Written Answers Nos. 440-459
441. Deputy Darren O'Rourke asked the Minister for Education to provide a breakdown of special needs teachers in 2019-2020, 2020-2021, 2021-2022, 2022-2023, 2023-2024 and 2024-2025 in Meath; and if she will make a statement on the matter. [44671/24]
View answer442. Deputy Darren O'Rourke asked the Minister for Education to provide a breakdown of special needs teachers per capita in 2019-2020, 2020-2021, 2021-2022, 2022-2023, 2023-2024 and 2024-2025 in Meath; and if she will make a statement on the matter. [44672/24]
View answer443. Deputy Darren O'Rourke asked the Minister for Education to provide a breakdown of special needs teachers per capita in 2019-2020, 2020-2021, 2021-2022, 2022-2023, 2023-2024 and 2024-2025, by county; and if she will make a statement on the matter. [44673/24]
View answer444. Deputy Darren O'Rourke asked the Minister for Education to provide a breakdown of special needs teachers in 2019-2020, 2020-2021, 2021-2022, 2022-2023, 2023-2024 and 2024-2025, by county; and if she will make a statement on the matter. [44674/24]
View answer445. Deputy Darren O'Rourke asked the Minister for Education the total number of special teachers in 2023-2024 in Meath; the provisional allocation for special teachers for 2024-2025, by county, in tabular form; and if she will make a statement on the matter. [44675/24]
View answerI propose to take Questions Nos. 441 to 445, inclusive, together.
I would like to thank the deputy for the questions raised.
The Special Education Teacher allocation is allocated to an individual school based on their educational needs profile. The data requested on an individual county basis is not readily available but is being compiled and will be provided directly to the deputy when completed.
The request for data on a per capita basis is not available. The data in relation to individual pupils supported through the SET hours allocated to schools is not available to the department but is maintained in each school where support is provided based on the continuum of support.
446. Deputy Réada Cronin asked the Minister for Education for an update on the provision of special education needs resources in schools in Kildare; and if she will make a statement on the matter. [44679/24]
View answerEnabling children with special educational needs to receive an education is a priority for this government. It is also a key priority for me as Minister for Special Education & Inclusion, 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.
The NCSE has responsibility for coordinating and advising on the education provision for children with special educational needs nationwide.
Almost 1,700 classes have been sanctioned by the NCSE over the last 5 years. In recent years, 11 new special schools have also been established and many more expanded. For this school year alone over 400 new special classes have been sanctioned bringing the total number of special classes nationwide to 3,337.
131 of these classes are in County Kildare, 16 are new for the 2024/25 school year, 12 at primary level and 4 at post-primary level. The vast majority of these are autism classes and have a teacher/student ratio of 1:6. There is also six special schools in the county supporting approximately 350 students with more complex needs. One of these was newly established for this school year.
Budget 2025 provides funding for another 400 special classes and 300 special school places nationwide and it is estimated that a similar level of provision will be needed each year for the next 3 years.
The NCSE have recruited additional special education needs organisers (SENOs), advisors and team managers. The total number of SENOs has increased from 65 to 120. There are now 6 SENOs operating in County Kildare. SENOs play an important role in ensuring there is adequate special educational provision within local areas and are currently visiting schools nationwide to conduct planning meetings. These visits will be key in terms of forward planning for the 2025/26 school year.
Parents seeking special class placements for their children are advised to contact the NCSE locally so that their needs can be taken into account for planning purposes. Local SENOs are available to assist and advise parents on their options and the supports available.
447. Deputy Réada Cronin asked the Minister for Education for an update on the provision of school bus transport services in Kildare; and if she will make a statement on the matter. [44683/24]
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.
The purpose of my Department's School Transport Scheme is, having regard to available resources, to support the transport to and from school of children who reside remote from their nearest school.
Bus Éireann has provided the information requested by the Deputy on the provision of school bus transport services in County Kildare in the table below.
Provision of school bus services in Kildare
|
Period 10, 2024 |
Number of Tickets Issued |
Number of Routes |
||
|
County |
Mainstream Pupils |
SEN Pupils |
Mainstream |
SEN |
|
Kildare |
6402 |
788 |
190 |
201 |
*Please note the above data is from the Period 10, 2024 KPI’s.
448. Deputy Réada Cronin asked the Minister for Education for an update on the provision of Irish-language education in schools in Kildare, including any refurbishment or development of Gaelscoileanna and Gaelcholaistí; and if she will make a statement on the matter. [44686/24]
View answerSignificant progress has been made by my Department in implementing the Policy on Gaeltacht Education, and the Department is now progressing work on the development of a new policy on Irish-medium education outside of the Gaeltacht. In addition to this work, a new unit has been established within the Department recently to develop a policy framework and action plan to support the teaching of Irish in English-medium schools.
Since its publication, the Policy on Gaeltacht Education has contributed to strengthening the delivery of Irish-medium education in Gaeltacht areas. Under this policy, significant support has been provided to Gaeltacht schools through the Gaeltacht School Recognition Scheme. Language-based criteria are set out for schools within this Scheme to ensure they are providing a high standard of education through the medium of Irish. An Irish-medium B.Ed. and an M.Ed. in Irish-medium and Gaeltacht education have also been established under this Policy.
The new policy on Irish-medium education outside of the Gaeltacht will build on the achievements of the Policy on Gaeltacht Education. A public consultation process has been conducted to gather the views of stakeholders, and Sealbhú, a research centre in DCU, has carried out an analysis of the information gathered throughout the consultation. Sealbhú was also commissioned to undertake a review of international literature which focused upon teaching through minority languages. Insights gleaned from the consultation process and from the research undertaken will inform the development of the new policy on Irish-medium education outside of the Gaeltacht.
The policy framework and action plan to be developed by the Department’s newly established Irish Language Unit for English-medium Schools will address particular key strategic challenge points where immediate and tangible action is likely to make a difference in a reasonable period of time. The policy framework and action plan will be informed by national and international research and by extensive consultation with stakeholders at national and school level.
With respect to Irish Medium school places Kildare, there are 8 Gaelscoileanna and 2 Gaelcholáistí in the area. At primary level, according to data provided by the schools, only 3 of the 8 Gaelscoileanna were oversubscribed for Junior Infants in 2023/24, with 66 additional places remaining unfilled across the other 5 schools. At post primary level, neither of the two Gaelcholáistí were oversubscribed, with 20 first year places remaining unfilled for 2023/24.
More than €310 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. This investment includes projects for a new Gaelcholáiste in Maynooth to cater for 350 pupils plus provision for children with special educational needs, which is currently at Stage 1. Additionally, a new school building project for Gaelscoil Ruairi in Maynooth to provide a 8 classroom school plus provision for children with special educational needs is currently at Stage 2B.
These projects will provide additional capacity in Irish medium schools in Kildare, further to the places that are already available across schools in the area.
449. Deputy Réada Cronin asked the Minister for Education what supports are in place to assist schools in Kildare in accommodating children from migrant families; and if she will make a statement on the matter. [44692/24]
View answerMy Department is committed to delivering an education system that is of the highest quality, and where every child and young person feels valued and is actively supported and nurtured to reach their full potential. In Ireland, all migrant children, including children of international protection applicants, children of migrant workers and unaccompanied minors can access primary and post-primary education.
Tusla’s Education Support Service (TESS), the International Protection Accommodation Services (IPAS) and the Regional Education and Language Teams (REALT) continue to successfully coordinate state and community agencies to assist with the enrolment and transition of Ukrainian and non-Ukrainian IPAS pupils, and children arriving under the IRPP, where required. These teams ensure that clear, accessible information flows are in place between schools, local education support services and national support structures to assist migrant families access the necessary supports.
International Protection Applicant figures fluctuate daily due to new arrivals and transfers to accommodation centres. Children are enrolled in school as quickly as possible, and those awaiting placement are actively supported by IPAS, TESS and REALT.
I have been advised by officials in my Department that as of 29 October 2024, there are 3 IPAS centres in Kildare with primary/post primary school going children. There are approximately 60 school going children residing in these centres, all of which are enrolled in schools. 75% of these children attend primary schools and 25% are in secondary schools.
Supports and resources accessible in all schools to support the needs of migrant children have increased significantly over the last number of years with the rise in the numbers of IPAS arrivals and particularity in response to the thousands of children and young people arriving from Ukraine since the outbreak of the war in 2022. My Department can confirm that there are 18,113 pupils from Ukraine formally enrolled in schools across the country.
The Migrant Integration Strategy published in 2017 sets out the Government’s commitment to the promotion of migrant integration as a key part of Ireland’s renewal and as an underpinning principle of Irish society. The Strategy provides a framework for a range of actions to support migrants to participate fully in Irish life; these actions are designed to support the integration process, as well as to identify and address any remaining barriers to integration.
A key element of the Strategy’s vision is for migrants, and particularly their children, to benefit fully from the education system. Education-related actions include enactment of the Education (Admission to Schools) Bill 2016, and to keep the adequacy of language supports in schools under review. The Department of Children, Equality, Disability, Integration and Youth (DCEDIY) who have responsibility for the Strategy is working on the development of a new Migrant Integration Strategy and officials in my Department will continue to engage with all relevant stakeholders in relation to its development and implementation.
My Department has adapted to the dynamic landscape of student enrolment. This has been particularly effective in the context of the pace and volume of newly arrived students fleeing the war in Ukraine and the ongoing increase in students, who require EAL supports to fully access the curriculum. Provision of additional supports and resources aim to ensure that all school-aged migrant children have access to a high-quality inclusive education within the mainstream setting in order to benefit fully from our school system.
The Special Education Teaching allocation provides a single unified allocation for special educational support teaching needs to each school, based on each school’s educational profile and also encompasses the English as an Additional Language (EAL) allocation that schools were allocated in previous years. All schools are advised in the first instance to review whether the needs of newly enrolled pupils can be met from within existing allocations.
My Department has prioritised enhancing English as an Additional Language (EAL) support, recognising the critical role of language proficiency in successful integration and academic achievement. These supports to schools, based on application process, are provided for new-entrant pupils (i.e., pupils arrived in the country in the last 2 years with an EAL requirement). Similar to previous years, supports may also be provided for schools with a high concentration of pupils that are not classified as new-entrant pupils but who have an EAL need i.e., those pupils with less than 3 years EAL support and register less than B1 in an English proficiency test.
Such policies enable flexible resource allocation to ensure that the resources follow children in the event of them changing schools. Schools may also apply for further language support by an application process during the school year, should their circumstances change.
In 2022, additional temporary special education supports were put in place to support schools with large Ukrainian enrolments. Resources are also provided to support schools that have enrolled a significant number of children seeking international protection.
The National Educational Psychological Service (NEPS) has developed a range of supports and resources for refugee and migrant children, including well-being resources for students. These include advice on supporting children with special education needs and supporting children at a time of war.
The total overall budget for my Department in 2025 will be €11.835 billion. Since 2020, funding for school-level education has increased by around €3.1 billion (36%). Budget 2025 provides an increase of €982 million in core funding, an increase of 9%, and builds on significant increases in recent budgets.
My Department will continue to provide a range of resources and funding to support pupils and students from Ukraine who have enrolled in our schools, including additional English language supports. Under Budget 2025, a total of €140 million has been allocated to these education supports, and these additional funds build on significant increases in recent budgets and further enhance the investment in Ireland’s primary, post-primary and special education system.
As part of the capitation package in Budget 2025, I have secured over €30 million as a permanent increase in capitation funding to assist schools now and longer term with increased day-to-day running costs. This represents an increase of circa 12% on current standard rates and enhanced rates. This increase is on top of the circa 9.2% increase from last year’s budget. Enhanced rates will also be paid in respect of pupils with special educational needs and Traveller pupils.
In addition to these grants, €45 million in cost-of-living supports will issue in 2024, to support all recognised primary and post-primary schools in the free education scheme. This additional funding announced in Budget 2025 is designed to assist schools with increased day-to-day running costs such as heating and electricity.
The enhanced summer programme prioritises the most vulnerable children in our society, those with the most complex special educational needs and those from disadvantaged backgrounds, to access the additional support that they need during the summer. The number of children taking part in the summer programme has increased from 13,000 children in 2019 to over 52,000 in 2023. This Budget now provides funding to maintain the enhanced summer programme on a more permanent basis going forward.
As part of the Budget measures for 2025, over €10 million of additional funding is also being allocated for social inclusion programmes targeted at the most vulnerable children at risk of education disadvantage and to prevent early school leaving. This includes providing supports and resources to children who attend alternative education settings. Funding is being made available to commence the implementation of the Traveller and Roma Education Strategy, and other measures to support engagement with education for Traveller, Roma, migrant families, and families experiencing poverty and deprivation.
450. Deputy Réada Cronin asked the Minister for Education her plans to provide the two special classes approved by the National Council for Special Education in March 2021 at a school (details supplied); and if she will make a statement on the matter. [44713/24]
View answerEnabling children with special educational needs to receive an education is a priority for this government. It is also a key priority for me as Minister for Special Education & Inclusion, 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.
The NCSE has responsibility for coordinating and advising on the education provision for children with special educational needs nationwide. They advise that the local special educational needs organiser (SENO) recently undertook a visit to the school referred to by the Deputy and the school advised that an application for additional school accommodation (ASA) would be submitted to my department once a transfer of land is completed. This is a matter for the school authorities to progress. The NCSE advise that the local authority is aware of the matter.
My department and the NCSE are engaging with schools and school management bodies in relation to the provision of future special classes and are committed to ensuring that sufficient special education placements will be available for children for this school year and future years.
I would like to assure parents that where there is known demand for special education provision in an area my department and the NCSE will provide the necessary supports and capital funding to ensure there is adequate provision for their children within that local area.
Almost 1,700 classes have been sanctioned by the NCSE over the last 5 years. In recent years, 11 new special schools have also been established and many more expanded. For this school year alone over 400 new special classes have been sanctioned bringing the total number of special classes nationwide to 3,337.
131 of these classes are in County Kildare, 16 are new for the 2024/25 school year, 12 at primary level and 4 at post-primary level. The vast majority of these are autism classes and have a teacher/student ratio of 1:6.
Budget 2025 provides funding for another 400 special classes and 300 special school places nationwide and it is estimated that a similar level of provision will be needed each year for the next 3 years.
The NCSE have recruited additional SENOs, advisors and team managers. A total of 120 SENOs now operate nationwide, six of these are solely operating in County Kildare. SENOs play an important role in ensuring there is adequate special educational provision within local areas and are currently visiting schools nationwide to conduct planning meetings. These visits will be key in terms of forward planning for the 2025/26 school year.
451. Deputy Réada Cronin asked the Minister for Education if her Department will engage with the parish of Sallins to secure the three acres currently for sale at Church Avenue, Sallins, County Kildare to ensure land for parking and future expansion of a school (details supplied); and if she will make a statement on the matter. [44714/24]
View answerI can confirm that my Department understands that there is land adjacent to the school in question, which is in the ownership of the school’s patron, that is being sold. My Department has no application from the school seeking additional accommodation or a site extension.
452. Deputy Pádraig O'Sullivan asked the Minister for Education further to Parliamentary Question No. 223 of 1 October 2024, when work will commence on an SEN project for a school (details supplied); and if she will make a statement on the matter. [44729/24]
View answerI am pleased to advise that approval under the Additional School Accommodation scheme issued to the school in question for the provision of Reconfiguration of part of main building to provide 1 x Technology Room/ Prep Area & toilets.
The project is being delivered under the Department’s Devolved SEN Reconfiguration and Modular Accommodation programme. Kerrigan Sheanan Newman Project Managers (KSN) have been appointed, from the Department’s Framework to design and oversee delivery of the project with access to the Department's Term Maintenance framework for contractors which allows expedited delivery of the works.
The Design Pack submitted for review by the Project Manager has been reviewed by Department officials. Formal approval of the design has issued to the school authority recently. It is now in order for the project to progress to the next stage.
453. Deputy John Lahart asked the Minister for Education the steps that are being taken to ensure equal treatment of all school support staff, in particular school secretaries, regarding access to public service pension schemes and leave entitlements such as bereavement leave; and her plans to address discrepancies in pay, leave, and pension rights between contracted teachers, SNAs and secretaries. [44740/24]
View answerSince September 2023, my Department is providing a payroll service for Secretaries. This provision 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) and also includes revised terms and conditions for secretaries. The Agreement however, which has provided for revised salary and annual leave entitlements, did not grant school secretaries with public servant status and therefore this cohort does not have access to the Single Public Service Pension Scheme, therefore there is no pension scheme in place for school secretaries employed under the new terms and conditions of employment as outlined in Circular 0036/2020.
The school remains the employer of school secretaries and it is their obligation to provide access to a PRSA scheme for employees. For secretaries who are paid through the Department-administered payroll, a facility is now being offered to join a PRSA scheme administered by Cornmarket with contributions being deducted at source. Should secretaries wish to avail of this option, they can contact Cornmarket directly – the participation of individuals in any scheme is a matter between the individual and the service provider.
As these staff are not public servants they do not automatically receive access to certain leave schemes. The Department engages with Fórsa and additional terms and conditions have been sought for this cohort of staff. However, any such claims, especially those with additional cost implications, must be carefully considered by the Department, in consultation with the Department of Public Expenditure, NDP Delivery and Reform and in line with the existing industrial relations machinery.”
454. Deputy Joe O'Brien asked the Minister for Education the progress on the new site for a school (details supplied); and the indicative timeline for completion of the new school. [44747/24]
View answerThe Campus project to which the Deputy refers has been devolved for delivery to CEIST.
The project is currently at Stage 2b of the architectural planning design process. This stage of the process allows for detailed design/planning, obtaining the necessary statutory permissions and the preparation of tender documents.
The planning application was submitted to Fingal County Council in August 2024. As soon as planning permission is finalised, the design team will complete the stage 2b report for submission to the Department.
As soon as this report is received, reviewed and approved, the project will progress to tender stage and onwards to construction in due course.
The timeframe for the construction of the project will not be known until the design stages have been completed and planning permission secured.
CEIST, as the delivery body will continue to engage directly with the school community to keep it fully informed of progress.
455. Deputy Éamon Ó Cuív asked the Minister for Education the amount allocated to the school completion programme for each of the past four years; the allocation of funding for this programme for 2025; and if she will make a statement on the matter. [44749/24]
View answerThe School Completion Programme, (SCP) is funded by my Department via Tulsa Education Support Service (TESS) and is a central element of the DEIS (Delivering Equality of Opportunity in Schools) programme, a key policy initiative of my Department to address educational disadvantage at school level.
Since I took over responsibility for the SCP in January 2021, an additional allocation of €2.3 million was provided for the programme as part of Budget 2021 measures, increasing the SCP full year budget to €27 million from 2022. This increase allowed for the extension of SCP to an additional 28 schools and incorporated a 5 % increase in budget to current SCP funding overall.
From September 2022, an additional €4 million (€5.9 million full year) was provided to allow access to SCP to new DEIS urban primary and post-primary schools under the recent DEIS expansion.
Under Budget 2023, a further increase of 5 % for SCP was negotiated and the total allocation of SCP funding for 2023 was €34 million.
The total allocation for the SCP for 2024 is now over €35 million, which encompasses additional provision following recent pay agreements reached for section 56 workers, which includes the SCP workers.
The total budget for my Department in 2025 will be €11.835 billion. Since 2020, funding for school-level education has increased by around €3.1 billion (36%). Budget 2025 provides an increase of €982 million in core funding, an increase of 9%, and builds on significant increases in recent budgets. There is also €120 million to be allocated for Cost of Living supports to be paid out in 2024.
Also, as part of these measures, over €10 million of additional funding is being allocated for social inclusion programmes targeted at the most vulnerable children at risk of education disadvantage and to prevent early school leaving. This includes providing supports and resources to children who attend alternative education settings. This funding is also being made available to commence the implementation of the Traveller and Roma Education Strategy, and other measures to support engagement with education for Traveller, Roma, migrant families, and families experiencing poverty and deprivation. Officials from my Department are currently working on the allocation of this funding, across a number of programmes and initiatives which will aim to support the most vulnerable children and young people in our education system.
456. D'fhiafraigh Deputy Éamon Ó Cuív den Aire Oideachais an bhfuil athbhreithniú á dhéanamh ar an liúntas do Chúntóirí Riachtanais Speisialta (SNA) atá ag scoil (sonraí tugtha); agus an ndéanfaidh sí ráiteas ina thaobh. [44782/24]
View answer457. D'fhiafraigh Deputy Éamon Ó Cuív den Aire Oideachais an bhfuil athbhreithniú á dhéanamh ar an liúntas d’Uaireanta Speisialta Oideachais (SET) do scoil (sonraí tugtha); agus an ndéanfaidh sí ráiteas ina thaobh. [44783/24]
View answerI propose to take Questions Nos. 456 and 457 together.
Ba mhaith liom buíochas a ghabháil leis an Teachta as an cheist.
Samhail leithdháilte is ea an tsamhail Teagaisc Oideachais Speisialta chun uaireanta breise teagaisc a sholáthar do scoileanna chun tacú le riachtanais teagaisc a gcuid mac léinn. Nuair a tugadh isteach samhail 2017 cuireadh múnla bunaithe ar riachtanas in ionad múnla faoi stiúir diagnóis. Níl aon athrú air seo do 2024 agus tá an leithdháileadh do scoileanna chun tacú le gach leanbh ar scoil a dteastaíonn leibhéal éigin de thacaíocht bhreise teagaisc uathu
Dáileann an tsamhail leithdháilte do 2024/25 líon iomlán na bpost Teagasc san Oideachas Speisialta atá ar fáil de réir phróifíl riachtanas gach scoile. Déanann an tsamhail leithdháileadh ar bhonn roinnt ionchuir, lena n-áirítear líon rollaithe. Úsáideann sé freisin sonraí ar leibhéal na scoile ó thrialacha caighdeánaithe chun leibhéil riachtanas foriomlán agus riachtanas casta laistigh de scoil a léiriú. Féachann sé le hacmhainní teagaisc a dháileadh ar an mbealach is cothroime agus is féidir, ag cur san áireamh fianaise láidir ardchaighdeáin i leith scoileanna aonair.
Tá an Chomhairle Náisiúnta um Oideachas Speisialta freagrach as tacaíochtaí scoile a phleanáil agus a chomhordú do leanaí a bhfuil riachtanais speisialta oideachais acu lena n-áirítear Cúntóirí Riachtanas Speisialta a leithdháileadh agus athbhreithnithe.
Maidir leis an scoil ainmnithe ba mhaith liom tú a chur ar an eolas faoi na nithe seo a leanas:
Méadaíodh a leithdháileadh Teagasc Oideachais Speisialta do scoil 2024/25 faoi 2.5 uair. Is é a leithdháileadh anois ná 155 uair, is é sin 6 phost múinteoireachta lánaimseartha agus 5 huaire an chloig in aghaidh na seachtaine.
Ba é an méadú ar rollú na scoile ná 1.39% agus tá méadú 1.64% ar an leithdháileadh Teagasc Oideachais Speisialta chun tacú leis seo.
Níl iarratas déanta ag an scoil chuig an CNOS ar athbhreithniú ar a leithdháileadh Teagasc Oideachais Speisialta don scoilbhliain 2024/25.
Tá sé tugtha le fios ag an gComhairle Náisiúnta um Oideachas Speisialta gur tháinig an tEagraí um Riachtanais Speisialta Oideachais le chéile agus leis an bpríomhoide ar 4 Deireadh Fómhair 2024.
Phléigh siad próiseas athbhreithnithe an Chúntóra Riachtanas Speisialta (CRS), agus chomhlánaigh an tEagraí um Riachtanais Speisialta Oideachais an Taifead Comhairliúcháin Scoile Foirm 1 leo.
Níl iarratas ar athbhreithniú faighte fós ag an Eagraí um Riachtanais Speisialta Oideachais ón scoil.
Gníomhóidh an Chomhairle Náisiúnta um Oideachas Speisialta ina leith a luaithe a gheofar.
I want to thank the Deputy for the question.
The Special Education Teaching (SET) model is an allocation model to provide schools with additional teaching hours to support the teaching needs of their students. When the 2017 model was introduced it replaced a diagnosis led model with one based on need. This has not changed for 2024 and the allocation to schools is to support all of the children in school who require some level of additional teaching support.
The allocation model for 2024/25 distributes the total available number of SET posts in line with each school’s profile of need. The model makes an allocation on the basis of a number of inputs, including enrolment numbers. It also uses school-level data from standardised tests in order to reflect levels of overall need and complex need within a school. It seeks to distribute teaching resources in the fairest possible manner, taking into account quality, robust evidence in respect of individual schools.
Special needs assistants (SNA) 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 education to enable them to achieve their best outcomes and reach their full potential.
The National Council for Special Education (NCSE) has the responsibility for planning and coordinating school supports for children with special educational needs including the allocation of SNAs and reviews.
In relation to the school named I would like to advise you of the following:
Their special education teaching allocation for 2024/25 school was increased by 2.5 hours. Their allocation now sits at 155 hours which is 6 fulltime teaching posts and 5 hours per week.
The increase in enrolment of the school was 1.39% and the SET allocation has increased by 1.64% to support this. The school has not made an application to the NCSE for a review of their SET allocation for the 2024/25 school year.
The NCSE has advised that the special educational needs organiser (SENO) met the principal on 4 October 2024. They discussed the SNA review process, and the SENO completed the Form 1 School Consultation Record with them.
The SENO has not as yet received a review request from the school. The NCSE as soon as a review request is received will action it.
458. Deputy Ivana Bacik asked the Minister for Education if she will publish data on future demand for a new secondary school in Newcastle, County Dublin; if she will make a statement on projected demand for special education in the area; and if she will report on her engagement with a group (details supplied). [44803/24]
View answerIn order to plan for school provision and analyse the relevant demographic data, the department divides the country into 314 school planning areas (SPA) 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, the 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 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.
New schools are only established in areas of demographic growth as the resources available for school infrastructure must be prioritised to meet the needs of areas of significant population increase to ensure that every child has a school place.
There is currently less than 500 post primary school pupils living in the Newcastle urban area. These pupils attend school in Rathcoole, Lucan & City West, where school capacity has been provided to accommodate them.
For school planning purposes Newcastle is located in the Newcastle_Rathcoole school planning area. Based on a zero-migration scenario the demand for post primary school places in the SPA is projected to peak in 2028 and reduce thereafter.
The impact of new residential developments is under review with South Dublin County Council.
There are two post-primary projects in the school building programme, providing additional capacity in the school planning area. These will, when completed, will cater the demand for school places in the area:
The school building project for Colaiste Pobail Fola is being delivered under the department’s Design and Build Programme as a campus project and will deliver a new 1,000 pupil post-primary school and accommodation, including 4 classrooms, for children with special educational needs and a new 16 classroom primary school and accommodation, including 2 classrooms, for children with special educational needs on the ETB-owned site at Fortunestown Lane. Letter of Acceptance (LOA) issued to the successful contractor on 28th of June 2024, which allowed the contractor to mobilise to site. The works on site are progressing and the project is being delivered on a phased basis.
The project for Holy Family CS is at Architectural Planning Stage 4 – Construction. Works commenced on site in August 2024 with an estimated contract duration of 36 months.
Details of large-scale projects being delivered under the school building programme may be viewed on my 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.
As part of planning for September 2025, the department will be engaging with an increased number of post-primary schools across areas of potential enrolment pressure, including areas in counties Kildare, Wicklow, Dublin, Galway, and Cork. This engagement will include the request for admissions data to help identify duplicate applications and determine the need for additional places, if any, in the area. It is expected that, as in previous years, the data sharing will provide confidence that there is sufficient school place availability in the majority of areas. However, if a shortfall of places is identified in an area, the Department will work with schools to put the necessary solutions in place. In addition, the department has improved the central Post-Primary On-line Database IT system that schools use to register student enrolments. This is an important improvement and is available to assist schools to manage the enrolment process and provide real-time notification to schools where a new student has accepted a school place in more than one school. This will help identify duplicate enrolments at a very early stage.
The department has 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 NCSE has responsibility for coordinating and advising on the education provision for children with special educational needs nationwide.
Almost 1,700 classes have been sanctioned by the NCSE in recent years, 11 new special schools have also been established and many more expanded in this time. For this school year alone over 400 new special classes have been sanctioned bringing the total number of special classes nationwide to 3,337.
Budget 2025 provides funding for another 400 special classes and 300 special school places nationwide and it is estimated that a similar level of provision will be needed each year for the next 3 years. Particularly, demand for new special classes at post-primary level is expected to increase significantly over the next few years. This is due to increasing demographics and increasing prevalence rates. The department and the NCSE have engaged with post-primary stakeholders in this regard.
In October 2022, the 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. Just this month the department issued a circular to all schools setting out new measures to support the forward planning of special education provision. Included in this circular was a reminder of the need for post primary schools to continue planning for this level of provision.
The department and the NCSE are engaging with schools and school management bodies in relation to the provision of future special classes and are committed to ensuring that sufficient special education placements will be available for children for this school year and future years.
The NCSE have recruited additional special education needs organisers (SENOs), advisors and team managers. The number of SENOs has increased to 120 nationwide. SENOs play an important role in ensuring there is adequate special educational provision within local areas and are currently visiting schools nationwide to conduct planning meetings. These visits will be key in terms of forward planning for the 2025/26 school year.
Parents seeking special class placements for their children are advised to contact the NCSE locally so that their needs can be taken into account for planning purposes. Local SENOs are available to assist and advise parents on their options and the supports available.
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.
459. Deputy Ivana Bacik asked the Minister for Education if she will make a statement on reform of her Department since taking office. [44804/24]
View answerMy Department is currently undergoing an Organisational Capability Review (OCR), which is being carried out by the Department of Public Expenditure, National Development Plan Delivery and Reform. The review will focus on the areas of leadership, strategy and policy, delivery capability and business support functions. It is anticipated that the report and implementation plan arising from the review will be put forward for Government approval in early 2025.
In addition, my Department operates a planning framework which seeks to prioritise the delivery of strategic objectives and develop strong support structures to ensure effective implementation. Forbairt, the annual statement of priorities, is part of this framework, and offers a roadmap for delivering the strategic and operational priorities outlined in the Statement of Strategy 2023-2025, particularly in the context of ongoing reform. This serves to assist my Department in managing the pace and sequence of change, and to enable the demonstration of, and report progress on reform in the sector. Quarterly reports on progress in achieving the actions identified are published on Gov.ie
