Written Answers Nos. 343-358
343. Deputy Brendan Griffin asked the Minister for Education if a student in County Kerry (details supplied) will be provided with a replacement assisted technology laptop; and if she will make a statement on the matter. [42703/24]
View answerUnder the Assistive Technology Scheme, as set out in my Department’s Circular 0010/2013, funding is provided to schools towards the cost of computers and specialist equipment required for educational purposes.
All equipment provided under this scheme supports children with more complex disabilities who require essential specialist equipment to access the school curriculum.
Officials from my department have been in contact with the post-primary school, and they have advised that a new assistive technology application regarding this pupil has not yet been made but will be submitted to the NCSE in the coming days.
344. Deputy Sean Fleming asked the Minister for Education to respond to correspondence (details supplied) regarding accommodations for dyslexic students; and if she will make a statement on the matter. [42704/24]
View answerThe State Examinations Commission has statutory responsibility for operational matters relating to the state examinations.
In view of this I have forwarded your query to the State Examinations Commission for direct reply to you.
345. Deputy Jim O'Callaghan asked the Minister for Education if she will provide the details of costings provided to the Department of Public Expenditure, National Development Plan Delivery and Reform, in the context of the National Development Plan 2021-2030 review conducted earlier this year; and to provide a breakdown of each project and its projected cost in each of the years 2025 to 2030; and if she will make a statement on the matter. [42713/24]
View answerThe National Development Plan 2021-30 (NDP) sets out the investment priorities that will underpin the successful implementation of the National Planning Framework (NPF) and wider Government policies.
Following a review earlier this year, NDP allocations were confirmed for all Departments for the period 2025 and 2026. The NDP allocation for the Department of Education was confirmed at €1.3 billion for each of these years.
Government has also approved a proposed supplementary estimate to provide additional capital funding in 2024 to guarantee and support the continued roll-out of the Department’s school building programme.
Due to commercial sensitivities it is not possible to provide cost estimates of projects prior to procurement processes being completed.
Since 2020, my department has invested over €5 billion in our schools throughout the country, involving the completion of over 950 school building projects and with construction currently underway at approximately 350 other projects, which includes 37 new school buildings. These 350 projects currently at construction involve a total State investment of over €1.5bn.
The Department announced earlier this year that close to 90 projects, including 28 new school buildings, have been 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 the department’s Large Scale Capital Programme and Additional Accommodation Scheme for essential classroom accommodation.
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.
The current status of all projects is listed on a county by county basis at www.gov.ie and is updated on a regular basis to reflect their progress through the various stages of capital appraisal, site acquisition, design, tender and construction.
346. Deputy Louise O'Reilly asked the Minister for Education to examine the case of costs incurred for home schooling of a student (details supplied); the measures in place to ensure that children with disabilities receive appropriate education without financial burden; if she will investigate the reason this family was not informed of grant entitlements and consider retrospective reimbursement; the steps that will be taken to prevent other vulnerable children from facing similar financial and educational hardships in the future. [42727/24]
View answerEnabling children with special educational needs to receive an education is a priority for this government.
The vast majority of children with special educational needs are supported to attend mainstream classes with their peers. Where children with more complex needs require additional supports, special classes and special school places are provided.
For 2024, €2.7 billion is being spent on special education, an increase of €113 million, and this is dedicated to 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 Educational Psychological Service (NEPS).
The National Council for Special Education (NCSE) has the responsibility for planning and coordinating school supports for children with special educational needs.
The Home Tuition Grant Scheme is governed by annual circulars which sets out the purpose, eligibility criteria and details of the scheme. Full details are published on the following webpage: gov.ie - Home Tuition (www.gov.ie). All schools are aware of the Home Tuition Grant Scheme. Equally, parents/legal guardians are encouraged to engage with the NCSE if they have any queries or concerns around the provision of supports for their child.
In relation to the case referred to by the Deputy, the child in question would not meet the eligibility criteria as, in accordance with the rules of the scheme, an application for the Home Tuition Grant Scheme must have been received at the appropriate time (i.e., in advance of any proposed tuition taking place).
The following is general information on the Department’s Home Tuition Grant Scheme (Special Education Component):
The purpose of the Home Tuition Grant Scheme is to provide funding towards the provision of a compensatory educational service for
a. Preschool Children with autism who meet the scheme’s eligibility criteria.
b. Children seeking a Special School or Special Class placement.
c. Students, enrolled in schools, with a significant medical condition, which has caused, and is likely to continue to cause, major disruption to their attendance at school.
d. Students, enrolled in schools, with school phobia and/or associated depression/anxiety, which has caused, and is likely to continue to cause, major disruption to their attendance at school.
The aim of the Department is to meet the needs of families and to ensure every child is allocated a suitable school placement. The preferred approach is that children are educated in school settings where children may have access to fully qualified teachers, individualised education programmes, special needs assistants, school curriculum with the option, where possible and appropriate, of full or partial integration and interaction with student peers. Accordingly, home tuition is provided as an interim measure only for children for whom a placement in a recognised school is not currently available and should not be regarded as an optional alternative to a school placement.
In relation to categories c) and d) where an application is received in respect of a student with a significant medical condition or with diagnosis of school phobia and/or associated depression/anxiety, the principle that home tuition cannot be provided as an alternative to school applies.
Eligibility under these categories is assessed having regard to, although not limited to, the following criteria:
• The student’s attendance levels during the previous school year.
• A relevant medical /relevant professional report. In the case of category d), a psychologist’s/psychiatrist’s report will be required.
• Details of engagement with the relevant support agencies (e.g., School, NEPS, Education Welfare Officer (EWO), Child and Adolescent Mental Health Services (CAMHS), TUSLA (Child and Family Agency), HSE, NCSE). Applicable to category d) only.
Parents/legal guardians must apply for the home tuition grant funding in advance of any tuition commencing. Once the application process has been completed, a grant approval letter is issued which identifies the commencement date for the tuition. Funding for home tuition is not backdated. Equally applicants are advised not to enter into any agreement with their proposed tutors before they receive this grant approval letter.
347. Deputy Sean Fleming asked the Minister for Education to reply to correspondence regarding a lack of school places in Portlaoise (details supplied); and if she will make a statement on the matter. [42729/24]
View answerI can assure the Deputy that the provision of school places to meet the needs of children and young people at primary and post primary level, including children and young people with special educational needs is an absolute priority for 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 2023/24 school year and are beginning to decline from next year. At a national level, there are circa 10,000 more first year places available for 2025/26 than sixth class children.
With regards to Portlaoise school planning area, the department envisions there will be sufficient post primary capacity within schools to cater for the projected demand considering the progression of school building projects.
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 the department with schools and patrons to work through mainstream school place solutions for the following year.
The Department has also written to all parents and guardians of children in sixth class with advice and guidance regarding the admissions process for post-primary for the 2025/26 school year. This letter advised parents to apply to multiple schools in areas where there is high demand and requested parents to take steps to avoid holding multiple places.
The department provides for a range of placement options and supports for schools, which have enrolled students with special educational needs in order to ensure that wherever a child is enrolled, they will have access to an appropriate education. The functions of the NCSE include planning and coordinating the provision of education and support services to children with special educational needs in conjunction with schools and the Health Service Executive (HSE). The NCSE, through its network of local Special Educational Needs Organisers (SENOs), is responsible for processing applications from schools for special educational needs supports as required. The NCSE is aware of emerging need from year to year and where special provision is required it is planned and established to meet that need.
The allocation of special education teachers allows schools to provide additional teaching support for all students who require such support in their schools and for schools to deploy resources based on each student’s individual learning needs. In addition, special needs assistants (SNAs) play a central role in the successful inclusion of students with additional and significant care needs into mainstream education, special classes and special schools ensuring that these students can access an education to enable them to achieve their best outcomes and reach their full potential.
Local special SENOs are available to assist and advise the parents of children with special educational needs. Parents may contact SENOs directly using the contact details available on the NCSE website.
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 on Tusla’s website.
I can assure the Deputy that my department will continue to work to ensure a school place for every child in Portlaoise school planning area, and across the rest of the country.
348. Deputy Sean Fleming asked the Minister for Education to reply to correspondence regarding bus escorts (details supplied); and if she will make a statement on the matter. [42730/24]
View answerThe School Transport Scheme is a significant operation managed by Bus Éireann on behalf of the Department of Education. In the 2023/24 school year over 163,800 children, including over 136,000 pupils travelling on primary and post primary services, 20,200 pupils with special educational needs, and 7,400 pupils who have arrived to Ireland from Ukraine were transported on a daily basis to primary and post-primary schools throughout the country.
The total cost of the scheme in 2023 was €382.02m.
Over 140,000 mainstream tickets have issued for the 2024/2025 school year, which is already 3% more than the total tickets issued for the full 2023/2024 school year.
There is a facility within the Special Educational Needs Transport Scheme for the appointment of a School Transport Escort where a child’s care and safety needs while on school transport are such as to require the support of a School Transport Escort.
It is recognised that School Bus Escorts play a vital role in supporting children with Special Educational Needs in their journey to and from school.
Under the provisions of the Education Act, 1998 the Board of Management is the authority charged with the direct governance of a recognised school. The employment of a School Transport Escort is sanctioned by the School Transport Section of the Department. The Escort is then employed by the School Board of Management or the relevant Education and Training Board (ETB) whichever is applicable. As the Escort is employed by the Board of Management/ETB, they are responsible for all employment related matters relating to the Escort.
Once the employment is sanctioned, the Department issues grant funding to schools by way of advance payment for the next school year.
The Board of Management/ETB has responsibility for keeping up to date and complying with policies and legislation relating to terms and conditions of employment. Amongst its obligations, the Employer (Board of Management/ETB) must provide the employee with a contract of employment which must include minimum information as prescribed by the Terms of Employment (Information) Act 1994. The Department cannot provide advice regarding terms and conditions of employment or advise on employment legislation. Schools should engage with the relevant Management Body/ETB.
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.
As part of this review, one of the actions outlined is that pay rates for School Bus Escorts is to be reviewed in full by the end of 2024. The Department is currently working through this action which will be completed by Q4 2024.
349. Deputy Sorca Clarke asked the Minister for Education the reason she has not replied to a known survivor campaigner (details supplied), who has been in regular communication since 1 September prior to the publication of the Scoping Inquiry into Historical Sexual Abuse in Schools run by religious orders report; to explain, while progressing the next steps in an inquiry or tribunal or commission that is for survivors, the reason she has not engaged directly with survivor campaigners as participants in the defining and designing of the next steps under consideration; and if she believes that survivors deserve to be in the room and at the table of any such discussions. [42731/24]
View answerThe Report of the Scoping Inquiry into Historical Sexual Abuse in Day and Boarding Schools Run by Religious Orders was published on September 3rd 2024. I sought agreement from Government for the publication of the Report and for the establishment of a Commission of Investigation, which is the principal recommendation of the Report. The Government has approved the establishment of a Commission and I have convened a high-level Interdepartmental Group (IDG) to examine the recommendations of the Report, in consultation with the Office of the Attorney General.
This Group will consider each of the recommendations of the Report of the Scoping Inquiry and advise on the appropriate response to the Report’s recommendations. It will also advise on Terms of Reference for the Commission of Investigation for consideration and approval by Government in due course.
I am cognisant of the work of the survivor referred to by the Deputy, and indeed, I have met with this survivor in person. Since the publication of the Report of the Scoping Inquiry on 3rd September 2024, I have written to survivors to thank them for their significant and courageous contribution to the Scoping Inquiry and, in addition, I have written separately to the survivor referred to by the Deputy.
The Scoping Inquiry undertook a detailed consultation process with survivors, in which they were asked for their views on what should be included in a Government response to historical sexual abuse in day and boarding schools run by religious orders. The recommendations of the Report are strongly reflective of that consultation, and the IDG will consider and advise on any further consultation at appropriate points.
350. Deputy Carol Nolan asked the Minister for Education to address ongoing concerns raised by a school in Offaly (details supplied); and if she will make a statement on the matter. [42732/24]
View answerThe key factor for determining the level of staffing resources provided at individual school level is the staffing schedule for the relevant school year and pupil enrolments on the previous 30 September.
The staffing arrangements include a provision whereby schools experiencing rapid increases in enrolment can apply for additional permanent mainstream posts. Such applications from schools, which would generate new classes and potential accommodation needs, must be approved in the context of both enrolment and potential capital expenditure.
The initial decision has been revised and a projected enrolment post has been sanctioned to the school referred to by the Deputy for the current school year.
351. Deputy Michael Moynihan asked the Minister for Education if additional time will be provided to students with dyslexia sitting second level exams; and if she will make a statement on the matter. [42747/24]
View answerThe State Examinations Commission has statutory responsibility for operational matters relating to the state examinations.
In view of this I have forwarded your query to the State Examinations Commission for direct reply to you.
352. Deputy Bríd Smith asked the Minister for Education if she plans to support the call by Education Equality for the Government to compel schools to confine religious faith formation and worship to a period outside core school hours, in order to uphold families’ human and constitutional rights to freedom of religion and belief, and to vindicate the rights of teachers who do not wish to indoctrinate children into a faith they do not themselves hold; and if she will make a statement on the matter. [42749/24]
View answerThe patron of the school determines the ethos and characteristic spirit of the school. The patron also appoints the Board of Management to manage the operation of the school. The development and implementation of the curriculum in religious instruction in both primary and post-primary schools is the responsibility of the patron. The Education Act recognises the rights of the different patrons to design programmes in religious instruction and to supervise their teaching and implementation. It is the responsibility of each school to provide a religious programme that is consistent with its ethos, while at the same time being flexible in making alternative arrangements for those who do not wish to attend religious instruction.
At primary level, there are a number of patrons’ programmes within the primary school system reflecting the diversity of patronage. Some of these are denominational or religious in nature, emphasising the place of children’s faith, spiritual and moral development in their lives. Other patrons’ programmes are ‘ethical’ in nature and emphasise fostering children’s understanding of ethics and values.
At post-primary level the clear separation of religious instruction from the NCCA Religious Education specifications set out in CL62/2018 has the effect of ensuring that the requirement in CL13/2018 to establish the wishes of parents in relation to opting out (or the wishes of a student having reached the age of 18) does not arise for students studying the NCCA Religious Education syllabus/specification where the school provides the subject as part of its normal range of subjects. Where the school is providing religious instruction having regard to the legal instruments created when the school was recognised, the school may provide the teaching resources from within the school’s overall teacher allocation and the delivery must be in full class periods devoted exclusively to religious instruction.
In all circumstances under the Constitution, the provisions of article 44 recognise the rights of children to attend school without attending religious instruction at that school. Furthermore, the provisions of Section 30(2) (e) of the Education Act 1998 provide that a school shall not require a student to attend instruction in any subject which is contrary to the conscience of the parent / guardian of the student or in the case of a student who has reached the age of 18 years, the student. It is expected that this right will be upheld by schools on foot of a parental request.
The provisions of the Education (Admission to Schools) Act 2018 requires, where schools provide religious instruction, they must clearly set out in their admission policies the school’s arrangements for students, where the parent or in the case of a student who has reached the age of 18 years, the student, has requested that the student attend the school without attending religious instruction in the school.
The manner in which any school ensures that the right to not attend religion instruction classes is upheld, is a matter for the school concerned. Each individual school must determine the particular arrangements which are most appropriate in its individual circumstances having regard to local issues such as available space, supervision requirements and how the school concerned organises classes etc.
353. Deputy Fergus O'Dowd asked the Minister for Education if she will review the situation whereby school secretaries are not in a position to apply for paid bereavement leave; if there are plans to address this unacceptable situation; and if she will make a statement on the matter. [42769/24]
View answerMy Department is providing a payroll service for school secretaries which are covered under the terms of Circular 36/2022.
The provision of a payroll service is part of a package agreed with Fórsa, the trade union representing school secretaries, following a series of engagements at the Workplace Relations Commission (WRC).
While this agreement includes revised terms and conditions related to salary and leave entitlements, it does not accord public servant status to school secretaries who have agreed to accept these revised terms.
The revised leave arrangements which have been included in the agreement are set with reference to statutory leave entitlements. While statutory entitlements such as annual/sick leave etc. are obligations which employers must provide to employees under legislation, other leave types (such as paid bereavement leave) are not underpinned by legislation and are generally negotiated, either at a local level or through collective deliberations.
In the normal course, there are ongoing discussions with the public service unions on matters relating to pay agreements as well as general terms and conditions of employment. Any changes to the terms and conditions agreed can occur only under those processes and any such proposals would need to be considered in detail by this Department, the Department of Public Expenditure, National Development Plan Delivery and Reform (DPENDPR) and the relevant union.
My Department can confirm that FÓRSA have raised this matter i.e. the absence of paid bereavement leave for school secretaries and that the claim is currently going through the appropriate channels.
354. Deputy Marian Harkin asked the Minister for Education for an update on an application for additional school accommodation; the stage of the process the application is at (details supplied); and if she will make a statement on the matter. [42770/24]
View answerI can confirm to the Deputy, that my Department has an application for capital funding, under the Additional School Accommodation (ASA) scheme, from the school authority in question.
The purpose of my Department’s Additional School Accommodation (or ASA) scheme is to ensure that essential mainstream classroom accommodation and accommodation for pupils with special education needs is available to cater for pupils enrolled each year, where the need cannot be met by the school’s existing accommodation.
Since 2020, the department has invested over €5 billion in our schools throughout the country, involving the completion of over 950 school building projects and with construction currently underway at approximately 350 other projects, which includes 37 new school buildings. These 350 projects currently at construction involve a total State investment of over €1.5bn.
I can confirm that my officials have been engaging with the school authorities in relation to progressing their application as a permanent build project. I am pleased to confirm that a brief letter of offer has issued to the school authorities and they have accepted same. The project is now ready to progress to the final stage of the assessment process.
355. Deputy Marian Harkin asked the Minister for Education for an update on an application for funding for emergency works for a school (details supplied); and if she will make a statement on the matter. [42771/24]
View answerThe school to which the Deputy refers submitted an application for funding under the Emergency Works Scheme (EWS) for Universal Access works in September 2024.
The application in question is currently being reviewed by a member of the technical team within the EWS and once the technical recommendation has been received, the EWS team will engage further with the school as appropriate.
The EWS team is aware of the urgent nature of the works required and will keep the school informed throughout the process.
356. Deputy Mairéad Farrell asked the Minister for Education further to Parliamentary Question No. 311 of 15 October 2024, if she will review a child's school transport needs (details supplied); and if she will make a statement on the matter. [42817/24]
View answerThe School Transport Scheme is a significant operation managed by Bus Éireann on behalf of the Department of Education. In the 2023/24 school year over 163,800 children, including over 136,000 pupils travelling on primary and post primary services, 20,200 pupils with special educational needs, and 7,400 pupils who have arrived to Ireland from Ukraine were transported on a daily basis to primary and post-primary schools throughout the country.
The total cost of the scheme in 2023 was €382.02m.
As previously advised, this pupil is eligible under the School Transport Scheme for Children with Special Educational Needs. My Department has given approval to Bus Éireann to establish a service.
The pupil referred to by the Deputy is eligible under the terms of the scheme and approval has been given by the School Transport Section of my Department to Bus Éireann to establish a new service.
Bus Éireann have tendered this service in line with procurement guidelines and are in the process of sourcing a new contractor to operate this service. Once a contractor has been sourced, the service will commence. Bus Éireann will liaise with families directly with regard to this matter at that stage.
Both the Department and Bus Éireann are very conscious of the challenges faced by parents awaiting transport for students with special educational needs. As advised previously, families of children who are eligible for these services may therefore apply for the interim Special Transport Grant. This is paid retrospectively to families once the School Transport service is in place.
The family has been provided with the details of an interim Special Transport Grant. It is intended to assist with the cost of private transport arrangements that the family had to put in place during that time. There is no additional funding available beyond this grant.
357. Deputy Joe O'Brien asked the Minister for Education if she will introduce extra time in second level exams for dyslexic students; her views in the context of the State Examinations Commission stating that it could take over two years to conduct a review of this request; and if she will make a statement on the matter. [42886/24]
View answerThe State Examinations Commission has statutory responsibility for operational matters relating to the state examinations.
In view of this I have forwarded your query to the State Examinations Commission for direct reply to you.
358. Deputy Sorca Clarke asked the Minister for Education the number of "posts of responsibility" in primary schools and post-primary schools respectively in 2008 compared to the number in 2024; and the estimated additional cost of restoring the number of such posts to their pre-recession levels. [42887/24]
View answerPupil demographics is a key driver for teacher demand and teacher numbers have been increasing year on year with an increase of almost 9,500 teachers in primary and post-primary in the past five years. The number of Post of Responsibility positions in both sectors are calculated in accordance with the number of teaching posts allocated to each school and therefore with the increase in the number of teaching posts in schools, this automatically leads to an increase in the number of AP I and AP II positions within schools.
Budget 2024 provided for an additional 500 post of responsibility (Assistant Principal II) in both the primary and post-primary school system for the 2024/25 school year. These posts are effective from 01 September 2024. Budget 2025 has also provided for an additional 500 post of responsibility (Assistant Principal II) in both the primary and post-primary school system with effect for the 2025/26 school year.
At primary level there are currently 1,499 API posts and 8,298 APII posts allocated. This compares with 1,605 API's and 8,131 APII's in 2008.
In total, close to 40% of the primary teaching population hold a management position (Principal, Deputy Principal, API, APII) within our primary schools.
Additional measures were introduced in the intervening period in relation to School Management structures including:
* all teachers in two-teacher schools gaining Deputy Principal status as opposed to holding APII positions (reflected in number of APII above)
* Administrative Principal (178 – 169) and Deputy Administrative Principal (655 – 573) thresholds reduced.
* almost 30,000 additional principal release days at a cost of €9m per annum to allow for all teaching principals have one release day per week.
In relation to the post-primary numbers, data is provided in respect of the 476 voluntary and community and comprehensive schools (i.e. the Department's payroll). In these schools, there are currently 3,057 AP I's and 3,579 APII positions compared to 3,431 AP I and 5,276 AP II in 2008. It is expected that these numbers will increase in the next few weeks as the individual Post of Responsibility Schedules for each post-primary school issues in the next week.
In the intervening period to enhance middle management structures in schools, enrolment thresholds for Deputy Principals were altered to allow for over additional Deputy Principals in our second level schools. There are currently 688 posts allocated in respect of Deputy Principal positions in these schools compared to 232 posts in the 2007/2008 school year. Similar to the Primary sector, close to 40% of the teaching population hold a management position (Principal, Deputy Principal, API, APII) within our post-primary schools.
The current annual rates for Assistant Principal I and Assistant Principal II posts are €10,482 and €4,638 respectively.
