Written Answers Nos. 460-479
460. Deputy Ivana Bacik asked the Minister for Education if she will make a statement on the sale of a two-acre site adjacent to a school (details supplied); and if her Department assessed the feasibility of constructing a second-level school there. [44805/24]
View answerI can confirm that the Department of Education is in discussions with a developer on a potential disposal of the lands to the rear of the St. Finian's National School for the development of a public park and housing. Some lands will be retained for the benefit of St. Finian's National School.
The sustainable development plan of a settlement area and the planned use of the available development land is set out in County and Local Area Development Plans.
The land to the South St. Finian's NS is zoned to provide for new residential communities in the South Dublin County Development Plan 2022-2028. There is also a Specific Local Objective (SLO) on these lands to identify and set aside land for a Public Park.
The site in the Minister's ownership, adjacent to St. Finian’s National School, extends to 2.1 Hectares (5.2 acres).
My department has published guidelines to assist in the identification and the assessment for suitability of new sites for schools where the procurement of a new site is required. The relevant guidelines are TGD-025 for Primary School site identification and TGD-027 for Post-Primary site identification. All technical guidelines are available on the gov.ie website at www.gov.ie/en/publication/7e515-technical-guidance-documents/.
The recommended site area, outlined in these guidelines, for a 750 pupil post primary school is 3.81 Hectares and 4.57 Hectares for a 1,000 pupil post primary school.
There are no plans to develop a post primary school on this site.
461. Deputy Aengus Ó Snodaigh asked the Minister for Education the reason a child (details supplied), who is six years old, has not been awarded a place in an autism unit or special school; and when they will be accommodated in Dublin 10, or close by, to begin their education journey [44814/24]
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.
The NCSE has advised my department that they remain in contact with the family of the child referred to by the Deputy and are aware of the student’s need for a special class. Parent's are advised to apply to all preferred schools within each school's application window to ensure their child is considered within the school's admission process. The special educational needs organiser (SENO) remains available to advise and assist the family regarding applications for the 2025/26 school year and will notify the parent of any local updates.
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. For this school year alone over 400 new special classes have been sanctioned bringing the total number of special classes nationwide to 3,337.
603 of these classes are in County Dublin, 70 are new for the 2024/25 school year, 48 at primary level and 22 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 special education needs organisers (SENOs), advisors and team managers. A total of 120 SENOs now operate nationwide, 28 of these are operating solely in County Dublin. 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.
462. Deputy Catherine Murphy asked the Minister for Education the average number of buses in the Bus Éireann school transport fleet for Wicklow in 2022, 2023 and to-date in 2024, in tabular form. [44851/24]
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.
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.
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.
The scheme is operated using a mix of Bus Éireann owned vehicles and directly recruited drivers, and private contractors who recruit their own drivers to operate on the scheme.
As part of the operation of the scheme, Bus Éireann manages the procurement tender process and contract management arrangements to include services provided by contractors under the School Transport Scheme.
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.
|
- |
Period 4 2022 |
Period 4 2023 |
Period 10 2024 |
||||||
|
County |
Contractor |
Bus Éireann |
Total |
Contractor |
Bus Éireann |
Total |
Contractor |
Bus Éireann |
Total |
|
Wicklow |
152 |
2 |
154 |
160 |
2 |
162 |
167 |
3 |
170 |
463. Deputy Catherine Murphy asked the Minister for Education the average number of buses in the Bus Éireann school transport fleet for Kildare in 2022, 2023 and to-date in 2024, in tabular form. [44853/24]
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.
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.
The scheme is operated using a mix of Bus Éireann owned vehicles and directly recruited drivers, and private contractors who recruit their own drivers to operate on the scheme.
As part of the operation of the scheme, Bus Éireann manages the procurement tender process and contract management arrangements to include services provided by contractors under the School Transport Scheme.
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.
|
2022 (Kildare) |
2023 (Kildare) |
2024 (Kildare) |
||||||
|
Contractor |
Bus Éireann |
Total |
Contractor |
Bus Éireann |
Total |
Contractor |
Bus Éireann |
Total |
|
280 |
2 |
282 |
315 |
1 |
316 |
335 |
1 |
336 |
*Please note the 2022 and 2023 figures are accurate as of period 4, 2022 and 2023 KPI data and the 2024 figures are accurate as of period 10, 2024 KPI data.
464. Deputy Catherine Murphy asked the Minister for Education the number of mobile phones issued to staff in 2022, 2023 and to date in 2024; and the total costs expended by her Department on handsets and phones bills over the same timeframe. [44857/24]
View answerMy Department’s current mobile phone contract was awarded to Three Ireland, following a procurement process under the OGP Framework Agreement for the provision of Mobile Voice and Data Communications. This contract is due to expire in April 2025 subject to terms and conditions in this agreement. The monthly tariff provides for all calls, texts and a limited data allowance. The standard mobile device is provided at no cost. Mobile phones are purchased, on an exceptional basis, for accessibility, functionality or specific business purposes that cannot be met effectively by the standard device.
Details of gross costs for mobile phone devices for the period 2022-2024 are set out below. The function, not the grade, of the Officer is the key determinant in the provision of phones. Therefore, in this regard, grade related information is not readily available.
My Department’s policy on mobile telephony, both voice and data, sets out the relevant procedures and protocols that govern the use of mobile phones. This policy is acknowledged, and adherence to the terms and conditions governing usage is confirmed, by all subscribers. Charges arising are reviewed and must be approved. Where personal charges arise, these are recouped by the subscriber to the Department’s Vote.
Mobile Phone Costs
2022 €276,051
2023 €358,909
2024 (to October 30th) €448,086
|
2022 Number of phones |
2023 Number of phones issued |
2024 Number of new phones issued |
Total Phones 2024 (Oct 30th) |
|
1089 |
290 |
188 |
1567 |
465. Deputy Eoin Ó Broin asked the Minister for Education for an update on her Department’s plans to include a secondary school for an area (details supplied) in the School Capital Buildings Programme; given children living in the area have no option but to travel to other towns to attend secondary school; and if she will make a statement on the matter. [44876/24]
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 in the school planning area, providing additional capacity. These will, when completed, cater for demand for school places in the area:
The school building project for Coláiste 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 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.
466. Deputy Eoin Ó Broin asked the Minister for Education to clarify if the Department is considering selling land earmarked for a school in an area (details supplied) to a developer; if so, the reason this is the case; and if she will make a statement on the matter. [44877/24]
View answerI can confirm that the Department of Education is in discussions with a developer on a potential disposal of the lands to the rear of the St. Finian's National School for the development of a public park and housing. Some lands will be retained for the benefit of St. Finian's National School.
The sustainable development plan of a settlement area and the planned use of the available development land is set out in County and Local Area Development Plans.
The land to the South St. Finian's NS is zoned to provide for new residential communities in the South Dublin County Development Plan 2022-2028. There is also a Specific Local Objective (SLO) on these lands to identify and set aside land for a Public Park.
The site in the Minister's ownership, adjacent to St. Finian’s National School, extends to 2.1 Hectares (5.2 acres).
My department has published guidelines to assist in the identification and the assessment for suitability of new sites for schools where the procurement of a new site is required. The relevant guidelines are TGD-025 for Primary School site identification and TGD-027 for Post-Primary site identification. All technical guidelines are available on the gov.ie website at www.gov.ie/en/publication/7e515-technical-guidance-documents/.
The recommended site area, outlined in these guidelines, for a 750 pupil post primary school is 3.81 Hectares and 4.57 Hectares for a 1,000 pupil post primary school.
There are no plans to develop a post primary school on this site.
The future demand for school places in an area is directly linked to the number of existing and planned residential units. This department works closely with Local Authorities to ensure sufficient lands are zoned for educational use to meet the projected demand. To that end, a specific objective to provide school facilities has been provided on lands within the Newcastle development area in the South Dublin County Development Plan 2022-2028. These lands are adjacent to a large public park and public play facilities.
Any agreement to transfer lands for the development of housing and public park will include providing access to these specific lands for the development of the required school facilities.
The current negotiations include the transfer of land in the Newcastle area to the department for educational use. The purpose of these negotiations is to facilitate the development of Newcastle in a sustainable manner in keeping with the existing County & Local Development Plans.
467. Deputy Michael Creed asked the Minister for Education if there are plans for the addition of extra classrooms to facilitate special needs students in a school in County Cork (details supplied); and if she will make a statement on the matter. [44883/24]
View answerThe Project referred to by the Deputy was approved to enter the department’s pipeline of school buildings to provide 4 General Classrooms, 2 SET Rooms, 1 Graphics Room & 3 Class SEN unit under the Additional Accommodation Scheme 2021. This project has been devolved to the school authorities for delivery.
A Stage 1 report was received and was reviewed from both a technical and cost perspective in accordance with the requirements of the Public Spending Code. Following the initial review comments issued in June 2024, which requested the submission of a Stage 1 addendum to progress this project.
Officials from my Department directly contacted the school principal in October 2024 to confirm that this addendum has not yet been received. We await this addendum report before we can progress this very important project to the next stage.
468. Deputy Jackie Cahill asked the Minister for Education if there are any financial supports available to families who are utilising private school transport, i.e., their children are not attending what is deemed their closest school, on the grounds of financial hardship, given the financial burden private transport can place on families; and if she will make a statement on the matter. [44890/24]
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.
Under the 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. At post primary level, they are eligible where they reside not less than 4.8 kms from and are attending their nearest post primary school/education centre. Distance is determined by the Department/Bus Éireann and rules have regard to ethos and language.
Children who are eligible for school transport and who complete the application process on time (apply on time and pay on time) are accommodated on school transport services where such services are in operation and where there is capacity to do so. Children who are eligible for school transport but for whom no service is available may be offered the Remote Area Grant towards the cost of making private transport arrangements.
Children who are not eligible but who apply for school transport are considered for spare seats that may exist after eligible children have been facilitated; such seats are referred to as concessionary seats.
Because of the nature of concessionary transport for non-eligible children and the priority of providing places for eligible children, there may be an excess of demand over supply for concessionary places. In these cases Bus Éireann will allocate tickets for spare seats using an agreed selection process.
In cases where the Department is satisfied that the nearest/next nearest schools are full, eligibility for school transport will be determined based on the distance the pupil resides from the next nearest school having regard to ethos and language.
To establish that the nearest schools are full parents must provide evidence that an application for enrolment was made within the deadline dates specified by the schools and a letter from the relevant School Authorities confirming that the schools were full. This documentation can be sent to the School Transport Section of the Department for consideration.
469. Deputy Bernard J. Durkan asked the Minister for Education to indicate if special school transport can be facilitated in the case of a child (details supplied); if every effort can be made to ensure school transport is facilitated in his case given his ongoing complex needs; and if she will make a statement on the matter. [44897/24]
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.
The National Council for Special Education acts in an advisory role to the Department of Education and Skills on the suitability of placements for children with special educational needs. Under the terms of the School Transport Scheme for Children with Special Educational Needs, the Department will consider the report of the Special Education Needs Organiser (SENO). School transport is provided to children with special educational needs who are attending the nearest school to their place of residence that is or can be resourced to meet their educational needs, as identified by the SENO.
I am pleased to advise that the child referred to by the Deputy is eligible under the terms of the scheme. This child was previously availing of a dedicated school transport service with others however, the service was recently reported as not suitable for the child. Following this, a sanction was sent by School Transport Section of my Department to Bus Éireann for the establishment of a new individual service for this child.
Bus Éireann is in the process of tendering and allocating a contractor to operate this service. Once a contractor has been sourced, and the documentation and Garda vetting clearance are in order, the service will commence. Bus Éireann will liaise with family 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. Families of children who are eligible for these services may therefore apply for the Special Transport Grant which is a once off payment, paid retrospectively to families once the School Transport service is in place and is to assist with the cost of private transport arrangements the family had put in place until services are finalised. The family of the child referred to by the Deputy have been offered this grant until the commencement of a service.
470. Deputy Sean Fleming asked the Minister for Education the up-to-date position following the further submissions by a school, and when approval will be given for a project (details supplied); and if she will make a statement on the matter. [44900/24]
View answerThe school to which the Deputy refers was approved to enter the department’s pipeline for a project under my Department's Additional School Accommodation (ASA) Scheme. The project will provide a 2 classroom SEN base and a General Purpose room. The project was devolved for delivery to the school authority.
The Stage 1 Design Report for the project was received by my department.
My department has been in contact with the school authorities regarding the ASA project to organise a stage presentation with the school and design team which is due to take place on the 04 November 2024. The aim of this meeting is to review the preliminary drawings, to ensure compliance with Design Team Procedures and to ensure from a cost perspective that the project is in accordance with the requirements of the Public Spending Code.
Following this meeting my department will continue to engage with the school authority to provide practical advice and assistance on this very important project.
471. Deputy Michael Lowry asked the Minister for Education if the case of a person (details supplied) will be reviewed; if immediate action will be taken to review this refusal and approve the allocation of assistive technology equipment for this student; and if she will make a statement on the matter. [44928/24]
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, which are required for educational purposes.
All equipment provided under this scheme supports children with more complex disabilities who, in order to access the school curriculum, require essential specialist equipment.
An application for assistive technology was submitted by the primary school in May 2024. Based on the professional information provided to the SENO and in line with criteria set out in Circular 10/2013, the SENO was not in a position to recommend an assistive technology grant for the school concerned on behalf of the student.
No appeal has been submitted for the Assistive Technology application concerning this child. Additionally, the post-primary school has not submitted a new application for assistive technology.
It is open to parents to contact SENOs directly to discuss their child’s special educational needs, using the contact details available at: ncse.ie/seno-contact-information
472. Deputy Marc Ó Cathasaigh asked the Minister for Education if her attention has been drawn to the need for additional primary school places for children with ASD in Waterford for the school year 2025 (details supplied); and if she will make a statement on the matter. [44939/24]
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.
The NCSE has advised my department that they are aware of the student’s need for a special class. Parent's are advised to apply to all preferred schools within each school's application window to ensure their child is considered within the school's admission process. The special educational needs organiser (SENO) remains available to advise and assist the family regarding applications for the 2025/26 school year.
It is important that existing classes are filled in the first instance before new special classes are considered. Where there is known demand the NCSE will look to establish a new special class. 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.
70 of these classes are in County Waterford, 12 are new for the 2024/25 school year, 7 at primary level and 5 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 special education needs organisers (SENOs), advisors and team managers. A total of 120 SENOs now operate nationwide, three of these are solely operating in County Waterford. 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.
473. Deputy Róisín Shortall asked the Minister for Education the way a denominational primary school should uphold the child and family’s constitutional rights (details supplied) where just one child is formally opted out of religious education and whose parents do not wish them to be involved in any doctrinal activities, and the entire school and all teachers are undertaking a visit to a religious building for a religious service. [44941/24]
View answerUnder 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 manner in which any school ensures that the right to not attend religion instruction classes is upheld, is a matter for the school concerned. Schools must make appropriate arrangements for withdrawal from religious worship including religious events. 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.
474. Deputy Róisín Shortall asked the Minister for Education the way the Department of Education Inspectorate inspect the teaching of religious education in primary schools with a denominational patron and, in , whether, and how, they inspect the educational experience of children who are formally opted out of religious education as per their constitutional right. [44942/24]
View answerUnder 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 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.
The follow-up paper to the Report of the Forum on Patronage and Pluralism in the Primary Sector which was published in 2014 outlines good practice and options for promoting diversity in all schools. The paper gives an overview of different types of arrangements that schools have put in place to facilitate parents who do not wish for their children to attend religious instruction classes. The Catholic Schools Partnership subsequently published guidelines for catholic schools in relation to the inclusion of all pupils and that this also contains suggestions on how such schools can manage requests to attend school without attending religious instruction.
In accordance with the Primary School Curriculum (1999) the content of the religious curriculum provided by primary schools is not set by the Department of Education. Responsibility for inspecting the teaching of religious education in primary schools with a denominational patron rest with the school patron. The Department of Education Inspectorate does not have a role in the inspection of Religious Instruction or the patron’s programme in primary schools.
When conducting an inspection in a primary school, the Inspectorate evaluates the quality of the outcomes and experiences of the pupils attending the school; it does not distinguish between pupils who have opted out of Religious Instruction and those who have not.
The Department has been engaging with relevant stakeholders to deliver on the Government’s commitment to increase multi-denominational provision. This engagement is in the context of the Programme for Government, which reflects the Government’s objective of continuing to expand the plurality of schools to reflect the full breadth of society. Part of this work includes giving attention to how all schools provide for their diverse enrolments on a daily basis.
475. Deputy Rose Conway-Walsh asked the Minister for Education to provide an update on the SNA workforce plan; and if she will make a statement on the matter. [43584/24]
View answerI would like to thank the Deputy for her request to provide an update on the SNA workforce development plan.
The SNA Workforce Development Unit within the Special Education Division in my department is currently working on the first Special Needs Assistant Workforce Development Plan. The plan will introduce policy developments which will bring clarity and direction to the SNA service.
The plan is being developed in consultation and collaboration with stakeholders including school leaders and the SNAs, giving all parties an opportunity to provide input and share views on the future development and direction of the SNA service. The are five key areas that the plan will address:
– Pillar 1 - Review and development of the SNA role
– Pillar 2 - Establishment of a quality assurance framework
– Pillar 3 - Establishment of a SNA learning and development programme
– Pillar 4 - Supporting SNA recruitment, retention and diversity
– Pillar 5 - Development of a communications strategy
Research and analysis for the plan, included focus groups with SNAs in May 2023, followed by focus groups with school leaders earlier this year. The first national survey of SNAs which also took place this year received 7,401 responses, comprising 35% of the SNA workforce. Reports on the focus groups and the survey are available on my department’s website on gov.ie.
The SNA Workforce Development Unit also facilitated focus groups with teachers in September 2024 and the subsequent report will be published on gov.ie in due course. Feedback from the focus groups and the data returned from the survey will inform policy decisions and actions under the five pillars of the Plan.
Additional consultation and other work are underway to include
• Consultation with students to include the voice of the child in the SNA Workforce Development Plan
• Webinars to update the SNA workforce on progress to date
• A literature review to assist with policy development on the role of the SNA.
In response to direct feedback from SNAs in last year's focus groups a dedicated SNA Information Hub (www.gov.ie/en/publication/2a977-special-needs-assistant-sna/) was set up on the government website www.gov.ie containing useful information and links to resources to support SNAs in their important work.
The Steering Group, consisting of high-level management in my department and external experts, who oversee the work on the plan has met 4 times to date with a fifth meeting scheduled for quarter 4 of 2024. Working groups have been established for each of the five pillars and there is significant progress to date in their ongoing work to consider a range of SNA related policy matters. Feedback from my department’s research in each of the key areas will also inform these deliberations.
The General Stakeholder Group and the SNA Stakeholder Group both met in May 2024 and are scheduled to meet again in November 2024 providing an opportunity for my department to communicate progress and seek input on the plan.
My department is on track to deliver the SNA Workforce Development Plan in September 2025.
476. Deputy Paul Donnelly asked the Minister for Education if there is provision to provide immediate financial assistance to cover expenses related to medical bills, therapy sessions and medication for teachers and SNAs who are on assault leave. [38882/24]
View answerA leave of absence may be granted to a teacher or special needs assistant who is unable to perform their duties due to a physical injury following physical contact from a third party that happened in the course of their duties and during approved school activities.
In accordance with Section 14 of the Education Act 1998, it is the duty of the Patron to appoint, where practicable, a Board of Management. The Board of Management is the body of persons, or the person appointed by the Patron to manage the school on his/her behalf, including issues surrounding health and safety.
While the Department of Education has statutory functions in the setting of terms and conditions for teachers and SNAs, the Department of Education is not the employer.
Where a teacher or SNA is injured as a result of physical contact from a third party causing physical injury in the course of their duties and during approved school activities, they may apply for leave under the “Leave of absence following Assault Scheme”.
The provisions of this scheme are contained in the Department’s Circular Letter 0061/2017 for teachers and Circular Letter 0062/2017 for SNAs. It provides for special leave with pay (subject to specified limits) to a teacher or SNA who is unable to perform their duties due to a physical injury following physical contact from a third party that happened in the course of their duties and during approved school activities.
The leave available under the Scheme for Leave of Absence following Assault is 3 months (92 days) at full pay in a rolling 4-year period. In exceptional cases, such as where a significant period of hospitalisation is required or in situations of a second or subsequent incident of assault, the leave may be extended for a further period not exceeding 3 months (91 days) at full pay, subject to an overall limit of 6 months (183 days) at full pay in a rolling 4-year period. There is no provision made under the terms of the scheme to provide financial assistance to cover expenses related to medical bills or medication.
The Department of Public Expenditure, NDP Delivery and Reform (DPENDR) determines the terms and conditions of Leave Schemes for Public Servants, which includes teachers and SNAs. In this regard, the leave limits noted in the Assault Leave Circular for Teachers/SNAs were agreed with Education Partners in conjunction with DPENDR.
A Teacher or SNA who has exhausted the maximum period of paid leave under the Scheme for Leave of Absence following Assault and who is still medically unfit to resume duty may avail of Sick Leave under the Sick Leave Scheme, subject to the normal rules of that scheme.
The Employee Assistance Service, which is currently provided by Spectrum.Life, is available as a supportive resource for teachers and SNAs, including those who have suffered a physical injury leading to a period of absence as provided for under the scheme. The freephone confidential helpline is available 24 hours a day, 365 days a year. Supportive resources may include short term counselling (up to six sessions). If the EAS recommends additional short-term counselling sessions with the teacher, the Department can facilitate this request.
477. Deputy Chris Andrews asked the Minister for Education the process to amalgamate two primary schools, a boys' school and a girls' school, into one school. [44954/24]
View answerI wish to advise the Deputy, that the decision-making authority for any amalgamation is the patron/trustees of the schools concerned and it is open to any patron to submit proposals to the Department for consideration.
Any proposed change involves extensive consultation at local level and must be well planned and managed in a manner that accommodates the interests of students, parents, teachers, local communities and contributes to an inclusive education system.
The Patron and relevant stakeholders are also advised to consider the implications that any amalgamation proposal may have on factors such as school accommodation, funding, staffing and school transport so that an informed decision can be made.
478. Deputy Pauline Tully asked the Minister for Education the plans she has in place for the opening of an autism class in a school (details supplied); if this classroom will be open by September 2027 for autistic students transitioning from the autism class in the local primary school. [45088/24]
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.
I am advised that the school referred to by the Deputy has a building project application with my department. This project includes provision for two special education classes. The project has been at stage 1 phase since August 2022. My department has not received any further progress reports from the school in relation to this build. Next steps include the submission of a stage 1 report by the school authority to my department .
The NCSE, who has responsibility for coordinating and advising on the education provision for children with special educational needs nationwide. 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 number 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.
59 of these classes are in County Cavan, 7 are new for the 2024/25 school year, 6 at primary level and 1 at post-primary level. The vast majority of these are autism classes and have a teacher/student ratio of 1:6.
As demand for new special classes at post-primary level is expected to increase significantly over the next few years, due to increasing demographics and increasing prevalence rates, my department and the NCSE have engaged with post-primary stakeholders in relation to the provision of special classes.
In October 2022, my department wrote to all post-primary schools requesting that each school begin planning to provide for up to four special classes to meet the needs of children progressing from primary school. Just last month my 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.
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. A total of 120 SENOs now operate nationwide, two of these are operating solely in County Cavan. 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.
479. Deputy Richard Boyd Barrett asked the Minister for Education if she will give a firm timeline for the move of a school to a new site (details supplied); and to outline the issues if any to ensure a timely move from the current to site to Ballyowen-Meadows. [45107/24]
View answerThe school referred to by the Deputy is currently based in temporary prefabricated accommodation. It is intended that this school will relocate to a former primary school building that is currently occupied by a special school pending the construction of a new school building for them. The Department will shortly be engaging with the patron of the school referenced by the Deputy regarding the arrangements for the relocation of the school.
The large scale capital project for the special school commenced on site in June 2023 with an estimated completion timeframe envisaged for end of August 2025.
