In this regard planning for the 2024/2025 school year is well underway with my officials in regular engagement with Bus Éireann.
Bus Éireann are currently assessing all applications and planning for routes and services for the upcoming school year following the closing date for payments. Once routes have been finalised, Bus Éireann will assign tickets for each vehicle. Tickets will begin to issue in mid-July and will continue to issue throughout July and August. Families who are unsuccessful in obtaining a seat will be notified via email and a refund will issue.
Special Educational Needs
Questions (89)
Thomas Gould
Question:89. Deputy Thomas Gould asked the Minister for Education for an update on the provision of special school places and learning support in Cork city. [30478/24]
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).
The vast majority of children with special educational needs are supported to attend mainstream classes with their peers. Where children with more complex needs require additional supports, special classes and special school places are provided.
My department 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.
The new special schools established over recent years have focused on providing additional places in our largest urban areas: Dublin and Cork.
There are 17 special schools in Co. Cork with an enrolment of 1,049 students.
My department and NCSE continue to work on expanding special school capacity for the 2024/25 school year and beyond. In addition to expanding capacity in established special schools, four new special schools will be established for the 2024/25 school year. These schools will be located in Limerick City; Enfield, County Meath; Gorey, County Wexford and in Naas, County Kildare. The schools will be under the patronage of their local Education and Training Boards.
The NCSE is working closely with a number of special schools to provide the necessary additional special school places required for the coming school year. The NCSE is also supporting families to make applications to schools for these places as they become available.
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.
Departmental Funding
Questions (90)
Paul Donnelly
Question:90. Deputy Paul Donnelly asked the Minister for Education if there are plans to fund an organisation (details supplied) to roll out a QQI level 4. [26987/24]
View answerWritten answers
iScoil is a registered charity which is currently jointly funded by the Presentation Sisters and the Department of Education. iScoil provides educational supports to children and young people who are either eligible for or are already receiving support from my Department under the medical strand of the Special Education Home Tuition Grant Scheme. During the academic year 2023/2024, the Department of Education funded 150 iScoil places.
iScoil is an online learning community specifically for young people who are out of school. Its purpose is to enable the young person to re-engage in learning with the help of digital technologies and a personalized approach to learning online.
iScoil works with students who are between 13 to 16 years of age and who have been out of school for 6 months or more due to being diagnosed with either school phobia, anxiety or associated depression. These students generally do not have their Junior Cycle examinations completed and are at risk of leaving school early without having completed a state examination.
Referrals to iScoil are made by Tusla Education Support Service (TESS) Educational Welfare Officers (EWOs) in instances when the standard model of Home Tuition delivery is considered to be the first option for a young person who is unable to attend school due to anxiety/mental health issues.
According to iScoil, since its inception, 80% of all home-based and centre-based students have achieved recognised QQI level 3 accreditation while 82% have returned to education and training.
In relation to the Deputy’s question, iScoil have never requested funding for a QQI Level 4 programme from the Department of Education. They have, however, successfully piloted a QQI Level 4 intervention. Places were offered to a small number of young people who did not have other viable progression options once they attained the QQI Level 3 qualification. Should a proposal for funding for a QQI level 4 programme be made by iScoil, my Department will take this proposal under consideration.
Education Standards
Questions (91)
Richard Bruton
Question:91. Deputy Richard Bruton asked the Minister for Education if she would consider it timely to convene a national education convention to evaluate how well adapted Ireland’s arrangements are to meet the scale of challenges in the years ahead; and if she will make a statement on the matter. [30483/24]
View answerWritten answers
As the Deputy will be aware, almost 30 years have elapsed since the National Convention on Education chaired by the late Prof. John Coolahan. The 1990’s saw a significant period of strategic thinking, planning and implementation that culminated in several pieces of primary legislation that set the stage for the significant reforms that all levels of the system have experienced since. These included the Education Act of 1998, as well as acts establishing the National Council for Special Education, the National Council for Curriculum and Assessment, the State Examination Commission, and Teaching Council.
Since then, as the Deputy will be aware, there have been significant developments in the area of participatory democracy, including the establishment of Citizens’ Assemblies on a range of topics. The Programme for Government commits to establishing a Citizens’ Assembly on the Future of Education ensuring that the voices of young people and those being educated are central. The establishment of the Citizens’ Assembly on the Future of Education and its Terms of Reference will be the subject of a Government decision and resolutions of the Dáil and Seanad at the appropriate time. Citizens’ Assemblies operate independently of the Government with secretariat support provided by the Department of the Taoiseach.
Schools Building Projects
Questions (92)
Seán Canney
Question:92. 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. [27217/24]
View answerWritten answers
The project referred to by the Deputy is a campus based project for the provision of a new 16 classroom primary school and a new 400 pupil post primary school both of which also include special education classrooms. The project is devolved for delivered by Galway Roscommon Education and Training Board which has appointed a design team to develop the design, procure and manage the construction of the schools.
I am pleased to advise that the project is currently at Stage 2b of the architectural process which allows for detailed design/planning, obtaining the necessary statutory permissions and the preparation of tender documents. Planning permission has been granted and the design team are currently finalising this stage. The next stage is tendering for a contractor and then onwards to construction. It is too early to provide a reliable date for the project's projected practical completion at this stage.
Special Educational Needs
Questions (93)
Thomas Gould
Question:93. Deputy Thomas Gould asked the Minister for Education for an update on the review by her Department of an engineer’s report for a school (details supplied). [30479/24]
View answerWritten answers
I can advise the Deputy that the review of the accommodation needs of the school in question and of the other schools in the school planning area is on-going.
By way of background, my department received an application under the Additional Schools' Accommodation (ASA) Scheme in 2021 from the school in question. The application was for funding for the provision of three special education needs classrooms on foot of the sanction of three ASD special classes by the NCSE in February 2021. The department’s Technical team carried out an in-depth review of the school site in 2021. The review confirmed that the school and the site are at maximum capacity and that it would not be possible to provide the required accommodation on site unless vast amounts of existing single storey accommodation was to be demolished and replaced with two storey accommodation. At that time, considering all the relevant impediments to deliver the brief of accommodation and the site constraints, the Department was not in a position to provide funding for the significant demolition of the school building. In light of this, officials in my department contacted the NCSE to advise them of same and to establish the special classes in other schools in the area.
In January of this year the NCSE reconfirmed the sanction of 3 special education needs classes at the school in question. The Board of Management subsequently submitted an engineer’s condition report to the department in support of their proposal to knock and rebuild a portion of the school building. In view of the reconfirmed sanction by the NCSE and the engineer's condition report my department agreed to review the contents of the report.
I can confirm to the Deputy that in tandem with this review officials from my department have met with the Patron of the school in question with a view to resolving the accommodation needs of special class pupils at the school and in the general area. Officials in my department have also been engaging with the school directly.
Special Educational Needs
Questions (94)
Sorca Clarke
Question:94. Deputy Sorca Clarke asked the Minister for Education to provide an update on the summer programme for the DEI, and SEN programmes in both mainstream schools and special schools. [29927/24]
View answerWritten answers
Details of the 2024 Summer Programme were published on the 21st March 2024. 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, including post primary 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.
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 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.
More than 1,700 individual expressions of interest have been received from schools seeking to run this year’s Summer Programme – representing the highest-ever uptake of the Summer Programme. Over 1,400 schools participated in the programme in 2023.
Of the schools registered for the 2024 Summer Programme, at primary level, more than 1,100 schools have registered for the Primary School Scheme and more than 300 have registered for the DEIS Literacy & Numeracy Summer Camp. At post-primary level, more than 200 schools have registered for the Post Primary School while more than 70 special schools have registered for the Special Scheme. If all schools do run their summer programmes, we will see an increase of more than 20 per cent compared to last year.
The increase in registrations continues the positive upward trend in participation seen in the summer programmes over the last number of years. Over 50,000 children took part in the summer programme last year, compared to 13,000 in 2019 and it is expected that this will rise again in 2024. However, the number of schools and children participating will not be known until all summer programmes have been concluded and payment claims have been processed.
School Enrolments
Questions (95)
Réada Cronin
Question:95. Deputy Réada Cronin asked the Minister for Education the steps her Department is taking to guarantee sufficient school places for children in north Kildare in primary and secondary (details supplied); and if she will make a statement on the matter. [29133/24]
View answerWritten answers
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.
At a national level, Ireland has been experiencing growth in overall post primary enrolments and this is projected to continue in many parts of the country for the next number of years before beginning to decline. However, first year enrolments nationally are expected to have peaked in the current school year and will begin to decline from next year. At a national level, there are over 10,000 more first year places available for 2024/25 than sixth class children.
Of course, there is significant regional and local variation in enrolment trends and projections, with residential construction activity one of the most significant influencing factors. This means that, even as enrolments nationally begin to decline, we can still expect to see increasing demand at primary and post primary level in particular towns and areas, and enrolment pressures may arise in a very limited number of school planning areas from year to year. This must be seen in the context of an annual enrolment process that caters to some 140,000 pupils at Junior Infants and First Year level and that, on the whole, transacts very smoothly. While there are 314 school planning areas across the country, typically only a small minority of these areas require follow up engagement by my Department with schools and patrons to work through mainstream school place solutions for the following year.
With respect to County Kildare, more than €280 million has been invested in school infrastructure in County Kildare since 2020 alone, reflecting a strong focus on alignment of school place availability with the significant residential development across the county.
Our data shows that in County Kildare overall, there are approximately 400 more first year places available for September 2024 than sixth class children. In 9 of the 14 School Planning Areas in County Kildare, there are more first year places available for 2024/25 than sixth class children due to leave primary school. When school planning areas are clustered to take account of typical enrolment patterns, it can be seen that there are more first year places than sixth class children across each area in the county.
At primary level, at a county level, junior infant place requirements are declining and in 11 of the 14 School Planning Areas there is a forecast reduction in junior infants in the 2024 school year. In total across Kildare, there are over 700 more Junior Infant places available for 2024/25 than there are Junior Infants enrolled in 2023/24. Every School Planning Area in the county is showing an increase in Junior Infant capacity.
In that context, it is important to note that enrolment pressures may not necessarily be as a result of school place deficits in a town or area, but may be driven by factors such as duplication of applications, applications from outside the local area, and school of choice factors. My Department’s priority and responsibility is to ensure that schools in an area can, between them, meet the school place need.
That said, it is acknowledged that enrolment pressures have arisen in some specific areas. My Department has been working very closely with patrons, management bodies and schools to work solutions in the small number of cases where additional places are required for the coming school year.
I want to assure the Deputy that my Department will continue to work to ensure a school place for every child in County Kildare, and across the rest of the country.
School Staff
Questions (96)
Pa Daly
Question:96. Deputy Pa Daly asked the Minister for Education the supports her Department makes available to teaching principals at primary school level. [29423/24]
View answerWritten answers
Prior to 2022, principal release days were allocated on the basis of the number of mainstream teachers in the school.
As part of Budget 2022 measures, I ensured that all schools with a teaching principal have a minimum of 37 Principal Release Days. i.e. one administrative day per week. This was a very significant increase for many schools, with some schools receiving 16 additional days as a consequence of this change. Schools with one special class have 4 additional release days, a total of 41 in the school year and schools with 2 special classes have administrative principal status.
Schools may employ a substitute teacher for the day to facilitate the principal’s release day. Alternatively, schools may cluster their release days with other schools in order to create a full-time fixed-term post. For the 2024/25 school year, schools may combine their Special Education Teaching (SET) hours with principal release days in order to create a full-time post. The inclusion of principal release days in cluster posts allows for consistency in the teaching cover provided to schools.
As well as general teaching posts improvements, a new leadership framework introduced in 2017 allows for flexibility in identifying and prioritising the evolving leadership and management needs of schools. This shared leadership model supports school leaders in the overall management and operation of schools. It provides for the assignment and re-assignment of post holders to specific roles and responsibilities to meet a school’s evolving needs. Today, 1 in 3 primary school teachers hold management positions. In budget 2024, I provided for an additional 500 posts of responsibility (Assistant Principal II) for the 2024/25 school year.
My Department and I are currently turning our thoughts to Education 2050 and how we take the best elements of our schools and build on this to create a system for future generations. The small schools project is an example of school communities coming together to explore and trail new ideas for the future including how admin supports can assist teaching principals with their administrative duties. It is acknowledged by my department that implementing policies while teaching can be challenging.
The project has brought small schools together in local clusters, enabling them to collaborate and identify common challenges and trial innovative solutions. New ideas are being trialled to determine whether these might help to make the role of a teaching principal and small schools more sustainable The project has shown that small schools collaborating and working together offers promise for the future .
The schools participating across the six clusters in this project have developed good working relationships and have already provided valuable insights and ideas into supports that can be developed and replicated across small schools and I am delighted that the project is continuing for a further two years to allow further time for current ideas to be developed and some new ideas to emerge.
Effective school leadership, and governance, means effective schools. The existing models of leadership and governance of our schools, whilst very effective, also carry challenges for teachers, school principals, as well as boards of management, and the sector as a whole. Recognising these challenges, my department is now putting an increased focus on leadership and governance at school level and across the sector nationally. My officials, in conjunction and consultation with education partners will examine current policy and practice to see what elements are serving school communities well and what elements we can improve on.
School Staff
Questions (97, 116, 240)
Bernard Durkan
Question:97. Deputy Bernard J. Durkan asked the Minister for Education the extent to which she continues to ensure the availability of sufficiency of teaching staff in all primary, second level and special needs schools throughout Kildare north and the country at large, with a view to meeting the needs as indicated by second and third level school authorities and parents’ associations, given the burgeoning demand; and if she will make a statement on the matter. [30473/24]
View answer
Darren O'Rourke
Question:116. Deputy Darren O'Rourke asked the Minister for Education her measures to address teacher shortages; the measures she will bring forward to increase the numbers of teachers; and if she will make a statement on the matter. [30302/24]
View answerBernard Durkan
Question:240. Deputy Bernard J. Durkan asked the Minister for Education the extent to which she expects to be in a position to address issues of teacher shortages at all primary and or second-levels schools throughout the country, in particular the need for locums; and if she will make a statement on the matter. [30867/24]
View answerWritten answers
I propose to take Questions Nos. 97, 116 and 240 together.
Ensuring that every child's experience in school is positive and that they have qualified, engaged teachers available to support them in their learning is a priority area of action for the Government.
Budget 2024 reflects this Government’s commitment to ongoing investment in the education system through various measures including the:
• Introduction of a professional master of education refund scheme for newly qualified teachers graduating in 2024. Eligible teachers can receive a payment of up to €2,000, to be paid in 2025.
• Expansion of upskilling programs, free to teachers, aimed at increasing the number of qualified teachers in high-demand subjects and reducing out-of-field teaching. New programs in Irish, French, politics & society, and computer science will complement existing programs in maths, physics, and Spanish. Trinity College Dublin will deliver a new Irish upskilling program for post-primary teachers starting in late 2024, available at no cost to eligible teachers.
• Provision of an additional 1,000 posts of responsibility in the school system for the 2024/25 school year, recognising the vital role of school leaders in enhancing educational outcomes by fostering a positive school environment and empowering educators and learners within their communities.
In addition to these recently introduced measures, as Minister I have developed further initiatives to address teacher supply challenges, including:
• Approving 610 additional places on initial teacher education programs for primary level over the academic years 2023/24 and 2024/25.
• For primary schools, substitute teacher supply panels are also in place. For the 2023/24 school year, 590 substitute teacher supply posts have been allocated to 166 panels, covering nearly 2,900 schools. This scheme provides substitute cover for teachers employed in primary schools who are absent on short-term leave.
• Encouraging retired teachers to provide substitute cover. A new communications campaign began earlier this year to encourage retired teachers to return to teaching.
• The 50 day pension abatement waiver, for retirees returning to work, has been extended for a further two years to the end of 2025.
• Reduction of restrictions on job-sharing teachers and those on career breaks from working as substitutes.
• Post-primary teachers can provide up to 35 additional hours of substitute cover per term in the subject they are qualified to teach. This scheme provides post-primary schools with an alternative means of sourcing appropriately qualified substitute teaching cover to support teaching and learning in schools.
• The Teaching Transforms campaign continues to promote the teaching profession encouraging students to follow a career in teaching. The campaign uses digital, radio and video media, and is supported by a dedicated webpage, www.gov.ie/teachingtransforms
The measures in the primary sector have contributed to the lowest-ever teacher allocation ratio in primary schools, with a 10% reduction in the average student-per-teacher ratio between 2017 and 2023.
Teaching continues to be an attractive career choice:
• CAO first preference choices for post-primary teaching increased in 2023 by 14%, in addition to a 9% increase in 2022. CAO preferences for primary teaching showed increases at the closing date in February 2024 with overall mentions up 10% and first preferences increasing by 2% from 2023.
• In 2024, there were 4,271 first preference applications for undergraduate teaching programmes, showing a trend largely consistent with recent years. Analysis of CAO applications spanning from 2017 to 2024 indicates a sustained and robust demand for undergraduate teaching programmes. On average, 6% of first preference applications during the period from 2017 to 2024 were for either primary or post-primary teaching programmes. Specifically, the percentage of first preference applications for undergraduate primary teaching programmes ranged between 2.9% and 3.8%, while those for post-primary undergraduate programmes ranged between 2.4% and 2.9%.
• The ratio of first preference applications through the CAO for level 8 courses in 2022 shows that there were 1.5 applicants per place for education, with a higher demand for primary courses (2) than for post-primary places (1.5). The demand for primary ITE is higher than for all fields except for medicine (3.5) and veterinary medicine (5.2).
• The new pay deal, with all three teacher unions having voted in favour of, will mean that teachers’ starting salary will increase to €46,000 rising to a maximum of €85,000 per year which compares well internationally. Starting pay of €46,000 will be almost €20,000 higher than the 2011 rates.
• Over 3,700 newly qualified teachers have registered with the Teaching Council in 2023, with over 122,000 now on the Teaching Council register.
The vast majority of sanctioned teacher positions are filled. The rate of resignation and retirement is very low by any standard and is consistent with previous years.
Ireland’s education system is performing strongly, something that is supported by recent international testing. That is a tribute to the professionalism and dedication of our teachers. We need to continue to support our schools and maintain the high standards that have helped get us to where we are.
My Department continues to engage closely with education stakeholders to develop further, innovative measures to address teacher supply issues.
School Enrolments
Questions (98)
John Brady
Question:98. Deputy John Brady asked the Minister for Education if her Department has completed an assessment of the actual requirement of school places for September 2024 in the Greystones and Kilcoole area in County Wicklow; if her Department has put in place a plan to address the shortfall and ensure that every child has a local secondary school place for September; and if she will make a statement on the matter. [30487/24]
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 has been aware of pressures for post primary school places for the 2024/25 school year in Greystones and Kilcoole, and the Department has extensive engagement with the relevant schools and patrons over the course of many months. All the schools were requested to facilitate additional enrolments, with the offer of any reasonable required support from the Department.
On foot of this engagement, Greystones Community College has increased their first-year intake by an additional three class groups, relative to what was indicated on their Admissions Notice for 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.
My Department’s responsibility is to ensure that all schools in an area can, between them, meet the school place needs and there are, in total, as many first year places as sixth class children leaving primary schools in Greystones School Planning Area. Nevertheless, I am aware that there are children in Greystones who have not yet received a school place. According to information shared by management bodies as of 13th June 2024 with my Department, the local children who have not yet received an offer of a place did not apply to all schools in the area or are not residing within the SPA. As per the Departments recent analysis on enrolment data there are approximately 4 applicants who have accepted a place in 2 schools.
The situation with respect to the filling of the places at schools is an evolving one, as places are offered and accepted and refused, and this process is managed directly by the school authority. It is important to note 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, is may take some time for the full impact of the additional provision at Greystones Community College to take effect.
The Educational Welfare Services 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. Contact details are available at on Tusla’s website.
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, the Department has also requested all of the patrons in Greystones and Kilcoole to consider how the admissions process for their schools could be better coordinated and improved for the 2025/26 first year intake. The Department has offered its support in this regard.
Department officials will continue to actively engage with schools and patrons to ensure that there is appropriate provision for all students in Greystones into the future, including through the progression of relevant school building projects.