Written Answers Nos. 322-341
322. Deputy Seán Canney asked the Minister for Education when medical card supports will be in place for survivors of residential institutional abuse (details supplied); and if she will make a statement on the matter. [21578/24]
Amharc ar fhreagraIn June 2023, Government approved the delivery of a package of ongoing supports to survivors of abuse in residential institutions. This includes the provision of a range of health supports and services, commonly referred to as an “enhanced medical card”, which has previously been provided to survivors of the Magdalen Laundries and which is being provided to former residents of Mother and Baby and County Home institutions.
The delivery of those supports requires a legislative basis, and this is set out in the Supports for Survivors of Residential Institutional Abuse Bill 2024, which recently completed Second Stage in the Dáil. Committee Stage is due to take place in June and it is intended to progress the passage of the legislation as quickly as possible to enable the delivery of these supports to survivors.
323. Deputy James O'Connor asked the Minister for Education the position regarding ASA application lodged by school (details supplied); and if she will make a statement on the matter. [21619/24]
Amharc ar fhreagraI can confirm that the Department is in receipt of an application, under the Additional School Accommodation scheme, for the school referred to by the Deputy. The purpose of the Additional School Accommodation scheme is to ensure that essential mainstream and special education classroom accommodation is available to cater for pupils enrolled each year and where the need cannot be met by the school’s existing accommodation or by other schools in the area.
My Department are in discussions with the school authorities regarding their application, with the view of progressing the application to the next stage.
324. Deputy James O'Connor asked the Minister for Education the position regarding ASA application lodged by school (details supplied); and if she will make a statement on the matter. [21620/24]
Amharc ar fhreagraA major building project for the school referred to by the Deputy is being delivered as part of my Departments ADAPT Programme.
The major project is currently at an advanced stage of architectural planning Stage 2(b) - Detailed Design, where the Design Team secure all statutory applications and prepare the tender documents.
The Design Team submitted the Stage 2(b) report for the first phase of the major project, to my Department in late Quarter 4 2023, for review.
The Department's Professional and Technical Team will review it as quickly as possible having regard also to the many other projects they have to manage for progression through the Department's pipeline.
The modular accommodation referred to by the Deputy is intended to provide decant accommodation during the construction stage of both phases of the major project.
My Department is also in receipt of an application for Emergency Works to the current building and have requested additional information in order to assess the application..
Department officials will review all the information and will contact the school authorities shortly.
325. Deputy Holly Cairns asked the Minister for Education to provide an update on the development and construction of an Educate Together school (details supplied). [21640/24]
Amharc ar fhreagraI can confirm to the Deputy that Fermoy was one of the areas surveyed in 2012/13 under the patronage divesting process where there was sufficient parental demand supporting changes in school patronage (the areas surveyed were areas where demographics were not growing and therefore it was unlikely that a new multi-denominational school would be established for demographic reasons).
The policy on patronage divesting is to use existing educational infrastructure to facilitate provision of diversity in areas where there is no demographic imperative to establish new schools. The reason for this is that, of necessity, the focus of the schools capital programme is on the provision of additional school places at both primary and post-primary levels to ensure that every pupil can access a school place.
As part of the process of identifying a suitable accommodation solution which would facilitate the establishment of the school, the Department liaised with Cork Education and Training Board. In order to facilitate the establishment of the new school, the ETB agreed to the co-location of the Educate Together school at the former Technical School in Fermoy, together with some of the ETB’s Further Education and Training services.
Prior to the establishment of the new school in 2018 under the patronage divesting process, the Department and Educate Together as school patron agreed that given the accommodation available at the property and the need for the ETB to accommodate some Further Education and Training services from the property, the school would be established as a four-classroom school and that the school will maintain this configuration in the accommodation in the former Technical School unless an existing school building is freed up for use in the area. As part of this engagement, the Department outlined to the school patron the importance of enrolments being managed within the available accommodation in a sustainable way and that this would be communicated to the school Board of Management so that parents could be fully informed and in order to manage expectations.
The school has been advised to direct any queries that it has regarding the divesting agreement to its patron.
The Department continues to engage with the school’s patron in respect of queries raised regarding the school’s accommodation.
326. Deputy Paul Murphy asked the Minister for Education to provide an update on an emergency works application (details supplied). [21648/24]
Amharc ar fhreagraThe school to which the Deputy refers submitted a request for funding under the Emergency Works Scheme (EWS) regarding Life Safety Systems in December 2023. My Department has been engaged in ongoing consultation with the school since this application was received. I am pleased to inform the deputy that all the works under the application have been approved. The school can now submit the tender report for approval at its earliest possible convenience.
327. Deputy David Stanton asked the Minister for Education to outline the situation with respect to an emergency works scheme application for a school (details supplied); and if she will make a statement on the matter. [21649/24]
Amharc ar fhreagraThe school to which the Deputy refers submitted an application for funding under the Emergency Works Scheme (EWS) to address the flooring on the first floor of the school building. This application is currently being examined by the Technical area within the EWS team. My Department is aware of the urgent nature of the works and the school will be kept informed throughout the process.
328. Deputy Duncan Smith asked the Minister for Education to outline a timeline for the delivery of autism units in primary schools in Skerries; and if she will make a statement on the matter. [21659/24]
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.
My department advise that there are currently two building projects underway in Skerries. one in Skerries Educate Together National School and one in Scoil Réalt na Mara. I am happy to provide an update on these projects.
Skerries Educate Together National School : This school's project has been approved to proceed to Stage 3 tender stage. Department officials have been in contact with Louth Meath ETB to advise them accordingly and the official letter of approval will issue shortly. It is now within the remit of Louth Meath ETB (LMETB) and the school authority to progress.
Scoil Réalt na Mara: This school was approved a project to provide a special education reconfiguration project. This project is now completed and my department is awaiting the necessary documentation from the school authority to complete the drawdown on this project. Upon receipt of this documentation the project will be finalised.
The NCSE has the responsibility for planning and coordinating school supports for children with special educational needs. 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, of these 30 are in County Dublin. The vast majority of these are autism classes and have a teacher/student ratio of 1:6. 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.
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.
329. Deputy Michael Lowry asked the Minister for Education to explain the recent budget cuts to the national school summer programme, known as the July provision, which supports students with complex needs (details supplied); if she will outline, given that only a third of primary schools are offering this programme, the steps that are being taken to encourage wider participation and ensuring that the reduced budget does not deter schools from participating in the national school summer programme; if she will outline plans to address this disparity and ensure equal opportunities; and if she will make a statement on the matter. [21662/24]
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.
330. Deputy John Paul Phelan asked the Minister for Education to outline the current status, reason for delay and the projected timeline for the construction of a school extension at a school (details supplied); and if she will make a statement on the matter. [21675/24]
Amharc ar fhreagraThe school referred to by the Deputy was approved to enter the Department’s pipeline of school buildings for a project to provide 2 classroom SEN base.
A Stage 2b report has been submitted and is currently being reviewed from both a technical and cost perspective in accordance with the requirements of the Public Spending Code. All projects, including this one, will undergo the necessary due diligence outlined in the public Infrastructure Guidelines.
Upon completion of this review process my Department officials will communicate with the school authority regarding the next steps to advance this significant project.
331. Deputy Michael Lowry asked the Minister for Education for an update on the application for additional accommodation submitted by a school (details supplied) in November 2023; if the Department has considered the request for a new mainstream classroom and accommodation for this new autism class, given the significant demand indicated by the National Council for Special Education and the willingness of the board of management to facilitate such classes; if the Department can provide a timeline for the approval process, considering the urgency expressed by the school due to the approaching end of term and the need to plan for new classes and appoint a contractor for the necessary works; if the Minister will expedite the approval process to alleviate the concerns of the school and the board; and if she will make a statement on the matter. [21682/24]
Amharc ar fhreagraI can confirm to the Deputy, that the school in question has submitted an application for capital funding, under my department's Additional Schools' Accommodation (ASA) Scheme for mainstream and special education classroom space.
The purpose of the Additional Schools' Accommodation scheme is to ensure that essential mainstream and special education classroom accommodation is available to cater for pupils enrolled each year and where the need cannot be met by the school’s existing accommodation or at other schools in the area.
At primary level, this situation generally arises to cater for a school’s accommodation requirements where an additional teaching post has been sanctioned by Teacher Allocation Section, or the requirement for a new class for pupils with special education needs has been identified by the National Council for Special Education (NCSE), and all available alternative accommodation within the school is already being used for classroom purposes. The capacity at other schools in the area is also considered as part of the assessment of any accommodation needs.
As part of its overall programme planning for 2024 school accommodation needs, the department is now examining enrolment data from the current school year and data on accommodation capacity at schools. This is in order to reassess and identify critical accommodation requirements for the next school year, with a view to advancing these to formal approval stage. It is very important that capacity in existing schools and across a town or area is maximised to the greatest extent possible . This includes ensuring that all school accommodation is being utilised as efficiently as possible, and that priority is given to the use of accommodation for classroom purposes, either to meet mainstream or special educational needs. This analysis is forming part of the department’s current assessment process.
The 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.
390 new special classes – 254 at primary and 136 at post-primary level – have been sanctioned by the NCSE for opening this current school year.
Of these 14 are in Tipperary, 5 at primary level and 9 at post-primary level. This brings to 120 the number of special classes in County Tipperary, 76 at primary level and 44 at post-primary level.
The consideration of the accommodation requirements for the school in question forms part of the Planning and Building Unit’s overall assessment of its work programme and priorities in the context of available capital funding. It is not, therefore, possible to give an indication at this point in time of the timeframe for the provision of additional accommodation at the school. I can only seek to assure you that we will advance this matter as quickly as possible and that we are very conscious that where additional school places and accommodation are required, a significant lead-in time is necessary for a variety of reasons.
The application is being considered in this context and we are working to get a decision communicated to the school as soon as possible.
332. Deputy Ged Nash asked the Minister for Education if any State, semi-State or commercial semi-State agency under the aegis of their Department is aware of any cases of bogus self-employment in any bodies under their remit from 2020 to 1 May 2024; if they will outline if there are currently any cases from such agencies or bodies currently before the SCOPE section of the Department of Social Protection for investigation or determination; if there are any SCOPE findings and recommendations relating to any agencies or bodies under their remit where SCOPE has found in favour of the worker, and where they recommended the reclassification of the workers’ employment status to that of direct employee between 2020 and 1 May 2024; if they will provide information on the numbers involved and the names of the individual agencies and bodies in all cases; and if she will make a statement on the matter. [21688/24]
Amharc ar fhreagraMy officials have been in contact with the agencies under the remit of my Department in regard to the Deputy’s query. I am advised that no bodies have been investigated by SCOPE section that fall within the range of the Deputy's question.
333. Deputy Anne Rabbitte asked the Minister for Education if a school (detail supplied) can be allowed an earlier tender for agreed work in order that it can be completed before September 2024; and if she will make a statement on the matter. [21726/24]
Amharc ar fhreagraThe school referred to by the Deputy was approved to enter the Department’s pipeline of school buildings for a project to provide 1 mainstream classroom and 1 SET room.
My department issued approval to planning in Q4 of 2022, followed by the submission of planning permission and updated drawings in Q4 of 2023. Currently, a stage 2B report is under review from both a financial and technical perspective, which was submitted in Q1 of this year.
Upon completion of this review process my Department officials will communicate with the school authority regarding the next steps to advance this significant project.
334. Deputy Fergus O'Dowd asked the Minister for Education if a response will issue to concerns raised by a school principal (details supplied); and if she will make a statement on the matter. [21732/24]
Amharc ar fhreagraMy Department provides a wide range of supports to all schools, DEIS and non-DEIS, to support the inclusion of all students and address barriers to students achieving their potential.
Supplementing the universal supports available to all schools, the Delivering Equality of Opportunity in Schools (DEIS) Programme is a key policy initiative of my Department to address concentrated educational disadvantage at school level in a targeted and equitable way across the primary and post-primary sector.In March 2022, I announced the single largest expansion of the DEIS programme. This benefited 361 schools. The programme now includes in the region of 1,200 schools and supports approximately 260,000 students. 1 in 4 students and 30% of schools are now supported in the programme. This expansion added an additional €32 million to my Department’s expenditure on the DEIS programme from 2023, bringing the overall Department of Education allocation for the programme to over €180 million.The DEIS Plan is based on the premise that in order to have the maximum possible impact on providing opportunities for students most at risk of educational disadvantage, then extra resources need to be targeted as closely as possible at those students with the greatest level of need. This will involve further development of the existing DEIS programme, to create a more dynamic resource allocation model where levels of resources more accurately follow the levels of need identified by objective data.
My Department recognises that schools will require support to implement the new Primary Mathematics Curriculum, and acknowledges the additional costs associated with purchasing learning materials to support this implementation. Funding for schools to support the implementation of the new curriculum is currently under consideration.
With specific regard to the Primary Schoolbooks Scheme in Budget 2024 over €47 million was allocated to continue implementation of the schoolbooks scheme at primary level. On the 8th May I announced details of year 2 of the Primary Schoolbooks Scheme which provides at a minimum free schoolbooks, workbooks and copybooks to pupils in recognised primary and special schools. More than 563,000 pupils enrolled in approximately 3,230 primary schools, including over 130 special schools will continue to benefit from this scheme.
As the scheme is now implemented in every recognised primary and special school it is expected that schools have used the funding provided in the 2023/24 school year to purchase stocks of schoolbooks and other classroom resources. Many of these items are now available to schools for reuse in the 2024/25 school year and in future school years. The funding allocated to the scheme in the 2024/25 school year takes account of this.
Schools will receive €80 per pupil enrolled as of September 2023. It is open to schools to look at their requirements and plan their budget across each of the years collectively. They may choose to spend more than €80 per pupil in 6th class and in turn, spend less than that per pupil in 1st class. In other words, while schools will receive the money at the same per capita rate for all pupils they can choose to spread that expenditure differently across the years depending on the requirements.
As part of the on-going evaluation of the scheme, all schools will be asked to provide data on their expenditure in order to inform the guidance, implementation, costs and efficiency of the scheme for future years.
335. Deputy Colm Burke asked the Minister for Education if consideration will be given to amending a stipulation (details supplied) in Circular Letter 0041/2023; and if she will make a statement on the matter. [21736/24]
Amharc ar fhreagraCircular 0041/2023 (Revision of Teachers’ Salaries under the Building Momentum Pay Agreement) has been superseded by Circular 0033/2024 (Revision of Teachers’ Salaries under the Public Service Agreement 2024-2026).
With regard to the removal of the clause that qualification allowances are not payable, the Department of Education, along with other Departments across the public service, implemented the outcome of the public service-wide review of allowances and premium payments (September 2012) by the then Department of Public Expenditure and Reform. This meant that many allowances were no longer payable to “new entrants” including Teachers. However, over the course of recent collective agreements amendments have been agreed which have seen certain allowances previously withdrawn being integrated back into “new entrant” teacher pay. Examples of which include the value of the honour’s primary degree allowance and more recently the value of the PME allowance.
In terms of the reintroduction of any other allowances, additional amendments to Teacher Terms and Conditions can only be achieved through engagement and collective bargaining agreements between the Government and the public service unions. Any further amendments to alter the allowances paid to teachers, whether “new entrant” or not, give rise to significant cost issues and should, as mentioned, be part of engagement and collective agreements between Unions and Government.
336. Deputy Mairéad Farrell asked the Minister for Education further to Parliamentary Question No. 232 of 8 May 2024, if a school (details supplied) on bus route 424 will be included in the pilot scheme; and if she will make a statement on the matter. [21742/24]
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.
The School Transport Scheme 2030 report has now been published, which marks the largest review of the School Transport Scheme since it was established in 1967. This review was conducted with a view to examining the current scheme, its broader effectiveness, and sustainability and to ensure it services students and their families adequately. The Government is committed to working to achieve the report’s recommendation of expanding access to the scheme so that an additional 100,000 pupils can be carried by 2030.
Throughout the review, the value of the School Transport Scheme to both families and in supporting wider Government policies has been very apparent. In summary, school transport not only plays an important part in supporting children's access to education, but it also aligns to wider Government objectives.
Overall the recommended changes to the future operation of the Scheme concern:
• expansion of the current eligibility criteria
• addressing current operational challenges
• charges and grants and
• over time, moving towards better integration with public transport to ensure optimum value for money to the Exchequer
A phased implementation of the review’s recommendations will commence in September 2024. This will include a shared effort between my Department and the Department of Transport to pilot and introduce greater integration of the roll out of transport networks with school transport routes, with a view to expanding provision of transport and reducing the reliance over time on individual car trips for school journeys. Details of the areas to be piloted will be available shortly.
It is intended, subject to resources, to commence implementing the revised eligibility criteria in the 2025/2026 school year.
337. Deputy Aodhán Ó Ríordáin asked the Minister for Education the estimated cost of reducing the appointment and retention figures for mainstream teachers in all primary schools including DEIS band 1 schools by two pupils from September 2025. [21743/24]
Amharc ar fhreagraAt primary level, teachers are allocated to schools at an average of 1 classroom teacher for every 23 pupils, the lowest level ever seen at primary level. DEIS Urban Band 1 schools receive an average allocation of 17:1, 21:1 and 19:1 for junior, senior and vertical schools respectively.
Each one point improvement in the staffing schedule at primary level for DEIS and non-DEIS schools requires between 350-400 additional teaching posts, at a cost of approximately €6.85 million in the first year and in excess of €20.5 million per annum after that. The estimated one-off capital cost of reducing the pupil teacher ratio by one point at primary level is circa €25-€35 million. This estimated cost is based on certain assumptions regarding the number of new teaching posts generated and available accommodation capacity.
338. Deputy Aodhán Ó Ríordáin asked the Minister for Education the estimated cost to restore 250 assistant principal 1 posts and 1,450 assistant principal 2 posts to the primary school sector from 1 September 2025. [21744/24]
Amharc ar fhreagraI recognise the key role school leadership in improving educational outcomes by creating a positive school climate and environment as well as motivating and empowering educators and learners within their school communities.
The Sectoral Bargaining process under Building Momentum for the primary sector has been used to increase posts of responsibility (POR) in primary and special schools by 1,450 posts.
Budget 2024 has also provided for an additional 500 posts of responsibility (Assistant Principal II) at both primary and post-primary level for the 2024/25 school year and a revised Post of Responsibility Schedule has issued to schools to reflect this increase in Assistant Principal II posts available to schools from September 2024.
The current annual rates for Assistant Principal I and Assistant Principal II posts are €9,974 and €4,413 respectively.
339. Deputy Aodhán Ó Ríordáin asked the Minister for Education the estimated cost of increasing grants (details supplied) for the primary sector by 20% for the 2025/2026 school year. [21745/24]
Amharc ar fhreagraMy Department is committed to providing funding to recognised primary and post-primary schools in the free education scheme by way of per capita grants. The two main grants are the Capitation grant to cater for day to day running costs such as heating, lighting, cleaning, insurance, general up-keep etc. and the Ancillary grant to cater for the cost of employing ancillary services staff. Schools have the flexibility to use capitation funding provided for general running costs and ancillary funding provided for caretaking and secretarial services as a common grant from which the Board of Management can allocate according to its own priorities.
The current standard rate of Capitation grant is €183 per student in primary schools.
As part of the capitation package in Budget 2024 I am pleased to have secured €21 million as a permanent increase in capitation funding to assist schools now and longer term with increased day-to-day running costs. This will support a permanent restoration of funding for all primary and post-primary schools from September 2024. This will bring the basic rate of capitation grant to the pre-2011 level of €200 per student in primary schools. Enhanced rates will also be paid in respect of pupils with Special Educational Needs. This represents an increase of circa 9.2% of current standard and enhanced capitation rates.
Based on the current standard rate of capitation grant, the estimated cost of a 20% increase in the rate of Capitation grant for 2025/26 academic year at primary level is a first year cost of €6.9 million and a full year cost of €20.2 million.
The ancillary services grant funding is currently under review to identify a method of standardising the grant for the longer term where school secretaries have moved over to a Department operated payroll. It is not possible to provide an estimated costing for an increase in this grant funding at present.
The Department recognises the importance of the Minor Works Grant to primary and special schools. Under Project Ireland 2040, a commitment was given that the Minor Works Grant would be paid in either December or January of the school year to all primary and special schools. In recent years the Department’s approach has been to pay the Minor Works Grant to primary and special schools in advance of the start of the following school year to facilitate a better lead in period for schools to plan any maintenance or minor works during the summer period.
The Minor Works Grant for the school year 2024/2025 issued in April 2024. The lead-in period ahead of the new school year gives schools sufficient time to make plans and set priorities for use of the funding.
Primary and special schools need not apply for minor works grant aid. Under the scheme, funding is made available to all primary and special schools on the following basis:
€5,500 basic grant plus €18.50 per mainstream pupil and €74 per special needs pupil enrolled in the school on the 30th of September of the year prior to the issue of the grant. The €74 rate applies to a special needs pupil attending a special school or attending a special class attached to a mainstream school.
Schools have the autonomy to use this funding for maintenance and small-scale improvements to school buildings and grounds. Given that each school setting is different, individual schools are best placed to decide how best to use this funding to address their particular needs.
The works that can be undertaken under the Minor Works Grant Scheme include maintenance and small-scale improvements to school buildings and grounds, improvement or replacement of mechanical and electrical services, the purchase of standard furniture and educational equipment, the purchase of floor coverings and window blinds, the purchase of IT related equipment, ventilation improvements, and enhancements to outdoor learning environments.
In 2024 the Minor works grant paid to schools amounted to €29 million. The cost of increasing Minor Works Grant ceiling by 20% equates to circa €5.8 million. This may vary depending on annual enrolments.
340. Deputy Duncan Smith asked the Minister for Education the status of the proposed secondary school in a location (details supplied); when she expects construction to commence given the population will increase dramatically in the next five years; and if she will make a statement on the matter. [21778/24]
Amharc ar fhreagraIn order to plan for school provision and analyse the relevant demographic data, my Department divides the country into 314 school planning areas 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, my 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.
The 2023 demographic exercise indicates that at post-primary level some 78% of school planning areas are anticipated to have increased enrolments for the period to 2030, with most expected to reach a peak within the next two or three years. The current demographic demand projections indicate that enrolments are at a peak level in Donabate. The demand for school places are effected by the level of new residential completions in an area. This is being kept under review.
Where demographic data indicates that additional provision is required, the delivery of such additional provision is dependent on the particular circumstances of each case and may, be provided through: • Utilising existing unused capacity within a school or schools,• Extending the capacity of a school or schools,• Provision of a new school or schools.
If additional accommodation is required, the aim to try and facilitate this, as much as possible, by way of expansion of existing schools rather than establishing new schools. The expansion of existing schools is consistent with wider Government 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 have to be prioritised to meet the needs of areas of significant population increase so as to ensure that every child has a school place.
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.
341. Deputy Claire Kerrane asked the Minister for Education if she is aware that much needed and encouraged returning teachers are waiting two months for a Teaching Council number, meaning they can not be paid; if she will intervene on this given we should be making it as easy as possible for teachers to return home and take up jobs here; and if she will make a statement on the matter. [21785/24]
Amharc ar fhreagraUnder the Teaching Council Acts 2001-2015 the Teaching Council is the body with the statutory authority and responsibility for the regulation of the teaching profession in Ireland including the registration of teachers in the State.
The Teaching Council is the professional standards body for the teaching profession, which promotes and regulates professional standards in teaching. The Teaching Council registers teachers under the Teaching Council Act 2001-2015 and in line with the Teaching Council Registration Regulations, 2016. The Council registers teachers under five routes of registration namely, Route 1 - Primary, Route 2 - Post-primary, Route 3 - Further Education, Route 4 - Other and Route 5 - Student Teacher. The minimum registration requirements for each route are set out in the Schedule of the Regulations.
In accordance with EU Directive 2005/36/EC on the mutual recognition of qualifications (as amended), the Teaching Council is the competent authority in Ireland for assessing applications for registration from persons recognised as teachers in other EU/ EEA countries. Applicants must meet the criteria as set out in the Teaching Council [Registration] Regulations 2016. All applications for registration from teachers who qualified outside of the EU/EEA are assessed on an individual basis.
Once the Council has received an eligible application, one that can provide evidence of full registration (recognition) and induction in the country in which the person obtained their qualification, alongside evidence of qualifications, and meet registration requirements such as language proficiency and vetting, the applicant will be successful in getting registered. Under child protection legislation, all those working with children and vulnerable people must hold appropriate vetting, which the Council facilitates for schools and teachers by including this as part of registration. If there are substantial differences in training, following assessment of the application, compensation measures (shortfalls) can be identified. These shortfalls are applied as conditions on the teacher’s registration record.
The EU Directive provides a 12- week timeframe for assessment for an important purpose, to enable a full and proper assessment of an applicant’s qualifications, teaching experience and lifelong learning. This is important from a standards perspective. It is the Council’s responsibility to ensure that all teachers entering the profession in Ireland have met the required standards. The Council is legally bound to assess within 12 weeks and operates as efficiently as possible within that timeframe.
The average processing timelines for the assessment of qualifications from primary and post-primary teachers who qualified outside of the Republic of Ireland is 4 weeks for primary teachers and 8 weeks for post-primary teachers. (Please note that post-primary applications require at least two separate assessments: teacher education and subject content.). The processing time begins from the receipt of all application documentation. These processing times are published on the Teaching Council website. The Teaching Council website at the published timeframes information also advises that teachers apply at least 12 weeks in advance of their return (or commencement of) teaching, to include sufficient time for vetting also.
The Council receives an average of 600 applications per year from teachers who qualify outside of the Republic of Ireland. Cognisant of the need to always improve efficiencies, the Council continuously monitors and reviews the qualifications assessment processes.
