Written Answers Nos. 203-222
203. Deputy Michael Ring asked the Minister for Education the position regarding the provision of suitable accommodation for a primary school (details supplied); when the project will progress; and if she will make a statement on the matter. [23585/24]
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 a new four class primary school with one class special education needs base. It also involves the renovation and extension of an existing former school building. This would provide a general-purpose room, a library and resource area, a principal’s office, a general office and other ancillary accommodation.
The project has been devolved for delivery to Mayo and Sligo Education and Training Board who have appointed a design team to progress the project through the necessary architectural stages of design, statutory approvals, procurement and construction.
As the Deputy may be aware, the project to develop the Minister-owned former Scoil Phádraig building on Altamount Street for the school referenced was approved to Stage 2a of the architectural design process following a recent stage meeting. Once the Stage 2a submission is received, reviewed and approved by the Department, the next step for the Design Team will be to obtain the statutory planning approvals. When these are in place, the project can proceed to tender and construction in due course.
While this school project progresses through its various stages, the Department has identified this building as a solution for urgent temporary accommodation needs for another school in Westport. The interim use of the building on Altamount St. for the other school aligns with the continued safe operation of schools which is of paramount importance to the Department. The Department officials have met with both school authorities in order to ensure that both projects and design teams are as streamlined as possible.
It is not possible to provide a reliable timeline for completion of the project at this early stage of the project.
204. Deputy Eoin Ó Broin asked the Minister for Education if she is aware that the reduction in ancillary grant funding to schools which do not employ grant-funded secretaries is having a negative impact on the financial situation of some schools; if consideration will be given to reviewing this in advance of the next school year; and if she will make a statement on the matter. [23593/24]
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 and general up-keep, 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, except for cases where a secretary is now paid from my Department’s payroll as per circular 36/2022.
The current standard rate of Capitation grant is €183 per pupil at Primary level and this year's grant is being paid, as usual, in 2 instalments, - the first in January and the second in June, for the 2023/24 academic year. Enhanced rates of capitation are also paid in respect of pupils with Special Educational Needs and Traveller pupils.
Primary schools with less than 60 pupils are paid the Capitation and the Ancillary grants on the basis of having 60 pupils.
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.
In addition to these grants, €20 million in funding was issued in October 2023, to support all recognised primary and post-primary schools in the free education scheme. This funding was the first tranche of an overall additional €60 million funding announced as part of Budget 2024 measures designed to assist schools with increased day-to-day running costs such as heating and electricity. A further €40 million in funding was delivered in early 2024.
As the Deputy may be aware, following the acceptance by Fórsa of the Workplace Relations Commission (WRC) agreement in respect of salaries and various leave entitlements for grant-funded school secretaries, those secretaries who accepted the terms of this agreement were placed on a payroll operated by my Department from September 2023. Therefore, ancillary-related grant funding has been revised to reflect the fact that schools are no longer paying these salaries directly.
Where schools did not have a secretary that opted into the WRC agreement, no reduction was applied to their ancillary-related grant funding.
The arrangements for the 2023/24 school year are based on reducing grants by the value of the salary schools paid to grant-funded secretaries prior to their acceptance of the new terms and conditions. Schools provided my Department with these details and this information is now being used to reduce the ancillary related grant funding.
Correspondence issued to all schools on 20th December 2023 providing details of these arrangements for the period September to December 2023. Further correspondence issued on 26th April 2024 setting out the position for the period January to August 2024.
Schools have been advised that work is ongoing to identify a method of standardising the reduction to the Ancillary and SSSF Grants for the longer term, where school secretaries are being paid via a payroll operated by my Department. Engagement will take place with school management bodies in order to discuss these arrangements to ensure that they are as reasonable and as fair as possible for all schools and further details of these arrangements will be provided to schools as soon as they become available.
The Financial Support Services Unit (FSSU) is an important source of advice and support. It is available to schools to assist on financial matters.
205. Deputy Niall Collins asked the Minister for Education for an update on a school project (details supplied); and if she will make a statement on the matter. [23605/24]
Amharc ar fhreagraI can confirm to the Deputy, that my Department is in receipt of an application for the Additional School Accommodation (ASA) scheme, from the school in question to provide two Special Educational Needs classrooms.
The purpose of the ASA scheme is to ensure that essential mainstream classroom and accommodation for students with special educational needs is available to cater for pupils enrolled each year, where the need cannot be met by the school’s existing accommodation or at other schools in the area.
The main focus of resources over the last decade and for the coming period is on provision of additional capacity to cater for increasing demographics. As a result, the current priority under the Additional Accommodation scheme is the provision of essential classroom accommodation to meet demographic demand or where an additional post is being appointed.
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 Department has a significant modular accommodation programme in place to assist schools in the provision of additional capacity, including in respect of facilitating the establishment of special classes.
This programme involves the use of Project Management supports which is designed to enable the accommodation to be provided as quickly as possible and help ease the administrative workload for school authorities in relation to the management and delivery of projects.
The use of the Department’s Modular Accommodation Framework also assists in ensuring lead in periods for procurement of modular accommodation are minimised to the greatest extent possible. To date, this has worked very well in the education sector and has seen delivery of large scale, high quality modular accommodation to meet the needs of children, particularly those with special educational needs.
I can confirm that my Department has arranged for the appointment of a project manager under the Project Manager Framework, and the project manager will carry out a site visit to the school in the coming weeks.
The provision of required school places, including for children with special educational needs, is a priority for my Department. My officials are working to ensure that there is sufficient provision to meet the school place needs in the school in question and the wider School Planning Area for future years.
206. Deputy Louise O'Reilly asked the Minister for Education the reason for delays in commencing the building of a new school (details supplied); if she will ensure that the project can move to stage 3 immediately; and if she will commit to a timeline for the completion of the new school. [23612/24]
Amharc ar fhreagraThe major building project for the school referred to by the Deputy has completed 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 by my Department at each stage in the process, within the context of overall programme and budgetary parameters.
In late March, following a review of National Development Plan allocations, the Government approved medium term capital allocations for the Department of Education for the period to 2026.
My Department’s Planning and Building Unit is now reviewing its programme plans in the context of those recently confirmed allocations.
My Department will keep the school authorities updated on progress and next steps.
207. Deputy Louise O'Reilly asked the Minister for Education further to Parliamentary Question No. 145 of 15 May 2024, the capital investment by his Department in computer and data infrastructure projects, by investment in each of the years since 2011, in tabular form. [23619/24]
Amharc ar fhreagraThis is a PQ for Higher Ed, they have already answered similar: www.oireachtas.ie/en/debates/question/2024-05-15/145/#pq_145
208. Deputy Réada Cronin asked the Minister for Education the urgent measures she will take to tackle the critical lack of designated ASD school places for children in north Kildare, with children numbering up to 15 on waiting lists when there are only six places; if she will examine the situation in schools (details supplied) in particular where parents wish siblings to attend together; and if she will make a statement on the matter. [23623/24]
Amharc ar fhreagraI understand that this is an anxious time for parents who are seeking a school place for their child for September and I would like to assure the Deputy that this government is determined to alleviate the pressures faced by parents when seeking a special educational placement.
The National Council for Special Education (NCSE) through their special educational needs organisers (SENOs) work closely with families regarding options for school placements and other special education supports. Parents seeking special class placements for their children are advised to contact the NCSE locally using the details on the NCSE's website.
My department and the NCSE work closely in relation to the forward planning of new special classes and additional special school places, work which is close to finalisation for the 2024/25 school year.
So far more than 320 new special classes have been sanctioned by the NCSE nationwide for the 2024/25 school year. Of these, 16 are in Kildare of which 11 are at primary and 5 at post-primary level. This brings the total number of special classes in the county to 132.
2 of the 3 schools referred to by the Deputy have 2 special classes each. The 3rd school does not have a special class at this time. The NCSE will continue to review and monitor the need for further special classes in these particular schools into the future.
The NCSE continue to sanction some additional classes for the coming school year and is engaged in ongoing discussions with schools in the area. As new classes are sanctioned, the NCSE will support families to make applications for places.
The NCSE also advise that a number of vacancies exist in some existing primary special classes across Kildare as well.
I have asked the NCSE to ensure any further new classes are established as a matter of urgency and to keep all families seeking class places updated on an ongoing basis to ensure their children can access the provision to which they are entitled.
I referenced earlier that this government is committed to alleviating the pressures faced by parents seeking a special educational placement.
Significant additional resources and funding of €13 million have been allocated to the NCSE to allow for the expansion of its services, which will bolster the level of service and provide effective structures to relieve pressure on parents.
This funding has allowed for, among other things, a significant increase in the number of SENOs which will increase from 73 to 120 by next September. These SENOs will work closely with children, their families and schools on the ground in order to provide the necessary supports.
Additional administrative support staff, team managers and other professionals are also being employed to allow SENOs concentrate on working directly with schools and families.
209. Deputy Rose Conway-Walsh asked the Minister for Education in a situation where two primary schools have amalgamated but the new base school is further away than other primary schools in the area, if the children will qualify for school transport such as in the case of a school (details supplied); and if she will make a statement on the matter. [23629/24]
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.
Under the terms of the Primary School Transport Scheme, children are eligible for transport where they reside not less than 3.2 kms from and are attending their nearest national school as determined by the Department/Bus Éireann, having regard to ethos and language.
Children who are eligible for school transport and who complete the application process on time (apply on time and pay on time) are accommodated on school transport services where such services are in operation.
Children who are not eligible but who apply for school transport are considered for spare seats that may exist after eligible children have been facilitated; such seats are referred to as concessionary seats.
Bus Éireann, who operates the school transport scheme on behalf of the Department, review all school transport services over the summer months. Arising from this review, routes may be altered, extended or withdrawn depending on the number and location of eligible children who will be availing of school transport for the following school year.
In cases where schools are amalgamated, children who were eligible for school transport and who are currently availing of school transport services, will retain their eligibility for the duration of their primary education cycle provided there is no change in their current circumstances.
New applicants who are siblings of these children and all other new applicants will be assessed in the normal manner by Bus Éireann. Children who are eligible will be accommodated on existing services and those not eligible for school transport will be considered for transport on a concessionary basis in accordance with the terms of the above Scheme.
210. Deputy Louise O'Reilly asked the Minister for Education how the catchment area for a school (details supplied) was decided; and if the area can be slightly extended to incorporate the Holywell area of Swords, where another school is situated.; and if she will make a statement on the matter. [23633/24]
Amharc ar fhreagraUnder the Education Act 1998, the question of enrolment policy in individual schools, including the setting of catchment areas, is the responsibility of the Board of Management on behalf of the school patron. The selection process and the enrolment policy on which it is based must be non-discriminatory and must be applied fairly in respect of all applicants. However, this may result in some pupils not obtaining a place in the school of their first choice. The Education (Admission to Schools) Act 2018 requires schools to clearly set out their selection criteria in their admission policies. Schools have discretion in relation to their admission criteria and how they are applied. Living in a particular catchment area is one criteria that a school may apply. The criteria to be applied by schools and the order of priority are a matter for the schools themselves. My Department does not intervene in the criteria set by a school.
My Department's main responsibility is to ensure that schools in an area can, between them, cater for all pupils seeking school places in the area.
In 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.
New schools established since 2011 to meet demographic demand are required, in the first instance, to prioritise pupil applications from within the designated school planning area(s) which the school was established to serve. This does not preclude schools from enrolling pupils from outside of the school planning area where they have sufficient places, rather it reflects the need to accommodate in the first instance the demographic for which the school was established.
In most areas, school planning areas were based on traditional school catchment areas where all primary schools were assigned to a post-primary feeder area (typically a population centre or town), containing one or more post-primary schools. With the introduction of Small Areas in Census 2011, these feeder areas were amended to align with Census Small Areas. The current school planning areas take account not only of local groupings of schools, but also of natural boundaries, Census Small Areas and other local conditions.
As stated above, the question of enrolment in individual schools, including the setting of catchment areas, is the responsibility of the Board of Management on behalf of the school Patron and my Department does not seek to intervene in decisions made by schools in such matters. It is the responsibility of the managerial authorities of all schools to implement an enrolment policy in accordance with the Education Act, 1998.
Section 29 of the Education Act, 1998 provides for an appeal by a parent or guardian to the Secretary General of my Department, or in the case of an Educational Training Board (ETB) school to the ETB in the first instance, where a Board of Management of a school, or a person acting on behalf of the Board, refuses to enrol a student in a school.
Further information on the Section 29 appeals process is available on my Department's website www.education.ie. The Education Welfare Service (EWS) of the Child and Family Agency (Tusla) is the statutory agency which can assist parents who are experiencing difficulty in securing a school place for their child. The EWS can be contacted at 01-7718500.
211. Deputy Pearse Doherty asked the Minister for Education if she will provide an update for the proposed autism unit for a school (details supplied); and if she will make a statement on the matter. [23634/24]
Amharc ar fhreagraI understand that this is an anxious time for parents who are seeking a school place for their child for September and I would like to assure the Deputy that this government is determined to alleviate the pressures faced by parents when seeking a special educational placement.
The National Council for Special Education (NCSE) through their special educational needs organisers (SENOs) work closely with families regarding options for school placements and other special education supports. Parents seeking special class placements for their children are advised to contact the NCSE locally using the details on the NCSE's website.
The NCSE has advised my department that the school currently has one special class and that this class is not yet at full capacity. The NCSE has been in contact with the school recently providing support and advice. The team manager remains available to the school should they have any further queries.
My department and the NCSE work closely in relation to the forward planning of new special classes and additional special school places, work which is close to finalisation for the 2024/25 school year.
So far more than 320 new special classes have been sanctioned by the NCSE nationwide for the 2024/25 school year. Of these 10 are in Donegal, 7 at primary and 3 at post-primary level. This brings to 125 the number of special classes in the county. The NCSE continue to sanction some additional classes for the coming school year and is engaged in ongoing discussions with schools. As new classes are sanctioned, the NCSE will support families to make applications for places.
I have asked the NCSE to ensure classes are established as a matter of urgency and to keep all families seeking class places updated on an ongoing basis to ensure their children can access the provision to which they are entitled.
I referenced earlier that this government is committed to alleviating the pressures faced by parents seeking a special educational placement.
Significant additional resources and funding of €13 million have been allocated to the NCSE to allow for the expansion of its services, which will bolster the level of service and provide effective structures to relieve pressure on parents.
This funding has allowed for, among other things, a significant increase in the number of SENOs which will increase from 73 to 120 by next September. These SENOs will work closely with children, their families and schools on the ground in order to provide the necessary supports.
Additional administrative support staff, team managers and other professionals are also being employed to allow SENOs concentrate on working directly with schools and families.
212. Deputy Jennifer Murnane O'Connor asked the Minister for Education further to Parliamentary Question No. 547 of 9 April 2024, if she will consider correspondence between a parent and a patron body and a board of management (details supplied); if she considers the response of the board of management is in all respects acceptable, or if she contends that the school, by requiring a parent or adult to remove a student during a withdrawal period from a specific subject, in fact negates the parental right of conscience to withdraw their child from any subject; and if she will make a statement on the matter. [23638/24]
Amharc ar fhreagraIn accordance with the Education Act 1998, schools are managed by boards of management on behalf of the relevant school patrons. Under the provisions of the Act, the board of management is the body charged with the direct governance of a school.
Under the provisions of Section 30(2) (e) of the Education Act 1998 provide that a school shall not require a student to attend instruction in any subject which is contrary to the conscience of the parent / guardian of the student or in the case of a student who has reached the age of 18 years, the student. It is expected that this right will be upheld by schools on foot of a parental request.
The manner in which any school ensures that the right to opt out of classes is upheld is a matter for the school concerned. The school must determine the particular arrangements which are most appropriate in its individual circumstances having regard to local issues such as available space, supervision requirements and how the school concerned organises classes etc.
Should the parent be unhappy with the action of the school, the school may have a formal complaints process in which case should be followed in pursuing any complaint. Where the parent is of the view that a school's board of management has failed to investigate or adequately investigate the complaint, they have also the option of raising the complaint with the Ombudsman for Children. The Office of the Ombudsman for Children may independently investigate complaints about schools recognised by the Department of Education, provided the parent has firstly and fully followed the school's complaints procedures. The key criterion for any intervention by the Ombudsman for Children is that the administrative actions or non-actions of a school has, or may have, adversely affected the child.
Further information is available on the gov.ie website: www.gov.ie/en/policy-information/complaints-about-schools/
213. Deputy Mattie McGrath asked the Minister for Education her response to the concerns raised by the staff of a school (details supplied) in relation to the lack of resources and supports and the impact on the school community; and if she will make a statement on the matter. [23689/24]
Amharc ar fhreagraI want to confirm my department's commitment to continuing to support our special schools.
The National Council for Special Education (NCSE) is responsible for determining the appropriate staffing levels in relation to the support of students with special educational needs in special schools, in accordance with my department’s policies. Special school staffing allocations will continue to be reviewed and updated each year by the NCSE.
Special schools are staffed on the basis of their actual student profiles and the disability category of each student. The number of staff allocated to special schools is generally in excess of the original baseline allocations set out in guidelines dating back to the 1990's. This is in recognition of the work of many special schools in adapting their designation and admitting students with a wide range of special educational needs, in order to meet the needs of their communities.
The department welcomes and supports this practice and special schools are encouraged to expand their admission policy, in order to provide special school educational opportunities for students with the most complex needs. The department and NCSE see the strongest growth for additional special school placements from students with autism and complex learning needs, moderate general learning disability and severe/profound general learning disability.
It is for this reason special schools will continue to be staffed on the basis of each year’s current school enrolments and the disability category of each student.
My department recognises that special schools face unique challenges and is committed to ensuring these schools are adequately resourced and supported. This coming school year will see the extension of administrative deputy principal posts for all special schools and an additional 100 post-primary teaching posts which will greatly benefit these schools.
The expansion of services within the NCSE has allowed for a 64% increase in the number of SENOs who at a local level are a pivotal point of contact for parents, guardians and schools. This increase of on the ground support in addition to the enhanced capacity of other services within the NCSE will bolster the level of service they provide and put in place effective structures to ensure schools are fully supported.
The provision of therapy supports for children with disabilities and the Children's Disability Network Team (CDNT) service is the responsibility of the Department of Children, Equality, Disability, Integration and Youth (DCEDIY) and the Health Service Executive (HSE) and any queries in this regard should be addressed directly to DCEDIY and the HSE. Queries relating to primary care and mental health therapy services is the responsibility of the Department of Health.
My department is acutely aware of the extent of the challenge for all schools, and special schools in particular, in meeting the needs of children with complex special educational needs. I can assure you that my department is doing everything possible in our engagement with the HSE and the DCEDIY / Department of Health to ensure that therapeutic services are available to those children who most need those services.
In addition, the new Cabinet Committee on Children and Education and Disability, which includes all responsible departments and Ministers is committed to working to improve the lives of children and young people particularly those with a disability or special educational need and allows us as ministers to focus our discussion on matters such as therapeutic supports and examine any and all possible solutions to this shortfall in service.
Understanding behaviours of concern and responding to crisis situations is of critical importance, my department are currently finalising guidelines for schools in this area. The guidelines, which have been subject to extensive consultation with education stakeholders and advocacy groups, are underpinned by a rights-based approach.
The draft guidelines have been trialled in a number of special schools including the school referred to by the Deputy. Feedback from the trial schools has been very positive and will inform the final version of the guidelines, which are due to be published later this school year alongside a range of training options, including procured training on understanding behaviours of concern and responding to crisis situations. Special schools will be prioritised for access to this element of the training options in the first instance.
214. Deputy Catherine Connolly asked the Minister for Education further to Parliamentary Question No. 306 of 16 April 2024, her plans to develop a new policy on Gaeltacht education, to follow on from the 2017-2022 policy that was extended to the end of the 2023/2024 school year; the status of the research and evaluation study currently being undertaken by the Educational Research Centre to assess the impact and effectiveness of the Gaeltacht school recognition scheme in order to inform future policy and practice in schools; if the ERC will produce a final report of the study; the timeline for same; and if she will make a statement on the matter. [23690/24]
Amharc ar fhreagraMy department devised the Policy on Gaeltacht Education as a strategic response to address the linguistic challenges facing Gaeltacht language-planning areas. Significant progress has been made across all aspects of the Policy since the commencement of its implementation.
The Gaeltacht School Recognition Scheme was launched in April 2017. 103 primary schools and 29 post-primary schools in the Gaeltacht are participating in the Scheme in the current academic year 2023/2024. Circulars issued in February 2024 to schools participating in the Scheme advising them that supports under the Scheme will continue throughout the next phase of the Scheme. This is in recognition that continuity will be required in the supports provided to schools to support them on their journey towards achieving best practice.
The Educational Research Centre (ERC) is currently undertaking a Research and Evaluation Study to evaluate the impact and effectiveness of the Scheme in order to inform future policy and practice in schools. The current phase of their research is in the form of questionnaires and interviews with school communities, which have been conducted with a sample of schools in the Scheme.
The ERC has also conducted research on student attainment and on the views of parents, students, teachers and principals of participating schools. A report on these research findings will be published before the end of 2024.
The Advisory Committee will continue to provide support and advice to my Department in the implementation of the Policy on Gaeltacht Education and will, in due course, be involved in the review of the existing policy and the development of the new policy.
215. Deputy Cathal Crowe asked the Minister for Education if she will urgently review the situation whereby teachers who were initially on the pre-2013 pension (legacy scheme) and were forced to temporarily leave service are now being left on the post-2013 pension, despite joining their profession prior to this; and if she will make a statement on the matter. [23724/24]
Amharc ar fhreagraThe Single Scheme applies to persons who start pensionable public service jobs on or after 1 January 2013.
The conditions providing for membership of the Single Public Service Pension Scheme are set out in primary legislation namely at Section 10 of the Public Service Pensions (Single Scheme & Other Provisions) Act 2012.
An exemption from Single Scheme membership applies in cases where a public servant previously held membership of a pre-existing public service pension scheme and did not subsequently have a break in service of more than 26 weeks as a public servant. The legislation does not provide exemptions based on the reason an individual had for ceasing the employment while a legacy scheme member.
As previously advised, If there is further information regarding the employment records of the individual on whose behalf the initial enquiry was made, which has not come to our attention then the Pensions Unit will review her case on receipt of same.
216. Deputy Bernard J. Durkan asked the Minister for Education when an ASD school place will be provided for the daughter of a person (details supplied); and if she will make a statement on the matter. [23732/24]
Amharc ar fhreagraI understand that this is an anxious time for parents who are seeking a school place for their child for September and I would like to assure the Deputy that this government is determined to alleviate the pressures faced by parents when seeking a special educational placement.
My department and the NCSE work closely in relation to the forward planning of new special classes and additional special school places, work which is close to finalisation for the 2024/25 school year. Parents seeking special class placements for their children are advised to contact the NCSE locally using the details on the NCSE's website.
So far more than 320 new special classes have been sanctioned by the NCSE nationwide for the 2024/25 school year. Of these, 16 are in Kildare of which 11 are at primary and 5 at post-primary level. This brings the total number of special classes in the county to 132. The NCSE continue to sanction some additional classes for the coming school year and is engaged in ongoing discussions with schools in the area. As new classes are sanctioned, the NCSE will support families to make applications for places.
The NCSE also advise that there are some vacancies in existing special classes available across county Kildare.
I have asked the NCSE to ensure that any further new classes are established as a matter of urgency and to keep all families seeking class places updated on an ongoing basis to ensure their children can access the provision to which they are entitled.
I referenced earlier that this government is committed to alleviating the pressures faced by parents seeking a special educational placement.
Significant additional resources and funding of €13 million have been allocated to the NCSE to allow for the expansion of its services, which will bolster the level of service and provide effective structures to relieve pressure on parents.
This funding has allowed for, among other things, a significant increase in the number of SENOs which will increase from 73 to 120 by next September. These SENOs will work closely with children, their families and schools on the ground in order to provide the necessary supports.
Additional administrative support staff, team managers and other professionals are also being employed to allow SENOs concentrate on working directly with schools and families.
217. Deputy Martin Kenny asked the Minister for Education if she is aware of the clash between State exams in Ireland and the equivalent exams in Ukraine; the number of students affected by the clash; and the contingency plan in place for students wishing to sit both exams. [23759/24]
Amharc ar fhreagraThe State Examinations Commission (SEC) has operational responsibility for the State examinations in Ireland. The 2024 Leaving Certificate examinations will run from Wednesday 5th June to Tuesday 25th June inclusive. The SEC does not record details of the nationality of candidates taking state examinations nor is the SEC able to offer any alternative timetabling arrangements in these circumstances.
I am informed that the Ukrainian Authorities set the dates for their own Ukrainian State Examinations known as the National Multi Subject Test (NMT) and the NMTs are convened at the same time across countries. These examinations are the responsibility of the Ukrainian Centre for Educational Quality Assessment (UCEQA).
I understand that the 2024 NMT will take place in Munster Technological University Kerry on the 4th of June and on dates from 11th to the 14th of June 2024 and that there are approximately 400 candidates registered to sit NMT in MTU this year. This compares to 660 candidates last year.
I can further advise that if the assigned NMT examination date does not suit the student then they should be advised to get in touch with the UCEQA through their student portal to request a different examination date.
Each year the State Examination Commission publishes the timetables for the State Examinations well in advance to inform candidates and schools of upcoming examination dates. The 2024 Examination timetable was publicised in December 2023.
218. Deputy John Lahart asked the Minister for Education to provide an update on works for a school (details supplied). [23783/24]
Amharc ar fhreagraI should explain firstly that there is an Emergency Works Scheme (EWS) within my Department, the purpose of which is to provide funding specifically for unforeseen emergencies, including life safety issues. It does so by ensuring the availability of funding for urgent works to those schools that are in need of resources as a result of an emergency situation. An emergency is deemed to be a situation which poses an immediate risk to health, life, property or the environment, which is sudden, unforeseen and requires immediate action, and in the case of a school, if not corrected would prevent the school or part thereof from opening.
The school to which the deputy refers has not yet submitted an EWS application to address the issues raised by the fire safety officer. However, in order to be of assistance, officials in the EWS area have spoken to the principal of this school and have advised the school to submit an application for funding under the EWS. The EWS team will assess this application once it is received and a technical site visit to address the concerns of the fire safety officer will be arranged as appropriate.
219. Deputy Seán Crowe asked the Minister for Education if her attention has been drawn to a situation between two schools (details supplied); if the matter will be examined and an agreeable solution for both schools implemented in the short term; if an additional school hall space will be made available in the long term; and if she will make a statement on the matter. [23817/24]
Amharc ar fhreagraI can confirm to the Deputy, that my Department has received an application for capital funding, under the Additional School Accommodation (ASA) scheme, from the primary school in question.
The purpose of my Department’s Additional School Accommodation (or ASA) scheme is to ensure that essential mainstream classroom accommodation and accommodation for pupils with special education needs is available to cater for pupils enrolled each year, where the need cannot be met by the school’s existing accommodation.
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.
I can assure the Deputy that the provision of required school places, including for children with special educational needs, is a priority for my Department and my officials are working to ensure that there is sufficient provision to meet the school place needs in the school in question and the wider School Planning Area for future years.
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 NCSE, and all available alternative accommodation within the school is already being used for classroom purposes.
I can confirm to the Deputy that rental accommodation had been approved for the primary school in question and it is awaiting the connection of the necessary utilities before it can be used by the school. This is a matter for the accommodation provider to rectify and the school are working with them on the issue.
Furthermore, officials from my Department's Professional and Technical Section have visited both schools to consider a solution that can be put in place. The Department hopes to resolve this matter for the benefit of both schools as soon as possible and will remain in contact with the school authorities of both schools in relation to this matter.
220. Deputy Aindrias Moynihan asked the Minister for Education her engagement to date with Bus Éireann in reviewing the age requirement currently in place under school transport for bus drivers; and if she will make a statement on the matter. [23834/24]
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.
While over 90% of services are contracted locally, Bus Éireann apply stringent assessments of each individual driver on over 7,000 school routes. This includes vetting and background checks.
Bus Éireann part-time school bus drivers and drivers nominated by private operators who operate service as part of the School Transport Scheme may continue to perform in the role provided they hold the requisite license and satisfy an annual medical examination until they retire at age 70. This policy and criteria is applied to all drivers who provide school transport services on behalf of Bus Éireann equally.
The age limit on school bus drivers was increased to 70 years a number of years ago. While Bus Éireann have informed the Department there is no plan to increase the age limit further at this time, the matter will continue to be kept under review.
Bus Éireann and Department officials meet regularly to discuss operational and policy matters.
221. Deputy Mark Ward asked the Minister for Education if there are plans to open a special school in the Citywest area of Dublin; if so, when this would take place; and if she will make a statement on the matter. [23839/24]
Amharc ar fhreagraThe new special schools established over recent years have focused on providing additional places in our largest urban areas: Dublin and Cork. The most recent of these new special schools to open was An Cosán Special School in Dublin 7 which opened earlier this month.
The department and NCSE continue to work on expanding special school capacity for the 2024/25 school year and beyond. In planning for increased special school places, the department and NCSE review all of the available data on the growing need for special school places across the country. This involves a detailed analysis of enrolment trends and the potential for existing special schools in a region to expand.
An important consideration when deciding to establish or expand provision in an existing special school is the distances that some students are travelling in order to access a special school placement.
My department and the NCSE are continually reviewing where additional capacity is required in existing special schools or in what regions a new special school may need to be established over the coming years.
It is estimated that a further 300 new special school places may be required each year for the coming years. When looking to provide additional capacity the department’s preferred option is to increase provision in existing special schools if possible.
222. Deputy Catherine Murphy asked the Minister for Education if the national list of SNAs can be released in a more efficient and transparent manner in view of the fact that persons are left wondering if they will have a job for the new school term; and if she will engage with the NCSE on this matter urgently. [23845/24]
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.
Special needs assistant (SNA) allocations for the 2024/2025 school year are presently being developed by the department and will be advised to schools as soon as possible and in line with previous years’ timelines.
My department allocated 1,194 additional SNAs to schools in the past year and Budget 2024 provides for a further 1,216. These SNAs will be allocated as follows: 806 to support students in new special classes, 150 to support students in new special school places and 260 to support students in mainstream classes.
My department and the NCSE are committed to delivering an education system that is of the highest quality and where every child and young person feels valued and is actively supported and nurtured to reach their full potential.
