Written Answers Nos. 302-321
302. Deputy Violet-Anne Wynne asked the Minister for Education the steps being taken regarding the lack of options available to students in the education system; and if she will make a statement on the matter. [21456/24]
Amharc ar fhreagraThe Deputy will be aware that policy regarding apprenticeships falls under the remit of my colleague, Patrick O’Donovan TD, Minister for Further and Higher Education, Research, Innovation and Science.
In my own Department, work is ongoing to improve options available to students at senior cycle. In 2022, I announced an ambitious programme of work for a reimagined Senior Cycle of education where the student is at the centre of their Senior Cycle experience.
Since September 2022, Leaving Certificate Applied (LCA) students have had improved access to Leaving Certificate Established LCE Mathematics and Modern Foreign Languages, broadening the options for LCA students in their chosen path beyond senior cycle.
Students following the Leaving Certificate Vocational Programme (LCVP) are now able to access LVCP link modules without meeting subject specific criteria or the modern European language requirements.
My Department is also exploring ways to support schools to further open opportunities for their students to experience “taster” modules where they have opportunities to experience aspects of apprenticeship programmes and the opportunities offered by further education and training institutions. In this way, students will gain greater exposure to the diverse and multiple pathways which are available to them following their senior cycle studies.
A new and much needed dimension to Senior Cycle Redevelopment will be the introduction of a new programme statement for Senior Cycle Level 1 and Level 2 Learning Programmes (L1/L2LPs). The introduction of Senior Cycle L1/L2 Learning Programmes will provide enhanced options so that students can follow the pathways that are most appropriate to their needs and will build on the junior cycle equivalent provision.
The draft programme statement and the first draft modules for the Level 1 and Level 2 follow-on programmes for senior cycle has been published. The public consultation on the Programme Statement ended 10 April 2024. The feedback on this consultation will inform further work on this new and much-needed dimension to senior cycle. The first group of modules will be introduced in schools this year and Oide, the support service for teachers and school leaders, is already advancing their work on providing TPL for these modules.
This progress across the entire breadth of our senior cycle programmes since my announcement means that we are now delivering on the ambition of a more inclusive senior cycle that recognises the many talents of our students, and ensures they have the kind of 21st Century education needed in their chosen pathway following post-primary education.
303. Deputy Violet-Anne Wynne asked the Minister for Education her views on the lack of clear guidance on future options; if she will ensure that all schools and pupils have access to a guidance counsellor; and if she will make a statement on the matter. [21458/24]
Amharc ar fhreagra305. Deputy Violet-Anne Wynne asked the Minister for Education how many guidance counsellors there are currently in schools in County Clare; and if she will make a statement on the matter. [21461/24]
Amharc ar fhreagraI propose to take Questions Nos. 303 and 305 together.
Teacher allocations to all schools are approved annually by my Department in accordance with established rules based on recognised pupil enrolment on the previous 30 September. The criteria for the allocation of posts are communicated to school managements annually and are available on the Department website (circular 0008/2024 0009/2024 & 0010/2024).
Each school receives an allocation in respect of Guidance Provision, calculated in accordance with published criteria and by reference to the approved enrolment.
For the current school year 2023/24 there are almost 930 Guidance Counselling posts allocated to our schools at a cost of over €68 million. The number of Guidance Counselling posts allocated to the 16 post-primary schools in Co. Clare is 18.83 whole time equivalents.
The allocation for Guidance Provision is provided separately and transparently on each school’s staffing schedule. These posts have been ring-fenced so they can only be used for guidance activities and to meet the guidance needs of the school in accordance with the school’s Guidance Plan.
My Department has committed considerable resources towards the restoration of guidance counselling hours to post-primary schools, to the provision of CPD for guidance counsellors and to the provision of a national guidance counselling supervision service for post-primary guidance counsellors in recent times.
304. Deputy Violet-Anne Wynne asked the Minister for Education if she will consider including mental health training for all educators in the school setting; and if she will make a statement on the matter. [21460/24]
Amharc ar fhreagraThe area of wellbeing and the promotion of positive mental health is a priority for the Department of Education. The Department of Education’s approach to supporting wellbeing and mental health is set out in its Wellbeing Policy Statement and Framework for Practice.
The approach in the Wellbeing Policy is founded on research and best international practice in relation to how schools can best support the wellbeing and mental health of children and young people. The approach proposed is a whole school and preventative approach which has multiple components that include:
- Providing children and young people with opportunities to build core social and emotional skills and competencies
- Providing children and young people with opportunities to experience supportive relationships within the school setting and to learn through those relationships
- Providing children and young people with opportunities to be part of a school environment and culture that feels both physically and psychologically safe, an environment in which children and young people feel a sense of belonging and connectedness, in which they feel their voice is heard, and they feel supported.
- Schools are encouraged to use a reflective, school self-evaluation approach to identify and prioritise the needs of its own school community in relation to the promotion of wellbeing and mental health, and to respond to meeting those needs.
A dedicated wellbeing portal can be accessed via ‘Wellbeing in Education’ on Gov.ie, bringing together all the wellbeing and mental health supports and resources that have been developed by the Department and the Department’s support services.
My Department’s National Educational Psychological Service (NEPS) provides educational psychological support to all primary and post-primary and special schools.
The NEPS service provides access for all schools to:
Psychological support in the event of a Critical Incident
- A Casework Service for individual children where there is a need for intensive consultation and assessment via a NEPS psychologist or through the Scheme for the Commissioning of Psychological Assessments (SCPA).
- A school staff Support and Development Service, to build school capability to provide a comprehensive continuum of support in schools and
- Ongoing access to advice and support for schools.
This approach allows psychologists to give early attention to urgent individual cases and, through supporting school staff, to benefit many more children than could be seen individually.
NEPS teams offer training and guidance for teachers in the provision of universal and targeted evidence-informed approaches and early intervention to promote children’s wellbeing, social, emotional and academic development. In NEPS, Support & Development can be delivered nationally by working groups, regionally by teams in different offices, by teams in one office for the region, by local teams to local schools and by a psychologist working with an allocated school. For example, Initiatives such as the Incredible Years Social Emotional learning Programmes and the FRIENDS Resilience Programmes which aim to address anxiety reduction have been welcomed by schools and their impact positively evaluated.
- Incredible Years : The Incredible Years Teacher Classroom Management training for primary teachers. This involves six days of face-to-face training. 20 training programmes involving 400 teachers are taking place this year.
- FRIENDS Resilience : The evidence-based anxiety prevention and resilience building programme FRIENDS Resilience programmes (‘Fun Friends’, ‘Friends for Life’ and ‘My Friends Youth’) continue to be available to school staff. Over 1000 teachers have been trained each year by NEPS.
- Trauma Informed Practice : Training called ‘Introducing a Trauma Informed Approach, the Stress Factor: Getting the Balance Right’ is delivered to school leaders in acknowledgement of the important role they have in embedding practices in their schools. Also School staff have access to a new eLearning programme on Trauma Informed practice. Over 2,300 teachers have enrolled in this programme over the last 9 months.
At primary level, the Oide Wellbeing team Professional Learning Leaders support schools in the area of wellbeing with a particular focus on the curricular areas of SPHE and PE.
At post primary level, the Oide Wellbeing team currently offers Introduction to JC SPHE Two-Day Professional Learning Experience, which explores pedagogical approaches and resources to support the teaching and learning of this area along with others. Between August 2023 – May 2024 592 teachers availed of this PLE.
Oide offers a Post-Primary Mental Health Full Day Professional Learning Experience. This one-day professional learning experience is tailored for Junior Cycle and Senior Cycle SPHE teachers. This event provides an opportunity to explore various pedagogical approaches and resources for teaching and learning, specifically focusing on the areas of Emotional Wellbeing and Mental Health. Between August 2023 – May 2024 96 teachers availed of this PLE.
Every school is required to use the School Self Evaluation (SSE) process to initiate a wellbeing promotion review and development cycle by 2025. Oide has been providing training to schools on the National roll-out and implementation of the Wellbeing Policy Statement & Framework for Practice (WPSFP) on a phased basis over the last 3 years.
In June 2023, The Minister for Education announced an investment of €5 million in piloting a programme of counselling and mental health supports in primary schools in selected counties. This further supports the range of mental health and wellbeing supports already provided by my Department and the excellent work already happening in schools in relation to wellbeing. All of this supplements the mental health supports which are offered by the HSE throughout the country.
The pilot has 2 strands. Strand 1 sees direct counselling supports being provided to primary schools for the first time. The Department of Education has set up county panels of pre-approved private counsellors providing one-to-one counselling in primary schools in counties Cavan, Laois, Leitrim, Longford, Mayo, Monaghan, and Tipperary. In total, 733 blocks of counselling have been allocated to schools across the pilot counties, which provides an allocation to 733 children in these counties. To date, 35 counsellors have been recruited across the 7 pilot counties.
Strand 2 involves the introduction of Education Wellbeing Teams to provide enhanced in-school supports for a cluster of primary schools in Cork, Carlow, Dublin 7, and Dublin 16. To date, 15 Education Wellbeing Practitioners have been recruited to the four cluster areas. They have undergone an intensive training programme provided by NEPS and are providing supports in schools. The supports being offered are to pupils, parents, and school staff to support wellbeing and resilience at a whole school level.
On the 8th April 2024 the Department published a tender to procure services to further support wellbeing and mental health in post-primary schools. The tender invites suitable providers to work closely with the Department of Education over a two/three-year period to develop and deliver additional supports to complement existing systems and structures in post-primary schools for wellbeing and mental health.
The focus will be to strengthen supports and resources available to Student Support Teams to enhance the wellbeing and mental health of young people in the school community, with supports developed for students, parents and school staff. It is anticipated that the tender contract will be awarded and work commencing by July. This is a further investment by the Department to support the wellbeing and mental health of young people.
A Student Support Team is a central part of the student support system in a post-primary school. It is the overarching team concerned with the progressing of actions for the welfare and wellbeing of all students, and a mechanism through which many of the existing student supports are co-ordinated and planned. It facilitates the coordination of the valuable work of school departments and teams, such as the Junior Cycle Wellbeing Curricular Planning team, the Special Education Needs (SEN) department, Guidance and pastoral staff and the Critical Incident Management Team (CIMT). School Leadership has a significant role on the school’s Student Support Team. The Student Support Team can also identify and forge relationships with external support services and develop pathways for student onward referrals.
A guide to establishing or reviewing Student Support Teams is available to school staff. NEPS psychologists are available to support all post-primary schools with the establishment or review of their Student Support Team, with local NEPS psychologists working collaboratively with clusters of post-primary schools.
Additionally, an Occupational Health Strategy is in place as a supportive resource for staff and leaders in schools. The aim of the Occupational Health Strategy is to promote the health and wellbeing of employees in the workplace, with a strong focus on prevention. The Occupational Health Strategy comprises the Employee Assistance Service and the Occupational Health Service.
The Employee Assistance Service is provided by Spectrum.life and is a self-referral service where school staff have access to a dedicated free-phone confidential helpline. The service is available 24 hours a day, 365 days a year. The Employee Assistance Service provides advice to all school staff on a range of issues including wellbeing, bereavement, conflict and mediation. Where required, short-term counselling is available to all school staff and their family members. The Employee Assistance Service provides support and advice to managers to help them deal with health and wellbeing issues personally and in the workplace. It also provides a series of webinars and presentations to promote wellbeing in schools.
These are the many areas my department has been offering training and supports to educators in schools settings in the areas of mental health and wellbeing.
306. Deputy Violet-Anne Wynne asked the Minister for Education her views on the recurring issue of people with disabilities facing delays in accessing assistive technology and how it can take years to finally get one; and if she will make a statement on the matter. [21464/24]
Amharc ar fhreagraUnder the Assistive Technology Scheme, as set out in the department’s Circular 0010/2013, funding is provided to schools towards the cost of computers and specialist equipment, which are required for educational purposes.
My department has received a large volume of Assistive technology applications that are currently being processed. There has been a large increase in applications for Assistive Technology over the last number of years, with approximately double the amount of equipment being sanctioned in 2023 compared to 2018. Special Education are currently reviewing the Assistive Technology Scheme and streamlining the application process is one of the key goals of this review.
Applications for equipment for students with hearing impairment and/or visual impairment have been prioritised. Sixth class pupils are also being prioritised to allow equipment to be purchased before the child moves onto post primary school. All other applications will be processed in accordance with the date that the recommendation has been received in the Department by the SENO. At present, applications received by the Department are being processed within approximately 20 working days. This process time has decreased substantially since the beginning of 2024 and the Department will continue to process assistive technology claims as efficiently as possible.
Officials from my department have reached out to the Deputy to provide specifics of the case(s) of the applications you are referring to. While my department acknowledges that due to the high volume of applications there has been delays in processing applications by a period of a couple of months, we are unaware of any application taking years to process.
All equipment provided under the Assistive Technology Scheme supports children with more complex disabilities who, in order to access the school curriculum, require essential specialist equipment.
It must be clear that the existing I.T. equipment in the school is insufficient to meet the child's needs. Where necessary, schools may also purchase new or additional equipment or software for students from normal school resources or funds.
The Assistive Technology Scheme is provided by my department to supplement the overall approach to providing funding to schools for digital technology and equipment to support children for education purposes. Assistive technology can be seen as a critical enabler for those with special educational needs to gain the maximum benefit from a modern technologically focused education system. Where children with more complex disabilities require essential specialist equipment to access the school curriculum, which they do not already have, or which cannot be provided for them through the schools' existing provisions, schools may make an application for such equipment to the National Council for Special Education (NCSE) under the terms of this scheme.
The NCSE, through its network of local Special Educational Needs Organisers (SENOs), is responsible for processing applications from schools for special educational needs supports. SENOs also make recommendations to my department where assistive technology/specialised equipment is required. The NCSE operates within my department’s criteria in making recommendations for support.
Schools make applications directly to the SENO, providing details of the student’s special educational needs or disability, including details of the approach taken by the school in making relevant interventions.
In order to qualify for equipment under this scheme, a student must have been diagnosed with a physical or communicative disability and must also have a recommendation in a professional assessment that the equipment is essential in order to allow the student to access the curriculum.
SENOs will review the application, and professional reports provided in support of same, in order to establish whether the criteria of the scheme have been met. They will then make a recommendation to my department as to whether or not assistive technology is required; and based on this recommendation, my department will decide on the level of grant, if any, to be provided.
The type of equipment provided under the Assistive Technology Scheme is varied, and includes audiological supports for students with hearing impairment, braille equipment for children with visual impairment, and computer equipment with associated modified software for students with physical or severe communicative disabilities.
Communication devices or medical or therapy related devices which are not specific educational interventions or equipment specifically required as essential for school educational access, and which have a general application outside of school, are not provided for under the Assistive Technology scheme, however. Such equipment is normally provided for children with disabilities by the Health Service Executive (HSE).
307. Deputy Colm Burke asked the Minister for Education if the school transport section will approve an application for school transport for a child (details supplied) with special educational needs; and if she will make a statement on the matter. [21465/24]
Amharc ar fhreagraThe School Transport Scheme is a significant operation managed by Bus Éireann on behalf of the Department of Education. In the current school year over 161,600 children, including over 135,000 pupils traveling on primary and post primary services, 19,800 pupils with special educational needs, and 6,800 pupils who have arrived to Ireland from Ukraine are 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.
Under the terms of my Department's School Transport Scheme for Children with Special Educational Needs, a pupil with special educational needs is eligible for school transport if they are attending the nearest recognised mainstream school, special class or special school , that is or can be resourced, to meet the child's special educational needs under Department of Education criteria.
Eligibility is determined following consultation with the National Council for Special Education through its network of Special Education Needs Organisers (SENO).
There was a 30% increase in the number of special educational transport journeys from 2019 to the 2022/2023 school year.
New applications for the 2024/2025 school year will be catered for through a mix of new services (some being individual), children being accommodated on existing services where capacity exists, extensions of existing routes and grants to families.
An application for pupil in question has recently been received in the School Transport Section in my Department. I am pleased to advise that this pupil has been deemed eligible to the school they are attending and a request has been sent to Bus Eireann to provide a report on this matter. Bus Éireann and School Transport Section of my Department will liaise with the family directly with regard to this matter when the details have been received.
308. Deputy Cian O'Callaghan asked the Minister for Education if she will look into a case (details supplied) where a student who has a dual diagnosis of Down’s Syndrome and autism has no school transport; and if she will make a statement on the matter. [21477/24]
Amharc ar fhreagraThe School Transport Scheme is a significant operation managed by Bus Éireann on behalf of the Department of Education. In the current school year over 161,600 children, including over 135,000 pupils travelling on primary and post primary services, 19,800 pupils with special educational needs, and 6,800 pupils who have arrived to Ireland from Ukraine are 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.
There has been an overall increase in both applications and tickets issued for the 2023/2024 school year in comparison to the 2022/2023 school year.
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 pupil referred to by the Deputy is eligible under the terms of the scheme and a sanction has been sent by School Transport Section of my Department to Bus Éireann for the establishment of a new service.Bus Éireann have tendered this service in line with procurement guidelines. Bus Éireann has advised that the service is still out for procurement. Once a contractor has been sourced, the service will commence. Bus Éireann will liaise with the family directly one a contractor has been sourced.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 interim 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 have been contacted directly by School Transport Section of my Department, with an offer of the Special Transport Grant until the transport service commences.
309. Deputy Sean Fleming asked the Minister for Education when the solar panels applied for by a school will be provided (details supplied); and if she will make a statement on the matter. [21480/24]
Amharc ar fhreagraThe first phase of the Schools Photovoltaic (PV) Programme launched in November 2023 to over 1600 schools.
It will provide eligible schools with 6 kWp of roof-mounted solar PV, which equates to approximately 16 solar panels.
The Schools Photovoltaic (PV) programme is being rolled out on a phased basis. Schools in the following areas were invited to participate in the first phase: Co. Clare, Co. Donegal, Dublin City Council area, Co. Galway, Co. Kerry, Co. Kilkenny, Co. Leitrim, Co. Limerick, Co. Offaly, Co. Waterford and Co. Wicklow.
The intention is to include a further eight counties in phase two in Q2 2024 and the remaining eight counties in Q4 2024. It is intended that all eligible schools across the country will have the opportunity to apply to the scheme by end 2024, including the schools to which the Deputy refers.
The phasing of the programme will ensure a managed and steady flow of work for solar PV contractors. The data gathered during the first phase will also allow for any improvements in the design of the scheme to be implemented in the second and third phases.
Counties in the first phase were selected to obtain a good geographical spread including a balance of rural, urban, island, Gaeltacht schools in all regions of the country, as well as targeting counties that have not benefitted from other recent Department of Education climate related initiatives.
The scheme will be funded from the Government’s Climate Action Fund, in line with the Government’s recognition that taking action on climate change is central to Ireland’s social and economic development.The scheme will assist schools in reducing their energy costs and their carbon footprint as part of the response to meeting the 2030 and 2050 Climate Action Plan targets for the schools sector.
The solar PV panels in schools will also be connected to the electricity grid, so that the schools can generate income by powering other homes and businesses with clean energy when schools are closed at weekends and during school holidays.
310. Deputy Denise Mitchell asked the Minister for Education if a school place will be made available for a child (details supplied) for the academic year beginning September 2024. [21491/24]
Amharc ar fhreagraEnabling children with special educational needs to receive an education is a priority for this government. It is also a key priority for my department and for the National Council for Special Education (NCSE).
The vast majority of children with special educational needs are supported to attend mainstream classes with their peers. Where children with more complex needs require additional supports, special classes and special school places are provided.
The NCSE has the responsibility for planning and coordinating school supports for children with special educational needs. The student's details have been passed to the NCSE who are available to assist and advise the student's parents of the options available.
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 special educational needs organisers (SENOs) are available to assist and advise the parents of children with special educational needs. Parents may contact SENOs directly using the contact details available on the NCSE's website at: www.ncse.ie/regional-services-contact-list
For 2024, €2.7 billion is being spent on special education, an increase of €113 million, and this is dedicated to providing supports for children with special educational needs. This will allow for, amongst other things, the opening of up to 400 new special classes in mainstream schools, 300 additional special school places and will increase the number of teaching and SNA posts.
An additional 744 teachers and 1,216 SNAs will be added to deliver up to 2,700 new places for children with special educational needs. This will mean we will have over 41,500 qualified and committed people in our schools who are focused wholly and exclusively on supporting these children.
Over the last number of years, my department and the NCSE have introduced a number of strategic initiatives to plan for and provide sufficient special class and special school places. These initiatives are bearing fruit with almost 1,300 new special classes sanctioned and seven new special schools established over the last four years.
My department engages intensely with the NCSE in relation to the forward planning of new special classes and additional special school places. This forward planning work is well underway ahead of the 2024/25 school year. This work involves a detailed review of statistical data in relation to forecasting demand for special class places, an analysis of available school accommodation, consideration of improved data sharing arrangements and a particular focus on the provision of special classes at post-primary level.
As a result of this forward planning, two new special schools have been established for this current school year in Cork and Dublin, with further capacity being expanded in 11 other special schools.
In addition, four new special schools will be established for the 2024/25 school year in counties Meath, Kildare, Wexford and Limerick. This will bring to 11 the number of new special schools established in recent years.
Along with the two new special schools opening this school year, 390 new special classes – 254 at primary and 136 at post-primary level – have been sanctioned by the NCSE. The locations of new special classes for the 2024/25 school year will be announced shortly.
My department and the NCSE are committed to ensuring that sufficient special education placements will be available for children for this school year and future years.
311. Deputy Jackie Cahill asked the Minister for Education what budget cuts have been made to the national school summer programme that schools can opt into for students with complex educational needs or disadvantage; what funding will be made available for this crucial service; and if she will make a statement on the matter. [21498/24]
Amharc ar fhreagraDetails of the 2024 Summer Programme were published on the 21st March 2024. The Department of Education also recently announced that funding of €40m has been secured again to ensure that a comprehensive summer programme will be available in 2024. This builds on the successful summer programmes of the last three years. The full funding of €40m is available and, as in previous years, all of the funding is utilised to meet the needs of our most vulnerable children.
All schools, once again, have an opportunity to run a programme over the summer months for those children who need it the most. These children can continue to be supported, nurtured and encouraged to engage in a fun and inclusive educational setting.
The main priority again in 2024 is that those children with the most complex special educational needs, especially in special schools, should have access to a school-based summer programme.
While the capitation rate in mainstream schools was raised to €45 in 2023, the capitation rate for 2024 has reverted to the €30 rate per week which is in line with the rate for the Inclusion Programme in previous years. This rate is cognisant of all costs associated with running a summer programme and is very favourably compared to the normal capitation during the school year, which is approximately €5 per week. To assist schools further this year, in the special class group or the combined group setting, schools do have the flexibility to consider how best to align the existing resource allocation to accommodate more children into these groups.
There are a range of supports being provided to schools to facilitate them to run the programme which has seen the programme grow every year since 2019. In 2023, more than 50,000 children took part compared to 13,000 children in 2019.
The Summer Programme is reliant on schools and their staff choosing to participate on a voluntary basis. However, the Department has engaged with management bodies, schools and parents with a view to encouraging more schools to participate in the 2024 programme.
A key barrier to the participation of schools previously has been the availability of staff, particularly those experienced staff already working in the schools. In 2023, to maximise the use of the Summer Programme budget, teachers and SNAs working on the school-based scheme were paid a higher personal rate of pay. Consequently, the Department has seen a much larger number of schools taking part, particularly in primary schools and we it is expected to see a further rise in 2024.
Other supports include:
• Schools having the flexibility to engage staff that are not employed in their schools to support their summer programme. A staff portal is now available on www.educationposts.ie for teachers and SNAs to register their interest in working on a school-based programme in a Special School. Student teachers and students in relevant disciplines such as therapy, social care and nursing and others, including early childcare workers and carers, will also be able to register their interest in working on this year’s Programme.
• This year also continues with the pilot programme which was developed specifically for special school in 2023. This programme has been designed and developed to ensure supports and funding are targeted to enhance the availability of a school-based programme for pupils in special schools. As part of this pilot, a National Coordinator has been appointed to liaise with special schools to help facilitate them run a programme.
• The continuation of key roles on the Summer Programme such as the School Organiser role and the Summer Programme Manager role. These roles are envisaged to be key leadership roles which offered development opportunities for staff in schools.
• A series of live recorded webinars directed specifically at encouraging as well as assuaging any concerns of Special Schools have recently taken place and are available to view on www.gov.ie/summerprogramme.
• Other enhanced measures are in place to encourage schools’ participation. These include a Centralised Application Process to reduce admin burden on schools and earlier payment of school staff.
A Department helpline is available for schools and parents at 09064 84292 to address any specific queries regarding year’s school-based scheme or queries can be directed to schoolsummerprogramme@education.gov.ie.
Where a school is not running a Summer Programme or a place on a school-based programme is unavailable, it is expected that the Home-based programme will be available for pupils with complex special educational needs. Details of this year’s Home-based programme will shortly be published and will include full details on eligibility criteria.
312. Deputy Seán Canney asked the Minister for Education when the second ASD classroom for a school (details supplied) will be delivered; and if she will make a statement on the matter. [21499/24]
Amharc ar fhreagraEnabling children with special educational needs to receive an education is a priority for this government. It is also a key priority for my department and for the National Council for Special Education (NCSE).
The vast majority of children with special educational needs are supported to attend mainstream classes with their peers. Where children with more complex needs require additional supports, special classes and special school places are provided.
The NCSE has the responsibility for planning and coordinating school supports for children with special educational needs. The NCSE have advised my department that the local special education needs officer (SENO) is currently in discussion with the school referred to by the Deputy in regards to the establishment of a special class for the 2024/25 school year. Confirmation of the timeline for opening the second special class is expected shortly.
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 the parents of children with special educational needs on placement options and the various supports available. Parents may contact SENOs directly using the contact details available on the NCSE's website.
F or 2024, €2.7 billion is being spent on special education, an increase of €113 million, and this is dedicated to providing supports for children with special educational needs. This will allow for, amongst other things, the opening of up to 400 new special classes in mainstream schools, 300 additional special school places and will increase the number of teaching and SNA posts.
An additional 744 teachers and 1,216 SNAs will be added to deliver up to 2,700 new places for children with special educational needs. This will mean we will have over 41,500 qualified and committed people in our schools who are focused wholly and exclusively on supporting these children.
Over the last number of years, my department and the NCSE have introduced a number of strategic initiatives to plan for and provide sufficient special class and special school places. These initiatives are bearing fruit with almost 1,300 new special classes sanctioned and seven new special schools established over the last four years.
My department engage intensely with the NCSE in relation to the forward planning of new special classes and additional special school places. This forward planning work is well underway ahead of the 2024/25 school year. This work involves a detailed review of statistical data in relation to forecasting demand for special class places, an analysis of available school accommodation, consideration of improved data sharing arrangements and a particular focus on the provision of special classes at post-primary level.
As a result, 390 new special classes – 254 at primary and 136 at post-primary level – have been sanctioned by the NCSE for this school year. Two new special schools have been established in Cork and Dublin, and further capacity is being expanded in 11 other special schools.
In addition, four new special schools will be established for the 2024/25 school year in counties Meath, Kildare, Wexford and Limerick. This will bring to 11 the number of new special schools established in recent years.
Planning for special classes and special school places is currently underway ahead of the 2024/25 school year. The locations of new places for 2024/25 will be confirmed by the NCSE shortly.
My department and the NCSE are committed to ensuring that sufficient special education placements will be available for children for this school year and future years.
313. Deputy Michael Lowry asked the Minister for Education if she will provide assistance to a person (details supplied) regarding the ongoing issue pertaining to this child’s ability to obtain an ASD primary school place for the 2024/2025 academic year; the steps being taken by her Department to address the issues highlighted; if she will confirm that this child will receive an ASD primary school place for the 2024/2025 academic year; and if she will make a statement on the matter. [21510/24]
Amharc ar fhreagraEnabling children with special educational needs to receive an education is a priority for this government. It is also a key priority for my department and for the National Council for Special Education (NCSE).
The vast majority of children with special educational needs are supported to attend mainstream classes with their peers. Where children with more complex needs require additional supports, special classes and special school places are provided.
The NCSE has advised my department that the NCSE continues to work closely with the family regarding special education placements options.
Almost 300 additional special classes have been sanctioned by the NCSE for the 2024/25 school year. Of these 13 are in County Tipperary. The NCSE continue to sanction classes nationwide for the coming school year.
As these new classes are sanctioned, the NCSE will support families to make applications for places. The local SENO will continue to keep the family updated on developments at local level.
My department engages intensely with the NCSE in relation to the forward planning of new special classes and additional special school places. This forward planning work is well underway ahead of the 2024/25 school year. This work involves a detailed review of statistical data in relation to forecasting demand for special class places, an analysis of available school accommodation, consideration of improved data sharing arrangements and a particular focus on the provision of special classes at post-primary level.
As a result of this forward planning, 1,300 new special classes have been sanctioned by the NCSE and seven new special schools have been established in recent years. In addition, four new special schools will be established for the 2024/25 school year in counties Meath, Kildare, Wexford and Limerick.
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 the parents of children with special educational needs. Parents may contact SENOs directly using the contact details available on the NCSE's website.
For 2024, €2.7 billion is being spent on special education, an increase of €113 million, and this is dedicated to providing supports for children with special educational needs. This will allow for, amongst other things, the opening of up to 400 new special classes in mainstream schools, 300 additional special school places and will increase the number of teaching and SNA posts.
An additional 744 teachers and 1,216 SNAs will be added to deliver up to 2,700 new places for children with special educational needs. This will mean we will have over 41,500 qualified and committed people in our schools who are focused wholly and exclusively on supporting these children.
The NCSE has the responsibility for planning and coordinating school supports for children with special educational needs. The expansion of services within the NCSE has allowed for a 64% increase in the number of special educational needs organisers (SENOs) who at a local level are a pivotal point of contact for parents, guardians and schools.
My department and the NCSE are committed to ensuring that sufficient special education placements will be available for children for this school year and future years.
314. Deputy Paul Kehoe asked the Minister for Education whether the free schoolbooks scheme for junior cycle students will cover the cost of purchase of individual iPads/tablets and e-books in schools that utilise that technology; and if she will make a statement on the matter. [21514/24]
Amharc ar fhreagraOn 5th of March this year, I announced details of a new ground-breaking scheme that provides free schoolbooks to Junior Cycle students in post-primary schools in the Free Education Scheme. Special schools who have students enrolled in Junior Cycle programmes will also receive this funding. More than 213,000 students enrolled in approximately 670 post-primary schools and over 65 special schools, will benefit from the new scheme.
The Department published guidance in early March for post-primary schools around the operation of the Junior Cycle schoolbooks scheme, in continued engagement with relevant stakeholders.
At a minimum the scheme will provide schoolbooks, and core related classroom resources for all students in Junior Cycle in post-primary schools in the Free Education Scheme. It eliminates these costs for parents of young people enrolled in these schools. A detailed list of these minimum requirements has been outlined in section 4.2, 4.3 and Appendix 1 of the guidance for schools.
The term ‘schoolbooks’ as outlined in the published guidance includes all relevant textbooks, including ebooks, and workbooks identified by schools as necessary for completion of the curriculum for each subject. It also includes necessary additional texts such as novels and plays for English or books of past Junior Cycle examination papers for all subjects.
The guidance indicates that schools may use the funding for digital media support, which relates to teaching and learning within curricular requirements.
Decisions regarding the use of digital technology, such as ebooks, in schools is a matter for the board of management/ETB of each school. Schools are advised to consult with members of the school community including parents/guardians when planning for the introduction of digital technologies, with cost and other implications being fully considered.
With the exception of post-primary schools that use teacher generated content and resources in place of schoolbooks, funding under the Junior Cycle Schoolbooks Scheme does not extend to including the purchase of digital devices by schools.
315. Deputy Sorca Clarke asked the Minister for Education if she is aware that the planning permission for the new school building for a school (details supplied) is set to expire in 2025; and if she will make a statement on the matter. [21516/24]
Amharc ar fhreagra316. Deputy Sorca Clarke asked the Minister for Education if her Department has initiated the process of renewing planning permission at a location (details supplied). [21517/24]
Amharc ar fhreagra317. Deputy Sorca Clarke asked the Minister for Education if the construction of a building for a school (details supplied) is not completed within the previously communicated timeline, if there are contingency plans in place for accommodation during the 2025-2026 academic year. [21518/24]
Amharc ar fhreagra318. Deputy Sorca Clarke asked the Minister for Education if she will take all of the necessary steps in her power to help speed up the construction of the permanent building for a school (details supplied). [21519/24]
Amharc ar fhreagraI propose to take Questions Nos. 315, 316, 317 and 318 together.
Since 2020, my Department has invested in the region of €4.5 billion in our schools throughout the country, involving the completion of over 800 school building projects. Construction is currently underway at approximately 300 other projects, which includes 31 new school buildings. Projects at construction involve a total State investment of over €1.2bn.
This level of construction roll-out recognises the priority that Government puts on investment in education, including responding to the increased requirement for special education provision.
The school referred to by the deputy is part of my Department's construction programme and will be delivered as part of a campus project with Coláiste Rioga. The campus project will provide a new 8 classroom primary school and accommodation, including 2 classrooms for children with special educational needs and a new 1,000 pupil post-primary school and accommodation, including 4 classrooms, for children with special educational needs. The project currently has planning permission and will, along with a number of other projects, be brought to the level of employer-led design with a Design Team assigned to do so under the supervision of the Department’s project manager. The process of appointing the Design Team from the Department’s Frameworks of Consultants was completed in September 2023 and the project is currently close to completion of Stage 2(b) of the architectural design process.
Stage 2(b) involves detailed design and the preparation of tender documentation. The next stage, subject to relevant Stage 2(b) approvals, will be Stage 3, tender stage. Projects are subject to relevant due diligence at each stage in the process, within the context of overall programme and budgetary parameters. The Department is in ongoing discussions with Dunshaughlin GAA regarding the school continuing to operate on their grounds in interim accommodation. Officials from the Department are working on proposals to provide additional accommodation to meet the school’s requirements for September 2024 and 2025 on their current site.
My Department will continue to keep the school and patron body updated in relation to progress.
319. Deputy Sorca Clarke asked the Minister for Education the duration of the rental contract between an organisation (details supplied) and her Department for a school. [21520/24]
Amharc ar fhreagraThe school referred to by the Deputy is currently located in interim accommodation at the property referred to by the Deputy. My Department is currently in negotiations with the landlord regarding a Licence extension and is currently working on providing additional interim accommodation in order to meet the school’s accommodation requirements for September 2024.
320. Deputy Thomas Gould asked the Minister for Education for an update on the provision of an additional school bus for a school (details supplied).; and if she will make a statement on the matter. [21527/24]
Amharc ar fhreagraThe School Transport Scheme is a significant operation managed by Bus Éireann on behalf of the Department of Education. In the current school year over 161,600 children, including over 135,000 pupils travelling on primary and post primary services, 19,800 pupils with special educational needs, and 6,800 pupils who have arrived to Ireland from Ukraine are 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.
Children are eligible for transport at primary level where they reside not less than 3.2 kilometres from and are attending their nearest national school, and at post primary level where they reside not less than 4.8 kilometres from and are attending their nearest post primary school/education centre as determined by the Department/Bus Éireann, having regard to ethos and language.
Temporary Alleviation Measures (TAMs) at post-primary level are continued for the current school year. Under these measures, transport will be provided where there is a route in operation and where capacity exists for concessionary post-primary pupils who are eligible for transport to their nearest school and are attending their second nearest school and who applied and paid on time.
Children who are not eligible for school transport may apply for transport on a concessionary basis only and will be facilitated where spare seats are available after eligible children have been accommodated. Where the number of ineligible children exceeds the number of spare seats available Bus Éireann will allocate tickets for the spare seats using an agreed selection process.
Bus Eireann advises that four services operate to the school referred to by the Deputy in the 2023/24 school year. These services carry 148 pupils who are a mix of eligible, concessionary and TAMs. In total 66 pupils were not successful in obtaining a ticket for the 2023/24 school year. This number was made up of late applications, late payments and concessionary pupils.
On time payments are still being accepted until 07 June 2024 for the 24/25 school year. After this date all applications will be processed and tickets will be issued in line with the guidelines of the school transport scheme.
321. Deputy Anne Rabbitte asked the Minister for Education the status of a project (details supplied); and if she will make a statement on the matter. [21556/24]
Amharc ar fhreagraEnabling children with special educational needs to receive an education is a priority for this government. It is also a key priority for my department and for the National Council for Special Education (NCSE).
The vast majority of children with special educational needs are supported to attend mainstream classes with their peers. Where children with more complex needs require additional supports, special classes and special school places are provided.
The NCSE has the responsibility for planning and coordinating school supports for children with special educational needs. The NCSE advise that there are currently two special classes for students with autism in the school referred to by the Deputy. My department will revert directly to you in regards to the school's accommodation project. The NCSE will continue to monitor the need for further classes as part of forward planning for the school year 2025/26 and beyond. A new special class is opening in another school in the region in this coming school year 2024/25.
My department engage intensely with the NCSE in relation to the forward planning of new special classes and additional special school places. This forward planning work is well underway ahead of the 2024/25 school year. This work involves a detailed review of statistical data in relation to forecasting demand for special class places, an analysis of available school accommodation, consideration of improved data sharing arrangements and a particular focus on the provision of special classes at post-primary level.
As a result of this forward planning almost 300 new special classes have been sanctioned by the NCSE nationwide for the 2024/25 school year. The NCSE continue to sanction classes for the 2024/25 school year and a list of the location of new classes will be published shortly.
The NCSE have advised my department that they are actively working on enhancing capacity in the local area and remain available to assist and advise the parent of students with special educational need.
Local special education needs officers (SENOs) are available to assist and advise the parents of children with special educational needs on placement options and the various supports available. Parents may contact SENOs directly using the contact details available on the NCSE's website.
Over the last number of years, my department and the NCSE have introduced a number of strategic initiatives to plan for and provide sufficient special class and special school places. These initiatives are bearing fruit with almost 1,300 new special classes sanctioned and seven new special schools established over the last four years.
For 2024, €2.7 billion is being spent on special education, an increase of €113 million, and this is dedicated to providing supports for children with special educational needs. This will allow for, amongst other things, the opening of up to 400 new special classes in mainstream schools, 300 additional special school places and will increase the number of teaching and SNA posts.
An additional 744 teachers and 1,216 SNAs will be added to deliver up to 2,700 new places for children with special educational needs. This will mean we will have over 41,500 qualified and committed people in our schools who are focused wholly and exclusively on supporting these children.
My department and the NCSE are committed to ensuring that sufficient special education placements will be available for children for this school year and future years.
